2010-11 K-12 Comprehensive Research Based Reading Plans
District: Brevard

Leadership: District Level
•District Name:Brevard
•District Contact:Cyndi Van Meter
•Contact Address:2700 Judge Fran Jamieson Way Melbourne, FL 32940
•Contact Email:vanmeterc@brevard.k12.fl.us
•Contact Telephone:321-633-1000
•Contact Fax:321-633-3447
1What are your measurable district goals for student achievement in reading for the 2010-11 school year as described as a percentage increase from last year’s scores?
Brevard's 2010-11 Strategic Plan Goals for student achievement in reading are the following:
• increase the percentage of students scoring level three or above from 73% to 75% district wide,
• decrease the achievement gap for African American students from 23% to 18% district wide,
• decrease the achievement gap for Hispanic students from 11% to 6% district wide.
2What is the total number of reading coaches (funded through any source) that served the district for the 2009-10 school year?
Brevard Public Schools funded 70 full time literacy coaches during the 2009-10 school year.
3What is the total estimated number of reading coaches (funded through any source) that will be serving the district for the 2010-11 school year?
The district has established a criterion for the allocation of school reading coaches. Through the coordination of funding sources, senior staff plans to move forward with hiring 73 full time coach positions for the 2010-2011 school year. Tier 3 schools, our K-12 schools with the highest need, will receive daily coach services. Tier 2 schools will be allocated a coach 4 days per week, and that coach will also support one Tier 0 school one day per week. Tier 1 schools split coach services with another school, thus the coach is working 50% of their time as a coach at one school and 50% of their time at another school or in another position. All schools, excluding choice schools, would be supported with coach services under this model. Coaches will support Tier 0 schools with their professional development needs, assisting teachers in using the data to focus differentiated instruction, and by providing classroom modeling of best practices.
4How will the district determine allocation of reading coaches based on the needs of schools?
It is the goal of the district to have a full-time reading coach in every school. Our district uses the following criteria to determine the allocation of reading coaches:
- percentage of Exceptional Student Education students
- percentage of students receiving free or reduced lunch
- percentage of students scoring level one or two on FCAT Reading
- percentage of students scoring 3.5 or more on FCAT Writing
- previous year's school grade
- AYP status
- total school enrollment.

District staff will meet with principals at schools where a possible coach change is indicated based on school data. The discussion will focus on the coach's role and responsibilities, schedule and coach log, as well as how the coach is being utilized by the adminstrative team. Coaches who have proven success will be provided the opportunity to be placed in the neediest schools.
5How will the district strongly encourage all principals and reading/literacy coaches to attend professional development opportunities including Just Read, Florida! summer professional development, if available?
All principals/reading literacy coaches are encouraged to attend the summer professional development opportunities hosted by Just Read, Florida. Dates and registration process will be communicated to all parties. Coaches who have been in their role one year or less will be highly encouraged to attend. Since our district is a host site for the 2009 Summer Institute, it will be more cost efffective for our principals, reading coaches and reading leadership teams to attend.
6

How will the district provide leadership and support in defining the role of the reading coach to school administration, teachers, and reading coaches?

(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.)

District administrators attend the Brevard Leadership Charge Session each year. During this time, new strategic goals are explained as well as other initiatives for the district. The requirements of the K-12 Reading Plan will be reviewed during this time. During the first month of school, the principal and the coach will provide school staff with an overview of the coach's role and responsibilities, and will discuss the support they provide to classroom teachers that is aligned to the Just Read, Florida! Coach Model. The coach's role is also revisited through the School Improvement Process and through reading leadership team meetings. Additionally, principals are kept informed through monthly leadership team meetings, leadership team memorandums, and breakout sessions during the annual district Reading Leadership Team training.
7What portion of the coaches’ time will be spent in each of these roles?
Whole Faculty PD5
Small Group PD14
Planning8
Modeling Lessons14
Coaching9
Coach-Teacher Conferences14
Student Assessment8
Data Reporting3
Data Analysis9
Meetings4
Knowledge Building4
Managing Reading Materials5
Other3
8What are the requirements/qualifications to become a reading/literacy coach?

(Please note that Rule 6A-6.053, FAC requires the K-12 reading/literacy coach to be endorsed or K-12 certified in the area of reading, or working toward that status by completing a minimum of two (2) reading endorsement competencies of sixty (60) in-service hours each or six (6) semester hours of college coursework in reading per year.)

Brevard Public Schools have established the following requirements and qualifications to be eligible for an elementary reading coach position: a Master's Degree is preferred, but all reading coaches must have a Bachelor's Degree, three years of teaching experience with effective evaluations, Reading Endorsed or actively working towards earning the endorsement. In addition, secondary reading coaches must have a Master's Degree in reading or have completed the Reading Endorsement. All reading coach candidates must also apply to the Reading Coach Pool and be screened by the District Reading Leadership Cadre prior to being considered for a reading coach position in the district.
9What is the district’s plan to support or maintain a reading coach cadre?
Brevard Public Schools has established the Reading Coach Pool. Two times per year, the District Reading Leadership Cadre advertises for the Reading Coach Pool. Individuals who meet the requirements are placed on the Human Resources approved list of qualified reading coach applicants and then recommended to interview with building level principals for a position. If candidates are not selected, their names are maintained to ensure any reading coach openings which may occur during the year can be filled from the existing reading coach pool, so that schools can maintain the level of coach support for the staff. Brevard uses a tiered approach for providing and supporting professional development. Existing coaches have been trained in some areas: CRISS, In a Word, Clinical Mentoring. FLaRe (Florida Literacy and Reading Excellence Center) and Reading First Regional Professional Development provide coaches with differentiated professional development that is tailored to meet coaches' needs based on the Coaching Continuum. At the end of the year, coaches are also provided with opportunities to reflect and make recommendations and suggestions on professional development needs for the upcoming school year.
10.1How will the district ensure that all coaches, regardless of their funding source are using the online reading coach’s log on the PMRN?
The District Reading Leadership Cadre will utilize a data analysis support team member to assist with the monitoring and implementation of the K-12 Reading Plan. Part of responsibilities of the data analysis support team member will be to monitor the data on the PMRN as well as the coach logs. Logs will be provided for the elementary and secondary directors as well as the District Reading Leadership Cadre to ensure that all reading coaches are utilizing the PMRN.
10.2How will the district use the information obtained from this log to impact learning?
Part of the Reading Facilitators and Reading First Project Coordinator responsibilities will be to monitor the data on the PMRN and the information from the coach log. This information will be shared with the directors of Elementary Programs, Middle School Programs, and Secondary Programs who will then share this information with the Associate Superintendent for Curriculum and Instruction and the Area Superintendents. Trends that are noted on the coach log will be discussed with building level principals to ensure reading coaches are being used effectively. The majority of the coach's time will be spent modeling lessons and coaching teachers to support the development of quality instruction. Data from the PMRN is utilized to ensure students are receiving targeted instruction.
11How will the district monitor the implementation and effectiveness of the coaching model and assure communication between the district, school administration, and the reading coach throughout the year to address areas of concern?
During the Sterling Process and the Professional Development Audit, reading coaches were cited as an effective model for implementing school based professional learning communities and for providing on-going support for teachers as they implement best practices. Coach logs and school achievement data will be utilized to determine the effectiveness of the coach model. Areas of concern will be addressed through the K-12 District Reading Leadership Steering Committee with support from the Associate Superintendent for Curriculum and Instruction and the Area Superintendents.
12How 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.
To ensure integrity of the K-12 Comprehensive Research-Based Reading Plan, there will be a strong district leadership team composed of the following: Superintendent or his designee, Associate Superintendent for Curriculum and Instruction, Area Superintendents, Directors of Elementary, Middle, Secondary, Title I, School Choice, Staff Development, ESE and Testing and Evaluation departments. The Assessment and Curriculum Decision Trees dictate the assessments which will be used to inform the level and intensity of intervention or differentiated instruction, as well as, how student progress will be monitored. The district desktop reporting program, Data Dashboard and Progress Monitoring Reporting Network (PMRN) will be used to monitor school and student data. The data will include FCAT results, student schedules, (reflecting required reading instructional time from Student Information System), and progress monitoring through the PMRN. Data indicating area of greatest deficiency (in the 6 components of reading) will determine placement. Based on progress monitoring data and other selected data elements, the associate superintendent will determine how well schools are meeting the requirements of the Comprehensive K-12 Reading Plan, School Improvement Plans and district Strategic Plan goals.
13

How will the district ensure fidelity of implementation of all reading programs and strategies used at the school level and determine appropriate instructional adjustments?

(According to s. 1011.67 (2), 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, 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.)

District staff will provide school leadership with clear expectations for implementing core, intervention and supplemental reading programs to ensure fidelity of implementation.
The district requires each K-12 principal, (excluding charters), to complete an annual principal checklist . Principals monitor the fidelity of core instruction by conducting reading walk throughs and data analysis of district required assessments and state progress monitoring assessments. The principal checklist requires administrators to ensure that reading programs and strategies are in place to monitor progress of students who receive additional intervention instruction. Instructional adjustments are made based on teacher recommendation and data analysis to ensure continuous student progress.
14.1If it is determined that the K-12 Comprehensive Research-Based Reading Plan is not being implemented with fidelity, how will concerns be communicated?
The District Reading Leadership Cadre reviews schools’ reading data, state and district quarterly reports and data from the Progress Monitoring & Reporting Network. If a school's data raises a concern, fidelity checks are conducted by district level personnel. Deficiencies identified by fidelity checks are shared with building level principals.
14.2District Organizational Communication Reporting Chart
Reporting Chart
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15.1How will the district ensure that all elementary schools have an uninterrupted 90 minute reading block for core reading instruction and additional time for immediate intensive intervention (iii)?
Student Information System reports will be pulled quarterly to ensure all schools, including charter schools, are adhering to the uninterrupted reading block for elementary schools, and the intensive reading classes for all Level 1 & 2 secondary students. In addition to ensuring master schedules document the ninety minute reading block at the elementary level as well as Tier 1 and Tier 2 courses at the secondary level, all schools' schedules reflect time for students who need additional immediate intensive intervention. Charter school applications reflect the components of the K-12 Reading Plan. Annual audits and site visits are conducted by district personnel to ensure all components of the K-12 Reading Plan are being addressed and followed.
15.2How will the district ensure extended intervention time is provided for disfluent students at the middle and high school level?
All secondary schools are required to provide a tiered reading intervention model (three levels of reading courses). If a student is determined to be disfluent based on the Assessment Decision Tree he/she will be placed in the Tier 3 Intensive Reading class. The Tier 3 class is comprised of two periods of intensive reading in addition to the regular language arts class. Both administrators and school level data clerks have received information regarding the required codes to be used within our data management system. Pre-survey reports data will be used to ensure that all schools have appropriately coded both students and Intensive Reading courses.
16How will the district facilitate improvement in and intensify interventions for schools that are not making academic improvements as determined by fidelity checks and student performance data?
A three tiered leadership intervention approach will serve as a continuum for district level support. Using this model, schools will be given intervention throughout the school year. Additional professional development is provided to Tier Three schools, such as but not limited to, reading consultants (Susan Hall) and specified training provided on-site through Title I Literacy Trainers. Identified schools were provided additional support by district resource teachers. Frequency of on-site visits and monitoring of data occurs based on the level and area of need. The 95 Percent Group's work with our corrective action schools has been empowering to teachers and has positively impacted student achievement. This approach and professional development model has limited the number of schools who are not meeting the end of the year goals. By administering intervention to schools in need, the district is confident that No School Will Be Left Behind. This approach has been adapted from the Kame'enul and Chard Three Tiered Prevention Model. The following information will be used to determine the intensity of district intervention for each individual school: FCAT data, AYP data, progress monitoring data, rigorous reading requirements, and K-2 below grade level readers.
17How will the district train principals on Reading Walk Through strategies, including both reading intervention and content area as well as how to give feedback to teachers?
Brevard Public Schools' principals attend the classroom walk through training which has a specific component that addresses the reading classroom. Emphasis during the classroom walk through is on reading best practices and strategies. The district has also hired a retired area superintendent who works directly with all principals who have three or less years of experience. He provides principals with one on one support and with strategies to use when providing feedback to teachers.


18How will the district and schools recruit and retain highly qualified teachers?
To recruit and retain highly qualified reading teachers, the district/schools offer the following:
• Exceptional Student Education Department is currently encouraging and supporting the exceptional student education
teachers to add Reading Endorsement to their professional certificate.
• Additional professional development and materials are provided to support reading intensive reading teachers.
• Schools are encouraged to identify the building level reading expert which help to mentor new teachers hired.
• Professional development opportunities in the Core Reading Program, assessments and other site based reading needs.
• Building level administrators are invited to attend recruiting trips with the recruiting office to select teachers for the district.
• Advertisements for reading teachers and reading coaches are posted on the district’s web page which is available internationally.
• Recruit through college visits, job fairs, and local FFEA clubs.
• Partner with local colleges in the hiring and placement of senior interns.
19How and when will the district provide principals with the information contained in the K-12 Comprehensive Research-Based Reading Plan?
Each K-12 principal (excluding charters) is required to complete an annual Elementary or Secondary Principal Checklist, which addresses some of the key requirements of the Comprehensive K-12 Reading Plan. The reading section of the School Improvement Plan requires administrators to ensure that reading programs and strategies are in place to monitor student progress. All building level administrators are required to attend the Brevard Leadership Charge Session where new programs and plans are addressed. The Comprehensive K-12 Reading Plan will be posted on the Brevard Public Schools' website to ensure easy access to the information. As part of the K-12 Reading Plan, each principal will be made aware of changes in state statutes and board rules. School Improvement Plans will be reviewed by the Elementary and Secondary Reading Facilitators to ensure that schools are addressing the requirements of the K-12 Comprehensive Reading Plan.
Leadership: School Level
1How will principals strongly encourage all reading coaches to attend professional development opportunities including Just Read, Florida! summer professional development, if available?
The District Reading Leadership Cadre will notify principals of reading coaches who have never attended the JRF summer professional development. Principals will highly encourage their reading coaches to attend. Brevard Public Schools is a host site for this year's summer professional development offered by Just Read, Florida! Administrators, teacher leaders and reading coaches are encouraged to register to ensure all schools are represented.
2.1The 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, content area teachers, and other principal appointees should serve on this team which should meet at least once a month. What process will the principal use to form and maintain a Reading Leadership Team?
All Brevard schools have a Reading Leadership Team in place. Reading Leadership Team membership is open to all staff members to encourage open dialogue. School Improvement Plans include the initiatives and focus of the Reading Leadership Team.
2.2What role will the principal and coach play on the Reading Leadership Team?
The principal and coach will work together to ensure productive Reading Leadership Team meetings. Whether the principal or the coach facilitates the meeting, there is ongoing dialogue regarding school-based decisions and initiatives so that all stakeholders are kept informed and have an opportunity for feedback/input.
2.3How will the principal promote the Reading Leadership Team as an integral part of the school literacy reform process to build a culture of reading throughout the school?
Through providing all stakeholders representation on the Reading Leadership Team, school personnel have a voice in what is addressed during Reading Leadership Team meetings and establishing the school's Fail-Safe Literacy Culture. Each school will create a Fail-Safe Literacy Plan which is a working document that will assist in ongoing school-level reform. The components of the Fail-Safe Literacy Plan focus on school-wide literacy initiatives and are embedded within the School Improvement Plan. Reading Leadership Team meetings are held after hours or as an alternative to having a faculty meeting once per month to encourage all stakeholders to participate.
3How 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 for teachers?
The District K-12 reading contact provides the Just Read, Florida! reading coach job description to administrators establishing the expectation that reading coaches will be utilized as a full time site-based professional developer. The District Reading Leadership Cadre monitors coach logs to ensure the guidelines for the reading coach are clearly defined and adhered to in our schools.
4.1How will the principal and reading coach collaborate to plan for professional development?
Each school has a Reading Leadership Team that reviews student data in order to establish meaningful professional
development activities for the year. As a part of the Fail-Safe Literacy Plan, professional development activities are planned and scheduled to meet the needs of each school.
4.2How will the principal provide professional development materials to support the reading coach?
Schools use different resources to ensure reading coaches have professional development materials. Title I dollars, school improvement dollars and other resources are used to support the reading coach. The district also provides professional development materials to coaches through Title II funding.
5.1How will the principal ensure that the reading coach uses the online coach’s log on the PMRN?
Principals will ensure that all components of the K-12 Comprehensive Reading Plan are followed which requires that all coaches' logs are maintained and up to date.
5.2How will the principal use the information obtained from the PMRN online reading coach’s log to impact student learning?
Coach log information will be reviewed by the principal to ensure coaches are spending their time with teachers who need support through classroom modeling and coaching.
6How will the principal monitor teacher implementation of lesson plans?
Reading walk throughs are used to determine whether best practices and the desired instructional model are being implemented in Brevard's K-12 reading classrooms. Brevard Public Schools has a contractual agreement with the Brevard Federation of Teachers that lesson plans cannot be collected on a regular basis except for schools with a school grade of D or F. (For schools that have received a D or F, lesson plans are monitored monthly as a part of the principal checklist.) However, principals and assistant principals may, as a matter of monitoring classroom activities, review lesson plans whenever they conduct a walk through or visit a classroom.
7How will the principal monitor collection and utilization of assessment data, including progress monitoring data, to determine intervention and support needs of students?
As a part of the principal checklist reviewed by the area superintendents, principals are required to use data to monitor student growth to determine if additional intervention is needed to improve student achievement. The principal, along with the Reading Leadership Team, also reviews student assessment data routinely to place students appropriately, to help teachers drive classroom instruction and to assess reading instruction and student learning gains.
8.1How will assessment data be communicated to and between teachers (Examples may include: data study teams, weekly grade level meetings, and vertical team meetings)?
Principals and instructional staff will review student assessment data on an ongoing basis in order to place students appropriately, to drive instruction, and to assess reading instruction and student learning gains. Progress monitoring data, CCRP assessments, FCAT, and other appropriate data from supplemental/intervention programs is collected and shared with all stakeholders.



8.2How often will this occur?
According to the Brevard Principal's Checklist, data meetings occur weekly.

9.1

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)?

(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.)

As a part of the district strategic plan, as well as a part of the district principal checklist, the principal provides an overview of the process and sets instructional goals based on student data as well as professional goals. Administrators meet with teachers during preplanning to set instructional goals. Every School Improvement Plan is based on student achievement data. The Brevard Public Schools Strategic Plan is also comprised of specific objectives based on student achievement data in reading and other areas. Performance evaluations of principals focus on strategic plan objective results. Performance appraisals of reading coaches and classroom teachers are conducted by school administrators using the Brevard County Instructional Personnel Performance Appraisal System (IPPAS) instrument. Knowledge of subject matter and student evaluation are part of this appraisal system which should reflect that teachers are making data driven decisions regarding their instructional practices. Principals must confer with reading coaches and teachers to complete the appraisal process. The Individual Professional Development Plan (IPDP) is reviewed and discussed. The IPDP must be based on the previous year's assessment data. Every professional development plan must contain an objective and/or strategy in reading. For an IPDP where the student achievement goal is not met, principals and coaches/teachers develop additional activities designed to help students learn to read and read to learn.
9.2How will the principal differentiate and intensify professional development for teachers based on progress monitoring data?
After each assessment window, progress monitoring data is used to target professional development areas. Principals meet with teachers to set professional development goals and identify ways to intensify instruction. Teachers are provided additional support by the reading coach, as well as district sponsored professional development in the identified areas. Principals will receive training in multiple assessments that measure the six components of reading as well as those assessments administered within the district unified program. This will provide them with the necessary skills and knowledge to assess teachers’ specific areas of strength and weakness in the six components of reading.
10

How will the principal identify mentor teachers and establish model classrooms within the school?

(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.)

Reading coaches and mentor teachers are an essential element of the K-12 Comprehensive Reading plan to deliver and support ongoing staff training in their individual schools. Coaches will provide training before and after school and on the two district professional development days. They will provide professional development follow-up, coaching sessions, and model lessons in classrooms. Principals will identify mentor teachers through classroom walk throughs and classroom data. Teachers who have a proven track record of increasing the number of students achieving proficiency in the six components of reading and the core reading program will be identified as mentor teachers. Mentor teachers will provide demonstration classrooms in their areas of strength along with follow-up professional development opportunities. The mentor teacher will provide ongoing professional development and serve as a peer mentor for identified teachers, as well as provide a model classroom environment.

11How will the principal ensure that time is provided for teachers to meet weekly for professional development opportunities that may include, but are not limited to grade group meetings, additional training, visiting model classrooms and one on one coaching sessions?
Dedicated professional days are scheduled within the school year to provide ongoing and follow-up training. Preplanning days include scheduled time for instructional professional development. The principal will ensure that time in the school day (either before or after school or during planning periods) is dedicated to professional development. Schools recognize the need for teachers to have the autonomy and flexibility to attend professional development that is specific to meet their individual IPDP goals. Reading instruction will be a focus of site-based staff development which will be provided in faculty meetings, grade level meetings, after-hours training, or one to one coaching sessions. Principals will monitor the PMRN coach log to ensure that the percentage of time spent in the professional development components is appropriate to meet the Just Read, Florida! Coach Model.
12.1What process will be used by the principal to monitor implementation of the reading plan?

(For example: weekly Reading Walk Throughs conducted by administrators, reading leadership team participation, collaboration with the reading coach, etc.)

The key factor to an individual school’s success is the building level principal. The principal sets the tone as the school’s educational 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 greatest impact on student achievement. In order for principals to become instructional leaders, it is imperative that principals understand READING. The principal will oversee the implementation of the K-12 Comprehensive Reading Plan. The principal will establish an infrastructure to implement the specifications and requirements of the comprehensive reading plan. Fidelity checks, classroom observations, and reading walk throughs are conducted to ensure that assessment data is driving instructional decisions and scientifically based reading research best practices are being utilized. All Brevard County principals currently are required to complete a Principal Checklist which is monitored by the area superintendents for compliance. A component of the Principal Checklist requires principals to use the Brevard Public Schools’ Quality Indicators of Reading/Language Arts Classroom instruction as a guide and tool for ensuring quality reading instruction is taking place in their building as required in the K-12 Comprehensive Reading Plan. The district Principal Checklist also incorporates all requirements of the K-12 Reading Plan including, but not limited to, conducting classroom reading walk throughs, establishing Reading Leadership Teams, providing ongoing professional development opportunities and adhering to Just Read, Florida! Coach Model.
12.2How will follow up with feedback be provided based on monitoring?
Principals conduct reading walk throughs to monitor the teacher's progress on identified strategies. Administrators are required to provide informal feedback from reading walk throughs within twenty-four hours. This feedback is used by teachers to make instructional changes to improve classroom instruction.
13How 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?
As a part of the district's Principal Checklist, principals are required to incorporate all the requirements of the K-12 Reading Plan such as conducting classroom walk throughs, establishing Reading Leadership Teams which meet monthly, providing training during pre-planning and opportunities for ongoing professional development, and adhering to the Just Read, Florida! Coach Model. Principals will provide an overview of the instructional model for providing reading instruction in the 90 minute reading block, iii intervention and in the Tier 1, 2, and 3 classrooms at the secondary schools.
14.1How will the principal increase the amount of student reading inside and outside of school?
One of the district's goals is to encourage students to read at least fifteen to thirty minutes per night. In schools with the highest free and reduced lunch percentage, the Reading Goes Home Program provides for educators to work with parents and their children in the safety of their own home. All schools utilize Reading Counts and/or Accelerated Reader to encourage students to read outside of the school day. Student book clubs and Sunshine State Book Bash competition are also used as a way to encourage students to read. Brevard students are surrounded by a print-rich environment with a wealth of quality reading materials, resources and texts at a variety of reading levels. Student reading development is enhanced and reinforced through easy, frequent, open and flexible access to classroom libraries and to the school media center. Research studies indicate that participation in the Accelerated Reader and Reading Counts programs increase students’ reading motivation. Involvement of classroom teachers, media specialists and parents help to guide our students to appropriate reading selections. Schools participate in Discovering Quality Literature Day and Young Authors’ Conference, in which students write their own books which are then published and shared at district level events. The books then become part of the individual school library collection for the perusal of other students, parents and teachers. Schools promote the Sunshine State Young Readers’ Award books and celebrate the reading of the books through activities designed for fun and learning during our annual “Book Bash”. Students in grades 3-8 participate in readers’ theater groups, create original book jacket designs, write original summaries, and discuss elements of the literature in our school libraries each year. At the elementary level, schools provide opportunities for students to participate in before or after school book clubs that feature literature circle activities. Throughout the school year, our school media centers offer a variety of promotional activities such as Children’s Book Week, National Library Week, Read Across America Day, Banned Book Week and Teen Read Week. The district, in collaboration with four community centers, has established an annual Read to Succeed Day where children in the highest poverty areas are provided free books.
14.2How will the principal increase media center circulation?
Principals recognize media centers are the hub of our schools providing easy, frequent and open access to books. Schools have implemented various ways to increase media circulation by providing students access before and after school. Parents are also encouraged to utilize the media resources to increase media circulation. The Scholastic Reading Inventory provides each child a book list based on their interest and their lexile level which will assist them in self selecting appropriate books from the media center.
15How 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.
As a part of the principal checklists and strategic plan goals, principals are required to establish a school improvement reading goal. The superintendent has also established a principal book club which meets monthly to encourage dialogue with colleagues. Principals are also encouraged to attend professional development provided by Just Read Florida!. The district sponsors annual Reading Leadership Team training for principals and coaches which includes professional development opportunities for establishing and maintaining a Fail-Safe Literacy Culture, as well as updating our literacy leaders on researched best practices and scientifically proven instructional programs in the field of literacy.
Professional Development
1Provide the district professional development schedule for ALL reading professional development, not just the professional development funded through the FEFP reading allocation, for the 2010-2011 school year through Chart A. This chart will be completed through the web based system. Repeat this process within the application as many times as necessary for each professional development offering in reading offered by your district. ALL Reading Endorsement professional development offerings should be described in Chart A. Please address the Reading Endorsement professional development first in your charts.
To create and edit all professional development charts for Chart A, use the link provided within this section online.
Please be sure to indicate whether you are accepting a previously approved chart or creating/revising a new chart by clicking the appropriate radio button on Chart A.

Chart A
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2Does your district offer Content Area Reading Professional Development (CAR-PD) in at least one school?
Not at this time.
3Does your district offer Reading Endorsement for ESOL (REESOL)?
Not at this time.
4Does your district conduct transcript reviews of college coursework for application towards the District Add-On Reading Endorsement?
Yes. We review transcripts and catalog descriptions, as well as completion dates and grades earned, to determine whether the course in question meets program criteria and reading endorsement objectives for the desired transfer.
5Does your district provide a financial incentive for teachers who are working towards Reading Endorsement or completing it? If so, please explain.
Not at this time.
6Does your district offer a financial incentive for content area teachers who complete CAR-PD? If so, please explain.
Not at this time.
7Please describe your district plan for providing professional development for the Florida Assessments for Instruction in Reading (FAIR). If your district is not using FAIR for the 2010-11 school year, please respond with NA.
Brevard Public Schools will offer FAIR training for any new literacy coaches and administrators for 2010-2011.
Elementary Student Achievement and Instruction
All information provided in this section details how this district will meet the reading needs of all student subgroups identified under No Child Left Behind.
1Each district will be given one school user log-in password so that each school may enter their own information into Chart C by using the web-based template. It is recommended that school users enter this information for their school from February 1-March 5, 2010. Districts will be able to review and revise the school based information before submitting Chart C from March 8-March 31, 2010. School level users should select all applicable adopted reading instructional materials from the lists provided and add any other materials in the text boxes. Information regarding materials specifically for ESE and ELL students should be listed in the text box labeled ‘Other.’ To review and edit all school information for Chart C before submitting, use the link provided within this section online.
Chart C
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2.1

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

Comprehensive Core Reading Programs (CCRP): Comprehensive Core Reading Programs are the instructional tools 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 six essential components of reading instruction: phonological awareness, phonics, fluency, vocabulary, and comprehension, and oral language. The CCRP contains instructional design components including explicit instructional strategies, coordinated instructional sequences, ample practice opportunities, aligned student materials, and assessment to guide instruction.


The School Board of Brevard County will be utilizing state adopted 2009 Macmillan McGraw Hill Treasures (comprehensive core reading program). The core program is based on scientific, research–based methods of reading instruction. Program incorporates the work of such researchers and authors as Jan Hasbrouck, Isabel Beck, and Donald Bear. Macmillan McGraw-Hill Reading Treasures provides lessons for explicit instruction and systematic practice in the six components of reading for K–6 students. All children receive initial instruction on grade level standards utilizing the comprehensive core reading program as a guide during whole group instruction. The program is divided into six common themes throughout all grade levels. The award-winning literature representing a wide range of genres within this series provides a systematic path toward reading independence. The six essential components of reading, as identified by the National Reading Panel, “Reading First”, and the Governor’s “Just Read, Florida!” initiative, are emphasized within the instructional design of the lessons, instructional routines, and practices which are embedded in this core program. Small group instructional lesson plans provide intensive instruction that is explicit and is carefully scaffolded to meet the needs of struggling readers. Schools have a variety of resources within the program such as the leveled readers (beyond, approaching, on level, or ELL) letter cards, decodable readers, word sorts or Elkonin Boxes, letter sound cards, retelling cards, oral vocabulary cards, and phonics/grammar practice books which are utilized for differentiated small group instruction and to support initial instruction of Language Arts Sunshine State Standards.
For charter schools that are participating in the K-12 Reading Plan, instructional programs are listed on Chart C which are approved under their charter agreement with the district. Brevard Public Schools provide consultative services when requested regarding the purchasing and implementation of core materials.
2.2Supplemental Intervention Reading Programs (SIRP): Supplemental Intervention Reading Programs are intended for flexible use as part of differentiated instruction or intensive interventions to meet student learning needs in specific areas (phonological awareness, phonics, fluency, vocabulary, and comprehension).

Recognizing the impossibility of one program’s ability to meet every need of every child, Brevard Pubic Schools has in place methods and procedures for providing supplemental materials to support student learning and the transfer of knowledge and skills. Through a scaffolding approach, teachers provide direct, explicit instruction by modeling strategies, engaging students in guided practice, and gradually releasing responsibility to individual students to ensure application and transfer. In a Word vocabulary strategies have been implemented in grade six, which will be expanded to the fifth grade. CRISS comprehension and vocabulary strategies are also utilized to meet the needs of the individual learner. Schools have purchased and implemented a variety of approved supplemental programs, such as Early Success, Soar to Success, In a Word vocabulary program, Earobics, 100 Book Challenge, SRA Language for Learning, Reading A- Z, and The Literacy Center. These additional resources include audio-visual materials as well as strategies to be used in meeting individual needs and support the skills taught in the basic program.
Teachers use specific supplemental materials to further support the development of the six essential components of reading.
Brevard Public Schools developed an implementation guide for teachers for the adopted core reading and how supplemental and intervention programs correlate and connect to initial instruction.
2.3Comprehensive 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 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.

For students who do not meet expected levels of proficiency, students receive an additional 20-45 minutes of daily immediate intensive instruction (iii) in addition to the 90+ minutes initial instruction (ii) in the comprehensive core reading program. Brevard’s Elementary Programs Division has implemented intervention programs which have been reviewed by The Florida Center for Reading Research (FCRR). FCCR has identified these programs as being scientifically based reading researched proven programs which provide instruction in the six essential components of reading instruction: oral language, phonemic awareness, phonics, fluency, vocabulary, and comprehension. Schools have purchased or been provided a variety of approved intervention materials/programs such as, but not limited to, SF Early Reading Intervention, SRA Reading Mastery, SRA - Open Court, SRA Corrective Reading, Waterford, Read 180, Voyager Passport, Macmillan/McGraw-Hill Triumphs, and Earobics Literacy Launch.
2.4Educational 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, where applicable.

Studies show that reading applied to real-life hands-on situations using exciting technologies as tools for learning dramatically improves student performance. Using an interdisciplinary approach supported by technology to teach and learn broadens the learning experience and engages students in meaningful ways. The Reading Leadership Team in coordination with district and school level technology support staff will carefully analyze the educational software and review the skills and knowledge of curriculum content standards to ensure that technology chosen can be effectively infused into the reading curriculum to support our core program. Teacher lesson plans will reflect the infusion of technology as a tool to increase reading growth opportunities for all children. Additionally, effective use of computer-assisted instruction will enhance the basic reading skills of students. Technology does not replace active reading instruction provided through the knowledge and expertise of the highly qualified teacher nor does it replace actual reading of a variety of text. Research shows that this is an important first step in successfully integrating educational software and programs into the core program (Cradler & Beuthel, 2001). Presently, schools have access to, but are not limited to the following software programs which support our Macmillan/McGraw-Hill Reading Treasures CCRP: Classworks, FCAT Explorer, FCAT Galactic Library, PowerMediaPlus, A-Z, Voyager Learning Ticket to Read and Solo, Successmaker, Literacy Launch, Accelerated Reader, and Reading Counts.
3

Schools must diagnose specific reading difficulties of students who do not meet specific levels of performance as determined by the district school board in reading to determine the nature of the student's difficulty and strategies for appropriate intervention and instruction.

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 reading instructional needs and interventions for students in grades K-2.

The chart must include:

  • Name of assessment(s)
  • Targeted audience
  • Performance benchmark used for decision-making
  • Assessment/curriculum connection
  • An explanation of how instruction will be modified for students who have not responded to a specific reading intervention delivered with fidelity with the initial intensity (time and group size) provided.

*District contacts will create and upload Chart D1 using the link provided within this section online. There are two samples for Chart D1 (Assessment/Curriculum Decision Tree) located in the Appendix. Either sample can be utilized based upon the assessments administered within your district. Last year's chart is available at your district's public view page. If your district wishes to use this chart it must be uploaded into this year's plan. Please upload the desired file.

Chart D1 - Elementary Assessment Curriculum Decision Tree
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Schools must diagnose specific reading difficulties of students scoring at Level 1 and Level 2 on FCAT Reading to determine the nature of the student's difficulty and strategies for appropriate intervention and instruction.

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 reading instructional needs and interventions for students in grades 3-5(6).

The chart must include:

  • Name of assessment(s)
  • Targeted audience
  • Performance benchmark used for decision-making
  • Assessment/curriculum connection
  • An explanation of how instruction will be modified for students who have not responded to a specific reading intervention delivered with fidelity with the initial intensity (time and group size) provided.

*District contacts will create and upload Chart D2 using the link provided within this section online. There are two samples for Chart D2 (Assessment/Curriculum Decision Tree) located in the Appendix. Either sample can be utilized based upon the assessments administered within your district. Last year's chart is available at your district's public view page. If your district wishes to use this chart it must be uploaded into this year’s plan. Please upload the desired file.

Chart D2 - Elementary Assessment Curriculum Decision Tree
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5.1How 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.)
Brevard Public Schools require that all students receive 90 minutes of uninterrupted initial reading instruction daily. Research shows that ALL children benefit from initial instruction found in Comprehensive Core Reading Programs (CCRPs) that is systematic and explicit. The components of the Macmillan/McGraw-Hill Reading Treasures core reading program combine to create a dynamic system that can generate success for all students. Macmillan/McGraw-Hill Reading Treasures has been reviewed by the Florida Department of Education and is among the state approved programs. Whole group instruction will focus on exposing all children to on grade level benchmarks and standards through modeling instructional strategies in comprehension, vocabulary, phonemic awareness, phonics, and fluency through shared/interactive reading, guided reading, independent reading, modeled reading, and read aloud experiences. Because it is scientifically researched based, the comprehensive core reading program is the primary instructional tool that teachers use to teach children to read and to ensure that students meet or exceed grade level benchmarks. Brevard Public Schools promotes a balanced literacy curriculum in a student centered environment. Through the integration of reading and language arts instruction, students will develop and refine their literacy skills to become lifelong learners. All lessons are correlated to the Sunshine State Standards. ESE teachers utilize the core reading program with the majority of Brevard students, since we are moving to the inclusive model. One of the district's strategic plan objectives is to provide a more inclusive environment for all ESE student services. Brevard Public Schools finds innovative ways to help its students succeed, while recognizing that there is no single solution that works for all students. Students on the alternative assessment track will receive instruction as identified by the access points provided within the Sunshine Standards for Reading/Language Arts. A strategy which effectively enables teachers to meet diverse and changing needs of struggling learners is one of differentiated instruction in which teachers assess students first, provide tiered activities, and use flexible groupings. Brevard’s literacy initiative, as outlined in the Brevard Balanced Literacy Plan, is to provide differentiated instruction through a balanced literacy model in a student-centered environment. Through integrated reading and language arts instruction, students develop and refine their literacy skills to become lifelong learners. The focus of a balanced literacy approach is to actively teach the five essential components of reading—phonemic awareness, phonics, fluency, vocabulary and comprehension—within a curriculum model that includes shared/interactive reading, guided reading, independent reading, and modeled reading/reading aloud. Successful demonstration of the Sunshine State Standards, via the Grade Level Benchmarks provides a foundation for student progress and literacy development. Through a scaffolding approach, teachers provide direct, explicit instruction by modeling strategies, engaging students in guided practice, and gradually releasing responsibility to individual students to ensure application and transfer. Guided reading in small, flexible groups with leveled texts will provide daily opportunities for intervention. Guided reading lessons focus on areas identified as weaknesses through diagnostic assessment and observation during daily sessions. The Leveled Readers component of the CCRP is used within the small group instructional component of the 90 minute reading block. The leveled readers target the same comprehension and vocabulary skills that are included in the regular pupil text, but are written at the student’s instructional level. Main Selection targets comprehension strategies and skills, vocabulary and writing skills. Students are asked to talk about text, read several texts on a central theme (non-fiction and fiction) and write and respond to text as part of the program design. Lesson plans and practice pages for each leveled reader provide the teacher with instructional support, engaging practice activities, and week six of every theme provides a skill wrap up for reviewing skills taught. Schools also have a variety of resources within the core program such as the Leveled Readers: ongrade, approaching and beyond grade level, ELL leveled readers, vocabulary decodable readers, flip charts, vocabulary cards, phonics/word study practice books to support the wide range of students’ academic abilities.
5.2How will students targeted for immediate intensive intervention receive services?

(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.)

Screening and progress monitoring assessments provide teachers data on the reading development of their students and help to identify students who need further diagnosing in targeted deficit skills. Reading coaches assist teachers on narrowing intervention group's instructional focus using the Phonological Awareness and Phonics Continua. Through completing error pattern analysis on oral reading fluency measures, teachers can identify accuracy issues that are prohibiting a student's reading progress. Intervention instruction is focused, thus serving students more efficiently and effectively. Teachers use a variety of formal, informal, and on-going assessments such as running records, Phonological Awareness Screening Instrument, and the Phonics Screening Instrument to monitor student growth and achievement, grouping students for assessment, assess for student skill and strategy proficiency, and assess the effectiveness of instruction. Teachers will use specific materials to further support the development of the six essential components of reading such as but not limited to SRA Reading Mastery, SRA Corrective Reading, Voyager Passport, Early Reading Intervention, Triumphs, and Earobics as well as other school based programs and computer assisted programs. Principals utilize our A3 and Dashboard district data collection tools as well as the PMRN for reviewing grade level achievement and overall school achievement.

In addition to the 90 plus minutes, the classroom teacher, special education teacher, reading resource teacher or other highly qualified school staff will provide daily immediate intensive intervention to identified children. School Reading Leadership Teams will develop a plan based on student assessment data which addresses identified areas of weakness in oral language, phonemic awareness, phonics, fluency, comprehension and vocabulary. Intensive immediate intervention (iii) instruction is provided daily for students needing Tier 2 or Tier 3 intervention services. Small group instruction occurs daily for 20 - 45 minutes based on student deficiencies and the severity of the gaps in reading skills mastered. Teachers provide iii instruction with their students in groups of similar needs and with no less than two students, as well as, no more than eight students in that focus group.

This immediate intensive intervention will be documented in the form of teacher lesson plans, a PMP, or IEP and will establish measurable outcomes and a timeframe for completion. Schools have purchased or been provided a variety of approved intervention materials/programs such as, but not limited to: Soar to Success, Early Success, Early Reading Intervention, Voyager Passport, SRA Reading Mastery, SRA Corrective Reading, and Earobics Literacy Launch.
5.3How will reading instruction be designed to intrinsically motivate students to become successful readers?
Brevard Public Schools will utilize the Scholastic Reading Inventory for progress monitoring comprehension. Students will set growth goals throughout the school year to increase their lexile score, which will motivate students to read more often and select more complex text. Brevard students are surrounded by a print-rich environment with a wealth of quality reading materials, resources and texts, at a variety of reading levels. Student reading development is enhanced and reinforced through easy, frequent, open and flexible access, to classroom libraries and to the school media center. Research studies indicate that participation in the Accelerated Reader and Reading Counts programs increases students’ reading motivation. All K-12 Brevard Public Schools’ students have access to the Accelerated Reader or Reading Counts reading incentive programs. Involvement of classroom teachers, media specialists and parents helps to guide our students to appropriate reading selections. District guidelines are in place to ensure that these programs are used appropriately, not for grades or limiting student choice and access to text. Schools participate in programs such as Discovering Quality Literature Day and Young Authors’ Conference in which students write their own books which are published and shared at district level events. The books then become part of the individual school library collection for the perusal of other students, parents and teachers. Schools promote the Sunshine State Young Readers’ Award books and celebrate the reading of the books through activities designed for fun and learning during our annual “Book Bash”. Students in grades 3-8 participate in readers’ theater groups, create original book jacket designs, write original summaries, and discuss elements of the literature in our school libraries each year. At the elementary level, schools provide opportunities for students to participate in before or after school book clubs that feature literature circle activities. Throughout the school year, our school media centers offer a variety of promotional activities such as Children’s Book Week, National Library Week, Read Across America Day, and Teen Read Week.
6.1How 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 a meaningful extension of the skills taught through the core reading program?
Macmillan/McGraw-Hill Reading Treasures provides authentic literature representing a wide range of levels, interests, genres, and cultures. Students have access to fiction and nonfiction text which is enhanced in the core and leveled texts such as, but not limited to: Rigby, Newbridge, Perfection Learning, Houghton-Mifflin social studies, Reading A-Z, 100 Book Challenge, PowerMediaPlus, Scott Foresman Science leveled readers. Leveled readers from social studies and science curricula are correlated with the Language Arts Sunshine State Standards and thus connect with the skills and literature of the Macmillan/McGraw-Hill core reading program. The district and the teachers select and purchase titles that will support the teaching of the Florida Sunshine State Standards in all content areas emphasizing the Language Arts Sunshine State Standards. Schools will continue to explore ways to enhance classroom libraries. Teachers have received training on how to utilize leveled classroom libraries and resources to enrich independent reading for all students. This includes trainings in conjunction with FLaRe and Just Read, Florida!
6.2How will these classroom libraries be utilized?
Daily independent reading practice is monitored by the teacher in all reading classrooms using classroom libraries. Teachers guide students to select text at an appropriate reading and interest level for that student. Teachers observe students while they are reading materials, assess fluency utilizing timed readings, conference with individual students on text, and use other ongoing assessments and anecdotal records to monitor progress. Time spent reading from a variety of diverse text provides opportunities for students to increase their reading fluency, develop vocabulary and comprehension skills, and apply higher order thinking skills. Students are surrounded by a print-rich environment with a wealth of quality reading materials, resources and texts, at a variety of reading levels. Text vary widely and include children’s literature, novels, newspapers, magazines, informational text, student published writing, internet, and reference materials. Easy, frequent, open and flexible access, both through classroom libraries and the school library media center, will enhance and reinforce student reading development and independent reading, and support practice in critical reading components. School Reading Leadership Teams will recommend additional titles to the school media specialist, School Advisory Council and PTO which would strengthen classroom libraries and provide a wide range of genres in both narrative and expository texts. 100 Book Challenge leveled libraries are being utilized in selected elementary schools.
6.3How will books be leveled?
The district accesses MetaMetrics and Lexile resources for leveling of classroom libraries, differentiated text articles, core reading program text selections and supplemental reading materials. Media center collections are leveled with a Lexile level. Each school has a determined system for leveling text. Schools use different systems which include, but are not: limited to Lexile, Grade Level Equivalencies, Reading Recovery, DRA and Fountas & Pinnell.
6.4How will teachers match students with the appropriate level of text?
Teachers will determine appropriate text through assessments such as the QRI-3, DAR, DRA, running records, Scholastic Reading Inventory (SRI), teacher observation, and other appropriate assessments. Teachers will provide ongoing progress monitoring and conferencing.
7How 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.)
Content area teachers are trained in CRISS and Thinking Maps, including how to use guided instruction in comprehension strategies before, during, and after reading through explicit modeling (think-alouds), practice in instructional level texts, and feedback. CRISS training has been ongoing since 1998 across the district and is required for all new teachers. Ongoing vocabulary and comprehension training is provided which focuses on how teachers can incorporate reading instruction throughout the content areas. Reading coaches, NBCT and building level teacher leaders provide ongoing support for the implementation of reading strategies.

Training for differentiated instruction has been provided by reading coaches, Reading First Regional Professional Development, FIN (Florida Inclusion Network) and FDLRS (Florida Diagnostic Learning Resource System) and will be ongoing. This training will focus on how to locate and utilize leveled text for independent reading focused on content-area concepts.
8How will writing be incorporated into the 90 minute reading block as an aid to comprehension? (Instruction in the writing process should not take place during the 90 minute reading block.)
In Brevard Public Schools writing and discussion take place prior to reading, students engage more fully in the topic and their curiosity is piqued, setting them up to anticipate new knowledge. Writing activities during the 90+ minute reading block will provide students the connection to prior knowledge, insight to what they do or do not understand about the core’s story selection, and the desire to read for more knowledge. Before reading, students write to make predictions, to make connections, and to set a purpose for learning (such as a KWL). Writing during reading allows students to respond to what they are reading, to question the text, for clarification, to make predictions, and to summarize, use learning logs, and graphic organizers. After reading, students will make connections, summarize, clarify, question the text, extend their learning, and make meta-cognitive reflections.
9.1

What before, after, and summer school reading activities will be utilized, including mentoring and tutoring activities?

(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 Wednesday, March 31, 2010 for the Just Read, Florida! Office to review and provide feedback by Monday, April 9, 2010. 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/.)


Tutoring programs - Brevard students are tutored before/or after school through the following:

Academic Support Program - Based on student assessment, teachers provide additional instructional support utilizing both the core and supplemental reading materials targeted to address individual student deficiencies in the six components of reading.

Reading Buddies - Students or teachers select reading materials and travel to other grade level classrooms to promote literacy.

Teen Trend Setters – High school students read with elementary students in after school programs.

Rolling Readers – Retired Brevard residents are trained in providing tutoring services in reading.

C.A.R.E. – Students are motivated to improve their reading through relationship-building and practice with a therapy reading dog.

Service Learning – Students are trained to work with younger students to provide academic support in reading.

America Reads Brevard Deeds – Brevard Community College partners with Brevard Public Schools to provide college volunteers trained in effective tutoring strategies and techniques.

Community Centers - Computer assisted programs available for students and parents of low income neighborhoods.

Mentoring programs:
Take Stock in Children - Brevard Schools Foundation provide mentors and tutoring to middle school students who are encouraged to attend college. A full college scholarship is awarded with successful high school completion.

Business Partners - Many local area businesses encourage employees to mentor at local schools.

FBBR - Families Building Better Readers - Many schools provide this training throughout the year for parents to encourage collaboration on building reading skills in their children.

Third Grade Summer Camp – Service learning students will provide mentoring services to Level 1 third grade students.

SES (Supplemental Educational Services) - Title I Schools identified under NCLB as being in “Improvement” for two or more years must offer Supplemental Educational Services (SES) provided by state-approved providers. Classroom teachers provide student data information to the private providers to ensure that reading instruction focuses on the areas of reading deficiency during tutoring sessions.


9.2How will before, after, and summer school activities be linked to the reading instruction taking place during the school day?

Classroom teachers and reading coaches collaborate with organizations which provide tutoring and mentoring before, during, and after the school day for students needing additional reading support. Student Progress Monitoring Plans (PMP) drive all instructional services provided. Mentoring and tutoring services are documented and reported to individual classroom teachers regarding students’ progress.
9.3How is student eligibility determined for these activities?

Student eligibility is based on data from the schools and teacher availability. Attendance areas based on home school geographic location and the number of students who meet the eligiblity requirements are identifed for the summer school activities. Students are provided opportunities to improve their reading skills through a unified program.
10.1Which assessments are administered to determine reading instructional needs for the following students:
Non-English speaking ELL students?
To determine the reading instructional needs for non-English speaking students, a programmatic/academic assessment check list is used to establish the extent and nature of prior placement and prior experience of the English Language Learner. Reading teachers, language arts teachers, reading coaches and or other educators identify assessments to aid in the evaluation of the ELL’s reading instructional needs. These assessments include but are not limited to: assessments in the home language, teacher made tests, other formal or informal assessments which diagnose deficiencies in the areas of phonemic awareness, phonics, vocabulary, comprehension and fluency (Florida Reading First Initiative that ties into NCLB), and the Comprehensive English Language Learning Assessment (CELLA) scores that determine levels of proficiency in the areas of listening, speaking, reading and writing.
10.2Students with severe speech/auditory impairments?
Reading instructional needs for students with severe speech and auditory impairments are determined using the same assessments administered to regular education students. If appropriate, accommodations would be provided and documented during administration. Additional assessments may be selected at the discretion of the Individual Education Plan(IEP) and/or the Child Study team.

10.3Students with severe vision impairments?
The Teacher of Visually Impaired (TVI) recommends the most accessible reading modality for the student – regular print, large print, tactile or auditory. Reading instructional needs for students who are visually impaired/blind would be determined using the same assessments used for regular education students. Appropriate individual accommodations would be implemented.

Middle School Student Achievement and Instruction
All information provided in this section details how this district will meet the reading needs of all student subgroups identified under No Child Left Behind.
1Each district will be given one school user log-in password so that each school may enter their own information into Chart F by using the web-based template. It is recommended that School users enter this information for their school from February 1-March 5, 2010. Districts will be able to review and revise the school based information before submitting Chart F from March 8-March 31, 2010. School level users should select all adopted reading instructional materials from the lists provided and add any other materials in the text boxes. Information regarding materials specifically for ESE and ELL students should be listed in the text box labeled ‘Other.’ To review and edit all school information for Chart F before submitting, please use the link provided within this section online.
Chart F
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2.1

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.

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 for students who are reading 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).


Brevard Public Schools is not offering Developmental Reading as a course at this time.
2.2 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.

Brevard’s Secondary Programs Department has implemented intervention programs which have been reviewed and approved by the Florida Department of Education. These programs were developed from scientifically based reading research and provide instruction in the six essential components of reading: oral language, phonemic awareness, phonics, fluency, vocabulary, and comprehension. The district has purchased three distinct programs to be used in our intervention classes: Language! by Sopris West for our disfluent students, and either Read-180 by Scholastic or Passport Reading Journeys I and II by Voyager for our fluent students. Students are matched to our intervention programs through analyzing Florida Assessment for Instruction in Reading data and determining the best fit of student need to program strength. Intervention instruction is focused, thus serving students more efficiently and effectively. Teachers use a variety of formal, informal and on-going assessments to monitor student growth and achievement, test student skill and strategy proficiency and assess the effectiveness of instruction. If a student has been identified as a disfluent or fluent, they will receive instruction from a highly qualified teacher using one of the following programs:

• LANGUAGE!: The Language! program is a comprehensive package that integrates the six literacy strands to comprehensively teach the English language. The six-steps include phonemic awareness/phonics, word recognition/spelling, vocabulary/morphology, grammar/usage, listening and reading comprehension, and speaking/writing. Instruction is delivered in both small and whole groups with differentiated lessons included. Language! provides embedded fluency practice within each lesson. Language! provides word work as the foundation of the program.

• READ 180: The READ 180 program provides rigorous comprehension instruction both in whole group and small group direct instruction. Comprehension skills addressed include identifying the main idea, summarizing, sequencing events, drawing conclusions, comparing and contrasting, and identifying cause and effect. READ 180 also provides teacher modeling and scaffolding during whole group instruction and guided reading instruction. Computerized selections provide informational articles related to content. READ 180 provides for fluency development through repeated readings in the technology component of the program. Read 180 provides lesson plans for word work in small and whole group instruction, as well as in the computerized portion of the program.

• Voyager Journeys: Voyager Journeys was developed with a set of strategies adapted from reciprocal teaching as the basis of comprehension instruction. Students are taught to generate questions and to think inferentially within instruction that focuses on making predictions, identifying or generating main ideas, summarizing and making inferences. Students also study text features such as sequence, compare/contrast, cause/effect and problem/solution. Teachers model metacognition through think-alouds in whole group instruction. Elements of instruction within Journeys include direct and explicit instruction in comprehension, integration of diverse and content area texts, motivating content (including video and on-line components), collaborative learning, differentiated small group instruction and writing as a response to reading. Voyager Journeys utilizes high interest material with frequently occurring words and repeated content area vocabulary within fluency instruction. Repeated readings, as well as partner reading of timed passages (of which the students graph their results) provide motivation and challenge. Audio books found in the classroom library provide appropriate models of fluency and prosody. Voyager Journeys focuses on explicit instruction in morpheme analysis taught in a sequential pattern to aid in vocabulary acquisition. This approach allows students to build knowledge of familiar words and make important connections in word meanings. Vocabulary Logs are used in writing and class activities. If appropriate, students also receive instruction in phonics and phonemic awareness with instruction ranging from sound-letter relationships through multi-syllabic words.

Plugged into Reading: Plugged into Reading is an effective 3 step instructional model based on David Person's model.

The first step is teacher-led discussion. The Teacher Guide outlines the carefully chosen Core Text, offering teacher-directed strategy lessons and step-by-step guides for classroom implementation.

Using the gradual release of responsibility model, teachers shift students from whole-class, teacher-directed instruction to guided learning in small groups: Literature Circles (Plugged-in to Reading) or Power Strategy Groups (Plugged-in to Nonfiction). The combination of stimulating texts and a focus on a specific learning strategy creates an environment that supports students’ success with nonfiction text. After a modeled lesson the teacher can observe students’ progress as they practice the strategy on their own.

The final step in the release of responsibility model gives students a chance to experience engaging nonfiction on their own. Using the learning strategies encountered in the other two steps, students use a wide variety of supports, including audio, to understand the text. When used with the creative and challenging strategy lessons, Independent Reading books give students the opportunity to become active, involved readers.

Edge B and C: Hampton Brown/National Geographic's "Edge" is a comprehensive literacy program that utilizes embedded literacy strategies within relevant, rigorous text selections. The curriculum is focused on essential questions and incorporates multiple extension activities with real world applications to assist students with research skills and higher order comprehension activities such as analysis and evaluation as well as synthesis. Vocabulary development (content area as well as general word work) is also embedded within the intervention program.
2.3 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. Test preparation materials and educational technology without a teacher-led instructional component should not be listed in this category.

Recognizing the impossibility of one program’s ability to meet every need of every child, Brevard County has in place methods and procedures for providing supplemental materials to support student learning and the transfer of knowledge and skills. Through a scaffolding approach, teachers provide direct, explicit instruction by modeling strategies, engaging students in guided practice and gradually releasing responsibility to individual students to ensure application and transfer. Schools have purchased and implemented a variety of approved supplemental programs, including but not limited to, materials from Jamestown Publishing for comprehension, vocabulary and fluency instruction and practice and Reader's Handbook for reading strategy instruction and practice.
2.4Educational 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.

All middle schools have access to the Classworks program as a supplemental software program. This program is used for limited instructional time, and serves as a supplement to instruction. Schools also utilize the FCAT Explorer program for additional reading practice. All other software programs must be supplemental to instruction and cannot supplant instruction by a highly qualified instructor. In addition, Lexia SOS will be used for support with students who need assistance in the area of phonemic awareness and phonics. Lexia SOS is a short, intensive computer based program that will adapt to individual students' needs based on initial diagnostic testing.
3

Section 1003.4156. Florida Statutes, 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. 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 reading and language arts 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 reading and language arts benchmarks specific to the subject area (biology, world history, etc.)
  • a focus on informational text at a ratio matching FCAT

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.

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
  • An explanation of how instruction will be modified for students who have not responded to a specific reading intervention delivered with fidelity with the initial intensity (time and group size) provided.
*A sample for the Assessment/Curriculum Decision Tree can be found in the Appendix. Last year's chart is available at your district's public view page. District contacts will create and upload Chart G using the link found within this section online.

Note:Use the Browse button to choose the file that you would like to upload. Press the Upload button after you have selected the file.
Chart G - Middle School Assessment Curriculum Decision Tree
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4Describe 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.
Section 1003.4156. Florida Statutes requires secondary students who score at Level 1 or 2 on FCAT Reading to complete an intensive reading course the following year. Brevard Public Schools is not participating in the CAR-PD program so all students who score a Level 1 or 2 must be placed into an Intensive Reading course. In addition, there are no waivers for Intensive Reading.

Brevard Public Schools has established a placement criterion that ensures each at-risk adolescent is given the instruction that best fits his or her needs. FCAT data is only used as an initial screener for placement and does not determine placement into specific intervention programs. Data from the Florida Assessments for Instruction in Reading (FAIR) and ongoing progress monitoring systems make up the majority of program placement criterion.

All students who take FCAT and score a Level 1 or 2 will be identified as either “fluent” or “disfluent” and will be coded as such within AS-400. Once a student is identified as either “fluent” or “disfluent”, they will be matched to an intervention program. The instruction in each of the components of reading (oral language, phonemic awareness, phonics, fluency, vocabulary and comprehension) will be addressed as appropriate in all intervention classrooms. The amount and intensity of differentiated instruction each student receives will depend upon current progress monitoring data and should be discussed in regular data meetings. Literacy coaches, teachers and administrators should work together to ensure all assessment data gathered be used to develop and guide intervention instruction for each student. As data indicates, student placement can and should change among intervention programs.

“Fluent” students are those students who have been identified as needing intervention predominantly in vocabulary and comprehension. Some students may need intervention in the area of advanced phonics (multisyllabic words) as well. These students require one period of reading daily every day, all year long. The identification of a student as “fluent” is not limited by FCAT level, ESE or ESOL status but is driven by FAIR and progress monitoring data.

“Disfluent” students are those students who have been identified as having intervention needs in the areas of decoding and/or fluency as well as vocabulary and comprehension. These students must have an extended amount of time for reading intervention and must be scheduled into a double block of reading every day, all year long. The same highly qualified reading teacher must teach this double block of reading. It is recommended that the class ratio be no more than 18:1. The identification of a student as “disfluent” is not limited by FCAT level, ESE or ESOL status but is driven by FAIR and progress monitoring data.

ESOL Students are supported through a mainstream model of instruction for English Language Learners (ELLs). In this model, ELLs receive instruction with ESOL strategies in classrooms with non-ELLs. This model requires careful planning and ongoing support from a highly qualified teacher, to ensure that the needs of the ELLs and non-ELLs are met simultaneously and equitably.

Schools should cluster ELL students in classes strategically, based on the IDEA Proficiency Test results (IPT/IRW). Information provided by ESOL contacts, CELLA results, report cards, grades, and FCAT scores should also be considered when clustering students in order to maximize instruction and available resources.

Clustering is:
• developing consistent school-wide guidelines for student placement (according
to language classification/proficiency, and/or academic needs) in order to
strengthen instructional services.
• a total school effort. Staff must understand the rationale and system for student
placement so that new students are placed appropriately.
• NOT segregation. Students in clustered classrooms have equal access to all
instructional resources.

Students benefit from clustering through having:
• equal access to all instructional options.
• more instructional time and support provided by school staff.
• more bilingual support provided by bilingual paraprofessional/teacher.
• more professional development opportunities.
• opportunities to work in small groups for focusing instruction.
• access to more materials for differentiation of the instruction.

ELL students should be placed in Intensive Reading courses based on their performance on the Florida Assessments for Instruction in Reading as well as the Comprehensive English Language Learning Assessment (CELLA). The CELLA is a four-skill language proficiency assessment that is designed to provide:
• evidence of program accountability in accordance with Title III of No Child Left Behind (NCLB), which requires schools and districts to meet state accountability objectives for increasing the English-language proficiency of English Language Learners (ELLs).
• data which is useful for charting student progress over time and for newly-arrived students, charting progress over the first year.
• information about the language proficiency levels of individual students that may be helpful in making decision to exit a student from the English for Speakers of Other Languages (ESOL) program.
• diagnostically useful information about individual students’ strengths and weaknesses in English (with as much specificity as possible within the limitations of a large-scale standardized test).

The tests items included in this assessment are based on the CELLA proficiency benchmarks, which are aligned to the English language proficiency standards of Florida. Scores are reported in three categories: oral skills, reading skills, and writing skills. Four skill levels are used to describe student performance: beginning, low intermediate, high intermediate and proficient.

If ELL students are clustered within the regular Intensive Reading courses, they will participate in the comprehensive intervention program but should have access to and utilize the appropriate ESOL materials and programs as well.

Developmental Language Arts through ESOL - R (6-12) is a course available for ELLs who score a level 1 or 2 on FCAT Reading or have no FCAT reading score. Listening, speaking, reading, writing and strategies competencies will be integrated throughout the student’s learning experience. Instruction and materials will accommodate the needs of the individual student resulting in differentiated instruction based on reliable and valid assessment data. Students enrolled in this course would primarily receive instruction through a combination of research-based programs and strategies that have been proven successful in accelerating the development of reading skills in older struggling readers. Students would also participate in the comprehensive intervention program as a supplement.

This course would potentially replace Intensive Reading for ELL students. If a student is enrolled in Developmental Language Arts through ESOL – R, his or her reading requirement is met. This course falls within the jurisdiction of the K-12 Reading Plan and all of its requirements; so if an ELL student is identified as “disfluent”, they must have an extended amount of time for reading intervention and must be scheduled into a double block of reading every day, all year long. In order to be considered highly qualified to teach this course, teachers must have the Reading and ESOL endorsement or certification.

Core Program: Milestones, Teen Biz, MangoMon
Middle School Course Code: 1002181
High School Course Code: 1002381
If a ninety –minute block is needed, utilize the regular Intensive Reading course code as the additional period. Classes should be back to back as they are for non-ELL students.

Juvenile Justice Schools and Separate Day Schools: In Brevard Public Schools, our Alternative Sites follow the K-12 Reading Plan with a few exceptions. As many of the students come to the district from outside our area, the BASI may be used to determine eligibility for and the intensity of remediation if there are no FCAT scores or prior FAIR results available. The Alternative Sites are served by a full-time literacy coach who will assess the students, monitor the testing schedules, provide professional development and assist with curriculum development as possible and necessary. As the emotional and behavioral needs of these students are significantly different than those of the students participating in regular schools, flexible scheduling will be used to best meet individual student needs. After all testing (screening and diagnostic) is completed, students will be placed in the remediation class that best meets their needs. One important factor in placement will be class size and make-up. Every effort will be made to place students according to the test results but there may be times that a site will need flexibility. The length of class periods may also differ from both the regular school sites as well amongst individual alternative sites. For purposes of common language amongst the alternative sites, fluent students require one class period and disfluent students require two class periods of Intensive Reading, “back to back”, with the same teacher; the specific length of the class period may vary from site to site. “Back to back” may be separated for individual students based on class scheduling and make up of the class. These sites use Plugged in to Reading as their CIRP and Reading Plus as their SIRP.
5.1How 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?
Involvement of classroom teachers, media specialists and parents help to guide our students to appropriate reading selections. In addition, Brevard Public Schools has implemented the Florida Assessments for Instruction in Reading for progress monitoring of comprehension. Students can set growth goals throughout the school year to increase their Lexile score, which will motivate students to read more as well as more complex text. An additional tool in our district is the Scholastic Reading Inventory and Reading Counts. An integral part of the Scholastic Reading Inventory is the Interest Inventory that each student takes as part of the test. At the end of each assessment, each student will be provided with a list of books that are targeted to his interest and Lexile level. The media specialist and reading teacher will play an important part in helping our students find new reading materials that will be motivating and challenging at a variety of reading levels. Student reading development is enhanced and reinforced through easy, frequent, open and flexible access, to classroom libraries and to the school media center. Research studies indicate that participation in the Accelerated Reader and Reading Counts programs increases students’ reading motivation. Most secondary Brevard Public Schools’ students have access to the Accelerated Reader or Reading Counts reading incentive programs. District guidelines are in place to ensure that these programs are used appropriately, not for grades or limiting student choice and access to text. Schools promote the Sunshine State Young Readers’ Award books and celebrate the reading of the books through activities designed for fun and learning during our annual “Book Bash”. Students in grades 6-8 participate in readers’ theater groups, create original book jacket designs, write original summaries, and discuss elements of the literature in our school libraries each year. At the middle school level, schools provide opportunities for students to participate in before or after school book clubs that feature literature circle activities. Throughout the school year, our school media centers offer a variety of promotional activities such as Children’s Book Week, National Library Week, Read Across America Day, and Teen Read Week. The media specialist and reading teacher often work together to provide opportunities for literature circles on a regular basis in the media center as well.
5.2How will daily independent reading practice, monitored by the teacher, be incorporated into all reading classrooms?
Daily independent reading practice is monitored by the teacher in all reading classrooms using the classroom libraries that accompany the Comprehensive Reading Intervention Program as well as a variety of materials. Teachers guide students to select text at an appropriate reading and interest level for that student. Time spent reading from a variety of diverse text provides opportunities for students to increase their reading fluency, develop vocabulary and comprehension skills, and apply higher order thinking skills. Teachers will monitor progress through running records, response journals and literature circle or literacy center activities.
5.3How will classroom libraries be utilized?
Students are surrounded by a print-rich environment with a wealth of quality reading materials, resources and texts at a variety of reading levels. Texts vary widely and include children’s literature, novels, newspapers, magazines, informational text, student published writing, internet, and reference materials. Easy, frequent, open and flexible access, both through classroom libraries and the school library media center, will enhance and reinforce student reading development and independent reading, and support practice in critical reading components. Students can utilize classroom libraries as part of their regular instruction but will utilize them within the reading intervention classroom. Comprehensive Reading Intervention Programs purchased for middle schools have independent reading components; accompanying classroom libraries were purchased for each programSchool Reading Leadership Teams will recommend additional titles to the school media specialist, School Advisory Council, and/or the PTO in order to strengthen classroom libraries and provide a wide range of genres in both narrative and expository texts.



5.4How will the books be leveled?
Brevard Public Schools utilizes Lexiles as the main leveling system throughout the district. Through our work with Metametrics, we have access to online resources for leveling of classroom libraries as well as differentiated text articles and supplemental reading materials. Media center collections have also been leveled using Lexiles.
5.5How will teachers match students with the appropriate level of text?
Teachers will determine appropriate text through accessing lexile data within the Florida Assessments for Instruction in Reading. In addition, Scholastic Reading Inventory, QRI-3, DAR, running records, teacher observation, and other appropriate assessment results may be accessed. Teachers will provide ongoing progress monitoring and conferencing.

6How 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.)
Brevard Public schools offers CRISS training to all teachers. Teachers also receive the support of their site based literacy coach who provides ongoing support for the implementation of reading strategies and utilizing data from Florida Assessments for Instruction in Reading to match students to appropriately leveled text. In addition, targeted teachers (those who work with students in the lowest performing quartile) participated in “MESH Vocabulary and Comprehension Strategies” training. Training occurred in teams including the literacy coach and the Curriculum Contact Assistant Principal. This training focused on two pedagogical principals – scaffolded release of responsibility (“I do”, “We do”, “You do”) and supporting students before, during and after reading. Teachers who participated in this training also received leveled classroom library materials and text set/inquiry training from American Book Company. This group of teachers will participate in four days of training this coming year on differentiated instruction as a vehicle to provide equal access to literacy for all students.

7How will writing be incorporated across the curriculum as an aid to comprehension?
In Brevard Public Schools it is understood that reading and writing work together to aid understanding and enhance critical thinking. Before reading, students write to make predictions, to make connections and to set a purpose for learning (such as a KWL). Writing during reading allows students to respond to what they are reading, to question the text, seek clarification, to make predictions and to summarize. Students use a variety of methods including learning logs, quick writes and graphic organizers during reading. After reading, students will make connections, summarize, clarify, question the text, extend their learning and make meta-cognitive reflections.

8.1What before, after, and summer school reading activities will be utilized, including mentoring and tutoring activities?

Tutoring program:
• Brevard students are tutored before or after school with certified teachers in the Academic Support Program. Based on student assessment, teachers provide additional instructional support utilizing both the core and supplemental reading intervention materials targeted to address individual student deficiencies in the six components of reading.
• Reading Buddies - Students or teachers select reading materials and travel to other grade level classrooms to promote literacy.
• Rolling Readers – Retired Brevard residents are trained in providing tutoring services in reading
• Service Learning – Students are trained to work with younger students to provide academic support in reading.
• Community Centers - Computer assisted programs available for students and parents of low income neighborhoods.

Mentoring programs:
• Take Stock in Children - Brevard Schools Foundation provides mentors and tutoring to middle school students who are encouraged to attend college. A full college scholarship is awarded with successful high school completion.
• Business Partners - Many local area businesses encourage employees to mentor at local schools.
• FBBR - Families Building Better Readers - Many schools provide this training throughout the year for parents to encourage collaboration on building reading skills in their children.

8.2How will before school, after school, and summer school reading activities be linked to the reading instruction taking place during the school day?

Classroom teachers and reading coaches collaborate with organizations which provide tutoring and mentoring before, during and after the school day for students needing additional reading support. Student Progress Monitoring Plans (PMP) drive all instructional services provided. Mentoring and tutoring services are documented and reported to individual classroom teachers regarding students’ progress.
8.3How is student eligibility determined for these activities?

All students are eligible for tutoring based on individual need. Classroom teachers work with literacy coaches and/or guidance counselors to ensure students who need extra help receive it. This year, Brevard Public Schools’ summer school program is based on course make-up. Middle school students who failed one or more courses will be eligible to participate in school-based summer school programs.
9.1Which assessments are administered to determine reading intervention placement for students with the following needs:
Non-English speaking ELL students?
ELL students should be placed in Intensive Reading courses based on their performance on the Florida Assessments for Instruction in Reading as well as the Comprehensive English Language Learning Assessment (CELLA). The CELLA is a four-skill language proficiency assessment that is designed to provide:
• evidence of program accountability in accordance with Title III of No Child Left Behind (NCLB), which requires schools and districts to meet state accountability objectives for increasing the English-language proficiency of English Language Learners (ELLs).
• data which is useful for charting student progress over time and for newly-arrived students, charting progress over the first year.
• information about the language proficiency levels of individual students that may be helpful in making decision to exit a student from the English for Speakers of Other Languages (ESOL) program.
• diagnostically useful information about individual students’ strengths and weaknesses in English (with as much specificity as possible within the limitations of a large-scale standardized test).

The tests items included in this assessment are based on the CELLA proficiency benchmarks, which are aligned to the English language proficiency standards of Florida. Scores are reported in three categories: oral skills, reading skills, and writing skills. Four skill levels are used to describe student performance: beginning, low intermediate, high intermediate and proficient.
9.2Students with severe speech/auditory impairments?
The Resource Teacher for students with severe speech/auditory impairments recommends that reading instructional needs for students with severe speech and auditory impairments, are determined using the same assessments administered to regular education students. If appropriate, accommodations would be provided and documented during administration. Additional assessments may be selected at the discretion of the Individual Education Plan(IEP) and/or the Child Study team.
9.3Students with severe vision impairments?
The Teacher of Visually Impaired (TVI) recommends the most accessible reading modality for the student – regular print, large print, tactile or auditory. Reading instructional needs for students who are visually impaired/blind would be determined using the same assessments used for regular education students. Appropriate individual accommodations would be implemented.
9.4Students in grades 6 and above with no FCAT scores?
Students who come to Brevard County with no FCAT scores will be administered the Florida Assessment for Instruction in Reading. The results will be used to determine if placement is necessary in an Intensive Reading course. Placement decisions will be made following Brevard Public Schools’ Assessment-Curriculum Decision Trees.
High School Achievement and Instruction
All information provided in this section details how this district will meet the reading needs of all student subgroups identified under No Child Left Behind.
1Each district will be given one school user log-in password so that each school may enter their own information into Chart I by using the web-based template. It is recommended that school users enter this information for their school from February 1-March 5, 2010. Districts will be able to review and revise the school based information before submitting Chart I from March 8-March 31. School level users should select all adopted reading instructional materials from the lists provided and add any other materials in the text boxes. Information regarding materials specifically for ESE and ELL students should be listed in the text box labeled ‘Other.’To review and edit all school information for Chart I before submitting, please use the link provided within this section online.
Chart I
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2.1

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.

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). 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.


Brevard’s Secondary Programs Department has implemented intervention programs that have been reviewed and approved by the Florida Department of Education. These programs were developed from scientifically based reading research and provide instruction in the six essential components of reading: oral language, phonemic awareness, phonics, fluency, vocabulary, and comprehension. The district has purchased three distinct programs to be used in our intervention classes: Voyager Journeys II for our "disfluent" students, and either Read-180 by Scholastic or Edge B and C by Hampton Brown for our "fluent students." Students are matched to our intervention programs through analyzing Florida Assessment for Instruction in Reading data and determining the best fit of student need to program strength. Intervention instruction is focused, thus serving students more efficiently and effectively. Teachers use a variety of formal, informal and on-going assessments to monitor student growth and achievement, test student skill and strategy proficiency and assess the effectiveness of instruction. If a student has been identified as a disfluent or fluent, they will receive instruction from a highly qualified teacher using one of the following programs:

• Voyager Journeys II: Voyager Journeys was developed with a set of strategies adapted from reciprocal teaching as the basis of comprehension instruction. Students are taught to generate questions and to think inferentially within instruction that focuses on making predictions, identifying or generating main ideas, summarizing, and making inferences. Students also study text features such as sequence, compare/contrast, cause/effect and problem/solution. Teachers model metacognition through think-alouds in whole group instruction. Elements of instruction within Journeys include direct and explicit instruction in comprehension, integration of diverse and content area texts, motivating content (including video and on-line components), collaborative learning, differentiated small group instruction and writing as a response to reading. Voyager Journeys utilizes high interest material with frequently occurring words and repeated content area vocabulary within fluency instruction. Repeated readings, as well as partner reading of timed passages (of which the students graph their results) provide motivation and challenge.
Audio books found in the classroom library provide appropriate models of fluency and prosody. Voyager Journeys focuses on explicit instruction in morpheme analysis taught in a sequential pattern to aid in vocabulary acquisition. This approach allows students to build knowledge of familiar words and make important connections in word meanings. Vocabulary Logs are used in writing and class activities. Students will also receive instruction in phonics and phonemic awareness with instruction ranging from sound-letter relationships through multi-syllabic words.

• READ 180: The READ 180 program provides rigorous comprehension instruction both in whole group and small group direct instruction. Comprehension skills addressed include identifying the main idea, summarizing, sequencing events, drawing conclusions, comparing and contrasting, and identifying cause and effect. READ 180 also provides teacher modeling and scaffolding in the whole group instruction and during guided reading instruction. Computerized selections provide informational articles related to content. READ 180 provides for fluency development through repeated readings in the technology component of the program. Read 180 provides lesson plans for word work in small and whole group instruction, as well as in the computerized portion of the program.

• Edge B and C: Hampton Brown/National Geographic's "Edge" is a comprehensive literacy program that utilizes embedded literacy strategies within relevant, rigorous text selections. The curriculum is focused on essential questions and incorporates multiple extension activities with real world applications to assist students with research skills and higher order comprehension activities such as analysis and evaluation as well as synthesis. Vocabulary development (content area as well as general word work) is also embedded within the intervention program.



2.2Supplemental 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. Test preparation materials and educational technology without a teacher-led instructional component should not be listed in this category.

Recognizing the impossibility of one program’s ability to meet every need of every child, Brevard County has in place methods and procedures for providing supplemental materials to support student learning and the transfer of knowledge and skills. Through a scaffolding approach, teachers provide direct, explicit instruction by modeling strategies, engaging students in guided practice and gradually releasing responsibility to individual students to ensure application and transfer. Schools have purchased and implemented a variety of approved supplemental programs, including but not limited to, Reader's Handbook for support in content area reading.



2.3Educational 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.

Reading Plus, by Educational Learning Systems, provides support for students in the area of silent reading fluency. The program is available to students in our Tier 3 and Intensive Reading retake classrooms at the high schools and is utilized two times a week for thirty minutes. The program is adaptive based on student progress. In addition, Lexia SOS will be used for support with students who need assistance in the area of phonemic awareness and phonics. Lexia SOS is a short, intensive computer based program that will adapt to individual students' needs based on initial diagnostic testing. Schools also utilize the FCAT Explorer program for additional reading practice. All other software programs must be supplemental to instruction and cannot supplant instruction by a highly qualified instructor.
3

Section 1003.428, 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. 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 reading and language arts 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 reading and language arts benchmarks specific to the subject area (biology, world history, etc.)
  • a focus on informational text at a ratio matching FCAT

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.

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
  • An explanation of how instruction will be modified for students who have not responded to a specific reading intervention delivered with fidelity with the initial intensity (time and group size) provided.

*A sample for the Assessment/Curriculum Decision Tree can be found in the Appendix. Last year's chart is available at your district's public view page. District contacts will create and upload Chart J using the link found in this section online.

Note:Use the Browse button to choose the file that you would like to upload. Press the Upload button after you have selected the file.
Chart J - High School Assessment Curriculum Decision Tree
(This will open in a new browser)
4Describe in detail the reading classroom (include all levels of intervention) for students in grades 9-12. Determinations for intensity of the intervention effort should be based on the most recent reliable and valid assessment data. Please be sure to address the reading intervention that your high schools will be providing for 11th and 12th grade students, including both those students who still need to meet the FCAT Reading graduation requirement and those students who have met the graduation requirement through an FCAT Reading score of 1926-2067 (Level 2) or through the use of concordant scores, keeping in mind that districts have great flexibility in how these juniors and seniors who have met the graduation requirement with a Level 2 score on FCAT Reading are served. These students may be served through reading courses, content area courses without a specific professional development requirement, or before or after school.
Section 1003.4156. Florida Statutes requires secondary students who score at Level 1 or 2 on FCAT Reading to complete an intensive reading course the following year. Brevard Public Schools is not participating in the CAR-PD program so all students who score a Level 1 or 2 must be placed into an Intensive Reading course. In addition, there are no waivers for Intensive Reading.

Brevard Public Schools has established a placement criterion that ensures each at-risk adolescent is given the instruction that best fits his or her needs. FCAT data is only used as an initial screener for placement and does not determine placement into specific intervention programs. Data from the Florida Assessments for Instruction in Reading (FAIR) and ongoing progress monitoring systems make up the majority of program placement criterion.

All students who take FCAT and score a Level 1 or 2 will be identified as either “fluent” or “disfluent” and will be coded as such within AS-400. Once a student is identified as either “fluent” or “disfluent”, they will be matched to an intervention program. The instruction in each of the components of reading (oral language, phonemic awareness, phonics, fluency, vocabulary and comprehension) will be addressed as appropriate in all intervention classrooms. The amount and intensity of differentiated instruction each student receives will depend upon current progress monitoring data and should be discussed in regular data meetings. Literacy coaches, teachers and administrators should work together to ensure all assessment data gathered be used to develop and guide intervention instruction for each student. As data indicates, student placement can and should change among intervention programs.

“Fluent” students are those students who have been identified as needing intervention predominantly in vocabulary and comprehension. Some students may need intervention in the area of advanced phonics (multisyllabic words) as well. These students require one period of reading daily every day, all year long. The identification of a student as “fluent” is not limited by FCAT level, ESE or ESOL status but is driven by FAIR and progress monitoring data.

“Disfluent” students are those students who have been identified as having intervention needs in the areas of decoding and/or fluency as well as vocabulary and comprehension. These students must have an extended amount of time for reading intervention and must be scheduled into a double block of reading every day, all year long. The same highly qualified reading teacher must teach this double block of reading. It is recommended that the class ratio be no more than 18:1. The identification of a student as “disfluent” is not limited by FCAT level, ESE or ESOL status but is driven by FAIR and progress monitoring data.

All juniors and seniors who still need to pass FCAT will be placed in 1000410 until they pass the FCAT or reach the concordant score on the ACT or SAT. In order for a student to be released via a concordant score, they must have taken the 10th grade FCAT Reading SSS three times. Juniors and seniors who have met the FCAT graduation requirement but are still within the Level 2 range will be served within English classes with an emphasis on CRISS strategies and/or Thinking Maps. These classes could be AP level through regular level depending on the needs of the students. Progress monitoring data (FAIR) will be collected on this group of juniors and seniors as well.

ESOL Students are supported through a mainstream model of instruction for English Language Learners (ELLs). In this model, ELLs receive instruction with ESOL strategies in classrooms with non-ELLs. This model requires careful planning and ongoing support from a highly qualified teacher, to ensure that the needs of the ELLs and non-ELLs are met simultaneously and equitably.

Schools should cluster ELL students in classes strategically, based on the IDEA Proficiency Test results (IPT/IRW). Information provided by ESOL contacts, CELLA results, report cards, grades, and FCAT scores should also be considered when clustering students in order to maximize instruction and available resources.

Clustering is:
• developing consistent school-wide guidelines for student placement (according
to language classification/proficiency, and/or academic needs) in order to
strengthen instructional services.
• a total school effort. Staff must understand the rationale and system for student
placement so that new students are placed appropriately.
• NOT segregation. Students in clustered classrooms have equal access to all
instructional resources.

Students benefit from clustering through having:
• equal access to all instructional options.
• more instructional time and support provided by school staff.
• more bilingual support provided by bilingual paraprofessional/teacher.
• more professional development opportunities.
• opportunities to work in small groups for focusing instruction.
• access to more materials for differentiation of the instruction.

ELL students should be placed in Intensive Reading courses based on their performance on the Florida Assessments for Instruction in Reading as well as the Comprehensive English Language Learning Assessment (CELLA). The CELLA is a four-skill language proficiency assessment that is designed to provide:
• evidence of program accountability in accordance with Title III of No Child Left Behind (NCLB), which requires schools and districts to meet state accountability objectives for increasing the English-language proficiency of English Language Learners (ELLs).
• data which is useful for charting student progress over time and for newly-arrived students, charting progress over the first year.
• information about the language proficiency levels of individual students that may be helpful in making decision to exit a student from the English for Speakers of Other Languages (ESOL) program.
• diagnostically useful information about individual students’ strengths and weaknesses in English (with as much specificity as possible within the limitations of a large-scale standardized test).

The tests items included in this assessment are based on the CELLA proficiency benchmarks, which are aligned to the English language proficiency standards of Florida. Scores are reported in three categories: oral skills, reading skills, and writing skills. Four skill levels are used to describe student performance: beginning, low intermediate, high intermediate and proficient.

If ELL students are clustered within the regular Intensive Reading courses, they will participate in the comprehensive intervention program but should have access to and utilize the appropriate ESOL materials and programs as well.

Developmental Language Arts through ESOL - R (6-12) is a course available for ELLs who score a level 1 or 2 on FCAT Reading or have no FCAT reading score. Listening, speaking, reading, writing and strategies competencies will be integrated throughout the student’s learning experience. Instruction and materials will accommodate the needs of the individual student resulting in differentiated instruction based on reliable and valid assessment data. Students enrolled in this course would primarily receive instruction through a combination of research-based programs and strategies that have been proven successful in accelerating the development of reading skills in older struggling readers. Students would also participate in the comprehensive intervention program as a supplement.

This course would potentially replace Intensive Reading for ELL students. If a student is enrolled in Developmental Language Arts through ESOL – R, his or her reading requirement is met. This course falls within the jurisdiction of the K-12 Reading Plan and all of its requirements; so if an ELL student is identified as “disfluent”, they must have an extended amount of time for reading intervention and must be scheduled into a double block of reading every day, all year long. In order to be considered highly qualified to teach this course, teachers must have the Reading and ESOL endorsement or certification.

Core Program: Milestones, Teen Biz, MangoMon
Middle School Course Code: 1002181
High School Course Code: 1002381
If a ninety –minute block is needed, utilize the regular Intensive Reading course code as the additional period. Classes should be back to back as they are for non-ELL students.

Students in Juvenile Justice Schools and Separate Day Schools fall under the guidance of the K-12 Reading Plan with a few exceptions. As many of the students come to the district from outside our area, the BASI may be used to determine eligibility for and the intensity of remediation if there are no FCAT scores or prior FAIR results available. The Alternative Sites are served by a full-time literacy coach who will assess the students, monitor the testing schedules, provide professional development and assist with curriculum development as possible and necessary. As the emotional and behavioral needs of these students are significantly different than those of the students participating in regular schools, flexible scheduling will be used to best meet individual student needs. After all testing (screening and diagnostic) is completed, students will be placed in the remediation class that best meets their needs. One important factor in placement will be class size and make-up. Every effort will be made to place students according to the test results but there may be times that a site will need flexibility. The length of class periods may also differ from both the regular school sites as well amongst individual alternative sites. For purposes of common language amongst the alternative sites, Tier 1 and 2 students require one class period and Tier 3 students require two class periods of Intensive Reading, “back to back”, with the same teacher; the specific length of the class period may vary from site to site. “Back to back” may be separated for individual students based on class scheduling and make up of the class. In addition to the adopted EDGE curriculum, these sites may use Plugged in to Reading.
5.1How 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?
Involvement of classroom teachers, media specialists and parents help to guide our students to appropriate reading selections. In addition, Brevard Public Schools has implemented the Florida Assessments for Instruction in Reading for progress monitoring of comprehension. Students can set growth goals throughout the school year to increase their Lexile score, which will motivate students to read more as well as more complex text. An additional tool in our district is the Scholastic Reading Inventory and Reading Counts. An integral part of the Scholastic Reading Inventory is the Interest Inventory that each student takes as part of the test. At the end of each assessment, each student will be provided with a list of books that are targeted to his interest and Lexile level. The media specialist and reading teacher will play an important part in helping our students find new reading materials that will be motivating and challenging at a variety of reading levels. Student reading development is enhanced and reinforced through easy, frequent, open and flexible access, to classroom libraries and to the school media center. Research studies indicate that participation in the Accelerated Reader and Reading Counts programs increases students’ reading motivation. Most secondary Brevard Public Schools’ students have access to the Accelerated Reader or Reading Counts reading incentive programs. District guidelines are in place to ensure that these programs are used appropriately, not for grades or limiting student choice and access to text. Schools promote the Sunshine State Young Readers’ Award books and celebrate the reading of the books through activities designed for fun and learning during our annual “Book Bash”. Students in grades 6-8 participate in readers’ theater groups, create original book jacket designs, write original summaries, and discuss elements of the literature in our school libraries each year. At the middle school level, schools provide opportunities for students to participate in before or after school book clubs that feature literature circle activities. Throughout the school year, our school media centers offer a variety of promotional activities such as Children’s Book Week, National Library Week, Read Across America Day, and Teen Read Week. The media specialist and reading teacher often work together to provide opportunities for literature circles on a regular basis in the media center as well.
5.2How will daily independent reading practice, monitored by the teacher, be incorporated into all reading classrooms?
Daily independent reading practice is monitored by the teacher in all reading classrooms using a variety of materials. Teachers guide students to select text at an appropriate reading and interest level for that student. Time spent reading from a variety of diverse text provides opportunities for students to increase their reading fluency, develop vocabulary and comprehension skills, and apply higher order thinking skills. Teachers will monitor progress through running records, response journals, and literature circle or literacy center activities.
5.3How will classroom libraries be utilized?
Students are surrounded by a print-rich environment with a wealth of quality reading materials, resources and texts at a variety of reading levels. Texts vary widely and include children’s literature, novels, newspapers, magazines, informational text, student published writing, internet and reference materials. Easy, frequent, open and flexible access, both through classroom libraries and the school library media center, will enhance and reinforce student reading development and independent reading and support practice in critical reading components. Students can utilize classroom libraries as part of their regular instruction but will utilize them within the reading intervention classroom. All Comprehensive Reading Intervention Programs purchased at the high school level have independent reading components; accompanying classroom libraries were purchased for each program. School Reading Leadership Teams will recommend additional titles to the school media specialist, School Advisory Council, and/or the PTO in order to strengthen classroom libraries and provide a wide range of genres in both narrative and expository texts.
5.4How will the books be leveled?
Brevard Public Schools utilizes Lexiles as the main leveling system throughout the district. Through our work with Metametrics, we have access to online resources for leveling of classroom libraries as well as differentiated text articles and supplemental reading materials. Media center collections have also been leveled using Lexiles.




5.5How will teachers match students with the appropriate level of text?
Teachers will determine appropriate text through accessing lexile data within the Florida Assessments for Instruction in Reading. In addition, Scholastic Reading Inventory, QRI-3, DAR, running records, teacher observation, and other appropriate assessment results may be accessed. Teachers will provide ongoing progress monitoring and conferencing.
6How 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.
Brevard Public schools offers CRISS training to all teachers. Teachers also receive the support of their site based literacy coach who provides ongoing support for the implementation of reading strategies and utilizing data from Florida Assessments for Instruction in Reading to match students to appropriately leveled text. In addition, targeted teachers (those who work with students in the lowest performing quartile) participated in “MESH Vocabulary and Comprehension Strategies” training. Training occurred in teams including the literacy coach and the Curriculum Contact Assistant Principal. This training focused on two pedagogical principals – scaffolded release of responsibility (“I do”, “We do”, “You do”) and supporting students before, during and after reading. Teachers who participated in this training also received leveled classroom library materials and text set/inquiry training from American Book Company. This group of teachers will participate in four days of training this coming year on differentiated instruction as a vehicle to provide equal access to literacy for all students.
7How will writing be incorporated across the curriculum as an aid to comprehension?
In Brevard Public Schools it is understood that reading and writing work together to aid understanding and enhance critical thinking. Before reading, students write to make predictions, to make connections and to set a purpose for learning (such as a KWL). Writing during reading allows students to respond to what they are reading, to question the text, seek clarification, to make predictions and to summarize. Students use a variety of methods including learning logs, quick writes and graphic organizers during reading. After reading, students will make connections, summarize, clarify, question the text, extend their learning and make meta-cognitive reflections.
8.1What before, after, and summer school reading activities will be utilized (include mentoring and tutoring activities)?

Tutoring program:
• Brevard students are tutored before or after school with certified teachers in the Academic Support Program. Based on student assessment, teachers provide additional instructional support utilizing both the core and supplemental reading intervention materials targeted to address individual student deficiencies in the six components of reading.
• Reading Buddies - Students or teachers select reading materials and travel to other grade level classrooms to promote literacy.
• Rolling Readers – Retired Brevard residents are trained in providing tutoring services in reading
• Service Learning – Students are trained to work with younger students to provide academic support in reading.
• Community Centers - Computer assisted programs available for students and parents of low income neighborhoods.

Mentoring programs:
• Take Stock in Children - Brevard Schools Foundation provides mentors and tutoring to middle school students who are encouraged to attend college. A full college scholarship is awarded with successful high school completion.
• Business Partners - Many local area businesses encourage employees to mentor at local schools.
• FBBR - Families Building Better Readers - Many schools provide this training throughout the year for parents to encourage collaboration on building reading skills in their children.

8.2How will before school, after school, and summer school reading activities be linked to the reading instruction taking place during the school day?

Classroom teachers and reading coaches collaborate with organizations which provide tutoring and mentoring before, during and after the school day for students needing additional reading support. Student Progress Monitoring Plans (PMP) drive all instructional services provided. Mentoring and tutoring services are documented and reported to individual classroom teachers regarding students’ progress.


8.3How is student eligibility determined for these activities?

All students are eligible for tutoring based on individual need. Classroom teachers work with literacy coaches and/or guidance counselors to ensure students who need extra help receive it. This year, Brevard Public Schools’ summer school program is based on course make-up. Middle school students who failed one or more courses will be eligible to participate in school-based summer school programs.
9.1Which assessments are administered to determine reading intervention placement for students with the following needs:
Non-English speaking ELL students?
ELL students should be placed in Intensive Reading courses based on their performance on the Florida Assessments for Instruction in Reading as well as the Comprehensive English Language Learning Assessment (CELLA). The CELLA is a four-skill language proficiency assessment that is designed to provide:
• evidence of program accountability in accordance with Title III of No Child Left Behind (NCLB), which requires schools and districts to meet state accountability objectives for increasing the English-language proficiency of English Language Learners (ELLs).
• data which is useful for charting student progress over time and for newly-arrived students, charting progress over the first year.
• information about the language proficiency levels of individual students that may be helpful in making decision to exit a student from the English for Speakers of Other Languages (ESOL) program.
• diagnostically useful information about individual students’ strengths and weaknesses in English (with as much specificity as possible within the limitations of a large-scale standardized test).

The tests items included in this assessment are based on the CELLA proficiency benchmarks, which are aligned to the English language proficiency standards of Florida. Scores are reported in three categories: oral skills, reading skills, and writing skills. Four skill levels are used to describe student performance: beginning, low intermediate, high intermediate and proficient.
9.2Students with severe speech/auditory impairments?
The Resource Teacher for students with severe speech/auditory impairments recommends that the reading instructional needs for students with severe speech and auditory impairments, are determined using the same assessments administered to regular education students. If appropriate, accommodations would be provided and documented during administration. Additional assessments may be selected at the discretion of the Individual Education Plan(IEP) and/or the Child Study team.
9.3Students with severe vision impairments?
The Teacher of Visually Impaired (TVI) recommends the most accessible reading modality for the student – regular print, large print, tactile or auditory. Reading instructional needs for students who are visually impaired/blind would be determined using the same assessments used for regular education students. Appropriate individual accommodations would be implemented.
9.4Students in grades 9 and above with no FCAT scores?
Students who come to Brevard County with no FCAT scores will be administered the Florida Assessment for Instruction in Reading. The results will be used to determine if placement is necessary in an Intensive Reading course. Placement decisions will be made following Brevard Public Schools’ Assessment-Curriculum Decision Trees.