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

Leadership: District Level
•District Name:Osceola County
•District Contact:Melba Luciano
•Contact Address:817 Bill Beck Blvd. Kissimmee, Fl 34744
•Contact Email:lucianom@osceola.k12.fl.us
•Contact Telephone:407-870-4648
•Contact Fax:407-870-4845
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?
Osceola will increase the percentage of students in all AYP subgroups scoring at or above Achievement Level 3 on FCAT-SSS Reading by at least 6%. District goals are the same as 2009-2010.
2What is the total number of reading coaches (funded through any source) that served the district for the 2009-10 school year?
There are 50 reading coaches in Osceola County.
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?
Osceola County will be opening one new school in the 10-11 school year. Therefore, we will have 51 reading coaches.
4How will the district determine allocation of reading coaches based on the needs of schools?
District will allocate one literacy coach per school. SAI categorical will provide funding for the literacy coaches positions. In addition, SAI categorical will support before/after school and/or Saturday school remediation programs. Reading Categorical funding will be used to provide the Grade 3 Summer Camps. Title I and the 21st Century grant funds will be used to support remediation efforts before school, after school and during the summer camps.
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?
Principals and literacy coaches will be notified of conferences and training opportunities by district office. Additionally, principals, assistant principals and literacy coaches meet once a month. An agenda item includes professional development based on district data gathered from fidelity visits, classroom walkthroughs and/or surveys. For professional development attended outside of the district, copies of completed Master Inservice Contracts will be maintained by the Department of Professional Development for documentation of attendance.
6

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

(For a reading coach to be effective, the role of the coach must be clear to school administration, teachers, and the coach. The role of the coach is not to serve as an administrator, test coordinator, or to conduct bus/lunch duty (beyond duty service that is required of classroom teachers). Coaches are not resource teachers and should only be working with small groups of students when they are modeling for teachers.)

District personnel will meet with principals to explain the role of the literacy coaches. A PowerPoint presentation including the role of the literacy coach has been created and forwarded to each principal and literacy coach. The PowerPoint is to be presented during the first faculty meeting of the school year.
7What portion of the coaches’ time will be spent in each of these roles?
Whole Faculty PD2
Small Group PD3
Planning5
Modeling Lessons20
Coaching20
Coach-Teacher Conferences20
Student Assessment7
Data Reporting5
Data Analysis5
Meetings5
Knowledge Building5
Managing Reading Materials2
Other1
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.)

Qualifications:
* Bachelor's degree in Education and endorsed or certified in reading, or working towards endorsement or certification
* Five years of successful teaching experience in reading instruction
* Competency in knowledge of the Sunshine State Standards, scientifically-based reading research, exemplary practices in reading instruction and data analysis
* ESOL Endorsement or certification
* Particiption in Coach preparation program
* Ability to plan, organize, and direct activities for teachers
* Ability to establish and maintain effective working relationships with teachers, administration, district staff, and the public
* Experienced in facilitating adult training
9What is the district’s plan to support or maintain a reading coach cadre?
We are maintaining a literacy coach cadre by conducting monthly professional development meetings facilitated by district staff. These professional development meetings are designed to:
* focus on strategies that will assist coaches become more effective coaches and mentors
* bring beginning and experienced coaches together for professional growth
* develop good teaching strategies
* share best practices
* assist new coaches
* share concerns
*data talks and action plan development
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?
All literacy coaches are required to submit their data on the PMRN. The Coordinators of Elementary and Secondary Departments review the data at their coach's meetings and will ensure communication with principals.
10.2How will the district use the information obtained from this log to impact learning?
The data will be analyzed for patterns that impact student achievement positively or negatively. During the monthly coach and administrator meetings the data from the logs will be discussed to determine effective strategies that will assure time to model and coach.
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?
District will monitor the implementation and effectiveness of the coaching model by conducting Fidelity Checks and reviewing the Coach's Log. Administrators and coaches will be responsible for sharing their Literacy Team Meetings outcomes with district staff. In addition, district staff and school administrators will discuss areas of concerns during Fidelity Checks.
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.
Schools will be visited a minimum of twice a year to as many as eight times a year depending upon the percentage of students at Level 3 or above on the reading FCAT section. A district team, that usually includes the Assistant Superintendent of Curriculum and Instruction, Coordinator of Elementary/Secondary Education, and content area resource teachers, meets with the school principal, assistant principal, literacy coach, math coach, CRT/ERS, deans, etc. Prior to visiting classrooms, the school team shares the professional development that they have conducted, the patterns they have observed while conducting classroom visits, and assessment data ie: FAIR, district formative assessments and core curriculum assessments.

The school team then decides which classrooms the team should visit. One school member with one or two district members visit three to five classrooms. After the visits, a debriefing session occurs. The school members share their observations with the district team. Finally, the school team decides upon commendations and recommendations.
13

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

(According to s. 1011.67 (2), Florida Statute, each district school superintendent shall certify to the Commissioner of Education that the district school board has approved a comprehensive staff development plan that supports fidelity of implementation of instructional materials programs. The report shall include verification that training was provided and that the materials are being implemented as designed. Fidelity of implementation is of utmost importance when using research-based programs. The research evidence that most programs use to support the use of their program is based upon strict adherence to a particular model. Failure to utilize the programs under the same conditions as the original research will limit the success with the program.

When implementing both programmatic interventions and research-based strategies, it is extremely important to implement with fidelity. For programmatic interventions, this would include fidelity to both the time and class size recommendations that the publisher used in developing their evidence-base for the program. Given that there is no such thing as a “one size fits all” program, teacher judgment through analysis of formal and informal assessment should guide instructional adjustments to the program when it is determined that the desired effect may not be occurring for individual students.)

District will monitor principals and schools. Schools showing 80% or more students reading at Level 3 on their FCAT scores will meet with district staff a minimum of twice a year to review data and professional development needs. Schools showing student scores between 51% and 79% in Level 3 will meet with district staff a minimum of twice a year to develop an action plan that will include data analysis and staff development. Schools showing 50% or fewer students in Level 3 will meet with district staff a minimum of four times a year to develop an action plan, schedule review meetings, analyze data, and provide additional staff development. The Curriculum Department will be monitoring district-wide assessments such as FAIR, Formative Assessments and/or SDTR data as well as Academic Improvement Plans, lesson plans, and intervention services.
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?
If the school monitoring visits indicates concerns, the Assistant Superintendent for Instruction will meet with the Deputy Superintendent for Elementary/Secondary Administration, Coordinators of Elementary/Secondary Education, and Charter Schools. The team will analyze the data. The Coordinators will meet with principals to discuss concerns and possible solutions. The principal will meet with his/her leadership and literacy teams to plan strategies for improvement. Beyond this, staff reviews the actual number of level 1 and level 2 secondary students as to the number of students enrolled in classes. During fidelity checks, staff checks Progress Monitoring Plans or Academic Improvement Plans to determine if FAIR, Formative Assessments and SDTR data is being used.
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)?
District will collect school schedules to ensure that all elementary schools have an uninterrupted reading block as well as additional time for immediate intensive intervention.

Students not making progress will be identified through monitoring and/or diagnostic tests as needing immediate intensive intervention (iii). They will receive additional instructional time of approximately 20 minutes outside of the 90-minute reading block. These fluid and flexible groups will contain no more than five students with a highly qualified teacher. These groups will be monitored closely and their instructional density increased through differentiated instruction based on data. The intensity of the intervention will be enhanced through additional resources such as a supplemental reading program SRA Reading Mastery or Triumphs.

The model for immediate intensive instruction will be to instruct, continually assess and make data-based decisions as to grouping and instruction. There will be an increased intensity in instruction, interventions and the resources provided.
15.2How will the district ensure extended intervention time is provided for disfluent students at the middle and high school level?
Level 1 and 2 students diagnosed as in need of remediation in three or more areas of reading (phonemic awareness, phonics, fluency, vocabulary and comprehension), will receive a 90 minute period of daily uninterrupted reading instruction in a classroom with a reduced student/teacher ratio. It is the district’s intention to serve fluent level 2 students for 45 minutes daily with reading instruction in a classroom with a teacher who has the reading certification/endorsement or CAR-PD courses. After school, before school, Saturday school, and Summer Reading Camps will be offered to all disfluent students at the middle and high school levels. A Middle and High School Core Content Scheduling Manual was created by the office of Secondary Education and shared with Principals, Assistant Principals, and Guidance Counselors. Ongoing site visit to ensure proper placement of students in Reading will be conducted by the Coordinator of Secondary Education.
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 Assistant Superintendent for Curriculum and Instruction will communicate with the Deputy Superintendents of Secondary and Elementary Administration areas of academic improvement. Jointly, they will create a plan of action for the school that may increase monitoring and oversight of the school's educational program by the District.
The district team will visit with the administrative team on a monthly basis to review the action plan. The team will assign a peer mentor who will share best practices and oversee implementation. A resource teacher will be assigned to assist the literacy coach with implementation of strategies in the classrooms.
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?
The district will train principals on classroom walk-through strategies, including how to give feedback to teachers. Implementation will continue during the 2010-11 school year. The Curriculum and Instruction Department has scheduled training for all administrators throughout the year including summer. These sessions will be conducted by district staff that has been trained by DOE. Additional training will take place due to the updated Teachscape CWT tool.
18How will the district and schools recruit and retain highly qualified teachers?
The School District of Osceola County is dedicated to supporting and training our new and potential employees through our Preparing New Educators program. This program is for all teachers new to the school district. Each school in the district presents the Effective Teacher Series workshop. Many of our schools have developed programs for new teachers to provide them with support throughout their first year in the District. Those teachers needing additional support to complete the professional education competencies required by the State will be assigned a mentor to work with them.

Our district also uses Professional Development's Novice Educator Training (PDNET) model for the retention and renewal of teachers. This program is designed to bring together educational professionals to collaborate on a mentoring model for beginning and experienced teachers for professional growth opportunities. Each school has a Professional Development Lead Teacher.

Professional Development offers state approved endorsement programs in Reading, ESOL, gifted and ESE. These endorsement courses are offered free-of-charge to all instructional personnel in Osceola County. The endorsement programs have assisted many of our teachers in satisfying the requirements for highly qualified teachers.
19How and when will the district provide principals with the information contained in the K-12 Comprehensive Research-Based Reading Plan?
The district will present the Reading Plan to the principals as soon as the plan is approved by DOE. The presentation will be conducted by the Assistant Superintendent for Curriculum and Instruction at the Elementary, Middle, and High School administrators' meeting. The principals will also receive a copy of the Plan Overview Powerpoint Presentation to present to staff.
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 will strongly encourage reading coaches to attend the Just Read, Florida! Summer Academies and other professional development opportunities. Principals will expect the coaches to share what they have learned with staff and Literacy Leadership Team.
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?
The purpose of the Literacy Leadership Team is to oversee the implementation of the Reading Plan. The team that includes the administrator, Literacy Coach, content area/grade level teachers, and other teachers are responsible for monitoring instructional materials, data analysis, and professional development. Since each team develops an action plan that addresses curricular and professional development needs, administrators need a dedicated and effective team to review and monitor the plans. Teams will share these plans with staff at faculty meetings. This team will meet monthly, at a minimum.
2.2What role will the principal and coach play on the Reading Leadership Team?
The principal and literacy coach will be active members of the Reading Leadership Team. With the Principal chairing the team and helping to guide the school forward in literacy reform for all stakeholders. They will assist the team to analyze data, determine needs, and create a course of action unique to the school. The principal and coach will provide support and the necessary resources for successs in the area of literacy.
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 promote the Reading Leadership Team as an integral part of the school literacy reform process to build a culture of reading throughout the school by being an active member of the Reading Leadership Team. By participating in meetings, collaborating with the staff to implement reading initiatives, the principal will ensure that literacy learning is a defining factor of the school culture. The Reading Leadership Team will provide activities that involve parents, students and the staff focused on best practices in literacy learning. Additionally, each school will address specific student need during bimonthly Professional Learning Community sessions. The function and goals of the Reading Leadership Team will be included in the School Improvement Plan.
3How will the principal ensure that the reading coach is not used as a reading resource teacher, a substitute, administrator, or in any other capacity that takes them away from being a full time professional development resource for teachers?
The principal will share with staff the role of the Literacy coach at the first faculty meeting of the school year. On a quarterly basis, at a minimum, principal will review the on-line Literacy Coach log and adjust the coach's role, if necessary. Principals will meet with coaches on a regular basis to discuss concerns, professional development and best practices. In addition, the log will be discussed during Fidelity Checks.
4.1How will the principal and reading coach collaborate to plan for professional development?
The principal and coach will meet monthly to discuss professional development needs based on data such as: teacher observations, assessment data, teacher surveys, and other feedback. The principal, literacy coach and other members of the leadership team will develop a master schedule for professional development for the 2010-2011 school year based on the year-end data from the 2009-2010 school year.
4.2How will the principal provide professional development materials to support the reading coach?
Each school has a School Improvement Plan that includes the professional development plan for the year. The administrator budgets funds from the school budget and from the School Advisory Council.
5.1How will the principal ensure that the reading coach uses the online coach’s log on the PMRN?
Principals are aware that the log is part of the responsibility of each coach. The bi-weekly on-line coaches log will be reviewed by the district literacy contact. Any failure to complete the log in a timely manner will be reported to the appropriate principal. The principal will follow through with the literacy coach to assure that the log is completed in a timely manner.
5.2How will the principal use the information obtained from the PMRN online reading coach’s log to impact student learning?
Principals will determine how much time is spent in each area. If there is a concern, a plan of action will be created and the principal will follow-up to determine if the new plan is working.
6How will the principal monitor teacher implementation of lesson plans?

Administrators will monitor the implementation of the lesson plans while conducting their Classroom-Walk-Through visits. They will observe the correlation between the lesson plans and the actual instruction. They will look for evidence of the lessons taught on the walls and through informal conversations with the students. If plans are a concern, it is the responsibility of the administration to assist teachers. Administration may call upon the expertise of the Literacy Coach to develop and assist with lesson planning and effective delivery.
7How will the principal monitor collection and utilization of assessment data, including progress monitoring data, to determine intervention and support needs of students?
Principals will distribute assessment data to teachers. Teachers will be expected to place data in a binder, folder, etc. that can be easily located. Teachers will bring their binders with them to grade level/subject level meetings to review data and discuss specific strategies that will assist with remediation and enhancement. In addition, some principals have created data rooms that are used for for grade level meetings and shared analysis of data.
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 is communicated in several manners. Every school utilizes Professional Learning Communities to review and analyze data in order to determine learning objectives for their students. In addition, schools may conduct grade level meetings, subject specific meetings, and/or vertical team meetings. Literacy coaches will meet with teachers during monthly grade level meetings to discuss data, the students’ current rate of progress and to monitor the reading instruction. Quarterly meetings will be held to discuss the results of the most recent FAIR assessment. At this time teachers will be able to identify risk levels of students and areas of concern, and to make adjustments to the flexible instructional groups. The plan for instruction will be adjusted to meet the ever-changing needs of the students.
The principal , assistant principal and reading coach will participate in and monitor these meetings.
8.2How often will this occur?
Assessment meetings occur after every district-wide test is administered. Furthermore, PLCs meet a minimum of two times a month.
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.)

* Individual Professional Development Plans (IPDP) need to address reading strategies. These strategies need to be constantly updated based on progress monitoring in reading.
* Evaluations need to reflect progress of goals on IPDP. If goals are not met, a course of action will be created.
* Performance evaluations (principal, coach, teacher) may be tied to student achievement in reading. This achievement will be based on FAIR in grades K-2, and district wide formative assessments and/or FCAT data in grades 3-5.

9.2How will the principal differentiate and intensify professional development for teachers based on progress monitoring data?
* The principal will review student data based on the five areas of reading and determine the areas of weakness
* The principal will discuss data and concerns with the teacher and determine a course of action, which may include but not limited to:
o Professional development in reading, instructional strategies, and/or assessment data
o A follow-up plan for continued monitoring and support
The principal will review the areas of concern with the reading coach and develop a plan for mentoring and coaching.
The principal will intensify interventions to teachers based on progress monitoring data from the scientifically based core reading program, FAIR, and formative assessments.
The principal will conduct regular Classroom Walk-Throughs (CWTs).
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.)

Principals will identify mentor teachers and model classrooms. Schools may utilize Nationally Board Certified Teachers to serve as mentors who provide on-going professional development and serve as peer mentors for beginning teachers. Additionally, teachers who demonstrate effective practices in reading and consistent student achievement results in reading can serve as lead teachers who will share their practices and strategies with others. Based on IPDP goals, teachers will be provided opportunities to collaborate and observe these lead teachers. Reading coaches will support lead teachers and new teachers with professional materials that support best practices in reading.

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?
Principals will have the flexibility to determine how they will provide time for teachers to meet weekly. Administrators may select to use the early release Wednesday's for professional development. They may have teachers meet during grade level meetings. They may also hire substitutes to allow teachers some time within the school day to meet.
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.)

Principals are highly encouraged to visit five classrooms for five minutes each day. These walkthroughs will help principals find the model classrooms and mentors. These walkthroughs also allow the principal to walk the walls and speak with students about instruction. Principals my utilize the Teachscape for documenting classroom walkthroughs, collecting data, and utilizing the data for monitoring implementation of the reading plan.
12.2How will follow up with feedback be provided based on monitoring?
Administrators may choose to speak to teachers one-on-one, in small group or at a faculty meeting depending upon the situation. Administrators may also ask literacy coaches to support a teacher by modeling or reviewing effective strategies. The administrator may follow-up by visiting the classroom and determining the effectiveness of the coaching.
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 principal and coach will provide an in-service introducing and highlighting key points of the K-12 Comprehensive Research-Based Reading Plan during pre-planning days using a power point presentation developed by the Curriculum Department. This ensures consistent in-service throughout all district schools.
14.1How will the principal increase the amount of student reading inside and outside of school?
Many administrators have added programs that encourage reading inside and outside of the the school. The Accelerated Reader program allows students to take tests after reading books. There is a strong incentive program that is usually associated with this program. Other administrators have added KidBiz/TeenBiz. This program allows students to read text in school and at home
on-line. Students are also assessed on-line.
Furthermore, schools will hold a parent meeting in the evening or weekend to inform parents about the school’s curriculum and activities including but not limited to: Families Building Better Readers, Mysteries in the middle and High School Quiz Show.
14.2How will the principal increase media center circulation?
Principals will make sure that books found on the Sunshine State Young Reader's Award list as well as a variety of books on the Accelerated Reader list are available through the media center. Administrators will also encourage classroom scheduled visits to the media center, open media center before/after school for check out, participate in reading incentive contests school wide and districtwide, such as Battle of the Books.
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.
The district has a Curriculum Achievement Plan (CAP) that includes a reading goal. All schools use the CAP goals to create their own School Improvement Plans (SIP). Therefore, all schools have a reading goal in their SIP.

Administrators may also attend professional development, conferences, or training that focus on literacy skills. They will implement the Continuous Improvement Model using the instructional calendar as a device for determining the essential literacy benchmarks.
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, Literacy Coaches will be offered the FLaRe CAR-PD Train the Trainer training. CAR-PD training will be offered to all middle and high school teachers. Teachers will continue completing their CAR-PD Practicum throughout the 2010-2011 school year.
3Does your district offer Reading Endorsement for ESOL (REESOL)?
Yes, we offer the Reading Endorsement for ESOL through our Professional Development Department.
4Does your district conduct transcript reviews of college coursework for application towards the District Add-On Reading Endorsement?
The district does not evaluate college transcripts for the Reading Endorsement. However, the district does accept the official evaluation completed by the Florida Bureau of Educator Certification (BEC). The teacher would need to apply to the BEC for an official transcript evaluation for the Reading endorsement. The teacher will be issued a Statement of Status of Eligibility which will detail the courses that are missing.
5Does your district provide a financial incentive for teachers who are working towards Reading Endorsement or completing it? If so, please explain.
Osceola does not provide a financial incentive for teachers who are working towards reading endorsement or completing it.
6Does your district offer a financial incentive for content area teachers who complete CAR-PD? If so, please explain.
Osceola does not offer financial incentive for content area teachers who complete CAR-PD.
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.
Osceola County will continue using FAIR in the 2010-11 school year. FAIR training will be facilitated by District Master trainers for new teachers in August 2010. Additionally reading coaches will conduct a refresher training (abridged training) prior to the first FAIR administration in the fall of 2010.
Elementary Student Achievement and Instruction
All information provided in this section details how this district will meet the reading needs of all student subgroups identified under No Child Left Behind.
1Each district will be given one school user log-in password so that each school may enter their own information into Chart C by using the web-based template. It is recommended that school users enter this information for their school from February 1-March 5, 2010. Districts will be able to review and revise the school based information before submitting Chart C from March 8-March 31, 2010. School level users should select all applicable adopted reading instructional materials from the lists provided and add any other materials in the text boxes. Information regarding materials specifically for ESE and ELL students should be listed in the text box labeled ‘Other.’ To review and edit all school information for Chart C before submitting, use the link provided within this section online.
Chart C
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2.1

Describe all research-based instructional materials used to provide reading instruction. Include a description of how they will be integrated into the overall instructional design

Comprehensive Core Reading Programs (CCRP): Comprehensive Core Reading Programs are the instructional tools used to provide high quality instruction in K-5 classrooms. The CCRP correlates to all Reading and Language Arts Sunshine State Standards and includes instructional content based on the six essential components of reading instruction: phonological awareness, phonics, fluency, vocabulary, and comprehension, and oral language. The CCRP contains instructional design components including explicit instructional strategies, coordinated instructional sequences, ample practice opportunities, aligned student materials, and assessment to guide instruction.


The MacMillan McGraw Hill for Florida series has been adopted by public schools in the district. Some Charter schools are using Houghton Mifflin and SRA Imagine It. Every classroom uses one of these research-based series during their initial instruction (ii) as a whole group activity during the first 30-40 minutes of the 90-minute uninterrupted reading block. The CCRP is also used during the differentiated reading instruction time as teachers meet with small groups of students to meet their individual needs. The CCRP contains leveled readers and suggested teacher strategies for all leveled learners.
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).

The specific learning needs of the students are met for the five components of reading using various supplemental materials as: Fountas/Pinnell Word Study, Elements of Phonics, Working with Words, Elements of Reading – Phonics, Elements of Reading – Comprehension, Elements of Reading – Vocabulary, Elements of Reading – Fluency, Quick Reads, leveled readers, Tampa Reads Vocabulary and Readers’ Theatre. Triumphs is to be utilized for students up to two years below grade level. These supplemental materials are used during the differentiated instruction period during the remaining 50-60 minutes of the 90-minute uninterrupted reading period. “Treasure Chest from MMH is utilized with ELL students.”Voyager is also used as a supplemental program to accelerate students who are not demonstrating adequate progress with the core program. These materials can be utilized by teachers or by a “push in” ESE or ESOL instructor, paraprofessional or volunteer. Leveled Literacy Intervention (LLI) is a supplmental reading program for use with emergent and early readers who need additional support.The educational software that is used as an instructional component during the 90-minute reading block is: Ticket to Read, FCAT Explorer, Read Naturally, Accelerated Reader, Read 180, Success Maker, Leap Frog, Soliloquy and SMART Technologies, Odyssey, Riverdeep, KidBiz Achieve 3000, Buggles and Beezy reading.
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.

The curriculum used to accelerate the growth in reading for students who are one or more years below grade level is Triumphs or Reading Mastery . Other programs such as Voyager, Soar to Success, Early Success, Accelerated Literacy Learning (A.L.L.), Leveled Literacy Intervention (LLI), SRA: Early Intervention in Reading, MacMillan McGraw Hill Triumphs are used with students to achieve significant reading gains with students.

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.

The educational technology that is used as an additional support in reading are: TicketToRead, FCAT Explorer, Accelerated Reader, Buggles and Beezy, Kid Biz Achieve 3000, Read Naturally, Read 180, Compass Odyssey, RiverDeep, Sucess Maker, Leapfrog, Study Island, and Soliloquy. SMART technologies will be phased in to engage, motivate and promote success during whole group and small group explicit lessons. This software is used in the classroom during the 90-minute reading block and also outside of the 90-minute reading block.


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.)
All students will receive high quality, explicit, systematic reading instruction in many ways. On grade level whole group instruction will be based on Lesson Essential Question or Learning Objectives that correlate to grade level benchmarks/SSS. Teachers will create flexible groups for small group instruction based on formal and informal assessments: FAIR, CCRP assessments, DRA, Running Records, Benchmark Assessments, Teacher Observations, etc. Materials to be utilized with the flexible groups will research and evidence based. To assure the instruction is meeting the needs of the students, teachers will progress monitor the students weekly..
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 for immediate intensive intervention will receive services beyond the 90-minute reading block. They will receive this intensive intervention for 15-45 minutes, daily. These services might be held with the classroom teacher, ESE teacher, reading paraprofessional Research-based intervention materials will be chosen to meet the needs of these students. Students will be able to exit these programs as they achieve proficiency based on FAIR, classroom observations, classroom assignments, and CCRP assessments.

5.3How will reading instruction be designed to intrinsically motivate students to become successful readers?
Administrators, faculty and staff will model a love for reading that will encourage the students to read. Students will receive individual praise and feedback for accomplishments to instill intrinsic motivation to achieve. Positive comments in the agenda will be the reward for a job well done. Classroom libraries will provide a variety of genres at various levels that match not only the child's reading ability but also their personal topics of interest. Literacy Leadership Teams at each school hold family events to encourage reading beyond the school day.
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?
Teachers have classroom sets of leveled readers in their classrooms. These libraries contain fiction books and non-fiction leveled readers from the district adopted reading, social studies and science series. Books can also be checked out from the teacher’s classroom library that contain a specific theme or skill that are to be read during the 90-minute reading block. Teachers are encouraged to build classroom libraries that are age appropriate and leveled for their students. This should contain a mixture of genres and mediums to engage students. Books may also be checked out from the school library as needed.
6.2How will these classroom libraries be utilized?
These libraries will be used for independent reading, small group instruction, buddy reading, literature circles and book/author studies and as the focus for a reading center.
6.3How will books be leveled?
Books are leveled using the DRA levels, the Lexile levels or the Accelerated Reader levels.
6.4How will teachers match students with the appropriate level of text?
Teachers will assess students with the DRA,CCRP Benchmark Books, or Treasures placement test to match the student with the proper instructional level of text for independent reading and instructional level of text for guided reading. Students' levels will be monitored using CCRP Benchmark Books and Running Records to provide small group flexibility.
Lexile ranges generated from FAIR will also be used to match students to books.
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 into other subject areas as science, social studies and math using the subject area leveled readers, asking higher order questioning, asking for the author’s purpose, asking for the main idea, and discussing the vocabulary and comprehension of the topic. The social studies and science leveled readers and the appropriate reading level library book can be used during buddy reading, small group instruction and during the independent reading time. Thinking Maps, content free graphic organizers, help students make reading connections and deepen comprehension.
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 90-minute reading block as the students are asked to identify the main idea and details, summarize to check for understanding, write a different ending to the story, write a variation to the story, write the main idea of the story or journal why they liked the story. Writing can also be used to monitor students' progress on FCAT tested benchmarks such as sequence of events, compare and contrast, cause and effect, etc...Writing will be incorporated into the literacy centers to expand the comprehension of the current story.
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/.)


The Bookmark Buddies mentoring program is available for Grade 3 students. This program uses volunteers or school staff to work with a struggling reader using the Reading A to Z program. Schools offer before-school, after-school and/or Saturday School opportunities to struggling readers based on the number of students to serve and the availability of funds. Schools use Voyager and various supplemental reading materials as Quick Reads, Elements of Reading, Tune into Reading and leveled readers to meet the needs. 21st century schools offer afterschool tutoring or enrichment activities in reading throughout the school year and summer.
9.2How will before, after, and summer school activities be linked to the reading instruction taking place during the school day?

The classroom teacher and the before-school, after-school or Saturday School teachers will communicate as to the assessment results, the needs of the students and the current objectives being taught in order to link the reading instruction to the daily Curriculum/ instruction used for extended learning opportunities is research/evidenced based.
9.3How is student eligibility determined for these activities?

Eligibility is determined by analyzing student performance across assessments including but not limited to: FAIR, FCAT, SAT-10 and CCRP assessments.
10.1Which assessments are administered to determine reading instructional needs for the following students:
Non-English speaking ELL students?
Non-English speaking ELL students are given the CELLA assessment. Additionally, these students take the California Achievement Test (CAT) and dual Language students are administered Aprenda. All of these assessments provide data to determine instructional needs for these students. All ELL students will take FAIR, with the use of the accomodations as stated in the FAIR Administration Manual.
10.2Students with severe speech/auditory impairments?
Students with severe speech/auditory impairments are required to take the same assessments as general education students. Determination for modified assessments is based on a child's Individual Education Plan.
10.3Students with severe vision impairments?
Students with severe vision impairments are required to take the same assessments as general education students. Determination for modified assessments i.e. enlarged print or Braille is based on a child's Individual Education Plan.
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 District has adopted the state-adopted Developmental Reading Program, Daybooks of Critical Reading & Thinking, published by Great Source.

The program supports comprehension with illustrations, graphic organizers, and photographs,encourages students to connect to each selection with an integrated reading and writing format. Students are exposed to a variety of genres and a diverse literature. The Sunshine State Standards and preparation for success on FCAT is included. Use of this program is a school-based decision, and is reflected in Chart F.

Elements of Literature is used in the Reading classrooms to assist in the incorporation of reading, writing and grammar. Students write about their reading while practicing their grammatical skills.

Project CRISS strategies are being used in all content area classrooms.
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.

The CIRP adopted by Osceola County is Bridges to Literature, published by McDougall Littel. Bridges to Literature is a comprehensive reading program that uses literature selections, combined with strategies and skills instruction, to help less-proficient readers prepare to read on-level. The literature selections contain high-interest, age-appropriate material with readability levels appropriate for students with reading levels between 3.0 and 6.5. Bridges to Literature will be available for use with all FCAT Level I and Level II students.

Formative assessment tools (programmatic measures) allow teachers to diagnose reading levels, check reading fluency, and monitor and evaluate their students' progress.

The selections, skills and strategies taught are aligned with the Sunshine State Standards, and FCAT test-specific information is included.

Read 180 is available to serve level 1 students in 7th or 8th grade. Read 180 has instruction targeted for phonics/ phonemic awareness, comprehension, fluency, and vocabulary/word study. Read 180 aligns with the Sunshine State Standards. Read 180's computer-based instructional model addresses the need for background knowledge in content-area material. The content-area topics that students study as they move through Read 180 reinforce comprehension and vocabulary knowledge that transfers to other classes. Read 180 individualizes the computer component of the program to each student's need.

SRA Corrective Reading: This program offers instruction in decoding and comprehension. Assessment is frequent and built into the program. Corrective Reading includes student decoding practice workbooks and student books for comprehension practice. Corrective reading has four levels of difficulty. This program is available for Level 1 students who need instruction in phonemic awareness and phonics.

Voyager's Journeys will be used middle school ESOL Reading classes.
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.

Osceola County did not implement a district wide Supplemental Program adoption. After receiving a list of the state approved supplemental programs, the District requested that each middle school submit a list of instructional materials currently used in the Intensive Reading classes along with an explanation of the area of reading addressed by the submitted programs.

REWARDS programs are research-based reading and writing interventions. REWARDS is used as effective interventions in general and special education, summer school, and after-school programs.

The Fast ForWord program develops and strengthens memory, attention, processing rate, and sequencing—the cognitive skills essential for learning and reading success. The strengthening of these skills results 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.

Jamestown Reading Fluency and the Six-Minute Solution, by Sopris West are used for fluency instruction and practice throughout the district. They both offer ample materials for leveled practice for students individually, and in pairs.
All intensive reading classes are required to include fluency practice three or more times a week. Timed Readings in the Content Areas by Jamestown is also used for fluency instruction.

Fluency practice is also provided through Steck-Vaughn's Fluency Theater. This resource has different levels of reading difficulty built into each selection so that all students can participate within their appropriate instructional level. It is used for FCAT Levels I-II, when fluency is not a part of the student's CIRP.

Reader's Handbook, by Great Source: The Reader's Handbook is designed to integrate vocabulary and comprehension strategies from the intensive reading class into the content areas. It is appropriate for small or whole group instruction.


Teen Biz 3000 is a web-based individualized literacy program that targets each student's lexile level. Student's lexile levels are assessed, then assignments are delivered to each student based on ability, but on a topic the whole class participates in. The program engages students in pre-, during and post- reading strategies.
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.

FCAT Explorer is used by all students for standardized test practice.

Soliloquy is used at some Osceola Middle Schools.

Teen Biz 3000 is a web-based individualized literacy program that targets each student's lexile level. Student's lexile levels are assessed, then assignments are delivered to each student based on ability, but on a topic the whole class participates in. The program engages students in pre-, during and post- reading strategies. Teen Biz 3000 is used to supplement comprehension activities in intensive reading classes, where students have not been placed into Read 180.

Schools will be provided monthly reports of FCAT Explorer use. Incentives will be put in place, and the District will provide recognition for top performers.

3

Section 1003.4156. Florida Statutes, requires middle school students who score at Level 1 on FCAT Reading to complete an intensive reading course. Those students who score at Level 2 must be placed in an intensive reading course or a content area reading intervention course.

Middle school students who score at Level 1 or Level 2 on FCAT Reading and have intervention needs in the areas of decoding and/or fluency must have an extended block of reading intervention. This may occur through a double block of intensive reading or by blocking together a class of “Intensive Reading” with another subject area class. This block of time must be taught by the same teacher. This teacher should be highly qualified to teach reading or working toward that status (pursuing the Reading Endorsement or reading certification) and classroom infrastructure (class size, materials, etc.) should be adequate to implement the intervention course.

This intervention course should include on a daily basis:

  • whole group explicit instruction
  • small group differentiated instruction
  • independent reading practice monitored by the teacher
  • infusion of reading and language arts benchmarks specific to the subject area blocked with the intensive reading course (biology, world history, etc.)
  • a focus on informational text at a ratio matching FCAT

Districts may serve fluent Level 2 students in content area classes through a content area reading intervention. Teachers of these classes must complete the 150 hour Content Area Reading Professional Development (CAR-PD) bundle or the Reading Endorsement, and classroom infrastructure (class size, materials, etc.) should be adequate to implement the content area reading intervention course.

This intervention course should include on a daily basis:

  • whole group explicit instruction
  • small group differentiated instruction
  • independent reading practice monitored by the teacher
  • infusion of reading and language arts benchmarks specific to the subject area (biology, world history, etc.)
  • a focus on informational text at a ratio matching FCAT

Schools must progress monitor Level 1 and 2 students a minimum of three times per year. This should include a Baseline, Midyear, and End of the Year Assessment.

As a reminder, each struggling reader must be given the instruction that best fits his or her needs. Districts must establish criteria beyond FCAT for placing students into different levels of intensity for reading intervention classes. Examples include data from screenings, progress monitoring and diagnostic assessments already in use in the district, as well as teacher recommendation.

Additional guidelines for student placement in reading intervention can be found through using the Just Read, Florida! Student Reading Placement Chart at: http://info.fldoe.org/justread/educators/Secondary_Reading_Placement_Chart.pdf

End-of-year assessments should be used to determine specific areas of student reading difficulty and reading intervention placement.

Schools must diagnose specific reading deficiencies of students scoring at Level 1 and Level 2 on FCAT Reading. Although formal diagnostic assessments provide specific information about a student’s reading deficiencies, many progress monitoring tools and informal teacher assessments can provide very similar information in a more efficient manner. The only reason to administer a formal diagnostic assessment to any student is to determine the specific deficit at hand so teachers can better inform instruction to meet student needs. The decision to deliver a formal diagnostic assessment should be the result of an in-depth conversation about student instructional and assessment needs by the teacher, reading coach, and reading specialist.

Complete an Assessment/Curriculum Decision Tree (Chart G) to demonstrate how assessment data from progress monitoring and other forms of assessment will be used to determine specific interventions for students at each grade level.

The chart must include:

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

Note:Use the Browse button to choose the file that you would like to upload. Press the Upload button after you have selected the file.
Chart G - Middle School Assessment Curriculum Decision Tree
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4Describe in detail the reading classroom (include all levels of intervention). Determinations for intensity of the remediation effort should be based on the most recent reliable and valid assessment data.
All middle school students who are FCAT Level I or FCAT Level II in Reading will be required to take an Intensive Reading course daily. Instructional planning is done with an eye to each student's FAIR results, and programmatic diagnostic tests, as well as FCAT strand information. Where neccessary, TOWRE and DAR results will be considered. All Level I and disfluent Level II students will receive 90 minutes of Intensive Reading daily and will use either Read 180 or Voyager's Journeys. Fluent Level II students will receive 45 minutes of Intensive Reading daily and will use the District adopted CIRP, Bridges to Literature. These classes focus on comprehension, vocabulary and word study, and fluency as called for in the SSS. Intensive reading classes will generally begin with a whole-group activity, which include explicit and scaffolded modeling of strategies students will later practice in instructional level text. The class will then move into small differentiated groups for comprehension, vocabulary and word study practice. The teacher will rotate and meet with one of these groups at a time to give individual help. Independent reading practice will end the period at least three times a week, when students will read independently with accountability. The reading materials used in intensive reading classes will represent a mix of fictional and non-fiction content area reading and will incorportate balanced literacy, read alouds, independent, shared and guided reading. Students may work in "literature circles", at certain points in the year. Independent reading practice will end the period at least three times a week, when students will read independently with accountability. Our District's secondary virtual school does not provide reading intervention.

*Osceola County Virtual School does not currently offer Intensive Reading to middle school students.
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?
Adopted reading materials for intensive reading classes such as Read XL, Bridges to Literature, and Read 180 include a variety of genres in fiction and non-fiction. Intensive reading teachers plan for students to read widely at their comfort level, but also to be challenged to comprehend grade-level material such as will be assessed on FCAT.
Each intensive reading teacher also maintains a multi-lexile leveled classroom library which includes subjects not represented elsewhere.
5.2How will daily independent reading practice, monitored by the teacher, be incorporated into all reading classrooms?
Daily Independent Reading Practice is an expectation for every intensive reading class, included in the sample daily intensive reading lesson plan distributed to all intensive reading teachers. Lesson plan reviews with the reading coach can emphasize this point, and assist the teacher with any quirks in implementation. Reading Coaches also offer professional development on managing independent reading time for thier reading teachers.

Teachers will make use of reading logs modified to suit the needs of their students to track student's progress in independent reading time. For example, some students will be encouraged to read in a different genre than usual, some may be encouraged to write down predictions as they read. These written logs will provide accountability for the students.
5.3How will classroom libraries be utilized?
Classroom libraries provide motivating text at different levels and genres to supplement what students read within assigned texts. A classroom library could include graphic novels, tractor manuals, Hot Rod magazine and a product manual for a new plasma television, depending on the intersets of students. Classroom libraries are a resource, mainly, for independent reading. Teachers will use books from their classroom libraries to do "booktalks" for their students. Many classrooms have libraries arranged into "text sets", which group fiction, nonfiction, audio & video materials around a central theme. Classroom libraries will be built in Social Studies and Science classrooms according to curriculum content. Reading Coaches will provide modeling and coaching on the proper use of classroom libraries and independent reading time.
5.4How will the books be leveled?
Lexile scores will be maintained for all level 1 and 2 students. Classroom libraries will be leveled by lexile. Students will be encouraged to read at their individual developmental levels.
5.5How will teachers match students with the appropriate level of text?
Lexile levels will be used to match students and text. If a student is motivated to read a book outside his or her lexile, the teacher should support that student.
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.)
Content area and elective teachers will incorporate literacy instruction into their subject areas. Faculty members will be lead by the Reading Coach in staff development activities that will positively effect the reading process within their individual content areas. Students will transfer strategies first practiced in Intensive Reading to assist comprehension in a variety of content area texts. Academic departments and individual teachers have begun to build "text set" collections particular to their subject. The materials in the collection are chosen for a range of reading abilities, topics and geners; therefore, the content teacher must know student reading ability well enough to match the two. Many classrooms have libraries arranged into "text sets", which group fiction, nonfiction, audio & video materials around a central theme. Classroom libraries will be built in Social Studies and Science classrooms according to curriculum content. Literacy Coaches will provide modeling and coaching on the proper use of classroom libraries and independent reading time.
One of the most effective ways content-area and elective teachers use leveled classroom libraries in shared reading is through literature circles. Literature Circles emphasize shared reading with accountability and motivational discussion in small groups. Literature Circles can be done with non-fiction or fictional text, magazines, or other print resources.
7How will writing be incorporated across the curriculum as an aid to comprehension?
Writing will be incorporated in all content areas as a product to ensure comprehenison. Students and teachers will share a common language that facilitates planning, speaking, thinking, and assessing like a writer. To incorporate writing strategies into content-area instruction, before, during, and after strategies will be employed by teachers and students. CRISS Level 1 trainings will be offered to all teachers.
8.1What before, after, and summer school reading activities will be utilized, including mentoring and tutoring activities?

Student assessment data and course performance data is used to design tutoring, summer school schedules and mentoring opportunities for individual student needs. Materials used in after-school programs, tutoring programs and summer programs will complement but not duplicate intervention programs in use during the day. Middle schools will use the Project CRISS "My Summer in the Everglades" which is a different resource than students use during the year. Most middle schools have a 21st Century Grant program which operates after school hours. Students in this program recieve academic help in their diagnosed areas of weakness in a different format than during the day.

All middle schools will participate in the Battle of the Books using the Sunshine State Young Readers Award books. Summer reading incentives and after school competition will help motivate students to read.
8.2How will before school, after school, and summer school reading activities be linked to the reading instruction taking place during the school day?

Careful planning during the initial grant-writing for the 21st Century Grant program resulted in an after school program which ties into the reading instruction during the school day, while not being repetitive. Reading coaches and program coordinators at 21st Century Grant middle schools make sure after school activities support the school-day instruction. After school programs emphasize activities such as literature circles and book clubs, and differentiated assistance.

Summer school reading programs use the Project CRISS "My Summer in the Evergaldes which empasizes use of reading strategies, comprehension checks, independent reading, and other activities that would be familiar to any intensive reading student, but in a different package, and with unfamiliar text selections.
8.3How is student eligibility determined for these activities?

Student eligibility is determined by academic need. Students who participate in the 21st Century Grant program are from the lowest FCAT quartile, and their growth is tracked as part of the 21st Century Grant program's federal reports. Summer Reading camps will offered to all Level I and II students.
9.1Which assessments are administered to determine reading intervention placement for students with the following needs:
Non-English speaking ELL students?
CELLA
9.2Students with severe speech/auditory impairments?
Students with severe speech/auditory impairments are required to take the same assessments as general education students. Determination for modified assessments is based on a child's Individual Education Plan.
9.3Students with severe vision impairments?
Students with severe vision impairments are required to take the same assessments as general education students. Determination for modified assessments i.e. enlarged print or Braille is based on a child's Individual Education Plan.
9.4Students in grades 6 and above with no FCAT scores?
After considering grade history and other available standardized test scores, placement and futher testing (FAIR) will be determined by the Literacy Coach and support staff. Students in grades 6 and above with no FCAT scores will be closely monitored to ensure proper placement. Students will not be placed in a Reading Intervention unless there is indication in other student records that the student needs additional reading support.
High School Achievement and Instruction
All information provided in this section details how this district will meet the reading needs of all student subgroups identified under No Child Left Behind.
1Each district will be given one school user log-in password so that each school may enter their own information into Chart I by using the web-based template. It is recommended that school users enter this information for their school from February 1-March 5, 2010. Districts will be able to review and revise the school based information before submitting Chart I from March 8-March 31. School level users should select all adopted reading instructional materials from the lists provided and add any other materials in the text boxes. Information regarding materials specifically for ESE and ELL students should be listed in the text box labeled ‘Other.’To review and edit all school information for Chart I before submitting, please use the link provided within this section online.
Chart I
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2.1

Describe all research-based instructional materials used to provide reading instruction. Include a description of how they will be integrated into the overall instructional plan.

Comprehensive Intervention Reading Programs (CIRP): A Comprehensive Intervention Reading Program is defined as a stand-alone program providing instruction in multiple areas of reading. The instruction provided through these programs should accelerate growth in reading with the goal of returning students to grade level proficiency. The skills and strategies taught should align with Sunshine State Standards for Reading at the appropriate grade level, specifically those benchmarks which are assessed by the Florida Comprehensive Assessment Test (FCAT). High school students are required to read extensively and comprehend rigorous text in specific subject areas such as government, science, and literature. Higher level thinking skills that require comprehension of challenging concepts and processes are required in specific subject areas such as geometry, history, and physical science. For many students within grades 9-12, success in subject area courses is contingent upon intensive reading intervention of content area vocabulary and concepts.


The CIRP used in Intensive Reading classes for high school FCAT Level 1 students in the 9th and 10th grades in Osceola County is Hampton Brown's Edge program. Edge is a stand alone program that addresses fluency, comprehension, and vocabulary as well as providing instructional support for differentiated instruction and ESOL/ESE instruction with the goal of helping students become grade level readers.

Since Edge is the core program, it will be the foundation of the reading instruction. While teachers are free to add supplemental instruction to best fit the needs of their students, whole group instruction in comprehension, fluency, and vocabulary will be based on
this program.

Each unit of the program presents a mixture of both fiction and nonfiction materials with the later comprising almost 2/3 of the reading content. Fifteen different genres of nonfiction are presented within the textbook providing the students with an opportunity to employ higher level thinking skills as they probe memoirs and interviews; essays and editorials; and business letters and informational text. These provide new perspectives for analysis that accompany the fictional pieces in the program.

The program also allows for related independent reading practice by providing leveled reading materials for literature circles based thematically on the instructional unit. This library will provide the opportunity for all readers to practice their reading skills and engage in book discussions.

The Florida teacher's edition which accompanies the students text provides the alignment of materials and lessons to both the Sunshine State Standards for Reading and the Florida Comprehensive Assessment Test.

Read 180 is used to serve Level 1 students in 10th grade. Read 180 has instruction targeted for phonics/ phonemic awareness, comprehension, fluency, and vocabulary/word study. Read 180 aligns with the Sunshine State Standards. Read 180's computer-based instructional model addresses the need for background knowledge in content-area material. The content-area topics that students study as they move through Read 180 reinforce comprehension and vocabulary knowledge that transfers to other classes. Read 180 individualizes the computer component of the program to each student's need.

For the 11th and 12th graders, high schools will be using the USA Today Education Intensive Reading Curriculum. The primary goal of this program is to "enhance reading comprehension and higher order thinking by making students aware of and proficient in the strategies utilized by skilled readers." The program is founded on the research-based elements for effective adolescent literacy instruction as found in Reading Next, and its standard alignment is based on the national reading standard. The articles in the newspaper range from 5th grade to 11-12th grade range in readability depending on the section allowing the teacher to differentiate instruction. Differentiation can also be accomplished through the extension activities provided by the program.


2.2Supplemental Intervention Reading Programs(SIRP): Supplemental Intervention Reading Programs provide instruction in one or more areas of reading skill. They are intended for flexible use as part of differentiated instruction or more intensive interventions to meet student learning needs in specific areas (phonological awareness, phonics, fluency, vocabulary, and comprehension). They may be used with almost all students in the class because the Comprehensive Intervention Reading Program (CIRP) does not provide enough instruction and practice in a given area for the majority of the students in the class or to provide targeted, intensive interventions for smaller groups of struggling readers. These programs provide targeted instruction designed to fill in gaps in student knowledge or skill. These programs can be used to provide either additional instruction, additional practice, or both. Test preparation materials and educational technology without a teacher-led instructional component should not be listed in this category.

Osceola County did not implement a district wide Supplemental Program adoption. After receiving a list of the state approved supplemental programs, the District requested that each high school submit a list of instructional materials currently used in the Intensive Reading classes along with an explanation of the area of reading addressed by the submitted programs. Those instructional materials submitted that were not on the state approved were evaluated by District staff for approval in consideration of the newly adopted Edge program. Those supplemental programs that contributed to Edge by filling in the learning gaps particularly for those students whose reading levels are considerably lower than those served by Edge became District approved materials. The District also approved programs that would work in tandem with Edge by providing teachers with more practice materials for student use in the continued practice of applying reading strategies. Most of the supplemental programs approved would be used in small group settings for differentiated instruction.

Rewards by Sopris West is used in some schools as an extension of SRA Corrective Reading. This program is designed for those students who have conquered the basics of reading (phonemic awareness and basic phonics) but are still struggling with the longer words often found in content area reading on the secondary level. This program provides additional strategies for students who need assistance in decoding more difficult words and becoming fluent at a higher level.

Jamestown Reading Fluency and the Six Minute Solution by Sopris West are used for supplemental, differentiated instruction for those students who need more simplistic or more challenging fluency practice materials other than those offered by the Edge. All Intensive Reading classes are required to include fluency practice three or more times a week. Time Readings in the Content Areas by Jamestown is used to provide fluency practice as well with a comprehension check.

Fluency practice is also provided through Steck-Vaughn's Fluency Theater. This resource has different levels of reading difficulty built into each selection so that all students can participate in the same exercise within their appropriate fluency level. It is used for FCAT Levels 1 and 2 to provide a variety in fluency instruction by giving the students an opportunity to engage with each other in a classroom "performance."

Teen Biz 3000 is a web-based individualized literacy program that targets each student's lexile level. Student's lexile levels are assessed, then assignments are delivered to each student based on ability, but on a topic the whole class participates in. The program engages students in pre-, during and post- reading strategies.

Using Six Minute Solutions, students do repeated readings of one-minute nonfiction passages as their partners note the number of words read correctly—an effective peer-monitoring and feedback system that keeps students motivated and on task. The Six-Minute Solution builds students' reading fluency—essential for text comprehension—and is a valuable complement to any reading curriculum or as an intervention program.

Reading Advantage consists of four kits which address the needs of at-risk adolescents who are reading between a second and sixth grade reading level. The program focuses on critical areas where students need the most support: comprehension, word study and phonics, vocabulary and fluency building, and assessment, and includes enough reading materials to support each student’s progress.

Great Book Foundation methodologies and resources will support deeper reading and will be used primarily in the 11th and 12th grade Reading classes.

Scholastic Inquiry based classroom libraries based on the work of Jeff Wihelm for 11th and 12th grade.

Be A Better Reader consists of eight levels that correspond to reading levels 3-10. Each level introduces key reading, comprehension, and study skills, and provides practice to apply these skills. Since all texts share a similar design and format, they can be used in a variety of classroom settings with students working below, at, or above a specific reading level.

SRA Corrective Reading: This program offers instruction in decoding and comprehension. Assessment is frequent and built into the program. Corrective Reading includes student decoding practice workbooks and student books for comprehension practice. Corrective reading has four levels of difficulty. This program is used for Disfluent Level 1 students who need instruction in phonemic awareness and phonics.

The needs of Level 2 students will be met by using Reader's Advantage from Great Source. Reader's Advantage includes word study and appropriate fluency, comprehension and vocabulary lessons. The Reading Advantage works well in whole group and small group settings, and contains assessments throughout the program which align with the Sunshine State Standards.

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.

FCAT Explorer is used by intensive and developmental reading classes for standardized test practice.

ESOL teachers in high schools are using ELLIS (English Language Learning and Instruction System) which is a software developed as an entire course that has accompanying print materials and assessment tools. This program extends the parameters of Edge by providing a multimedia delivery allowing students to both listen to the language and record their own read alouds. It provides additional grammar explanations and practice activities as well as additional modeling of the English language. While progression through Edge is based on the acquistion of reading strategies, ELLIS is based on communicative needs allowing the students to follow a sequential checklist to navigate through the program. A Language Learner's progress through ELLIS should improve his or her ability to succeed with Edge.

Another computer program used in some schools for struggling readers is Soliloquy. The secondary version of this program is designed to improve fluency, comprehension and build vocabulary with authentic texts connected to core topics in diverse content areas. The texts range in difficulty from fifth to eleventh grade reading levels.

Pearson's Successmaker Lab provides individual instruction in Reading along with math and science delivering standards-based lessons to struggling learners. It is used as a "small group" lab activity to complement teacher instruction of the core program in the classroom.

Compass Learning Odyssey Program is a computer based reading program also used by several of the high schools. It was designed as a supplementary program to enhance the regular reading curriculum used in the classroom. Since the program is skill based, students can be assigned certain skill elements that correspond to those being taught in the classroom. It basically uses technology to provide more support and practice to those students who are not motivated by the traditional textbook approach.


Teen Biz is a computer based program implemented in all high schools. It is a web based individualized literacy
program that uses an initial assessment test to determine each student's individual lexile level. Students then receive daily reading
assignments through the Teen Biz email system based on their assessed lexile level. Although to encourage class discussions all
students receive the same article each day, the exact wording and appearance of the article may vary from student to student as
the text is altered to make it match each individual reader's lexile level. The program engages the students in pre-, during, and post-
activities.

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.
All Level I and II students will be required to have extended time in Reading Intervention. All Level I and disfluent Level II students in 9th and 10th grade will be placed in two periods of Intensive Reading or one period of Intensive Reading blocked with a period of another subject. During this double blocked class (90 minute minimum), students will be served by the same Reading endorsed or Reading ceritified teacher. Instructional planning for these students is based on the data received from their 2010 FCAT subtests, their FAIR and the August programmatic placement tests. During the 2010-11 school year, FAIR data will be considered as well. Intensive Reading classes will be using Hampton Brown's Edge and Read 180. All classes will incorporate whole and small group instruction based on individual student needs. Edge provides leveled text with study guides which will easily enable the teacher to connect word study and differentiated instruction to literature circles. Small groups in some schools will rotate into computer assisted instruction for differentiation. The reading materials used in Intensive Reading classes will represent a mix of fiction and non-fiction content area reading. All classrooms will include independent reading using Lexile leveled classroom libraries.

Fluent Level 2 students in the 9th and 10th grades will be placed in a single class period of reading. The instruction in the class will be very similar to that provided in the extended intervention program. Teenbiz, along with small and whole group instruction, software programs and independent reading, will be the core curriculum.

Level I and Level II 11th and 12th who have not acquired a satisfactory concordance score will be place in one period daily of Intensive Reading. Instructional planning for these students is also based on their latest FCAT, ACT or SAT scores and their scores on the individual strands of that test as well as their May FAIR scores. ACT prep, USA Today and Great Books Foundation materials will be incorporated into the small and whole group rotation within these classes.

11th and 12th grade students may be exited once they have met graduation requirements with a strong recommendation to content reading itervention through a content area course with a CAR-PD trained teacher. Before, after and Saturday tutoring will be offered to continue improvement of reading skills.

*Osceola County Virtual School does not currently offer Intensive Reading to high school students.




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?
Adopted reading materials for Intensive Reading classes such as the stories and articles associated with Edge include a variety of genres in fiction and non-fiction. Intensive Reading teachers plan for students to read widely at their comfort level, but also to be challenged to comprehend grade-level material such as will be assessed on FCAT. In addition to a classroom library maintained by each reading teacher, the Edge provides leveled texts for students in the 9th and 10th grades to use in conjunction with the material in their text books. Additionally, teachers will select text from the internet, newspapers, and other sources that are instructionally appropriate. High schools will also be using the USA Today program which will expose students to a variety of nonfiction text.

Most schools are building "Text Set" libraries as well, which combine nonfiction and fiction text and other resources around a theme such as "African-Americans During WWII," or " Children's Experience of the Holocaust."
5.2How will daily independent reading practice, monitored by the teacher, be incorporated into all reading classrooms?
Daily Independent Reading Practice is an expectation for every intensive reading class, included in the sample daily intensive reading lesson plan distributed to all intensive reading teachers. Lesson plan reviews with the Reading Coach can emphasize this point, and assist the teacher with implementation. Reading Coaches also offer professional development on managing independent reading time for their reading teachers.

Teachers will make use of reading logs modified to suit the needs of their students to track student's progress in independent reading time. For example, some students will be encouraged to read in a different genre than usual, some may be encouraged to write down predictions as they read. These written logs will provide accountability for their students.
5.3How will classroom libraries be utilized?
Classroom libraries provide motivating text at different levels and genres to supplement what students read within assigned texts. Classroom libraries are a resource, mainly, for independent reading. Teachers will use books from their classroom libraries to do "book talks" for their students. Classroom libraries may be rotated among Reading teacher for additional variety and student choice.
5.4How will the books be leveled?
Lexile scores will be maintained for all level 1 and 2 students. Classroom libraries will be leveled by lexile. Students will be encouraged to read at their individual developmental levels.
5.5How will teachers match students with the appropriate level of text?
Teachers will use lexile levels to match students and text. If a student is motivated to read a book outside his or her lexile level, the teacher should support that student and make sure the student is successful.
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.
Content area and elective teachers will incorporate literacy instruction into their subject areas through implementation of Project CRISS and the instructional methodologies of the Great Books Foundation. Faculty members will be led by the Reading Coach in staff development activities that will positively effect the reading process within their individual content areas. Students will transfer strategies first practiced in Intensive Reading to assist comprehension in a variety of content area texts. Academic departments and individual teachers have begun to build "text set" collections particular to their subject. The materials in the collection are chosen for a range of reading abilities, topics and geners; therefore, the content teacher must know student reading ability well enough to match the two.
One of the most effective ways content-area and elective teachers use leveled classroom libraries in shared reading is through literature circles. Literature Circles emphasize shared reading with accountability and motivational discussion in small groups. Literature Circles can be done with non-fiction or fictional text, magazines, or other print resources.
7How will writing be incorporated across the curriculum as an aid to comprehension?
Writing will be incorporated in all content areas as a product to ensure comprehenison. Students and teachers will share a common language that facilitates planning, speaking, thinking, and assessing like a writer. To incorporate writing strategies into content-area instruction, before, during, and after strategies will be employed by teachers and students. CRISS Level 1 trainings will be offered to all teachers.
8.1What before, after, and summer school reading activities will be utilized (include mentoring and tutoring activities)?

Student assessment data and course performance data is used to design tutoring, summer school schedules and mentoring opportunities for individual student needs. Materials used in after-school programs, tutoring programs and summer programs complement instead of duplicating intervention programs in use during the day. The District offers a High School summer reading program to all Level 1 and 2 students. While many of the reading activities may be the same or similar to what students have done during the day, the use of dirfferent programs and texts keeps interest and motivation up. Literature Circles, book club formats, and independent research projects are examples of some of the activities utilized.
8.2How will before school, after school, and summer school reading activities be linked to the reading instruction taking place during the school day?

Careful planning during the initial grant-writing for the 21st Century Grant program resulted in an after school program which ties into the reading instruction during the school day, while not being repetitive. Reading coaches and program coordinators at 21st Century Grant high schools make sure that after school activities support the school-day instruction. After school programs emphasize activities such as literature circles and book clubs, and differentiated assistance.

Summer school reading programs use Achieve 3000 along with activities such as fluency and comprehension checks, and independent reading. While the practices are familiar to any intensive reading student, alternate text selections are used.

All high schools will particpate in the Battle of the Books using the Florida Teens Read books. Summer incentives and after school competitions will motivate students to read.

8.3How is student eligibility determined for these activities?

Students who are part of the lowest quartile in reading based on their most recent FCAT scores are targeted for the 21st Century program. All Level 1 and 2 students are invited to the Summer Reading program.
9.1Which assessments are administered to determine reading intervention placement for students with the following needs:
Non-English speaking ELL students?
Non-English speaking ELL students are administered the CELLA Test (Comprehensive English Language Learner's Assessment) to determine reading placement.
9.2Students with severe speech/auditory impairments?
Students with severe speech/auditory impairments are required to take the same assessments as general education students. Determination for modified assessments is based on a student's Individual Education Plan.
9.3Students with severe vision impairments?
Students with severe speech, or vision impairments are required to take the same assessments as general education students. Determination for modified assessments is based on a student's Individual Education Plan.
9.4Students in grades 9 and above with no FCAT scores?
ACT and SAT scores will be considered for students in grades 9 and above with no FCAT scores. FAIR will be administered, and all scores will be considered for placement. Students scoring in the High Risk range (red level) or in the yellow range or Moderate Risk range will be required to take a single period of Reading Intervention (45 minutes). Students who score in the green range or Low Risk Level will most likely not be placed in a Reading Intervention unless there is indication in other student records that the student needs additional reading support.