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

Leadership: District Level
•District Name:Dixie
•District Contact:Denee Hurst
•Contact Address:16077 NE 19 HWY Cross City, FL 32628
•Contact Email:deneehurst@dixie.k12.fl.us
•Contact Telephone:352-498-6149
•Contact Fax:352-498-1308
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?
Dixie District Schools will increase by 5% the number of students scoring 3 or higher on FCAT and reduce by 5% the number of students scoring Level 1 in reading. Our goals remain the same for this year.
2What is the total number of reading coaches (funded through any source) that served the district for the 2009-10 school year?
There are 5 full time coaches in Dixie District Schools which is the same for 2008-09 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?
There will be 5 full time coaches in Dixie District Schools, which is the same as the 2009-10 school year.
4How will the district determine allocation of reading coaches based on the needs of schools?
All schools will have at least one (1) full-time coach and additional needs will be considered after 2009-10 test scores are available. If a school is below B, then additional coaching help will be considered.
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?
For Reading professional development opportunities the district staff strongly encourages a member of school level administration and coaches either facilitate or attend that professional development activity.

Teachers, coaches and principals will be encouraged to attend the Just Read, Florida! summer professional development opportunities located in our area.
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.)

The district administration will address the role of the coach in district administrative meetings and monitor the coach's log on the Progress Monitoring and Reporting Network. If any problems are detected, roles as defined above will be implemented as a district directive.

Because of budget constrains, coaches may teach a reading remediation class or small group remediation. This will not exceed one(1) class period.
7What portion of the coaches’ time will be spent in each of these roles?
Whole Faculty PD02
Small Group PD10
Planning07
Modeling Lessons10
Coaching15
Coach-Teacher Conferences15
Student Assessment02
Data Reporting01
Data Analysis12
Meetings06
Knowledge Building05
Managing Reading Materials05
Other10
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.)

The requirements/qualifications to become a reading/literacy coach will be as follows:
a. Two (2) years of successful teaching.

b. Exhibit knowledge of scientifically based reading research, special expertise in quality reading instruction and infusing reading strategies into content area instrution, and data management skills. They must have a strong knowledge base in working with adult learners. Coaches must be excellent communicators with outstanding presentation, interpersonal, and time management skils.

c. Master's Degree in Reading or working on Reading Endorsement. (In order to be recommended as a Reading Coach for 2010-2011 school years, Coach must be certified in Reading or have Reading Endorsement or have at least three (3) components of the Reading Endorsement successfully completed.)
9What is the district’s plan to support or maintain a reading coach cadre?
Dixie District School will maintain a District Reading Team that will address and react to our district's literacy needs. This team will monitor school plans in their bi-monthly meetings to insure that progress of school goals are being addressed. Resources will be addressed to further assist any potential problem that my be hindering progress. Coaches will be an integral part of this team and prospective coaches will be asked to participate in order to promote interest and future coaching candidates.
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, Director of Curriculum will check all coaches, regardless of funding source, online coach's log on the PMRN monthly to insure that coaches are loging their time usage and to monitor any possible deviation in coach's time that should be instituted.

10.2How will the district use the information obtained from this log to impact learning?
By the use of progress monitoring data, appropriate modifications will be made to address any deficiencies noted that could be impacted positively by coaching, modeling, conferencing, or further assessment.
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?
Dixie District Schools has a minimum of three (3) District Reading meetings per year with district level, school administration and reading coaches present. One (1) agenda item will be potential areas of concern addressing implementation and effectiveness of the coaching model. Any concerns will be voiced here or if more immediate or timely actions are required, the principal or district level administrator may bring up the concern under the agenda item of K-12 Comprehensive Research-Based Plan that appears on the bi-monthly Principals Meetings.
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.
The District Director of Curriculum will visit on a semester basis the following:

School level Reading Meetings
School level Grade level Curriculum Meetings.

Every nine (9) weeks principals will discuss the progress monitoring data affecting their school. One of the required topics of discussion will be individual classroom walkthroughs by the school level administration, and/or district level personnel. Appropriate suggestions on improvements or concerns will be discussed with specific interventions being put into place by the next nine (9) weeks meeting. Those interventions will be a topic of discussion with possible modifications or acknowledgement of success rate of interventions. All Reading Teams (District, School, and Grade level) will keep minutes of meetings with any recommendations to the principal or district made in writing.
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.)

The District Director of Curriculum will use the following information to ensure fidelity of the implementation of all reading programs:

A copy of schedules for all schools with programs used for core reading and remediation.

Letter from the principal of each school verifying that Core Reading, Supplemental and Intervention Programs are being utilized in a manner to assure the fidelity of the program as defined by vendor. This includes the amount of time and class size necessary to assure success.

Based on above information, appropriate instructional adjustments will be made to assure class size requirements and amount of instructional time is being afforded to every reading classroom. This will be done by a written directive by the District Director of Curriculum and personal classroom visit by district personnel to verify that appropriate adjustments have been made.
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?
Since Dixie County is a small district, verticle and horizonal articulation between district, school level administration, and classroom teachers do not present a major problem. Regular administrative, grade level and school level meetings present opportunities to discuss problem areas. Also a Communications Chart for our district is also attached.

DIXIE DISTRICT
K-12 Reading Communication Flow Chart

The District Director of Curriculum will chair the District Reading Committee that will have all coaches from schools as mandatory members. This will afford communication on a quarterly basis through these meetings, but additional communication will be encouraged by bi-weekly visits to the schools (4) by the District Director of Curriculum.

















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)?
All elementary principals will provide a schedule and written verification that their school has a 90 minute uninterrupted reading block for core reading and has provided for specific time for immediate intensive intervention.

District Curriculum Director will physically check quarterly each classroom that schedules are being adhered to.

The MIS Director will provide a list of courses (students include) coded for remediation to the Director of Curriculum once per semester.
15.2How will the district ensure extended intervention time is provided for disfluent students at the middle and high school level?
The MIS Director will provide a list of courses (students included) coded for remediation to the Director of Curriculum once oer senester.
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?
The Superintendent, Assistant Superintendent of Instruction, and Director of Curriculum will meet twice yearly with principals to review data and discuss strengths and weaknesses. Any potential problems will be addressed with a plan devised to correct them. Those plans will include Kaplan data and specific steps to address the deficiencies including: time lines to address needs, resources to support, lesson plans, weekly meetings to report progress or problems.

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?
Training, including teacher feedback, will be provided by trained facilitators from NEFEC (North East Florida Educational Consortium).
18How will the district and schools recruit and retain highly qualified teachers?
Dixie School District will continue to recruit and retain highly qualified reading teachers by the following:

a. Provide additional financial opportunities.
b. Provide reimbursement for coaches or teachers to become Reading Endorsed.
c. Provide leadership and meaningful input opportunities for the educational direction of our school.
19How and when will the district provide principals with the information contained in the K-12 Comprehensive Research-Based Reading Plan?
In January 2011, the Dixie Director of Curriculum will meet with all principals and reading coaches to solicit input in the development of K-12 Plan and will be an agenda item on the monthly Principals meeting once the Plan has been approved. This will include any changes in the K-12 Plan and a discussion of when and how principals will present the Plan to their respective faculties.
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?
Principals and/or Assistant Principals will be encouraged to attend the Just Read, Florida! summer professioinal development and reading coaches will also be encouraged to attend. The district will also fund other professional development activities when funds are available. Temporary Duty Elsewhere will be given to reading coaches when they attend professional development activities. This will also be documented in the reading coaches IPDP.
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?
Membership for the Reading Leadership Team will be the Principal, Reading Coach and a minimum of four (4) teachers, two (2) appointed by the Principal and two (2) elected by the faculty from the language arts or reading content areas. At the beginning of each school year, faculty election of members will take place and then the principal will appoint the remainder of the team that will insure representation across grade levels and reading driven content areas. In schools where a media specialist exists, they will be an automatic member of the Reading Leadership Team.
2.2What role will the principal and coach play on the Reading Leadership Team?
Either the principal or the reading coach will assume the role of chairperson and jointly develop the agenda.
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?
The principal will discuss at the beginning of each school year the function, importance and responsibilities of the Reading Leadership Team and how the K-12 Reading Plan impacts them as a teacher. Principals will remind all teachers that they are reading teachers, regardless of position or content area. This should foster a culture of reading throughout the school. This process will be used to recruit potential members to the team.
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?
Reading coaches will not be used as a reading resource teacher, a substitute administrator or in any other capacity that takes them away from full time professional development resource in reading. Reading coaches schedule will reflect their emphasis in the area of reading professional development. Principals at the beginning of each school year will announce to the faculty the roles and responsibilities of reading coaches.
4.1How will the principal and reading coach collaborate to plan for professional development?
Based on needs identified by data or teacher input, appropriate professional development will be planned. All schools in Dixie District are Florida Reading Initative members and the schools and district will utilize NEFEC (North East Florida Educational Consortium) resources to help build school professional development capacity and/or special needs that occur. During monthly data meetings or weekly meetings between the Principal and Reading Coach, professional development needs will be discussed.
4.2How will the principal provide professional development materials to support the reading coach?
Funding for professional development material is provided through the Title I budget, district level budget, and the school level budget.
5.1How will the principal ensure that the reading coach uses the online coach’s log on the PMRN?
The principal will monitor the PMRM reading coach log located online on a monthly basis. A review of the log will enable the principal and director to make changes (if needed) in the time and schedule of the reading coach.
5.2How will the principal use the information obtained from the PMRN online reading coach’s log to impact student learning?
Based on progress monitoring assessments and coach's logs, necessary adjustments in the reading coaches schedule will be made to address student achievement needs.
6How will the principal monitor teacher implementation of lesson plans?
Principals will conduct classroom walkthroughs to ensure that appropriate lesson plans are implemented and are following the curriculum mapping activities. This will be done at least twice per grading period. Classroom observations will be in addition to all the walkthroughs.
7How will the principal monitor collection and utilization of assessment data, including progress monitoring data, to determine intervention and support needs of students?
Formal and informal progress monitoring of students will be reviewed by the principal and reading coach every nine (9) weeks at grade level meetings. Needs of students will be discussed, plans for interventions will be determined, and individual support of students will also be determined and implemented. These progress monitoring sessions will affect all students K-10, and students in 11th and 12th who are in need of remediation for passing FCAT.
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)?
Assessment data will be communicated at grade level meetings, impacting all grades levels K-10, and students needing remediation in 11th and 12th grades.
8.2How often will this occur?
K-12 grade level meetings will be scheduled on at least a bi-weekly basis with attendance by a member from the Reading Leadership Team on at least a quarterly basis. Vertical team meetings will be held at least once per semester unless the need is greater.
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.)

Professional Development Plans for each teacher will be developed by October 1st of each year. All IPDP’s will have a reading component. IPDP’s will be developed after a review of current student data and an individual teacher’s current evaluation. All IPDP’s will follow the goals set forth in the School Improvement Plan. All instructional employees will be provided with appropriate in-service to assist them in accomplishing their stated goals.
9.2How will the principal differentiate and intensify professional development for teachers based on progress monitoring data?
Through the use of IPDP’s, principals will target with the teacher professional development activities aligned with need shown by data analysis. Progress monitoring of data every nine (9) weeks will allow for needed adjustments in IPDP’s. Additional professional development may include modeling, mentoring, lesson plan development, and weekly progress monitoring meetings with coach and principal. Monthly data anylsis using Kaplan, Achieve 3000, and other sources will identify any teacher needing additional help including professional development.
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.)

Assessment data, professional development training, and teacher evaluations will be used to identify mentor teachers and model classrooms. These teachers and classrooms will be used for demonstration purposes.
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?
The principal will develop school based plans to allow teachers the time and opportunity to meet at least weekly for professional development opportunities, which may include grade level meetings, trainings, visiting model classrooms, or one on one coaching sessions.
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 principal, reading coach and/or Reading Leadership Team member will monitor the implementation of the school based reading plan. This will be monitored by checking minutes of team meetings, attendance at team meetings, and individual classroom walkthroughs. All reading classrooms will be monitored by a weekly walkthrough, with either the principal, assisstant pricncipal or a reading coach on a 3 week cycle of all classrooms.If a coach or Leadership Team member conducting walkthroughs or other monitoring practice detects areas of concern, then the principal will visit that classroom within a 2 day period.
12.2How will follow up with feedback be provided based on monitoring?
Follow up will be provided through the Reading Leadership Team and written or oral review (as needed) of classroom walkthroughs.

If a principal detects an area of concern (or is notified of a concern as mentioned in 13.1) a conference will be scheduled to discuss those concerns within 2 working days.
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?
The District Comprehensive Research-Based Reading Plan will be discussed at the beginning of each semester with the faculty.
14.1How will the principal increase the amount of student reading inside and outside of school?
A variety of activities will be used to increase the amount of student reading. Activities will vary by school and may include such activities as, Achieve 3000, Accelerated Reader, Author Talks, Reading rewards, participation in state programs to increase reading and etc.
14.2How will the principal increase media center circulation?
Principal will monitor monthly circulation reports from the school media center to promote increased media circulation. These reports will include the number of books checked out to students and the teachers participating media center activities, including bringing their classes to media center for activities.
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.
Reading goals will be developed for each school’s School Improvement Plan; this is to ensure that principals establish themselves as literacy leaders. Principals will also promote school level activities that show their support of reading. Activities may include visiting reading classes, attending literacy professional development activities, promoting Reading First programs, reading to classes, modeling appropriate reading practices, development of parental/community literacy activities.
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?
Yes
3Does your district offer Reading Endorsement for ESOL (REESOL)?
No
4Does your district conduct transcript reviews of college coursework for application towards the District Add-On Reading Endorsement?
Yes
5Does your district provide a financial incentive for teachers who are working towards Reading Endorsement or completing it? If so, please explain.
No
6Does your district offer a financial incentive for content area teachers who complete CAR-PD? If so, please explain.
No
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.
Our district will continue to participate in FAIR at all schools. We have all reading coaches and the District Reading Contact person certified in the Master Training for Florida Assessments for Instruction in Reading. This should meet our needs for the 2010-11 school year.
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.


Pearson Scott Foresman Reading Street (K-2) and Harcourt Storytown (3-5) will be the heart of our reading instruction. These series will be used during the core reading block as our initial instruction in grades K-5.

Pearson Scott Foresman Readiing Street and Harcourt Storytown address all five areas of reading and correlate to all Reading and Language Arts Sunshine State Standards. These two series will provide differentiated instruction and will be used to instruct students on grade level.

Read 180 is a research-based comprehensive intervention reading program. Daily lessons consist of a whole group instructional session rich in read alouds, modeling, and reading strategies; three small-group rotating sessions where phonics, fluency, vocabulary, and comprehension skills are incorporated; and a whole group wrap-up session.

Read 180 will be used for students in 4th and/or 5th grade reading one to two years below grade level or scoring a 1 or 2 on FCAT.
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).

Scholastic Phonics Booster Books are sound-controlled readers that allow children to practice and reinforce their developing phonics skills. The Phonics Booster Books emphasizes high-utility vowels, consonants, and phonograms. Each book focuses on a new phonic element and incorporates elements and words that have been previously read.

Phonics Booster Books can be used with students that have phonics needs during the after-school program, during intervention classes or as reinforcement during center time.

Pearson Scott Foresman and Harcourt Intervention materials provide additional support for struggling readers. It provides materials that are similar in appearance to on-grade level materials but presents the skills to the struggling readers on their own instructional level.

These Intervention materials will be used during the core block at all grade levels to intensify instruction for struggling readers. It can also be used outside the core block for iii instruction.

Compass Learning is a supplementary computer based reading program that develops reading skills through thematic based units. Students proceed through Compass Learning sequentially by working on specific skills, or by following the prescribed path of instruction based on the results of the assessment tests.

Compass Learning can be used outside the core reading block, during center time, during the after-school program, and during Family Learning Night when parents bring their child to school. It will reinforce needed reading skills that are taught by the teacher.

Secret Stories provides learners with the necessary phonics tools to effectively manipulate phonemic patterns. Stories are depicted with the patterns presented as characters making the sounds easier to remember. Secret Stories is a supplemental program that can be used outside the core block to support the existing core reading program.

Secret Stories can be used outside the core reading block, during center time, during the after-school program, and during iii instruction. It will reinforce needed reading skills that are taught by the teacher.

Waterford Early Reading Program is a comprehensive and systematic early intervention curriculum designed to develop literacy for Kindergarten through third grade students. It is a technology based program intended to provide researched based individualized instruction. Students work at their instructional level through lessons that correspond to their needs in Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension.

Waterford Early Reading Program will be integrated into the reading curriculum as a supplemental and technology based program for beginning or struggling readers at the elementary level. It will be incorporated as needed outside the 90 minute Core Reading block.

ReadingA-Z.com and FreeReading.com can be used with students that have phonics needs during the after-school program, during intervention classes or as reinforcement during center time.

The Elements of Reading Kits are designed to provide instruction in a specific component, Phonemic Awareness/Phonics, Vocabulary or Fluency. The programs can be used together or separately to supplement specific areas of need with students in grades K-5. Instruction is systematic and explicit and strategies are based on research conducted by well-known experts in the field.

The Elements of Reading programs will be available to teachers in grades K-5 for supplemental use to reinforce skills in Phonemic Awareness/Phonics, Fluency and Vocabulary outside of the 90 minute Core Reading Block.

Fluency, Comprehension, and Vocabulary are the reading components addressed in the Quick Reads program. This program includes expository passages that cover a variety of social studies and science topics of interest to students in Second through Fourth Grade. Instruction is teacher lead and includes opportunities for individual and small group interaction.

Quick Reads can be used with individuals, small groups or an entire class on a scheduled or as needed basis to emphasis instruction in Fluency, Comprehension or Vocabulary. It is designed for use with differing levels of competency, as enrichment or intervention, and will be used outside the core reading block.

Accelerated Reader (AR) is a computer based reading management and motivational system designed to encourage students to read. The student’s reading goals are based on their reading grade equivalent. Immediate feedback is provided to the student and multiple individual, classroom and school wide reports to educators.

Accelerated Reader is used with readers in First-Fifth grades.

Read Naturally is a supplemental fluency program designed to develop the skills needed for fluent reading. Read Naturally uses the strategies of reading along with a fluent model, individual repeated reading of the same passage at the student’s reading level, and progress monitoring.

Read Naturally can be used outside the core reading block, during center time, during the after-school program, and during iii instruction.

Earobics is a technology based program designed to supplement a school’s core reading curriculum. Students work individually on developing phonemic awareness and phonics skills through computer activities which allow students to proceed at their own rate. Teacher led groups provide explicit instruction in language enrichment, phonemic awareness, letter- sound correspondence, and decoding.

Earobics can be used outside the core reading block, during center time, during the after-school program, and during iii instruction.

K-PALS was developed to enhance the existing reading curriculum and is intended to increase the amount of time students are engaged in critical reading skills. K-PALS is designed to be done in three 20 - minute sessions for 20 weeks. K-PALS addresses all five components of reading putting emphasis on Phonological and Phonemic Awareness and beginning phonics.

K-PALS will be used as needed outside the Core Reading Block, during iii and after-school programs.

First Grade PALS was developed to enhance the existing reading curriculum and is intended to increase the amount of time students are engaged in critical reading skills. First Grade PALS addresses four of the five components of reading. The first section, Sounds and Words, includes systematically designed lessons, which focus on Phonemic Awareness, Phonics, and Fluency. The next section, Story Sharing, focuses on fluency practice and comprehension.

First Grade-PALS will be used as needed outside the Core Reading Block, during iii and after-school programs.

Great Leaps Reading is a supplementary reading program used to improve a student’s fluency level. Daily, students read one-minute timing from one of the following four headings: phonics, sight words, sight phrases, and sight stories. The goal for the students is to read the pages with no more than 2 errors per page.

This program can be used daily with students in 1st-5th grade that score intensive on FAIR.

My Reading Coach is a technology-based reading intervention program designed for readers ages 7 and up. The program is to improve the fluency and comprehension of students by working on auditory discrimination skills, sound/letter recognition, and auditory memory.

This program can be used during intensive intervention in the upper grades for up to 30 minutes per day, fives days a week. In addition, teachers have the option to use this program during differentiated instruction in their 90-minute reading block.

Achieve 3000 is a technology web-based program designed to supplement comprehension strategies during or after the core reading program. Non-fiction text is introduced to the reader on their independent reading level (beginning reader to high school level) as determined by periodic placement assessments. Lexile levels and progress monitoring data are available to teachers to help guide appropriate classroom instruction.

Achieve 3000 can be accessed anywhere the student is accessible to the internet. Materials are also available for downloading and can be used during center or small group instruction to reinforce reading benchmarks for students in grades 2-5.

Study Island is a technology web-based program that offers instruction, practice and assessment of sunshine state standards for grades 3 - 5. Students work at their own pace on skills until they have mastered the skills. Study island is used to supplement the comprehension strategies during the 90 minute block, during center or small group time as well as after the reading block.

Dixie District Virtual:

PACE or “The Program for All Children to Excel” reading was created to ensure that all eligible students attain proficiency in reading. In this course, students are assigned a personalized course of study that allows for increased learning time in reading. In addition to an increased focus on core curricular content and the SSS reading standards, PACE teachers incorporate additional online resources to monitor student performance and address students’ instructional needs. Study Island, a web-based test preparation program, is used as part of the course to pre- and post-test students to identify and help remediate academic skill weaknesses. This well-known program is also used to introduce and reinforce the state’s tested language arts skills. In addition and as explained earlier, PACE teachers increase the occurrence of live, synchronous direct instruction through the extensive use of LiveLesson sessions. PACE has been found to foster a strong foundation in basic skills and increases self-confidence as students succeed in the program.
PACE also includes independent reading practice through Study Island (which also includes a focus on informational text in accordance with the FCAT) as well as the regular reading materials in the course which vary by grade. Students will also be required to read from assigned trade books, reading texts, other subject area texts, or other teacher-approved materials (which will also be selected with attention to the informational text requirement). Students will keep a log of this reading which will be submitted to the teacher each week.
Fast ForWord® program developed by Scientific Learning, Inc. (www.scientificlearning.com) accelerates learning by improving the processing efficiency of the brain. The program is based on more than 30 years of neuroscience and cognitive research. Fast ForWord simultaneously builds the cognitive skills of memory, attention, processing rate, and sequencing, along with the foundational reading skills of phonemic awareness, phonics, fluency, vocabulary, and comprehension - skills essential for reading intervention program success. The strengthening of these skills will result in a wide range of improved critical language and reading skills such as phonological awareness, phonemic awareness, fluency, vocabulary, comprehension, decoding, working memory, syntax, grammar, and other skills necessary to learn how to read or to become a better reader. Fast ForWord is a proven leader in reading intervention and is recognized throughout Florida and the nation as a top product for improving reading outcomes through documented research on test score performance. The Fast ForWord program may be supplemented, as appropriate, through the use of other proven reading intervention tools, including but not limited to, Study Island, HeadSprout ®, Skills Tutor, and Raz-Kids.
Students will be assigned specific modules from the Fast ForWord family of products based on the evaluation described earlier. A specific schedule will be assigned to each student and student engagement with the program will be monitored. Teachers will also frequently review the detailed progress reports provided by the product and will then communicate with the student by phone (and online or by phone with the parent) concerning the results and will implement the specific interventions which are recommended by the products based on the student’s performance. Teachers will also modify which product the student is using based on their progress until the student has remedied the deficiency. It is important to note that teachers are actively engaged with the Fast ForWord program through monitoring its regular progress reports and interacting with students based on the results obtained, including changing the Fast ForWord content that is assigned as the student progresses.
Junior Great Books: FLVSCA has an exclusive partnership with the Great Books Foundation to provide instruction and facilitated discussion with students in an online setting. We offer this Junior Great Books program to our gifted and talented students in grades 3–8 language arts courses. In this highly regarded program, students deepen their critical thinking, writing, and comprehension skills by reading great literary works, completing online activities, and engaging in Shared Inquiry™, a method of actively interpreting a text with others in a group. Using the Junior Great Books message board, gifted students can also socialize while sharing insights about great books.
Discovery Education: Discovery Education streaming is the only digital video-based learning resource scientifically proven to increase student achievement with comprehensive K-12 curriculum coverage in six core subject areas and correlated to state standards. Discovery Education streaming provides increased choice of resources appropriate to what educators are teaching.
Brain Pop: BrainPOP® is a leading producer of educational animated movies targeted to students in grades K–8, but enjoyed by students of all ages. BrainPOP movies explain concepts in a voice and visual style that is accessible, educational, and entertaining.
Compass Learning: Compass Learning®, a leading provider of educational technology, provides a browser-based curriculum and assessments to promote differentiated instruction. The program allows students to move forward at their own pace, and provide opportunities for students who need remediation or enrichment.
Take Me To Your Readers: The Little Planet Learning series "Take Me To Your Readers" contains videos to help students become better readers. Research-based reading themes come alive with variety and fun for emergent readers. Skills include thoughtful conversation, building vocabulary and knowledge, and comprehension of material.
Educational Technology and Online Learning Course Description: K to the 8th Power provides an easy-to-use platform for developing computer literacy and applied technology skills. The curriculum develops computer-literate and technology-savvy students while reinforcing national and state academic standards.
Keyboarding: In this course, the student will explore a variety of keyboarding strategies including learning the function of all the keys, how to find them quickly, and the importance of keyboarding for his future career. Major concepts of this course include the alphabetic and numeric keyboard, history of the keyboard and new technology, and keyboard skill building (speed and accuracy).

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.

Scott Foresman Reading Street (used with students in grades K-2) contains an Intensive Reading Intervention program that is designed to accelerate the reading development of struggling students. It is aligned with the Scott Foresman Reading Street core series but can be used as a supplemental curriculum with any core program. The emphasis of small group instruction is on the six essential areas of reading. Highly specified instruction is designed for teacher implementation. Frequent periodic assessments are imbedded to determine mastery of content.

Harcourt Storytown Intervention (used with students in grades 3-5) is designed to provide intensive reading instruction to at risk students in all essential areas of reading. Lessons include strategic intervention components aligned with the core curriculum that reinforce skills necessary to meet state standards and benchmarks. Small group specific instruction is need based and systematic. Content mastery and growth is evaluated by progress monitoring and periodic assessments.

Dixie District Virtual:
Intensive Language Arts: An intensive “whole group instruction” course with content that specifically targets identified decoding and/or fluency deficiencies. This consists primarily of PACE, Fast ForWord, additional supplemental programs as needed (e.g., Study Island, HeadSprout ®, Skills Tutor, Raz-Kids), and specific LiveLessons for “small group differentiated instruction.” It provides daily:
• Whole group explicit instruction
• Small group differentiated instruction
• Independent reading practice, using classroom library materials, monitored by the teacher
• Infusion of Sunshine State Standards (SSS) benchmarks specific to the subject area blocked with the intensive reading course and
• A focus on informational text at a ratio matching FCAT


PACE or “The Program for All Children to Excel” reading was created to ensure that all eligible students attain proficiency in reading. In this course, students are assigned a personalized course of study that allows for increased learning time in reading. In addition to an increased focus on core curricular content and the SSS reading standards, PACE teachers incorporate additional online resources to monitor student performance and address students’ instructional needs. Study Island, a web-based test preparation program, is used as part of the course to pre- and post-test students to identify and help remediate academic skill weaknesses. This well-known program is also used to introduce and reinforce the state’s tested language arts skills. In addition and as explained earlier, PACE teachers increase the occurrence of live, synchronous direct instruction through the extensive use of LiveLesson sessions. PACE has been found to foster a strong foundation in basic skills and increases self-confidence as students succeed in the program.
PACE also includes independent reading practice through Study Island (which also includes a focus on informational text in accordance with the FCAT) as well as the regular reading materials in the course which vary by grade. Students will also be required to read from assigned trade books, reading texts, other subject area texts, or other teacher-approved materials (which will also be selected with attention to the informational text requirement). Students will keep a log of this reading which will be submitted to the teacher each week.
Fast ForWord® program developed by Scientific Learning, Inc. (www.scientificlearning.com) accelerates learning by improving the processing efficiency of the brain. The program is based on more than 30 years of neuroscience and cognitive research. Fast ForWord simultaneously builds the cognitive skills of memory, attention, processing rate, and sequencing, along with the foundational reading skills of phonemic awareness, phonics, fluency, vocabulary, and comprehension - skills essential for reading intervention program success. The strengthening of these skills will result in a wide range of improved critical language and reading skills such as phonological awareness, phonemic awareness, fluency, vocabulary, comprehension, decoding, working memory, syntax, grammar, and other skills necessary to learn how to read or to become a better reader. Fast ForWord is a proven leader in reading intervention and is recognized throughout Florida and the nation as a top product for improving reading outcomes through documented research on test score performance. The Fast ForWord program may be supplemented, as appropriate, through the use of other proven reading intervention tools, including but not limited to, Study Island, HeadSprout ®, Skills Tutor, and Raz-Kids.
Students will be assigned specific modules from the Fast ForWord family of products based on the evaluation described earlier. A specific schedule will be assigned to each student and student engagement with the program will be monitored. Teachers will also frequently review the detailed progress reports provided by the product and will then communicate with the student by phone (and online or by phone with the parent) concerning the results and will implement the specific interventions which are recommended by the products based on the student’s performance. Teachers will also modify which product the student is using based on their progress until the student has remedied the deficiency. It is important to note that teachers are actively engaged with the Fast ForWord program through monitoring its regular progress reports and interacting with students based on the results obtained, including changing the Fast ForWord content that is assigned as the student progresses.

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.

Compass Learning is a supplementary computer based reading program that develops reading skills through thematic units. Students proceed through the Compass Learning sequentially by working on specific skills, or by following the prescribed path of instruction based on the results of the assessment tests.

Compass Learning can be used outside the core reading block, during center time, during the after-school program, and during Family Learning Night when parents bring their child to school. It will reinforce needed reading skills that are taught by the teacher.

The FCAT Test Maker is software used by teachers to make paper and pencil practice tests that look just like the real thing. It pulls from a database of over 15,000 test questions and the software allows you to make printed practice tests in a few steps.

FCAT Test Maker can be used by classroom teachers to practice SSS skills and can also be used for progress monitoring. It can be used during the core block, during iii, or any other time that is available.

Waterford Early Reading Program is a comprehensive and systematic early intervention curriculum designed to develop literacy for Kindergarten through third grade students. It is a technology based program intended to provide researched based individualized instruction. Students work at their instructional level through lessons that correspond to their needs in Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension.

Waterford Early Reading Program will be integrated into the reading curriculum as a supplemental and technology based program for beginning or struggling readers at the elementary level. It will be incorporated as needed outside the 90 minute Core Reading block.

Accelerated Reader (AR) is a computer based reading management and motivational system designed to encourage students to read. The student‘s reading goals are based on their reading grade equivalent. Immediate feedback is provided to the student and multiple individual, classroom and school wide reports to educators. Only the computer assisted component of the program will be utilized.

Accelerated Reader is used with readers in First-Fifth grades. Children are encouraged to read during silent sustained reading time during Core Reading Block, but take assessments during other times of the day.

Kaplan is a predictive assessment that uses a scientific approach to match diagnostic assessments to Florida’s FCAT tests. It predicts student performance, proficiency and mastery of skills in Reading/Language Arts, Science and Mathematics.

SchoolNet assessments are used to guide and supplement teacher instruction in preparing students to take FCAT or other high stakes tests. All students in grades 3-5 will be administered Kaplan assessments two to three times a year. Progress toward achieving Sunshine State Benchmarks will be documented and used to plan instruction.

Earobics is a technology based program designed to supplement a school’s core reading curriculum. Students work individually on developing phonemic awareness and phonics skills through computer activities which allow students to proceed at their own rate. Teacher led groups provide explicit instruction in language enrichment, phonemic awareness, letter- sound correspondence, and decoding.

Earobics can be used outside the core reading block, during center time, during the after-school program, and during iii instruction.

My Reading Coach is a technology-based reading intervention program designed for readers ages 7 and up. The program is to improve the fluency and comprehension of students by working on auditory discrimination skills, sound/letter recognition, and auditory memory.

This program can be used during intensive intervention in the upper grades for up to 30 minutes per day, fives days a week. In addition, teachers have the option to use this program during differentiated instruction in their 90-minute reading block.

Read 180 is a research-based comprehensive intervention reading program. Daily lessons consist of a whole group instructional session rich in read alouds, modeling, and reading strategies; three small-group rotating sessions where phonics, fluency, vocabulary, and comprehension skills are incorporated; and a whole group wrap-up session.

Read 180 will be used for students in 4th and 5th grade reading one to two years below grade level or scoring a 1 or 2 on FCAT.

Achieve 3000 is a technology web-based program designed to supplement comprehension strategies during or after the core reading program. Non-fiction text is introduced to the reader on their independent reading level (beginning reader to high school level) as determined by periodic placement assessments. Lexile levels and progress monitoring data are available to teachers to help guide appropriate classroom instruction.

Achieve 3000 can be accessed any where the student is accessible to the internet. Materials are also available for downloading and can be used during center or small group instruction to reinforce reading benchmarks for students in grades 2-5.

ReadingA-Z.com and FreeReading.com can be used with students that have phonics needs during the after-school program, during intervention classes or as reinforcement during center time.

Study Island is used to guide and supplement teacher instruction in preparing students to take FCAT or other high stakes tests.

Study Island is a technology web-based program that offers instruction, practice and assessment of sunshine state standards for grades 3 - 5. Students work at their own pace on skills until they have mastered the skills. Study island is used to supplement the comprehension strategies during the 90 minute block, during center or small group time as well as after the reading block.

Dixie District Virtual:
Intensive Language Arts: An intensive “whole group instruction” course with content that specifically targets identified decoding and/or fluency deficiencies. This consists primarily of PACE, Fast ForWord, additional supplemental programs as needed (e.g., Study Island, HeadSprout ®, Skills Tutor, Raz-Kids), and specific LiveLessons for “small group differentiated instruction.” It provides daily:
• Whole group explicit instruction
• Small group differentiated instruction
• Independent reading practice, using classroom library materials, monitored by the teacher
• Infusion of Sunshine State Standards (SSS) benchmarks specific to the subject area blocked with the intensive reading course and
• A focus on informational text at a ratio matching FCAT

PACE or “The Program for All Children to Excel” reading was created to ensure that all eligible students attain proficiency in reading. In this course, students are assigned a personalized course of study that allows for increased learning time in reading. In addition to an increased focus on core curricular content and the SSS reading standards, PACE teachers incorporate additional online resources to monitor student performance and address students’ instructional needs. Study Island, a web-based test preparation program, is used as part of the course to pre- and post-test students to identify and help remediate academic skill weaknesses. This well-known program is also used to introduce and reinforce the state’s tested language arts skills. In addition and as explained earlier, PACE teachers increase the occurrence of live, synchronous direct instruction through the extensive use of LiveLesson sessions. PACE has been found to foster a strong foundation in basic skills and increases self-confidence as students succeed in the program.
PACE also includes independent reading practice through Study Island (which also includes a focus on informational text in accordance with the FCAT) as well as the regular reading materials in the course which vary by grade. Students will also be required to read from assigned trade books, reading texts, other subject area texts, or other teacher-approved materials (which will also be selected with attention to the informational text requirement). Students will keep a log of this reading which will be submitted to the teacher each week.
Fast ForWord® program developed by Scientific Learning, Inc. (www.scientificlearning.com) accelerates learning by improving the processing efficiency of the brain. The program is based on more than 30 years of neuroscience and cognitive research. Fast ForWord simultaneously builds the cognitive skills of memory, attention, processing rate, and sequencing, along with the foundational reading skills of phonemic awareness, phonics, fluency, vocabulary, and comprehension - skills essential for reading intervention program success. The strengthening of these skills will result in a wide range of improved critical language and reading skills such as phonological awareness, phonemic awareness, fluency, vocabulary, comprehension, decoding, working memory, syntax, grammar, and other skills necessary to learn how to read or to become a better reader. Fast ForWord is a proven leader in reading intervention and is recognized throughout Florida and the nation as a top product for improving reading outcomes through documented research on test score performance. The Fast ForWord program may be supplemented, as appropriate, through the use of other proven reading intervention tools, including but not limited to, Study Island, HeadSprout ®, Skills Tutor, and Raz-Kids.
Students will be assigned specific modules from the Fast ForWord family of products based on the evaluation described earlier. A specific schedule will be assigned to each student and student engagement with the program will be monitored. Teachers will also frequently review the detailed progress reports provided by the product and will then communicate with the student by phone (and online or by phone with the parent) concerning the results and will implement the specific interventions which are recommended by the products based on the student’s performance. Teachers will also modify which product the student is using based on their progress until the student has remedied the deficiency. It is important to note that teachers are actively engaged with the Fast ForWord program through monitoring its regular progress reports and interacting with students based on the results obtained, including changing the Fast ForWord content that is assigned as the student progresses.
Junior Great Books: FLVSCA has an exclusive partnership with the Great Books Foundation to provide instruction and facilitated discussion with students in an online setting. We offer this Junior Great Books program to our gifted and talented students in grades 3–8 language arts courses. In this highly regarded program, students deepen their critical thinking, writing, and comprehension skills by reading great literary works, completing online activities, and engaging in Shared Inquiry™, a method of actively interpreting a text with others in a group. Using the Junior Great Books message board, gifted students can also socialize while sharing insights about great books.
Discovery Education: Discovery Education streaming is the only digital video-based learning resource scientifically proven to increase student achievement with comprehensive K-12 curriculum coverage in six core subject areas and correlated to state standards. Discovery Education streaming provides increased choice of resources appropriate to what educators are teaching.
Brain Pop: BrainPOP® is a leading producer of educational animated movies targeted to students in grades K–8, but enjoyed by students of all ages. BrainPOP movies explain concepts in a voice and visual style that is accessible, educational, and entertaining.
Compass Learning: Compass Learning®, a leading provider of educational technology, provides a browser-based curriculum and assessments to promote differentiated instruction. The program allows students to move forward at their own pace, and provide opportunities for students who need remediation or enrichment.
Take Me To Your Readers: The Little Planet Learning series "Take Me To Your Readers" contains videos to help students become better readers. Research-based reading themes come alive with variety and fun for emergent readers. Skills include thoughtful conversation, building vocabulary and knowledge, and comprehension of material.
Educational Technology and Online Learning Course Description: K to the 8th Power provides an easy-to-use platform for developing computer literacy and applied technology skills. The curriculum develops computer-literate and technology-savvy students while reinforcing national and state academic standards.
Keyboarding: In this course, the student will explore a variety of keyboarding strategies including learning the function of all the keys, how to find them quickly, and the importance of keyboarding for his future career. Major concepts of this course include the alphabetic and numeric keyboard, history of the keyboard and new technology, and keyboard skill building (speed and accuracy).


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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4

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.)
Teachers will use the CCRP to provide high-quality, explicit, and systematic initial instruction during the 90 minute Core Reading Block. Following initial instruction students will be placed in small, differentiated, flexible groups determined by reading need to reinforce the initial instruction and practice strategies. Students will receive the opportunity to participate in teacher-led instruction and center activities on a rotating basis.
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.)

Students targeted to receive immediate intensive intervention will be provided differentiated instruction after the Core Reading Block. Assessment data (FAIR, DAR, ERDA) will be used to determine appropriate intervention needs for each student. Individual academic needs will be addressed in small groups or on an individual basis. At this time the teacher may utilize explicit instruction using ancillary materials from the CCRP, research based protocols, or supplemental materials to differentiate the instruction presented in the whole group lesson. Learning Centers or Cooperative Learning Groups will be used to practice and reinforce instruction incorporating activities that promote high student engagement for students who are not meeting with the teacher. Student placement in groups is flexible, differentiated and will include clearly articulated academic goals connected to the five essential components of reading. A minimum of 20 minutes per day will be designated for iii per student.
5.3How will reading instruction be designed to intrinsically motivate students to become successful readers?
Students will be intrinsically motivated to be successful readers through a variety of methods including instruction designed to meet individual needs to assure success and progress toward mastery. Teachers will provide differentiated instruction using varied modalities and learning styles, and will include competency measures designed to ensure positive instruction to intrinsically motivate students to become successful readers.
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?
Classroom libraries, including fiction and non-fiction texts, can be accessible to students as a center during the core reading block and also during other content area times during the day. The availability of the leveled classroom library will provide teachers the opportunity to extend skills taught through the core curriculum/content areas by grouping of the books in a display area or in a colorfully labeled box, book of the day presentation with follow up activities, literature circle activities, book clubs, etc.
6.2How will these classroom libraries be utilized?
Classroom libraries will be utilized as stated in 6.1 above. Classroom libraries also give the students an opportunity for wide reading, book clubs, research, and character studies.
6.3How will books be leveled?
Classroom libraries are leveled by Lexiles or by Accelerated Reader grade level equivalents.
6.4How will teachers match students with the appropriate level of text?
Teachers can match students with the appropriate lexile level of text using the ‘LevelSet’ assessment provided by the Achieve 3000 Kidbiz program.

The Star assessment provided by the Accelerated Reader program will give a Zone of Proximal Development for each student. The ZPD gives the student an instructional level range to work within.

One of the two systems will be used in our classrooms. These assessments are given periodically throughout the year to keep the student’s Lexile/ZPD level current and accurate.
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 will incorporate reading and literacy instruction through developing curriculum maps with reading strategies and skills coordinated with the science and social studies anthologies. Reciprocal Teaching strategies will be used in the content area classes. Leveled books, which accompany the content area series, will be used in classes to facilitate independent reading practice.
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.)
Writing will be incorporated into the Core Reading Block in a variety of ways to promote comprehension of reading material. Read, Think and Respond prompts, Response Journals, exit cards and graphic organizers are a few of the ways to provide teachers with necessary information to determine student understanding of presented material. This information will be used to plan effective classroom instruction to meet the needs of all students.
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/.)


Outside provider options will be offered through Title 1 for after-school programs. Family Learning Nights are offered that enable parents and children the opportunity to come to school to read together, use Accelerated Reader, and use technology resources such as Achiheve 3000 and FCAT Explorer.
9.2How will before, after, and summer school activities be linked to the reading instruction taking place during the school day?

After-school programs and summer school activities will be linked to reading instruction and communicated through progress reports keeping the classroom teacher informed of student progress toward individual goals.
9.3How is student eligibility determined for these activities?

Students eligibility is determined by educational and socio-economic need.
10.1Which assessments are administered to determine reading instructional needs for the following students:
Non-English speaking ELL students?
FAIR, DAR
10.2Students with severe speech/auditory impairments?
FAIR, DAR
10.3Students with severe vision impairments?
FAIR, DAR
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).


The current focus of our reading program is remediation and critical thinking. The critical thinking (CT) classes are structured much like a grade level reading class for students who are on or above grade level in reading. The Daybook of Critical Reading and Writing by Houghton Mifflin will be used for curriculum in CT classes. In addition, reading instruction will be incorporated across the curriculum for all students at all levels. Core classes will continue to be five (5) days per week and will emphasize vocabulary development and comprehension strategies. Through the progress monitoring instrument (SchoolNet) all students will be monitored on reading skills and appropriate interventions will be implemented according to students' individual needs.

Dixie District Virtual:
Intensive Language Arts: An intensive “whole group instruction” course with content that specifically targets identified decoding and/or fluency deficiencies. This consists primarily of PACE, Fast ForWord, additional supplemental programs as needed (e.g., Study Island, HeadSprout ®, Skills Tutor, Raz-Kids), and specific LiveLessons for “small group differentiated instruction.” It provides daily:
• Whole group explicit instruction
• Small group differentiated instruction
• Independent reading practice, using classroom library materials, monitored by the teacher
• Infusion of Sunshine State Standards (SSS) benchmarks specific to the subject area blocked with the intensive reading course and
• A focus on informational text at a ratio matching FCAT

PACE or “The Program for All Children to Excel” reading was created to ensure that all eligible students attain proficiency in reading. In this course, students are assigned a personalized course of study that allows for increased learning time in reading. In addition to an increased focus on core curricular content and the SSS reading standards, PACE teachers incorporate additional online resources to monitor student performance and address students’ instructional needs. Study Island, a web-based test preparation program, is used as part of the course to pre- and post-test students to identify and help remediate academic skill weaknesses. This well-known program is also used to introduce and reinforce the state’s tested language arts skills. In addition and as explained earlier, PACE teachers increase the occurrence of live, synchronous direct instruction through the extensive use of LiveLesson sessions. PACE has been found to foster a strong foundation in basic skills and increases self-confidence as students succeed in the program.
PACE also includes independent reading practice through Study Island (which also includes a focus on informational text in accordance with the FCAT) as well as the regular reading materials in the course which vary by grade. Students will also be required to read from assigned trade books, reading texts, other subject area texts, or other teacher-approved materials (which will also be selected with attention to the informational text requirement). Students will keep a log of this reading which will be submitted to the teacher each week.
Fast ForWord® program developed by Scientific Learning, Inc. (www.scientificlearning.com) accelerates learning by improving the processing efficiency of the brain. The program is based on more than 30 years of neuroscience and cognitive research. Fast ForWord simultaneously builds the cognitive skills of memory, attention, processing rate, and sequencing, along with the foundational reading skills of phonemic awareness, phonics, fluency, vocabulary, and comprehension - skills essential for reading intervention program success. The strengthening of these skills will result in a wide range of improved critical language and reading skills such as phonological awareness, phonemic awareness, fluency, vocabulary, comprehension, decoding, working memory, syntax, grammar, and other skills necessary to learn how to read or to become a better reader. Fast ForWord is a proven leader in reading intervention and is recognized throughout Florida and the nation as a top product for improving reading outcomes through documented research on test score performance. The Fast ForWord program may be supplemented, as appropriate, through the use of other proven reading intervention tools, including but not limited to, Study Island, HeadSprout ®, Skills Tutor, and Raz-Kids.
Students will be assigned specific modules from the Fast ForWord family of products based on the evaluation described earlier. A specific schedule will be assigned to each student and student engagement with the program will be monitored. Teachers will also frequently review the detailed progress reports provided by the product and will then communicate with the student by phone (and online or by phone with the parent) concerning the results and will implement the specific interventions which are recommended by the products based on the student’s performance. Teachers will also modify which product the student is using based on their progress until the student has remedied the deficiency. It is important to note that teachers are actively engaged with the Fast ForWord program through monitoring its regular progress reports and interacting with students based on the results obtained, including changing the Fast ForWord content that is assigned as the student progresses.
Junior Great Books: FLVSCA has an exclusive partnership with the Great Books Foundation to provide instruction and facilitated discussion with students in an online setting. We offer this Junior Great Books program to our gifted and talented students in grades 3–8 language arts courses. In this highly regarded program, students deepen their critical thinking, writing, and comprehension skills by reading great literary works, completing online activities, and engaging in Shared Inquiry™, a method of actively interpreting a text with others in a group. Using the Junior Great Books message board, gifted students can also socialize while sharing insights about great books.
Discovery Education: Discovery Education streaming is the only digital video-based learning resource scientifically proven to increase student achievement with comprehensive K-12 curriculum coverage in six core subject areas and correlated to state standards. Discovery Education streaming provides increased choice of resources appropriate to what educators are teaching.
Brain Pop: BrainPOP® is a leading producer of educational animated movies targeted to students in grades K–8, but enjoyed by students of all ages. BrainPOP movies explain concepts in a voice and visual style that is accessible, educational, and entertaining.
Compass Learning: Compass Learning®, a leading provider of educational technology, provides a browser-based curriculum and assessments to promote differentiated instruction. The program allows students to move forward at their own pace, and provide opportunities for students who need remediation or enrichment.
Take Me To Your Readers: The Little Planet Learning series "Take Me To Your Readers" contains videos to help students become better readers. Research-based reading themes come alive with variety and fun for emergent readers. Skills include thoughtful conversation, building vocabulary and knowledge, and comprehension of material.
Educational Technology and Online Learning Course Description: K to the 8th Power provides an easy-to-use platform for developing computer literacy and applied technology skills. The curriculum develops computer-literate and technology-savvy students while reinforcing national and state academic standards.
Keyboarding: In this course, the student will explore a variety of keyboarding strategies including learning the function of all the keys, how to find them quickly, and the importance of keyboarding for his future career. Major concepts of this course include the alphabetic and numeric keyboard, history of the keyboard and new technology, and keyboard skill building (speed and accuracy).

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.

Read 180 Enterprise will be used to accelerate growth in reading for Level 1 and Level 2 disfluent students. This program provides skills and strategies that align with the Sunshine State Standards for Reading. There will be 4-7 blocks of 100 minutes per day to provide Level 1 and Level 2 disfluent students the appropriate remedial opportunities based on diagnostic information. Read 180 Enterprise will be used to provide whole group instruction and targeted small group instruction with three small group rotating sessions. Level 1 and Level 2 fluent students will be placed in an intensive reading classroom for 50 minutes of reading instruction per day. Research-based reading skills and strategies incorporating READ XL will be used to provide intensive instruction in reading classroom. Whole group and small group instruction will be used to diffentiate instruction based on student weaknesses.

Dixie District Virtual:
Intensive Language Arts: An intensive “whole group instruction” course with content that specifically targets identified decoding and/or fluency deficiencies. This consists primarily of PACE, Fast ForWord, additional supplemental programs as needed (e.g., Study Island, HeadSprout ®, Skills Tutor, Raz-Kids), and specific LiveLessons for “small group differentiated instruction.” It provides daily:
• Whole group explicit instruction
• Small group differentiated instruction
• Independent reading practice, using classroom library materials, monitored by the teacher
• Infusion of Sunshine State Standards (SSS) benchmarks specific to the subject area blocked with the intensive reading course and
• A focus on informational text at a ratio matching FCAT

PACE or “The Program for All Children to Excel” reading was created to ensure that all eligible students attain proficiency in reading. In this course, students are assigned a personalized course of study that allows for increased learning time in reading. In addition to an increased focus on core curricular content and the SSS reading standards, PACE teachers incorporate additional online resources to monitor student performance and address students’ instructional needs. Study Island, a web-based test preparation program, is used as part of the course to pre- and post-test students to identify and help remediate academic skill weaknesses. This well-known program is also used to introduce and reinforce the state’s tested language arts skills. In addition and as explained earlier, PACE teachers increase the occurrence of live, synchronous direct instruction through the extensive use of LiveLesson sessions. PACE has been found to foster a strong foundation in basic skills and increases self-confidence as students succeed in the program.
PACE also includes independent reading practice through Study Island (which also includes a focus on informational text in accordance with the FCAT) as well as the regular reading materials in the course which vary by grade. Students will also be required to read from assigned trade books, reading texts, other subject area texts, or other teacher-approved materials (which will also be selected with attention to the informational text requirement). Students will keep a log of this reading which will be submitted to the teacher each week.
Fast ForWord® program developed by Scientific Learning, Inc. (www.scientificlearning.com) accelerates learning by improving the processing efficiency of the brain. The program is based on more than 30 years of neuroscience and cognitive research. Fast ForWord simultaneously builds the cognitive skills of memory, attention, processing rate, and sequencing, along with the foundational reading skills of phonemic awareness, phonics, fluency, vocabulary, and comprehension - skills essential for reading intervention program success. The strengthening of these skills will result in a wide range of improved critical language and reading skills such as phonological awareness, phonemic awareness, fluency, vocabulary, comprehension, decoding, working memory, syntax, grammar, and other skills necessary to learn how to read or to become a better reader. Fast ForWord is a proven leader in reading intervention and is recognized throughout Florida and the nation as a top product for improving reading outcomes through documented research on test score performance. The Fast ForWord program may be supplemented, as appropriate, through the use of other proven reading intervention tools, including but not limited to, Study Island, HeadSprout ®, Skills Tutor, and Raz-Kids.
Students will be assigned specific modules from the Fast ForWord family of products based on the evaluation described earlier. A specific schedule will be assigned to each student and student engagement with the program will be monitored. Teachers will also frequently review the detailed progress reports provided by the product and will then communicate with the student by phone (and online or by phone with the parent) concerning the results and will implement the specific interventions which are recommended by the products based on the student’s performance. Teachers will also modify which product the student is using based on their progress until the student has remedied the deficiency. It is important to note that teachers are actively engaged with the Fast ForWord program through monitoring its regular progress reports and interacting with students based on the results obtained, including changing the Fast ForWord content that is assigned as the student progresses.
Junior Great Books: FLVSCA has an exclusive partnership with the Great Books Foundation to provide instruction and facilitated discussion with students in an online setting. We offer this Junior Great Books program to our gifted and talented students in grades 3–8 language arts courses. In this highly regarded program, students deepen their critical thinking, writing, and comprehension skills by reading great literary works, completing online activities, and engaging in Shared Inquiry™, a method of actively interpreting a text with others in a group. Using the Junior Great Books message board, gifted students can also socialize while sharing insights about great books.
Discovery Education: Discovery Education streaming is the only digital video-based learning resource scientifically proven to increase student achievement with comprehensive K-12 curriculum coverage in six core subject areas and correlated to state standards. Discovery Education streaming provides increased choice of resources appropriate to what educators are teaching.
Brain Pop: BrainPOP® is a leading producer of educational animated movies targeted to students in grades K–8, but enjoyed by students of all ages. BrainPOP movies explain concepts in a voice and visual style that is accessible, educational, and entertaining.
Compass Learning: Compass Learning®, a leading provider of educational technology, provides a browser-based curriculum and assessments to promote differentiated instruction. The program allows students to move forward at their own pace, and provide opportunities for students who need remediation or enrichment.
Take Me To Your Readers: The Little Planet Learning series "Take Me To Your Readers" contains videos to help students become better readers. Research-based reading themes come alive with variety and fun for emergent readers. Skills include thoughtful conversation, building vocabulary and knowledge, and comprehension of material.
Educational Technology and Online Learning Course Description: K to the 8th Power provides an easy-to-use platform for developing computer literacy and applied technology skills. The curriculum develops computer-literate and technology-savvy students while reinforcing national and state academic standards.
Keyboarding: In this course, the student will explore a variety of keyboarding strategies including learning the function of all the keys, how to find them quickly, and the importance of keyboarding for his future career. Major concepts of this course include the alphabetic and numeric keyboard, history of the keyboard and new technology, and keyboard skill building (speed and accuracy).

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.

Throughout the reading and Language Arts classes students will be provided with supplemental instruction in order to meet learning needs in specific areas of reading. In reading classes, differentiated instruction will be used in order to target students with specific needs in phonemic awareness, phonics, fluency, and vocabulary. The programs utilized will be Great Leaps, Vocabulary through Morphemes, Word Wisdom, Reader's Handbook, Quick Reads, SRA Corrective Reading, and Read Naturally Masters Edition. In both reading and Language Arts classes, supplemental materials will be used to target vocabulary and comprehension needs. The materials, which will be used, are Jamestown Signature and Critical Reading Series, Jamestown Literature Adapted Reader,and Impact.

Dixie District Virtual:
Intensive Language Arts: An intensive “whole group instruction” course with content that specifically targets identified decoding and/or fluency deficiencies. This consists primarily of PACE, Fast ForWord, additional supplemental programs as needed (e.g., Study Island, HeadSprout ®, Skills Tutor, Raz-Kids), and specific LiveLessons for “small group differentiated instruction.” It provides daily:
• Whole group explicit instruction
• Small group differentiated instruction
• Independent reading practice, using classroom library materials, monitored by the teacher
• Infusion of Sunshine State Standards (SSS) benchmarks specific to the subject area blocked with the intensive reading course and
• A focus on informational text at a ratio matching FCAT

PACE or “The Program for All Children to Excel” reading was created to ensure that all eligible students attain proficiency in reading. In this course, students are assigned a personalized course of study that allows for increased learning time in reading. In addition to an increased focus on core curricular content and the SSS reading standards, PACE teachers incorporate additional online resources to monitor student performance and address students’ instructional needs. Study Island, a web-based test preparation program, is used as part of the course to pre- and post-test students to identify and help remediate academic skill weaknesses. This well-known program is also used to introduce and reinforce the state’s tested language arts skills. In addition and as explained earlier, PACE teachers increase the occurrence of live, synchronous direct instruction through the extensive use of LiveLesson sessions. PACE has been found to foster a strong foundation in basic skills and increases self-confidence as students succeed in the program.
PACE also includes independent reading practice through Study Island (which also includes a focus on informational text in accordance with the FCAT) as well as the regular reading materials in the course which vary by grade. Students will also be required to read from assigned trade books, reading texts, other subject area texts, or other teacher-approved materials (which will also be selected with attention to the informational text requirement). Students will keep a log of this reading which will be submitted to the teacher each week.
Fast ForWord® program developed by Scientific Learning, Inc. (www.scientificlearning.com) accelerates learning by improving the processing efficiency of the brain. The program is based on more than 30 years of neuroscience and cognitive research. Fast ForWord simultaneously builds the cognitive skills of memory, attention, processing rate, and sequencing, along with the foundational reading skills of phonemic awareness, phonics, fluency, vocabulary, and comprehension - skills essential for reading intervention program success. The strengthening of these skills will result in a wide range of improved critical language and reading skills such as phonological awareness, phonemic awareness, fluency, vocabulary, comprehension, decoding, working memory, syntax, grammar, and other skills necessary to learn how to read or to become a better reader. Fast ForWord is a proven leader in reading intervention and is recognized throughout Florida and the nation as a top product for improving reading outcomes through documented research on test score performance. The Fast ForWord program may be supplemented, as appropriate, through the use of other proven reading intervention tools, including but not limited to, Study Island, HeadSprout ®, Skills Tutor, and Raz-Kids.
Students will be assigned specific modules from the Fast ForWord family of products based on the evaluation described earlier. A specific schedule will be assigned to each student and student engagement with the program will be monitored. Teachers will also frequently review the detailed progress reports provided by the product and will then communicate with the student by phone (and online or by phone with the parent) concerning the results and will implement the specific interventions which are recommended by the products based on the student’s performance. Teachers will also modify which product the student is using based on their progress until the student has remedied the deficiency. It is important to note that teachers are actively engaged with the Fast ForWord program through monitoring its regular progress reports and interacting with students based on the results obtained, including changing the Fast ForWord content that is assigned as the student progresses.
Junior Great Books: FLVSCA has an exclusive partnership with the Great Books Foundation to provide instruction and facilitated discussion with students in an online setting. We offer this Junior Great Books program to our gifted and talented students in grades 3–8 language arts courses. In this highly regarded program, students deepen their critical thinking, writing, and comprehension skills by reading great literary works, completing online activities, and engaging in Shared Inquiry™, a method of actively interpreting a text with others in a group. Using the Junior Great Books message board, gifted students can also socialize while sharing insights about great books.
Discovery Education: Discovery Education streaming is the only digital video-based learning resource scientifically proven to increase student achievement with comprehensive K-12 curriculum coverage in six core subject areas and correlated to state standards. Discovery Education streaming provides increased choice of resources appropriate to what educators are teaching.
Brain Pop: BrainPOP® is a leading producer of educational animated movies targeted to students in grades K–8, but enjoyed by students of all ages. BrainPOP movies explain concepts in a voice and visual style that is accessible, educational, and entertaining.
Compass Learning: Compass Learning®, a leading provider of educational technology, provides a browser-based curriculum and assessments to promote differentiated instruction. The program allows students to move forward at their own pace, and provide opportunities for students who need remediation or enrichment.
Take Me To Your Readers: The Little Planet Learning series "Take Me To Your Readers" contains videos to help students become better readers. Research-based reading themes come alive with variety and fun for emergent readers. Skills include thoughtful conversation, building vocabulary and knowledge, and comprehension of material.
Educational Technology and Online Learning Course Description: K to the 8th Power provides an easy-to-use platform for developing computer literacy and applied technology skills. The curriculum develops computer-literate and technology-savvy students while reinforcing national and state academic standards.
Keyboarding: In this course, the student will explore a variety of keyboarding strategies including learning the function of all the keys, how to find them quickly, and the importance of keyboarding for his future career. Major concepts of this course include the alphabetic and numeric keyboard, history of the keyboard and new technology, and keyboard skill building (speed and accuracy).

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.

Educational software will provide support in reading growth for all students. These will supplement, not supplant, instruction by a highly qualified instructor. The programs, which will be used, are Achieve 3000, Accelerated Reader, FCAT Test Maker, SchoolNet on-line assessments, and Success Maker Enterprise. Achieve 3000 is a technology web-based program designed to supplement instruction using non-fiction text, which is introduced at the reader's independent reading level. Accelerated Reader is a computer based reading management system designed to monitor independent reading. FCAT Test Maker is a software program used to provide material which assesses Sunshine State Standard benchmarks using fiction and non-fiction texts. SchoolNet's Assessment Planner offers on-line assessments for students. The data results identify students' strengths and weaknessess, which allow teachers the ability to target the individual needs of students. Success Maker Enterprise is a technology based program which provides differentiated instruction at the student's independent reading level. These programs will be implemented for additional support in reading.

Dixie District Virtual:
Intensive Language Arts: An intensive “whole group instruction” course with content that specifically targets identified decoding and/or fluency deficiencies. This consists primarily of PACE, Fast ForWord, additional supplemental programs as needed (e.g., Study Island, HeadSprout ®, Skills Tutor, Raz-Kids), and specific LiveLessons for “small group differentiated instruction.” It provides daily:
• Whole group explicit instruction
• Small group differentiated instruction
• Independent reading practice, using classroom library materials, monitored by the teacher
• Infusion of Sunshine State Standards (SSS) benchmarks specific to the subject area blocked with the intensive reading course and
• A focus on informational text at a ratio matching FCAT

PACE or “The Program for All Children to Excel” reading was created to ensure that all eligible students attain proficiency in reading. In this course, students are assigned a personalized course of study that allows for increased learning time in reading. In addition to an increased focus on core curricular content and the SSS reading standards, PACE teachers incorporate additional online resources to monitor student performance and address students’ instructional needs. Study Island, a web-based test preparation program, is used as part of the course to pre- and post-test students to identify and help remediate academic skill weaknesses. This well-known program is also used to introduce and reinforce the state’s tested language arts skills. In addition and as explained earlier, PACE teachers increase the occurrence of live, synchronous direct instruction through the extensive use of LiveLesson sessions. PACE has been found to foster a strong foundation in basic skills and increases self-confidence as students succeed in the program.
PACE also includes independent reading practice through Study Island (which also includes a focus on informational text in accordance with the FCAT) as well as the regular reading materials in the course which vary by grade. Students will also be required to read from assigned trade books, reading texts, other subject area texts, or other teacher-approved materials (which will also be selected with attention to the informational text requirement). Students will keep a log of this reading which will be submitted to the teacher each week.
Fast ForWord® program developed by Scientific Learning, Inc. (www.scientificlearning.com) accelerates learning by improving the processing efficiency of the brain. The program is based on more than 30 years of neuroscience and cognitive research. Fast ForWord simultaneously builds the cognitive skills of memory, attention, processing rate, and sequencing, along with the foundational reading skills of phonemic awareness, phonics, fluency, vocabulary, and comprehension - skills essential for reading intervention program success. The strengthening of these skills will result in a wide range of improved critical language and reading skills such as phonological awareness, phonemic awareness, fluency, vocabulary, comprehension, decoding, working memory, syntax, grammar, and other skills necessary to learn how to read or to become a better reader. Fast ForWord is a proven leader in reading intervention and is recognized throughout Florida and the nation as a top product for improving reading outcomes through documented research on test score performance. The Fast ForWord program may be supplemented, as appropriate, through the use of other proven reading intervention tools, including but not limited to, Study Island, HeadSprout ®, Skills Tutor, and Raz-Kids.
Students will be assigned specific modules from the Fast ForWord family of products based on the evaluation described earlier. A specific schedule will be assigned to each student and student engagement with the program will be monitored. Teachers will also frequently review the detailed progress reports provided by the product and will then communicate with the student by phone (and online or by phone with the parent) concerning the results and will implement the specific interventions which are recommended by the products based on the student’s performance. Teachers will also modify which product the student is using based on their progress until the student has remedied the deficiency. It is important to note that teachers are actively engaged with the Fast ForWord program through monitoring its regular progress reports and interacting with students based on the results obtained, including changing the Fast ForWord content that is assigned as the student progresses.
Junior Great Books: FLVSCA has an exclusive partnership with the Great Books Foundation to provide instruction and facilitated discussion with students in an online setting. We offer this Junior Great Books program to our gifted and talented students in grades 3–8 language arts courses. In this highly regarded program, students deepen their critical thinking, writing, and comprehension skills by reading great literary works, completing online activities, and engaging in Shared Inquiry™, a method of actively interpreting a text with others in a group. Using the Junior Great Books message board, gifted students can also socialize while sharing insights about great books.
Discovery Education: Discovery Education streaming is the only digital video-based learning resource scientifically proven to increase student achievement with comprehensive K-12 curriculum coverage in six core subject areas and correlated to state standards. Discovery Education streaming provides increased choice of resources appropriate to what educators are teaching.
Brain Pop: BrainPOP® is a leading producer of educational animated movies targeted to students in grades K–8, but enjoyed by students of all ages. BrainPOP movies explain concepts in a voice and visual style that is accessible, educational, and entertaining.
Compass Learning: Compass Learning®, a leading provider of educational technology, provides a browser-based curriculum and assessments to promote differentiated instruction. The program allows students to move forward at their own pace, and provide opportunities for students who need remediation or enrichment.
Take Me To Your Readers: The Little Planet Learning series "Take Me To Your Readers" contains videos to help students become better readers. Research-based reading themes come alive with variety and fun for emergent readers. Skills include thoughtful conversation, building vocabulary and knowledge, and comprehension of material.
Educational Technology and Online Learning Course Description: K to the 8th Power provides an easy-to-use platform for developing computer literacy and applied technology skills. The curriculum develops computer-literate and technology-savvy students while reinforcing national and state academic standards.
Keyboarding: In this course, the student will explore a variety of keyboarding strategies including learning the function of all the keys, how to find them quickly, and the importance of keyboarding for his future career. Major concepts of this course include the alphabetic and numeric keyboard, history of the keyboard and new technology, and keyboard skill building (speed and accuracy).

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
(This will open in a new browser)
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.
Students will be screened and placed in an intensive reading class based on FCAT levels and FAIR results. In the reading classroom, students will be given reading diagnostic assessments to determine each student’s individual needs. The assessments used are Gates- MacGinite, STAR, SRI, DAR, IPM, Great Leaps Placement, and Read Naturally Placement. Students will then be grouped according to learning needs in specific areas. On a daily basis, teachers will present a whole group lesson which will be followed by students receiving small group differentiated instruction based on the student’s learning needs in specific areas. Students who need remediation in phonics and/or fluency will receive one on one services utilizing the Great Leaps Program, the Read Naturally program, or small group instruction using SRA Corrective Reading. In addition, these students will receive small group differentiated instruction targeting phonics, fluency, vocabulary, and/or comprehension. Students who need remediation in vocabulary and/or comprehension will receive small group differentiated instruction targeting vocabulary and/or comprehension. During small group rotation, students will rotate through an independent reading center, which is monitored through daily logs, comprehension questions and graphic organizers, and comprehension quizzes. Students’ progress throughout the reading class will be monitored closely through the use of FAIR, SchoolNet assessments, READ 180/Achieve 3000 SRI, STAR, SRA assessments, and Read Naturally assessments. As a result of progress monitoring, small group assignment and intervention will be changed as needed.

Dixie District Virtual:
Intensive Language Arts: An intensive “whole group instruction” course with content that specifically targets identified decoding and/or fluency deficiencies. This consists primarily of PACE, Fast ForWord, additional supplemental programs as needed (e.g., Study Island, HeadSprout ®, Skills Tutor, Raz-Kids), and specific LiveLessons for “small group differentiated instruction.” It provides daily:
• Whole group explicit instruction
• Small group differentiated instruction
• Independent reading practice, using classroom library materials, monitored by the teacher
• Infusion of Sunshine State Standards (SSS) benchmarks specific to the subject area blocked with the intensive reading course and
• A focus on informational text at a ratio matching FCAT

PACE or “The Program for All Children to Excel” reading was created to ensure that all eligible students attain proficiency in reading. In this course, students are assigned a personalized course of study that allows for increased learning time in reading. In addition to an increased focus on core curricular content and the SSS reading standards, PACE teachers incorporate additional online resources to monitor student performance and address students’ instructional needs. Study Island, a web-based test preparation program, is used as part of the course to pre- and post-test students to identify and help remediate academic skill weaknesses. This well-known program is also used to introduce and reinforce the state’s tested language arts skills. In addition and as explained earlier, PACE teachers increase the occurrence of live, synchronous direct instruction through the extensive use of LiveLesson sessions. PACE has been found to foster a strong foundation in basic skills and increases self-confidence as students succeed in the program.
PACE also includes independent reading practice through Study Island (which also includes a focus on informational text in accordance with the FCAT) as well as the regular reading materials in the course which vary by grade. Students will also be required to read from assigned trade books, reading texts, other subject area texts, or other teacher-approved materials (which will also be selected with attention to the informational text requirement). Students will keep a log of this reading which will be submitted to the teacher each week.
Fast ForWord® program developed by Scientific Learning, Inc. (www.scientificlearning.com) accelerates learning by improving the processing efficiency of the brain. The program is based on more than 30 years of neuroscience and cognitive research. Fast ForWord simultaneously builds the cognitive skills of memory, attention, processing rate, and sequencing, along with the foundational reading skills of phonemic awareness, phonics, fluency, vocabulary, and comprehension - skills essential for reading intervention program success. The strengthening of these skills will result in a wide range of improved critical language and reading skills such as phonological awareness, phonemic awareness, fluency, vocabulary, comprehension, decoding, working memory, syntax, grammar, and other skills necessary to learn how to read or to become a better reader. Fast ForWord is a proven leader in reading intervention and is recognized throughout Florida and the nation as a top product for improving reading outcomes through documented research on test score performance. The Fast ForWord program may be supplemented, as appropriate, through the use of other proven reading intervention tools, including but not limited to, Study Island, HeadSprout ®, Skills Tutor, and Raz-Kids.
Students will be assigned specific modules from the Fast ForWord family of products based on the evaluation described earlier. A specific schedule will be assigned to each student and student engagement with the program will be monitored. Teachers will also frequently review the detailed progress reports provided by the product and will then communicate with the student by phone (and online or by phone with the parent) concerning the results and will implement the specific interventions which are recommended by the products based on the student’s performance. Teachers will also modify which product the student is using based on their progress until the student has remedied the deficiency. It is important to note that teachers are actively engaged with the Fast ForWord program through monitoring its regular progress reports and interacting with students based on the results obtained, including changing the Fast ForWord content that is assigned as the student progresses.
Junior Great Books: FLVSCA has an exclusive partnership with the Great Books Foundation to provide instruction and facilitated discussion with students in an online setting. We offer this Junior Great Books program to our gifted and talented students in grades 3–8 language arts courses. In this highly regarded program, students deepen their critical thinking, writing, and comprehension skills by reading great literary works, completing online activities, and engaging in Shared Inquiry™, a method of actively interpreting a text with others in a group. Using the Junior Great Books message board, gifted students can also socialize while sharing insights about great books.
Discovery Education: Discovery Education streaming is the only digital video-based learning resource scientifically proven to increase student achievement with comprehensive K-12 curriculum coverage in six core subject areas and correlated to state standards. Discovery Education streaming provides increased choice of resources appropriate to what educators are teaching.
Brain Pop: BrainPOP® is a leading producer of educational animated movies targeted to students in grades K–8, but enjoyed by students of all ages. BrainPOP movies explain concepts in a voice and visual style that is accessible, educational, and entertaining.
Compass Learning: Compass Learning®, a leading provider of educational technology, provides a browser-based curriculum and assessments to promote differentiated instruction. The program allows students to move forward at their own pace, and provide opportunities for students who need remediation or enrichment.
Take Me To Your Readers: The Little Planet Learning series "Take Me To Your Readers" contains videos to help students become better readers. Research-based reading themes come alive with variety and fun for emergent readers. Skills include thoughtful conversation, building vocabulary and knowledge, and comprehension of material.
Educational Technology and Online Learning Course Description: K to the 8th Power provides an easy-to-use platform for developing computer literacy and applied technology skills. The curriculum develops computer-literate and technology-savvy students while reinforcing national and state academic standards.
Keyboarding: In this course, the student will explore a variety of keyboarding strategies including learning the function of all the keys, how to find them quickly, and the importance of keyboarding for his future career. Major concepts of this course include the alphabetic and numeric keyboard, history of the keyboard and new technology, and keyboard skill building (speed and accuracy).
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?
Reading classrooms will provide both fiction and non-fiction classroom libraries. Non-fiction texts are found in Achieve 3000, Read 180 (R Books), and some novel studies. The Reading Counts Library in the READ 180 classrooms and the READ XL Library provide authentic fiction and non-fiction texts. These materials represent a range of levels, interests, genres, and cultures. The Accelerated Reader Program will also be incorporated into the reading classroom. This program allows students to select a varied range of books. The school media center offers students the opportunity to select a wide range of reading texts.
5.2How will daily independent reading practice, monitored by the teacher, be incorporated into all reading classrooms?
Daily independent reading practice will be incorporated in the reading classrooms through the READ 180 Enterprise program and the Accelerated Reader program. In the READ 180 Enterprise program students will have approximately 30 minutes of independent reading daily. Students will select a novel within their Lexile range to read during this time. As they read, Quick Writes and comprehension support organizers will be completed. At the conclusion of the novel a comprehension test will be administered. These results will be recorded in the READ 180 management site, which will be monitored by the reading teacher. In the Success Maker Enterprise program students will also have approximately 20 minutes of independent reading daily. Students will select a novel within their lexile or zone of proximal development range. As students read, comprehension support organizers are completed with each chapter. At the conclusion of the novel a comprehension test is administered. These results are monitored on the Accelerated Reader management site. Accelerated Reader is incorporated in all reading classrooms as well as the Language Arts classroom. Daily reading logs and Accelerated Reader comprehension quizzes are used to monitor this independent reading.
5.3How will classroom libraries be utilized?
Reading and Language Arts classrooms will have classroom libraries for students’ independent reading and classroom novel studies. These libraries will include books of different reading levels, interests, genres, and cultures.
5.4How will the books be leveled?
Novels, within the classroom libraries, are leveled by the lexile or the grade level equivalent.
5.5How will teachers match students with the appropriate level of text?
Reading and Language Arts teachers will use the Scholastic Reading Inventory to match students with their appropriate Lexile reading range. STAR assessment will also be used by Language Arts teachers in order to match students with their appropriate Grade Level Equivalent or Zone of Proximal Development reading range.
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.)
Classroom teachers will incorporate the Florida Reading Initiative Essential Six Reading Strategies into their curriculum.

Classroom teachers will include fluency, vocabulary, and comprehension reading strategies in order for students to better comprehend textbook material. The Social Studies, Science, and Literature textbook series, which will be used, are aligned with the Sunshine State Standards for Reading.

Each grading period core class teachers will schedule one day in the media center, which will encourage and enhance independent reading.

Professional development opportunities will be offered to new teachers and returning teachers desiring more training in reading strategies. See Chart A for professional development opportunities.
7How will writing be incorporated across the curriculum as an aid to comprehension?
Writing will be incorporated across the curriculum by requiring students to respond to both short and extended response questions on text assessments. One writing activity, which will include response to content material, will be encouraged weekly.
8.1What before, after, and summer school reading activities will be utilized, including mentoring and tutoring activities?

Ruth Rains Middle School plans to implement four weeks of summer school classes for struggling students. Summer School will be provided unless budget constraints prohibit it. Students will also be provided before, after, and summer reading activities through the Achieve 3000 program. This is an independent reading computer program in which students can log on and work at home as well as at school at their independent reading level. Teachers will be able to access reports of all work completed by their students.
8.2How will before school, after school, and summer school reading activities be linked to the reading instruction taking place during the school day?

The FCAT reading results will drive the instruction in the summer school program. Specific content area material will be used to teach and review reading skills. Differentiated instruction in a small group setting will be utilized to present material and skills. Through the Achieve 3000 management site teachers will be able to access students’ work which is completed outside of school hours. Teachers will also create and administer lessons to address the individual needs of their students. The Accelerated Reader program will also provide students the opportunity to apply reading strategies taught in the classroom.
8.3How is student eligibility determined for these activities?

Eligibility for before, after, and summer school activities will be based on the student's lack of achievement during the school year.
9.1Which assessments are administered to determine reading intervention placement for students with the following needs:
Non-English speaking ELL students?
Currently, we do not have any students who meet this criteria. However, any ELL student that registers is given the CELLA. The district ESOL director reviews the results and placement is based on the individual need of the student.
9.2Students with severe speech/auditory impairments?
At this time we do not have any students who meet this criteria. However, any student with a severe speech/ auditory impairment who enters our school would receive the same assessments that are administered to all other middle school students. The assessments would be based on the need and the level of impairment of the student.
9.3Students with severe vision impairments?
Presently, we do not have any students who meet this criteria. However, if a student with a severe vision impairment enters our school he/ she would receive the same assessments that are administered to all other middle school students. Large print and Braille versions would be used when applicable.
9.4Students in grades 6 and above with no FCAT scores?
As students enroll who have no FCAT scores, Ruth Rains Middle School administers the SchoolNet baseline tests/ progress checks, STAR, Achieve 3000 SRI, fluency probes, and appropriate FAIR assessments to determine if there is a need for reading intervention.
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
(This will open in a new browser)
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.


The Comprehensive Intervention Reading Programs being used at Dixie County High includes Language!

Language is the Comprehensive Intervention Reading Program being utilized at DCHS. This program includes all five areas of reading: phonemic awareness, phonics, fluency, vocabulary, comprehension. It may serve our students who need more explicit instruction in all areas of reading. This class will be taught by a reading endorsed teacher or a teacher working towards endorsement.

PACE or “The Program for All Children to Excel” reading was created to ensure that all eligible students attain proficiency in reading. In this course, students are assigned a personalized course of study that allows for increased learning time in reading. In addition to an increased focus on core curricular content and the SSS reading standards, PACE teachers incorporate additional online resources to monitor student performance and address students’ instructional needs. Study Island, a web-based test preparation program, is used as part of the course to pre- and post-test students to identify and help remediate academic skill weaknesses. This well-known program is also used to introduce and reinforce the state’s tested language arts skills. In addition and as explained earlier, PACE teachers increase the occurrence of live, synchronous direct instruction through the extensive use of LiveLesson sessions. PACE has been found to foster a strong foundation in basic skills and increases self-confidence as students succeed in the program.
PACE also includes independent reading practice through Study Island (which also includes a focus on informational text in accordance with the FCAT) as well as the regular reading materials in the course which vary by grade. Students will also be required to read from assigned trade books, reading texts, other subject area texts, or other teacher-approved materials (which will also be selected with attention to the informational text requirement). Students will keep a log of this reading which will be submitted to the teacher each week.
Fast ForWord® program developed by Scientific Learning, Inc. (www.scientificlearning.com) accelerates learning by improving the processing efficiency of the brain. The program is based on more than 30 years of neuroscience and cognitive research. Fast ForWord simultaneously builds the cognitive skills of memory, attention, processing rate, and sequencing, along with the foundational reading skills of phonemic awareness, phonics, fluency, vocabulary, and comprehension - skills essential for reading intervention program success. The strengthening of these skills will result in a wide range of improved critical language and reading skills such as phonological awareness, phonemic awareness, fluency, vocabulary, comprehension, decoding, working memory, syntax, grammar, and other skills necessary to learn how to read or to become a better reader. Fast ForWord is a proven leader in reading intervention and is recognized throughout Florida and the nation as a top product for improving reading outcomes through documented research on test score performance. The Fast ForWord program may be supplemented, as appropriate, through the use of other proven reading intervention tools, including but not limited to, Study Island, HeadSprout ®, Skills Tutor, and Raz-Kids.
Students will be assigned specific modules from the Fast ForWord family of products based on the evaluation described earlier. A specific schedule will be assigned to each student and student engagement with the program will be monitored. Teachers will also frequently review the detailed progress reports provided by the product and will then communicate with the student by phone (and online or by phone with the parent) concerning the results and will implement the specific interventions which are recommended by the products based on the student’s performance. Teachers will also modify which product the student is using based on their progress until the student has remedied the deficiency. It is important to note that teachers are actively engaged with the Fast ForWord program through monitoring its regular progress reports and interacting with students based on the results obtained, including changing the Fast ForWord content that is assigned as the student progresses.
Junior Great Books: FLVSCA has an exclusive partnership with the Great Books Foundation to provide instruction and facilitated discussion with students in an online setting. We offer this Junior Great Books program to our gifted and talented students in grades 3–8 language arts courses. In this highly regarded program, students deepen their critical thinking, writing, and comprehension skills by reading great literary works, completing online activities, and engaging in Shared Inquiry™, a method of actively interpreting a text with others in a group. Using the Junior Great Books message board, gifted students can also socialize while sharing insights about great books.
Discovery Education: Discovery Education streaming is the only digital video-based learning resource scientifically proven to increase student achievement with comprehensive K-12 curriculum coverage in six core subject areas and correlated to state standards. Discovery Education streaming provides increased choice of resources appropriate to what educators are teaching.
Brain Pop: BrainPOP® is a leading producer of educational animated movies targeted to students in grades K–8, but enjoyed by students of all ages. BrainPOP movies explain concepts in a voice and visual style that is accessible, educational, and entertaining.
Compass Learning: Compass Learning®, a leading provider of educational technology, provides a browser-based curriculum and assessments to promote differentiated instruction. The program allows students to move forward at their own pace, and provide opportunities for students who need remediation or enrichment.
Take Me To Your Readers: The Little Planet Learning series "Take Me To Your Readers" contains videos to help students become better readers. Research-based reading themes come alive with variety and fun for emergent readers. Skills include thoughtful conversation, building vocabulary and knowledge, and comprehension of material.
Educational Technology and Online Learning Course Description: K to the 8th Power provides an easy-to-use platform for developing computer literacy and applied technology skills. The curriculum develops computer-literate and technology-savvy students while reinforcing national and state academic standards.
Keyboarding: In this course, the student will explore a variety of keyboarding strategies including learning the function of all the keys, how to find them quickly, and the importance of keyboarding for his future career. Major concepts of this course include the alphabetic and numeric keyboard, history of the keyboard and new technology, and keyboard skill building (speed and accuracy).

PACE or “The Program for All Children to Excel” reading was created to ensure that all eligible students attain proficiency in reading. In this course, students are assigned a personalized course of study that allows for increased learning time in reading. In addition to an increased focus on core curricular content and the SSS reading standards, PACE teachers incorporate additional online resources to monitor student performance and address students’ instructional needs. Study Island, a web-based test preparation program, is used as part of the course to pre- and post-test students to identify and help remediate academic skill weaknesses. This well-known program is also used to introduce and reinforce the state’s tested language arts skills. In addition and as explained earlier, PACE teachers increase the occurrence of live, synchronous direct instruction through the extensive use of LiveLesson sessions. PACE has been found to foster a strong foundation in basic skills and increases self-confidence as students succeed in the program.
PACE also includes independent reading practice through Study Island (which also includes a focus on informational text in accordance with the FCAT) as well as the regular reading materials in the course which vary by grade. Students will also be required to read from assigned trade books, reading texts, other subject area texts, or other teacher-approved materials (which will also be selected with attention to the informational text requirement). Students will keep a log of this reading which will be submitted to the teacher each week.
Fast ForWord® program developed by Scientific Learning, Inc. (www.scientificlearning.com) accelerates learning by improving the processing efficiency of the brain. The program is based on more than 30 years of neuroscience and cognitive research. Fast ForWord simultaneously builds the cognitive skills of memory, attention, processing rate, and sequencing, along with the foundational reading skills of phonemic awareness, phonics, fluency, vocabulary, and comprehension - skills essential for reading intervention program success. The strengthening of these skills will result in a wide range of improved critical language and reading skills such as phonological awareness, phonemic awareness, fluency, vocabulary, comprehension, decoding, working memory, syntax, grammar, and other skills necessary to learn how to read or to become a better reader. Fast ForWord is a proven leader in reading intervention and is recognized throughout Florida and the nation as a top product for improving reading outcomes through documented research on test score performance. The Fast ForWord program may be supplemented, as appropriate, through the use of other proven reading intervention tools, including but not limited to, Study Island, HeadSprout ®, Skills Tutor, and Raz-Kids.
Students will be assigned specific modules from the Fast ForWord family of products based on the evaluation described earlier. A specific schedule will be assigned to each student and student engagement with the program will be monitored. Teachers will also frequently review the detailed progress reports provided by the product and will then communicate with the student by phone (and online or by phone with the parent) concerning the results and will implement the specific interventions which are recommended by the products based on the student’s performance. Teachers will also modify which product the student is using based on their progress until the student has remedied the deficiency. It is important to note that teachers are actively engaged with the Fast ForWord program through monitoring its regular progress reports and interacting with students based on the results obtained, including changing the Fast ForWord content that is assigned as the student progresses.
Junior Great Books: FLVSCA has an exclusive partnership with the Great Books Foundation to provide instruction and facilitated discussion with students in an online setting. We offer this Junior Great Books program to our gifted and talented students in grades 3–8 language arts courses. In this highly regarded program, students deepen their critical thinking, writing, and comprehension skills by reading great literary works, completing online activities, and engaging in Shared Inquiry™, a method of actively interpreting a text with others in a group. Using the Junior Great Books message board, gifted students can also socialize while sharing insights about great books.
Discovery Education: Discovery Education streaming is the only digital video-based learning resource scientifically proven to increase student achievement with comprehensive K-12 curriculum coverage in six core subject areas and correlated to state standards. Discovery Education streaming provides increased choice of resources appropriate to what educators are teaching.
Brain Pop: BrainPOP® is a leading producer of educational animated movies targeted to students in grades K–8, but enjoyed by students of all ages. BrainPOP movies explain concepts in a voice and visual style that is accessible, educational, and entertaining.
Compass Learning: Compass Learning®, a leading provider of educational technology, provides a browser-based curriculum and assessments to promote differentiated instruction. The program allows students to move forward at their own pace, and provide opportunities for students who need remediation or enrichment.
Take Me To Your Readers: The Little Planet Learning series "Take Me To Your Readers" contains videos to help students become better readers. Research-based reading themes come alive with variety and fun for emergent readers. Skills include thoughtful conversation, building vocabulary and knowledge, and comprehension of material.
Educational Technology and Online Learning Course Description: K to the 8th Power provides an easy-to-use platform for developing computer literacy and applied technology skills. The curriculum develops computer-literate and technology-savvy students while reinforcing national and state academic standards.
Keyboarding: In this course, the student will explore a variety of keyboarding strategies including learning the function of all the keys, how to find them quickly, and the importance of keyboarding for his future career. Major concepts of this course include the alphabetic and numeric keyboard, history of the keyboard and new technology, and keyboard skill building (speed and accuracy).


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.

Great Leaps --
Starting a lesson the student works individually with a teacher or assistant. A lesson is less than ten minutes per day (three days per week minimum). The materials (one instructor's manual and one student notebook) are age appropriate and comprehensive which includes phrases and short stories to increase fluency. This program will be used to help students who need extra support in the area of reading fluency.

James Town High-Low Readers --
This selection of books provides students with a high interest rate at lower reading levels. This is excellent for high school struggle reader’s who are reluctant to read. These books are used to help motivate readers and increase fluency, vocabulary and comprehension.

Florida Reading Initiative --
The essential six reading strategies will be implemented to increase all five areas of reading. These strategies will help the student and teacher explore the reading process with scientific based strategies. For example, Reciprocal Teaching is a comprehensive strategy that incorporates small groups.

Quick Reads --
Quick Reads are used to motivate low readers to want to read and help increase fluency, vocabulary and comprehension. This allows the student to read a story that has high interest at lower levels. It can be used independently or in small groups with a teacher.

Reader’s Handbook --
This provides teachers with an excellent resource. It enables the teacher and student the ability to reference a wide range of reading topics from the reading process to reader’s almanac.

Dixie District Virtual:
PACE or “The Program for All Children to Excel” reading was created to ensure that all eligible students attain proficiency in reading. In this course, students are assigned a personalized course of study that allows for increased learning time in reading. In addition to an increased focus on core curricular content and the SSS reading standards, PACE teachers incorporate additional online resources to monitor student performance and address students’ instructional needs. Study Island, a web-based test preparation program, is used as part of the course to pre- and post-test students to identify and help remediate academic skill weaknesses. This well-known program is also used to introduce and reinforce the state’s tested language arts skills. In addition and as explained earlier, PACE teachers increase the occurrence of live, synchronous direct instruction through the extensive use of LiveLesson sessions. PACE has been found to foster a strong foundation in basic skills and increases self-confidence as students succeed in the program.
PACE also includes independent reading practice through Study Island (which also includes a focus on informational text in accordance with the FCAT) as well as the regular reading materials in the course which vary by grade. Students will also be required to read from assigned trade books, reading texts, other subject area texts, or other teacher-approved materials (which will also be selected with attention to the informational text requirement). Students will keep a log of this reading which will be submitted to the teacher each week.
Fast ForWord® program developed by Scientific Learning, Inc. (www.scientificlearning.com) accelerates learning by improving the processing efficiency of the brain. The program is based on more than 30 years of neuroscience and cognitive research. Fast ForWord simultaneously builds the cognitive skills of memory, attention, processing rate, and sequencing, along with the foundational reading skills of phonemic awareness, phonics, fluency, vocabulary, and comprehension - skills essential for reading intervention program success. The strengthening of these skills will result in a wide range of improved critical language and reading skills such as phonological awareness, phonemic awareness, fluency, vocabulary, comprehension, decoding, working memory, syntax, grammar, and other skills necessary to learn how to read or to become a better reader. Fast ForWord is a proven leader in reading intervention and is recognized throughout Florida and the nation as a top product for improving reading outcomes through documented research on test score performance. The Fast ForWord program may be supplemented, as appropriate, through the use of other proven reading intervention tools, including but not limited to, Study Island, HeadSprout ®, Skills Tutor, and Raz-Kids.
Students will be assigned specific modules from the Fast ForWord family of products based on the evaluation described earlier. A specific schedule will be assigned to each student and student engagement with the program will be monitored. Teachers will also frequently review the detailed progress reports provided by the product and will then communicate with the student by phone (and online or by phone with the parent) concerning the results and will implement the specific interventions which are recommended by the products based on the student’s performance. Teachers will also modify which product the student is using based on their progress until the student has remedied the deficiency. It is important to note that teachers are actively engaged with the Fast ForWord program through monitoring its regular progress reports and interacting with students based on the results obtained, including changing the Fast ForWord content that is assigned as the student progresses.
Junior Great Books: FLVSCA has an exclusive partnership with the Great Books Foundation to provide instruction and facilitated discussion with students in an online setting. We offer this Junior Great Books program to our gifted and talented students in grades 3–8 language arts courses. In this highly regarded program, students deepen their critical thinking, writing, and comprehension skills by reading great literary works, completing online activities, and engaging in Shared Inquiry™, a method of actively interpreting a text with others in a group. Using the Junior Great Books message board, gifted students can also socialize while sharing insights about great books.
Discovery Education: Discovery Education streaming is the only digital video-based learning resource scientifically proven to increase student achievement with comprehensive K-12 curriculum coverage in six core subject areas and correlated to state standards. Discovery Education streaming provides increased choice of resources appropriate to what educators are teaching.
Brain Pop: BrainPOP® is a leading producer of educational animated movies targeted to students in grades K–8, but enjoyed by students of all ages. BrainPOP movies explain concepts in a voice and visual style that is accessible, educational, and entertaining.
Compass Learning: Compass Learning®, a leading provider of educational technology, provides a browser-based curriculum and assessments to promote differentiated instruction. The program allows students to move forward at their own pace, and provide opportunities for students who need remediation or enrichment.
Take Me To Your Readers: The Little Planet Learning series "Take Me To Your Readers" contains videos to help students become better readers. Research-based reading themes come alive with variety and fun for emergent readers. Skills include thoughtful conversation, building vocabulary and knowledge, and comprehension of material.
Educational Technology and Online Learning Course Description: K to the 8th Power provides an easy-to-use platform for developing computer literacy and applied technology skills. The curriculum develops computer-literate and technology-savvy students while reinforcing national and state academic standards.
Keyboarding: In this course, the student will explore a variety of keyboarding strategies including learning the function of all the keys, how to find them quickly, and the importance of keyboarding for his future career. Major concepts of this course include the alphabetic and numeric keyboard, history of the keyboard and new technology, and keyboard skill building (speed and accuracy).

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.

Achieve 3000 –
Achieve 3000 is a differentiated computer based program. It provides students with opportunities to increase fluency, vocabulary and comprehension. This program is based on scientific research. It provides students with non-fictional materials at their current reading level. The students are given three assessments throughout the year. It provides students with a new article to read and then eight to ten questions that range from knowledge based to evaluation/synthesis level questions. This program needs to be used at least twice a week to provide consistent results.
PACE or “The Program for All Children to Excel” reading was created to ensure that all eligible students attain proficiency in reading. In this course, students are assigned a personalized course of study that allows for increased learning time in reading. In addition to an increased focus on core curricular content and the SSS reading standards, PACE teachers incorporate additional online resources to monitor student performance and address students’ instructional needs. Study Island, a web-based test preparation program, is used as part of the course to pre- and post-test students to identify and help remediate academic skill weaknesses. This well-known program is also used to introduce and reinforce the state’s tested language arts skills. In addition and as explained earlier, PACE teachers increase the occurrence of live, synchronous direct instruction through the extensive use of LiveLesson sessions. PACE has been found to foster a strong foundation in basic skills and increases self-confidence as students succeed in the program.
PACE also includes independent reading practice through Study Island (which also includes a focus on informational text in accordance with the FCAT) as well as the regular reading materials in the course which vary by grade. Students will also be required to read from assigned trade books, reading texts, other subject area texts, or other teacher-approved materials (which will also be selected with attention to the informational text requirement). Students will keep a log of this reading which will be submitted to the teacher each week.
Fast ForWord® program developed by Scientific Learning, Inc. (www.scientificlearning.com) accelerates learning by improving the processing efficiency of the brain. The program is based on more than 30 years of neuroscience and cognitive research. Fast ForWord simultaneously builds the cognitive skills of memory, attention, processing rate, and sequencing, along with the foundational reading skills of phonemic awareness, phonics, fluency, vocabulary, and comprehension - skills essential for reading intervention program success. The strengthening of these skills will result in a wide range of improved critical language and reading skills such as phonological awareness, phonemic awareness, fluency, vocabulary, comprehension, decoding, working memory, syntax, grammar, and other skills necessary to learn how to read or to become a better reader. Fast ForWord is a proven leader in reading intervention and is recognized throughout Florida and the nation as a top product for improving reading outcomes through documented research on test score performance. The Fast ForWord program may be supplemented, as appropriate, through the use of other proven reading intervention tools, including but not limited to, Study Island, HeadSprout ®, Skills Tutor, and Raz-Kids.
Students will be assigned specific modules from the Fast ForWord family of products based on the evaluation described earlier. A specific schedule will be assigned to each student and student engagement with the program will be monitored. Teachers will also frequently review the detailed progress reports provided by the product and will then communicate with the student by phone (and online or by phone with the parent) concerning the results and will implement the specific interventions which are recommended by the products based on the student’s performance. Teachers will also modify which product the student is using based on their progress until the student has remedied the deficiency. It is important to note that teachers are actively engaged with the Fast ForWord program through monitoring its regular progress reports and interacting with students based on the results obtained, including changing the Fast ForWord content that is assigned as the student progresses.
Junior Great Books: FLVSCA has an exclusive partnership with the Great Books Foundation to provide instruction and facilitated discussion with students in an online setting. We offer this Junior Great Books program to our gifted and talented students in grades 3–8 language arts courses. In this highly regarded program, students deepen their critical thinking, writing, and comprehension skills by reading great literary works, completing online activities, and engaging in Shared Inquiry™, a method of actively interpreting a text with others in a group. Using the Junior Great Books message board, gifted students can also socialize while sharing insights about great books.
Discovery Education: Discovery Education streaming is the only digital video-based learning resource scientifically proven to increase student achievement with comprehensive K-12 curriculum coverage in six core subject areas and correlated to state standards. Discovery Education streaming provides increased choice of resources appropriate to what educators are teaching.
Brain Pop: BrainPOP® is a leading producer of educational animated movies targeted to students in grades K–8, but enjoyed by students of all ages. BrainPOP movies explain concepts in a voice and visual style that is accessible, educational, and entertaining.
Compass Learning: Compass Learning®, a leading provider of educational technology, provides a browser-based curriculum and assessments to promote differentiated instruction. The program allows students to move forward at their own pace, and provide opportunities for students who need remediation or enrichment.
Take Me To Your Readers: The Little Planet Learning series "Take Me To Your Readers" contains videos to help students become better readers. Research-based reading themes come alive with variety and fun for emergent readers. Skills include thoughtful conversation, building vocabulary and knowledge, and comprehension of material.
Educational Technology and Online Learning Course Description: K to the 8th Power provides an easy-to-use platform for developing computer literacy and applied technology skills. The curriculum develops computer-literate and technology-savvy students while reinforcing national and state academic standards.
Keyboarding: In this course, the student will explore a variety of keyboarding strategies including learning the function of all the keys, how to find them quickly, and the importance of keyboarding for his future career. Major concepts of this course include the alphabetic and numeric keyboard, history of the keyboard and new technology, and keyboard skill building (speed and accuracy).

FCAT Explorer – Allows students the opportunity to practice FCAT at grade level.

FCAT Focus - Provides students with opportunities in all areas of reading by grade level.

FCAT Test Maker -- The FCAT Test Maker is software used by teachers to make paper and pencil FCAT practice tests. The system’s database pulls from over 15,000 test questions. FCAT Test Maker can be used by the classroom teachers to monitor student progress with SSS. It also provides students with opportunities to increase fluency, vocabulary and comprehension in an FCAT formatted situation. This program can be used for progress monitoring, during iii, or in core courses.

Accelerated Reader -- Accelerated Reader is a computer based reading management and motivational system designed to encourage students to read. The student's reading goals are based on their reading grade equivalent. Immediate feedback is provided to the student and multiple individual, classroom and school wide reports to educators.

Schoolnet helps teachers prepare students for Florida state assessments by providing targeted, focused reviews of essential skills and test-specific, step-by-step problem solving strategies. Kaplan's Advantage program uses a scaffold approach to prepare students for the unique challenges of the exams and help them practice with test-like questions to improve results, Schoolnet's Assessment Planner offers benchmarks designed to mirror state assessments to better prepare students for the test. Data reports show students' strengths and weaknesses across state standards, enabling teachers to target instruction based on AYP data. Students have the opportunity to take on-line assessments.

Based on Schoolnet's expert analysis of the test, the program provides teachers step-by-step approaches to help prepare students for the unique challenges of the test. Students learn to apply and practice strategic approaches that improve results. Students build confidence while working through three (3) consecutive sections in each unit: 1) Direct teacher-led instruction in strategy, 2) Guided practice and independent practice exercises, 3) Test practice sections with FCAT-like questions.


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.
Intensive Reading Remediation – This class will be 90 or more minutes in length. The class will include rotations in technology, small group, and independent reading. Students targeted for these classes have moderate to intensive fluency issues. The areas of focus will be phonics and fluency. Students are targeted by the following criteria: FCAT level 1 or 2; FAIR FSP<10%; ORF <104 CWPM.

Reading Remediation Class – This class will be 50 minutes in length. The class will include rotations in technology, small group, and independent reading. Students targeted for these classes have less intense fluency issues and comprehension concerns. Students targeted by the following criteria: FCAT Level 1.

Content Area Reading Intervention Class (CARI) – This class will between 50-60 minutes in length. The class will include rotations in technology, small group, and independent reading. Students are targeted by comprehension needs. Students are selected by the following criteria for placement: FCAT Level 2 students with no fluency issues as designated above.

All 11th and 12th grade students who have met the graduation requirement but scored a level 2 on the Reading FCAT will be enrolled in an English or Social Studies Course taught by a CAR-PD or Reading Endorsed Instructor. Specific instructional strategies will be employed to increase reading abilities and students will be allowed to exit these classes at the end of a semester when they demonstrate Level 3 proficiency on the Schoolnet Grade Level 10 Reading FCAT test (75% or higher).

PACE or “The Program for All Children to Excel” reading was created to ensure that all eligible students attain proficiency in reading. In this course, students are assigned a personalized course of study that allows for increased learning time in reading. In addition to an increased focus on core curricular content and the SSS reading standards, PACE teachers incorporate additional online resources to monitor student performance and address students’ instructional needs. Study Island, a web-based test preparation program, is used as part of the course to pre- and post-test students to identify and help remediate academic skill weaknesses. This well-known program is also used to introduce and reinforce the state’s tested language arts skills. In addition and as explained earlier, PACE teachers increase the occurrence of live, synchronous direct instruction through the extensive use of LiveLesson sessions. PACE has been found to foster a strong foundation in basic skills and increases self-confidence as students succeed in the program.
PACE also includes independent reading practice through Study Island (which also includes a focus on informational text in accordance with the FCAT) as well as the regular reading materials in the course which vary by grade. Students will also be required to read from assigned trade books, reading texts, other subject area texts, or other teacher-approved materials (which will also be selected with attention to the informational text requirement). Students will keep a log of this reading which will be submitted to the teacher each week.
Fast ForWord® program developed by Scientific Learning, Inc. (www.scientificlearning.com) accelerates learning by improving the processing efficiency of the brain. The program is based on more than 30 years of neuroscience and cognitive research. Fast ForWord simultaneously builds the cognitive skills of memory, attention, processing rate, and sequencing, along with the foundational reading skills of phonemic awareness, phonics, fluency, vocabulary, and comprehension - skills essential for reading intervention program success. The strengthening of these skills will result in a wide range of improved critical language and reading skills such as phonological awareness, phonemic awareness, fluency, vocabulary, comprehension, decoding, working memory, syntax, grammar, and other skills necessary to learn how to read or to become a better reader. Fast ForWord is a proven leader in reading intervention and is recognized throughout Florida and the nation as a top product for improving reading outcomes through documented research on test score performance. The Fast ForWord program may be supplemented, as appropriate, through the use of other proven reading intervention tools, including but not limited to, Study Island, HeadSprout ®, Skills Tutor, and Raz-Kids.
Students will be assigned specific modules from the Fast ForWord family of products based on the evaluation described earlier. A specific schedule will be assigned to each student and student engagement with the program will be monitored. Teachers will also frequently review the detailed progress reports provided by the product and will then communicate with the student by phone (and online or by phone with the parent) concerning the results and will implement the specific interventions which are recommended by the products based on the student’s performance. Teachers will also modify which product the student is using based on their progress until the student has remedied the deficiency. It is important to note that teachers are actively engaged with the Fast ForWord program through monitoring its regular progress reports and interacting with students based on the results obtained, including changing the Fast ForWord content that is assigned as the student progresses.
Junior Great Books: FLVSCA has an exclusive partnership with the Great Books Foundation to provide instruction and facilitated discussion with students in an online setting. We offer this Junior Great Books program to our gifted and talented students in grades 3–8 language arts courses. In this highly regarded program, students deepen their critical thinking, writing, and comprehension skills by reading great literary works, completing online activities, and engaging in Shared Inquiry™, a method of actively interpreting a text with others in a group. Using the Junior Great Books message board, gifted students can also socialize while sharing insights about great books.
Discovery Education: Discovery Education streaming is the only digital video-based learning resource scientifically proven to increase student achievement with comprehensive K-12 curriculum coverage in six core subject areas and correlated to state standards. Discovery Education streaming provides increased choice of resources appropriate to what educators are teaching.
Brain Pop: BrainPOP® is a leading producer of educational animated movies targeted to students in grades K–8, but enjoyed by students of all ages. BrainPOP movies explain concepts in a voice and visual style that is accessible, educational, and entertaining.
Compass Learning: Compass Learning®, a leading provider of educational technology, provides a browser-based curriculum and assessments to promote differentiated instruction. The program allows students to move forward at their own pace, and provide opportunities for students who need remediation or enrichment.
Take Me To Your Readers: The Little Planet Learning series "Take Me To Your Readers" contains videos to help students become better readers. Research-based reading themes come alive with variety and fun for emergent readers. Skills include thoughtful conversation, building vocabulary and knowledge, and comprehension of material.
Educational Technology and Online Learning Course Description: K to the 8th Power provides an easy-to-use platform for developing computer literacy and applied technology skills. The curriculum develops computer-literate and technology-savvy students while reinforcing national and state academic standards.
Keyboarding: In this course, the student will explore a variety of keyboarding strategies including learning the function of all the keys, how to find them quickly, and the importance of keyboarding for his future career. Major concepts of this course include the alphabetic and numeric keyboard, history of the keyboard and new technology, and keyboard skill building (speed and accuracy).

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?
Students will be provided access to authentic fiction and non-fiction texts representing a wide range of levels, interests, genres, and cultures through classroom libraries, Achieve 3000 and school library.
5.2How will daily independent reading practice, monitored by the teacher, be incorporated into all reading classrooms?
Daily independent reading practice will be monitored by teacher through several different programs: Accelerated Reader, Achieve 3000, and informal assessments by the teacher.

Teachers will monitor the student's independent daily practice through daily journals and verbal responses. Teachers will utilize materials provided by Kaplan, Achieve 3000 and some informal assessments to check for understanding during independent reading time. Teachers will continuously monitor and assess changes as needed for independent reading.

5.3How will classroom libraries be utilized?
Classroom Libraries for both reading intervention and content area classrooms will be utilized by providing students with on level text to read independently.
5.4How will the books be leveled?
Books will be leveled by teachers using grade level equivalent or lexiles.
5.5How will teachers match students with the appropriate level of text?
Teachers will match students with appropriate level of text. Student will be tested to determine lexile/grade equivalent. Books will be leveled by lexile/grade equivalent so the student can be matched to the appropriate leveled text by the teacher.
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.
All teachers will incorporate Florida Reading Initiative Essential Six Reading Strategies. All teachers will add a reading component in their professional development plan to develop vocabulary. All classroom teachers will work towards replenishing or starting a classroom library with leveled text. This opportunity will allow teachers to match student interest from classroom libraries.
7How will writing be incorporated across the curriculum as an aid to comprehension?
All academic teachers will be encouraged to do one writing activity per week; Students will be asked to provide written responses to higher order questions.
8.1What before, after, and summer school reading activities will be utilized (include mentoring and tutoring activities)?

Reading Remediation Tutoring opportunities will be offered before or after school and during the summer. The groups will range from individualized to groups not to exceed five students. Summer school will be available subject to budget constraints. The curriculum will be based on the individual needs of the students.
8.2How will before school, after school, and summer school reading activities be linked to the reading instruction taking place during the school day?

Instructional materials for summer school and tutoring will be directly linked to the instructional materials taught during the regular school day.
8.3How is student eligibility determined for these activities?

Eligibility for after school and summer school activities will be based on the student's lack of achievement during the school year based on Schoolnet Baseline Grade Level tests and/or identified as a bottom 30% of reading students (Grade Level FCAT tests).
9.1Which assessments are administered to determine reading intervention placement for students with the following needs:
Non-English speaking ELL students?
FAIR
9.2Students with severe speech/auditory impairments?
FAIR
9.3Students with severe vision impairments?
FAIR
9.4Students in grades 9 and above with no FCAT scores?
As students enroll who have no FCAT scores, Dixie County High School administers the Schoolnet baseline, as well as appropriate FAIR Assessments to determine if there is a need for reading intervention.