2011-12 K-12 Comprehensive Research Based Reading Plans
District: Columbia

Leadership: District Level
•District Name:Columbia
•District Contact:Kitty McElhaney
•Contact Address:372 West Duval Street
•Contact Email:mcelhane_k@firn.edu
•Contact Telephone:386-755-8020
•Contact Fax:386-758-4966
1What are your measurable district goals for student achievement in reading for the 2011-12 school year as described as a percentage increase from last year’s scores?
Columbia School District's goal for student achievement in reading for the 2011-12 school year is as follows:
Kindergarten: increase the mean percentage on the PRS by 3% from 71% to 74%
First Grade: increase the mean percentage on the PRS by 3% from 79% to 82%
Second Grade: increase the mean percentage on the PRS by 3% from 85% to 88%
Third, Fourth and Fifth grades: decrease the percent of students scoring at Level 1 by 1% and increase the percent of students scoring proficient by 2% at each grade level
Sixth, Seventh and Eighth grades: decrease the percent of students scoring at Level 1 by 2% and increase the percent of students scoring proficient by 3% at each grade level
Ninth and Tenth grades: decrease the percent of students scoring at Level 1 by 3% and increase the percent of students scoring proficient by 3% at each grade level.


2What is the total number of reading coaches (funded through any source) that served the district for the 2010-11 school year?
Each of the fourteen schools was served by a reading coach during the 2010-2011 school year.
3What is the total estimated number of reading coaches (funded through any source) that will be serving the district for the 2011-12 school year?
Each of the fourteen schools will receive the services of a reading coach in either a full-time or part-time capacity, due to financial constraints.
4How will the district determine allocation of reading coaches based on the needs of schools?
Each school is assigned a reading coach. Student performance data is analyzed to deteremine if there are any additonal coaching needs at the schools
5How will the district strongly encourage all principals and reading/literacy coaches to attend reading professional development opportunities?
As professional development opportunities are made available, information is shared with building principals and as appropriate, reading coaches. Individuals are encouraged to attend by one or more district personnel.
6

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

Please upload your District Data Driven Reading Coach Process Chart, detailing the way of work for administrators, teachers, and reading coaches in your district. This chart is new for the 2011-12 school year. You will find a sample in the Appendix of the Guidance Document at: https://app1.fldoe.org/Reading_Plans/.

(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.)

Columbia_DistrictReadingCoachChart_2011.doc,4/14/2011 7:18:32 PM
7What portion of the coaches’ time will be spent in each of these roles?
Whole Faculty PD2
Small Group PD7
Planning11
Modeling Lessons7
Coaching12
Coach-Teacher Conferences13
Student Assessment8
Data Reporting1
Data Analysis6
Meetings9
Knowledge Building8
Managing Reading Materials8
Other8
8What are the requirements/qualifications to become a reading/literacy coach?

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

The job description for the Reading Coach Position requires the following qualifications:
*Bachelor’s Degree from an accredited educational institution
*Strong knowledge base in Reading
*5 years successful teaching experience in Reading or Language Arts
*Hold or obtain within two (2) years, a reading endorsement or reading certification.
9What is the district’s plan to support or maintain a reading coach cadre?
The reading coach cadre consists of all elementary and secondary reading coaches. Quarterly the reading coach cadre at each respective level meets as a learning community to provide a variety of professional development activities designed to meet the specific needs of the group. The principal will release the reading coach at the school from regular duties to attend the content trainings, and will encourage the attendance of the reading coach at trainings that support the ongoing development of the coach, as deemed appropriate.
10How will the district monitor the implementation and effectiveness of the coaching model and assure communication between the district, school administration, and the reading coach to impact student learning throughout the year? Please include how information obtained through the coach’s log on the PMRN will be used for this purpose.
Fidelity checks by district personnel three times per year are the foundation for monitoring the implementation of the coaching model in accordance with the individual school needs. As areas of concern become apparent the frequency of fidelity visits will increase. Frequent email communication is used to share information and concerns across all levels--coach, principal and district personnel. The district reading contact reviews the coaches logs as reported on PMRN on a regularl basis. If there are concerns with the allocation of time of the reading coach, the building principal will be contacted by the district reading contact.
11How 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. Include how concerns will be communicated if it is determined that the K-12 Comprehensive Research-Based Reading Plan is not being implemented based upon the instructional needs of students.
In order to monitor the school and the classroom level of implementation and how well they are meeting the requirements of this plan, districts will examine the following data:
*District personnel will utilize the K-12 Comprehensive Research-Based Reading Plan district-developed checklist for monitoring.
*The mean risk levels from FAIR will be reported to the district contact via PMRN for grades K-12
*This data will be collected following each assessment and district personnel will then analyze the data by grade level at each school.
To further monitor reading instruction in schools, the district contact or designee will conduct fidelity checks that include the following:
*Usage of the CCRP
*Usage of supplemental reading materials
*Reading intervention implementation
*Interview of the principal and reading coach
*Overall compliance with school reading plan and reading block.
The number of fidelity checks per year will depend on the level of need of the school.
The level of need is determined by student performance data from ongoing/formative assessments. If progress is not made, the District Fidelity Checks will occur on a more frequent basis.
At the beginning of the school year each principal submits to the district reading contact a form that contains school based information on the implementation of the district reading plan. In addition, the FAIR data is collated after each assessment by the district reading contact who produces a summary containing each schools’ performance is distributed to the appropriate district level personnel and principals.
12How will the district ensure the provision of systematic and explicit instruction, based on data, using reading programs and strategies? Please see Florida Statute 1011.67 for information regarding implementation of instructional materials.
Instructional materials purchased by schools are research-based, and the CCRP is selected formt he maaterials adopted by the State Instructional Reveiw Committees. The schools utilize strategies that have bee acquired through training in the Florida Reading Initiative or the Reading First Inititative. To further monitor reading instruction in schools, the district contact or designee will conduct fidelity checks that include the following:
*Usage of the CCRP
*Usage of supplemental reading materials
*Reading intervention implementation
*Interview of the principal and reading coach
*Overall compliance with school reading plan and reading block.
Following the fidelity checks, district personnel will discuss with the principal appropriate adjustments during the debrief sessions.
13How 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)?
The District will ensure that all elementary schools have an uninterrupted reading block for core reading instruction and additional time for immediate intensive intervention (iii) by collecting and reviewing school schedules in pre-planning before the beginning of the school year. Furthermore, fidelity checks will monitor compliance to the 90 minute reading block and the allocated time for immediate intensive intervention groups throughout the school year. Fidelity checks will be conducted three times per year.
14How will the district ensure extended intervention time is provided for students in need of decoding and text reading efficiency at the middle and high school level?
The District will ensure that all secondary schools extendedtime is provided for students deficient in decoding skills and test reading efficiency by collecting and reviewing school schedules within the first six weeks of the school year. Furthermore, fidelity checks, conducted by district level personnel, will provide a method to monitor compliance to reading intervention schedule throughout the school year.
15How will the district facilitate improvement in and intensify interventions for schools that are not making academic improvements as determined by walk through and student performance data?
Review of student perfromance data by the District reading contact will be used to promote conversation with buuilding administrators with respect to the need for intensive interventions. Classroom walkthroughs will provide addtional evidence to support the need for intervention. Frequent electronic communication with building adminsitrators and reading coaches provides resource material for improving instruction.
16How 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?
Supporting Instruction Through Frequent Monitoring and Feedback (Classroom walkthrough) training is a required training in our state-approved District Leadership Development and Principal Certification Program.
17How will the district and schools recruit and retain highly qualified teachers?
Through NEFEC and its Foundation for Rural Education Excellence, Columbia County Public Schools will participate in teacher recruitment efforts designed to help districts “grow their own.” Specifically, partnerships between high schools and local community colleges are being established that increased interest in teaching within the northeast Florida region. In addition, NEFEC and its Foundation established a retention program that will increase mentoring to beginning, alternatively certified, and struggling teachers. Through NEFEC’s newly created mentor cadre, high performing teachers are receiving training in mentoring skills and being matched with teachers in need of a mentor.

To further the districts’ efforts to retain highly qualified reading instructors, teachers are given a variety of opportunities to receive endorsement in reading. These opportunities are specifically outlined in the professional development section of this plan. Additionally, there are teachers trained in the district to provide on-site training in CAR-PD and Reading Endorsement competencies.
To further the districts’ efforts to retain highly qualified reading instructors, teachers are given a variety of opportunities to receive endorsement in reading. These opportunities are specifically outlined in the professional development section of this plan.
18How and when will the district provide principals with the information contained in the K-12 Comprehensive Research-Based Reading Plan?
Principals are involved in all aspects of the development of the K-12 Comprehensive Research-Based Reading Plan. They have an integral role in preparing the written plan with multiple opportunities to provide input. The completed and approved K-12 Comprehensive Research-Based Reading Plan is printed and bound for distribution to each principal and reading coach.
Leadership: School Level
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? Include the role of the principal and coach on the Reading Leadership team and how the principal will promote the Reading Leadership Team as an integral part of the school literacy process to build a culture of reading throughout the school.
At the elementary level, the principal will form a Leadership Team at his/her school. In addition, the principal may form a Literacy Council. At the secondary level, the principal will form a Literacy Leadership Team. The selection of members for these teams will be based on the member’s leadership skills, knowledge of reading instruction, interpersonal skills, and willingness to serve. Members may volunteer or be asked to serve on the team. The team will include representatives from every grade level or team to ensure school-wide involvement. Meeting dates and times for the year are planned and set during pre-planning.
2How 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?
Understanding that the role of the reading coach as a professional development resource must be safeguarded, the principal will ensure that the reading coach is not used as a reading resource teacher, a substitute, an administrator, or in any other capacity that takes her away from being a full time professional development resource in reading. During pre-planning an in-service on the District Reading Plan delineates the responsibilities of the reading coach. School leadership adheres to the guidelines for the duties of the reading coach with complete fidelity. The principal will monitor the activities of the reading coach through informal discussion and a review of the Coach's Log as it is posted on the PMRN.
3How will the principal collaborate with the reading coach to plan for professional development? Include how the principal will provide professional development materials to support the reading coach.
The principal and reading coach meet formally and informally to discuss the implementation of the reading plan. Information the reading coach gleans from her interaction in her role with the teachers is used to plan professional development. In addition, the data analysis discussion with teachers by the principal/coach will drive the need for appropriate professional development. The principal will secure professional development materials as needed for the reading coach to provide professional development activities.
4How will the principal use the information obtained from the PMRN online reading coach’s log to impact student learning?
Upon examination of the coach’s log, the principal analyzes and evaluates the time spent on tasks in relationship to student achievement. The log is a tool used to determine whether the coach’s time is being used most effectively in the specific areas of need identified through data analysis. Through guidance from the Reading Leadership Team, adjustments to the reading coach’s focus are determined and changes are effected to time allocation.
5How will the principal/designee monitor collection and utilization of assessment data, including progress monitoring data, to determine intervention and support needs of students?
Recognizing that student performance reflects the effectiveness of the teacher and the instructional process, principals at all levels (elementary, middle and high) will employ a variety of methods to monitor the collection and use of assessment data to determine intervention and support needs of students. Among these methods are:
*Data notebooks
*Reading Leadership Team meetings
*Data study teams by grade levels at the elementary level
*Data analysis submissions by teams
*Data analysis submission by teacher
The principal, Reading Leadership Team, grade level/team/department or teachers meet regularly to analyze schoolwide assessment data and progress monitoring data. Using the Response to Intervention problem solving approach the data will be analyzed to determine improvements to be implemented for instruction and student performance. Changes to the intervention and support methods for students are determined through data analysis at these meetings. The Reading Leadership Team includes a building administrator, reading coach and appropriate site personnel.
6How will assessment data be communicated to and between teachers? Include how often this will occur. (Examples may include: data study teams, weekly grade level meetings, and vertical team meetings)?
Assessment data is communicated to and between teachers by several methods including:
*Data Notebooks
*Bi-Weekly elementary grade level meetings
*Reading Leadership Team meetings
*Vertical Team meetings
*Faculty meetings
*Department meetings
*Individual teacher meetings
*Data analysis team meetings
The principal/designee/reading coach/teacher leader will facilitate the meetings using the Response to Intervention problem solving approach.
7How 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)? Include how the principal will use progress monitoring data to differentiate and intensify professional development for teachers.
The principal and instructional employee will conference to discuss student performance data, to decide which areas of student performance need targeting, and to focus on providing professional development opportunities to strengthen teacher effectiveness. Student performance data includes: FCAT, FAIR, Thinkgate, depending on the level of the student. The principal, in conjunction with the instructional employee, will address professional development needs in goals written in the Individual Professional Development Plan. The IPDP will address constantly updating reading strategies that will be included on all classroom teachers’ IPDP. Strategies will be updated based on progress monitoring in reading. IPDP evaluations/goals/plans of action for unmet goals will be considered for evaluations. If goals are not met, the principal and teacher will meet to plan strategies for improvement.
8How will the principal identify mentor teachers and establish model classrooms within the school?
The principal will identify model classrooms with mentor teachers in the school based on:
*Student performance data
*Level of implementation of SBRR
*Previous performance appraisal
*Recommendation of the reading coach
*Classroom observations
*Use of effective literacy strategies
Once identified, these model classrooms and mentor teachers will serve as in-house illustrations of best practices for teachers to visit and observe expertise in one or more areas of the five components of reading.
9How 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: lesson study, grade group meetings, additional training, visiting model classrooms and one on one coaching sessions?
The principal will ensure that time is provided for teachers to meet weekly for professional development opportunities by providing common plan times for grade levels/teams and by establishing a school calendar for in-house professional development opportunities provided by the reading coach. Time is available for teachers to visit model classrooms and for one on one coaching using one or more of the following: scheduled teacher planning time (before, during or after the school day) or coverage during the teachers’ instructional time. The principal will monitor professional development activities through his/her attendance at the activity or through information provided by the reading coach. Teachers are also encouraged to form learning communities and to attend professional development opportunities outside the school.
10How 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 K-12 Comprehensive Research-Based Reading Plan will be shared by the principal and the reading coach with the faculty during pre-planning. It will be revisited throughout the year in faculty meeting discussions and in meetings with the Reading Coach as needed. As new teachers join the faculty, the principal and Reading Coach will share the K-12 Comprehensive Research-Based Reading Plan with the new instructors.
11How will the principal increase the amount of student reading inside and outside of school? Include how the principal will increase media center circulation.
The principal will increase the amount of student reading inside and outside of school through a variety of ways including:
*Recognizing student readers
*Displaying student achievement
*Promoting AR program
*Providing incentives for readers
*Promoting school and home reading activities
*Providing reading activities such as Family Reading Nights
*Furnishing classrooms with print rich environments which include classroom libraries with leveled texts, word walls, a broad range of fiction/non-fiction multicultural reading materials in all genres, and literacy centers
*Requiring outside of classroom reading
*Reading lists for summer/holidays
12How 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 principals will establish themselves as literacy leaders in their schools by setting high expectations for students and staff, by making reading a continual focus, ensuring implementation of the district reading plan, funding literacy initiatives, building classroom libraries, providing staff development in reading, and recognizing best practices in reading instruction. A reading goal will be included in each School Improvement Plan. The principal will continue to engage the Reading Literacy Team, grade/team/department levels, and entire faculties in conversations about literacy and will actively participate in all school literacy activities.
Professional Development
1Provide the district professional development schedule for ALL reading professional development, not just the professional development funded through the FEFP reading allocation, for the 2011-2012 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. Several secondary schools have a teacher trained as a facilitator for CAR-PD. This training is provided during the teachers' workday at all five sites. The training schedule varies by site,utilizing time before/after school or during planning times.
3Does your district offer Reading Endorsement for ESOL (REESOL)?
It is offered through Beacon Educators.
4Does your district conduct transcript reviews of college coursework for application towards the District Add-On Reading Endorsement?
The local EPI has an approved component that satisfies Reading Endorsement Competency #2.
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 districts create a timeline for school users to enter this information for their school. Districts will be able to review and revise the school based information before submitting Chart C on March 31, 2011. 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

Describe your 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 comprehensive core reading program (CCRP) used in Columbia County Public School District elementary schools is Harcourt Story Town for grades K-5 which is on the state-adopted approved reading program list. The CCRP serves as the primary reading instructional tool in all of the elementary schools for students receiving instruction/intervention in Tiers 1, 2 and 3. The district has purchased one core curriculum program district wide to assist the highly mobile school population as they move about the county. The CCRP provides direction and ancillary materials that address differentiation of instruction in reading for advanced and struggling readers. Using the CCRP as a guide, elementary school teachers will introduce concepts at grade level in whole group format and then use the guidance provided in the program to differentiate instruction in small, flexible groups according to data acquired through FAIR, teacher observation, and diagnostic assessment information. Differentiation of instruction will be determined by data analysis using the RTI problem solving approach.
2.2Describe your Supplemental 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).

Supplemental materials, as referenced on Charts D1 and D2, will be used in several ways. According to assessment data, teachers will use supplemental materials to assist in the differentiation of explicit instruction in small, flexible groups to meet individual needs of students receiving Tier 2 level of instruction/intervention. Supplemental materials may also be used in learning centers to support concepts taught during lessons from the CCRP, for practice on previously taught skills still not mastered, or for review of previously taught concepts. Direct scaffolded instruction will be used with all groups. Differentiation of instruction will be determined by data analysis using the RTI problem solving approach.
2.3Describe your Comprehensive 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.

Intervention programs, as referenced on Charts D1 and D2, for Tier 3 readers will range in intensity of use in accordance with students’ needs indicated by diagnostic data. Students may require placement in a highly structured program or require less structured intervention such as explicit teacher directed instruction using manipulatives to segment, manipulate, or blend phonemes in words. Individual student needs will determine the materials used. Comprehensive Intervention Reading Programs will be implemented for more intensive instruction, extra support, or intervention in the six components of reading where children need more explicit instruction. The specific needs of the student will drive the decision of which CIRP and which components to implement. Instruction will take place in small group settings outside of the 90-minute reading block, on a daily basis, as deemed necessary by the classroom teacher. Differentiation of instruction will be determined by data analysis using the RTI problem solving approach.
2.4Describe your educational 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.

Additional support in reading will be given through educational software programs such as those listed in Chart C: Elementary Instructional Materials Information. Highly qualified instructors will select software programs which will meet student needs as indicated through diagnostic data. Educational software programs will supplement instruction by a highly qualified instructor.
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 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. 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 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. 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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5How will all students receive motivating, 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.)
Students will receive high-quality, explicit, and systematic instruction in the reading classroom during a 90-minute block of uninterrupted time (Tiers 1, 2 and 3). Twenty-five to forty-five minutes of instruction will be dedicated to providing whole group instruction using the CCRP reading lesson plan. During the remaining 45–65 minutes, instruction will then be differentiated according to assessment data as the teacher meets with small, flexible groups, ranging in time for 15-30 minutes. The teacher may use ancillary materials from the CCRP, research-based instructional protocols, or supplemental materials to differentiate the instruction presented in the whole group lesson through explicit instruction. Learning centers or cooperative learning groups are used to practice and reinforce instruction with activities that promote high student engagement for students who are not meeting with the teacher. Student placement in groups is flexible, and different curricula may be in use to instruct these different groups. There is active student engagement in a variety of reading-based activities, which connect to the six essential components of reading and to overall, clearly articulated academic goals.

Each elementary school classroom will provide a print rich environment, which includes the following characteristics:
*The utilization of Classroom Libraries with leveled text
*The daily and varied utilization of word walls and interactive word wall activities to increase oral and written vocabulary
*The utilization of literacy learning centers (reading stations) and/or cooperative learning groups with tasks designed to meet the groups’ identified needs
*The display and interactive use of Sound/Spelling Cards as a part of direct instruction and literacy centers
6How 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 may require additional intensive intervention through Tier 2 and Tier 3 levels of support, up to 45 minutes, 5 days per week, at a time outside of the 90-minute reading block, and varies as to the time of day, according to the individual school schedule. The instructional leadership team will plan for this eventuality by utilizing highly qualified personnel to remediate areas of deficiencies. Intervention groups will have a reduced pupil teacher ratio of no more than 3 – 5 students per teacher. Students who have identified deficiencies, based on diagnostic assessment, will receive immediate intensive instruction in areas of phonics, phonological awareness, fluency, vocabulary, comprehension and/or oral language. Tutors and highly qualified paraprofessionals are utilized in the classrooms to assist with intensive intervention. Curriculum may be suspended to provide the necessary time for intensive intervention. Intervention activities and materials implemented will range in intensity of use in accordance with students’ needs as indicated by the diagnostic assessment. The core reading program connects meaningfully to differentiated instruction with use of supplemental materials. In-class, small, flexible, homogeneous groupings for reading instruction will be used. There will be active student engagement in a variety of reading-based activities, which connect to the six essential components of reading and to overall, clearly articulated academic goals.
7How 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? Include the following: how these classroom libraries are utilized; how the books will be leveled; and the process for matching students to the appropriate level of text.
Students will have access to fiction and nonfiction text representing a range of levels, interests, genres, and cultures through the use of classroom libraries. Teachers will use authentic literature to enhance reading instruction by integrating science, social studies, and language arts. Students will have access to libraries during whole group, small group and independent reading. Planned learning center activities used during this time include: partner reading, reciprocal teaching, and literacy circles. Leveled classroom libraries of both fiction and non-fiction text will be utilized as a meaningful extension of the skills taught through the CCRP.
8How 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 detail regarding how teachers will address the NGSSS in all content classrooms.
Reading instruction does not stop at the end of the 90 minute reading block. Reading comprehension strategies and vocabulary strategies will be taught in conjunction with instruction in subject areas across the curriculum using adopted text and additional leveled texts that address the content covered in the adopted text. All content area teachers will incorporate reading into subject areas with consideration to the following:
• Guided instruction in comprehension strategies which include predicting, clarifying, questioning, connecting and summarizing before, during, and after reading through explicit modeling (Think Alouds), practice in instructional level texts, and feedback.
• Leveled reading focused on content-area concepts incorporated across the curriculum.
• Collaboration between teacher and coach to determine students’ instructional reading levels, so text assigned is appropriate. Through monitoring students’ independent reading progress closely, instructors will gradually and continuously move students’ independent reading levels upward.
9How will writing be incorporated into the 90 minute reading block to deepen text comprehension?
Instruction in the writing process will not occur during the 90 minute reading block.
While instruction in the writing process itself will occur outside of the 90 minute reading block, writing will be incorporated throughout the reading process. Writing will be used to activate and extend background knowledge prior to reading the CCRP selection or content related text. It will be used to increase metacognition during the act of reading text, and it will be used to transform information after the reading is complete.
10

What before, after, and summer school reading activities will be utilized, including mentoring and tutoring activities? Include criteria for student eligibility and how these activities will be linked to reading instruction provided during the school day.

(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 March 31, 2011 for the Just Read, Florida! Office to review and provide feedback by April 8, 2011. 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 Columbia County School System provides supplemental support in serving the most at-risk students in the district through a variety of state and federal resources. Supplemental Academic Instruction, along with Titles I, II, and grant funds are used to support curriculum materials and remediation services that complement the reading program. Three elementary schools have 21st Century Community Learning Centers for after school tutoring programs. The intent of all of the 21st CCLC tutoring programs is to increase student performance. In addition, seven elementary schools have tutoring services offered through Supplemental Educational Services programs after school. Several schools offer additional tutoring before or after school through the voluntary services of teachers. Students are selected using data such as performance on FCAT, progress monitoring assessments and /or classroom performance.
11.1Which assessments are administered to determine reading instructional needs for the following students:
Non-English speaking ELL students?
To differentiate between a student's language proficiency and learning challenges for ELL students, the Brigance Comprehensive Inventory of Basic Skills-Revised may be utilized.
11.2Students with severe speech/auditory impairments?
In accordance with the student's Individual Educational Plan (IEP) appropriate accommodations will be made to administer the same assessments to determine the reading instructional needs for students with severe speech/auditory impairments. Technological devices may be used for administration. Additionally, as appropriate, the Brigance will be utilized.
11.3Students with severe vision impairments?
In accordance with the student's Individual Educational Plan (IEP) appropriate accommodations will be made to administer the same assessments to determine the reading instructional needs for students with severe vision impairments. Technological devices may be used for administration to enlarge written text and Braille, as appropriate to the student's needs. Additionally, as appropriate, the Brigance will be utilized.
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 districts create a timeline for school users to enter this information for their school. Districts will be able to review and revise the school based information before submitting Chart F on March 31, 2011. 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
(This will open in a new browser)
2.1

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

Describe your Middle grades Programs - The goal of a middle grades 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 or 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). If your district does not offer a middle grades reading program for students who are reading on or above grade level, please enter N/A.


NA
2.2 Describe your 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.

Failure Free materials are used for those student who consistently score a Level 1 on FCAT Reading. Voyager Journeys are the instructional materials for students who score a Level 1 or Level 2. Intervention materials as referenced on Chart F for struggling readers will be employed when a highly structured alternate reading program is required to meet the needs of the learner. The use of such programs will follow the notion of the “least restrictive environment” and will be used sparingly and appropriately based upon diagnostic data in addition to the placement tests that customarily accompany these programs. In addition to classroom instruction on texts at their own grade level, some students will be provided additional instruction, which may include approaches such as: guided reading instruction; fluency practice; and vocabulary building. However, this additional work will not replace extensive classroom use with texts at or above grade level, and all intervention programs are designed to accelerate students rapidly towards independent reading of grade level text.
2.3 Describe your 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.

All five areas of reading will be addressed through leveled materials and activities that provide additional practice for struggling readers. Critical thinking curriculum will provide students with the skills and strategies applicable in the content areas. Junior Great Books are utilized to fill gaps in student knowledge or skill. Instructional materials are referenced in Chart F for individual schools.
2.4Describe your educational technology - Educational technology is intended for additional support in reading. Educational technology without a teacher-led instructional component should be listed and described here. Educational technology must supplement and not supplant instruction by a highly qualified instructor. Educational technology that has an instructional component should be listed and described under either Supplemental Intervention Reading Programs or Comprehensive Intervention Reading Programs as applicable.

Educational technology will be used as a means of independent practice with individual feedback. Classroom teacher monitoring of student progression will determine appropriate placement on software programs.
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 text reading efficiency must have an extended block of reading intervention.

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 Level 2 students without decoding issues 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 with the initial intensity (time and group size) provided.
*A sample for the Assessment/Curriculum Decision Tree can be found in the Appendix. Last year's chart is available at your district's public view page. District contacts will create and upload Chart G using the link found within this section online.

Note:Use the Browse button to choose the file that you would like to upload. Press the Upload button after you have selected the file.
Chart G - Middle School Assessment Curriculum Decision Tree
(This will open in a new browser)
4Describe in detail the reading classroom (include all levels of intervention). Be sure to address student motivation. Determinations for intensity of the remediation effort should be based on the most recent reliable and valid assessment data.
The Response to Intervention problem solving approach will be implemented to determine appropriate reading interventions for student utilizing data from screenings, progress monitoring and diagnostic assessments, in addition to teacher recommendation. On-level language arts courses will emphasize reading comprehension strategies, vocabulary development and the integration of the writing process with reading and the study of literature. Comprehension and vocabulary instruction will be reinforced through the content areas for all subjects and levels.
Intensive reading intervention courses will be provided to all Level 1 students and 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
• a focus on informational text at a ratio matching FCAT
Students who score at Level 1 or Level 2 and have deficiencies in the areas of decoding and text reading efficiency will have an extended block of reading intervention using one of the following techniques: creating a block of Intensive Reading with a Reading in the Content area course, in which the teacher is appropriately certified; OR with enrollment in an Intensive Language Arts course in addition to an Intensive Reading course.

Students who score a Level 2 and do not have decoding issues will be served in content area classes through a content area reading intervention who has CAR-PD or NG CAR-PD training.
Schools will progress monitor Level 1 and 2 students a minimum of three times per year to include a Baseline, Midyear, and End of the Year Assessment.
5How 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? Include the following: a) how daily independent reading, monitored by the teacher, will be incorporated into all reading classrooms; b) how classroom libraries will be utilized; c) process for leveling books; and d) process for matching students with the appropriate level of text.
A portion of the intensive reading block will be devoted to teacher-monitored independent reading. Rich classroom libraries will be available to students as well as access to the media center. Students will be held accountable for this engaged reading time, which may be done by keeping sustained reading logs or sharing interesting reading experiences.
Students will have opportunities for wide reading experiences in both fiction and nonfiction texts in their individual zones of proximal development with choices of interest, genre, and culture. Multi-level classroom libraries support content area instruction.
Texts will be leveled using normed assessment standards. Additionally, a book’s readability will be based on vocabulary, content and length of passage.
Students will take the FAIR test or another scientifically research-based instrument at the beginning of the school year and will be cognizant of their zones of proximal development.
6How will all content area and elective teachers teach students to think as they read in subject area classrooms and extend and build discussions of text in order to deepen understanding? (Include detail regarding how teachers will address the NGSSS in Reading and Language Arts in all content classrooms.)
Reading comprehension strategies and vocabulary strategies will be taught in conjunction with instruction in subject areas across the curriculum using adopted text and additional leveled texts that address the content covered in the adopted text. The principal will be responsible for reviewing lesson plans on a weekly or biweekly basis. The principal will conduct weekly walk-through visits to monitor implementation and provide feedback as appropriate. All content area teachers will incorporate reading into subject areas with consideration to the following:

Guided instruction in comprehension strategies which include predicting, clarifying, questioning, and summarizing before, during, and after reading/learning through explicit modeling (Think Alouds), strategies acquired during the content area trainings such as CAR PD, NG CAR PD or other appropriate content area trainings.
Instructional strategies will include:
• rigorous text dependent questions that require students to demonstrate that they follow the details of what is explicitly stated and are able to make valid claims that agree with all the evidence in the text
• building knowledge from multiple sources as well as making connections between texts and learned material, according to the principle that each source be read and understood carefully before moving to additional sources
• requiring students to demonstrate that they follow the details of what is explicitly stated and are able to make non-trivial inferences beyond what is explicitly stated in the text to what logically follows from the evidence in the text
• embedding reading strategies in addition to broader questions and themes in the actual reading of the text rather than being taught as a separate body of material.
7How will writing be incorporated across the curriculum to deepen text to comprehension?
While instruction in the writing process itself will occur during the language arts block, writing will be incorporated throughout the reading/instructional process. Prior to reading the text selection or content related text, writing will be used to activate and extend background knowledge. During the act of reading text, writing will be used to increase metacognition. After the reading is completed, writing will be used to transform information. Appropriate professional development on writing across the curriculum will be available to teachers.
8What before, after, and summer school reading activities will be utilized, including mentoring and tutoring activities? Include criteria for student eligibility and how these activities will be linked to reading instruction provided during the school day.

Homework and summer reading lists will be utilized to enhance reading. Tutoring sessions either before or after school will be made available as deemed appropriate.
9.1Which assessments are administered to determine reading intervention placement for students with the following needs:
Non-English speaking ELL students?
To differentiate between a student's language proficiency and learning challenges for ELL students, the Brigance Comprehensive Inventory of Basic Skills-Revised will be utilized.
9.2Students with severe speech/auditory impairments?
In accordance with the student's Individual Educational Plan (IEP) appropriate accommodations will be made to administer the same assessments to determine the reading instructional needs for students with severe speech/auditory impairments. Technological devices may be used for administration.
9.3Students with severe vision impairments?
In accordance with the student's Individual Educational Plan (IEP) appropriate accommodations will be made to administer the same assessments to determine the reading instructional needs for students with severe vision impairments. Technological devices may be used for administration to enlarge written text and Braille, as appropriate to the student's needs.
9.4Students in grades 6 and above with no FCAT scores?
The records of students who enroll without the most recent FCAT Reading score will be reviewed. Standardized test scores will be used to determine placement. Students may be assessed with the MAZE instrument which will provide information related to the individual student's instructional needs. The DAR may be administered to provide additional student data.
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 districts create a timeline for school users to enter this information for their school. Districts will be able to review and revise the school based information before submitting Chart I on March 31, 2011. School level users should select all adopted reading instructional materials from the lists provided and add any other materials in the text boxes. Information regarding materials specifically for ESE and ELL students should be listed in the text box labeled ‘Other.’To review and edit all school information for Chart I before submitting, please use the link provided within this section online.
Chart I
(This will open in a new browser)
2.1

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

Describe your 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.


Intervention materials as referenced on Chart I will be employed when a highly structured alternate reading program is required to meet the needs of the learner receiving intensive instruction. The use of such programs will follow the notion of the “least restrictive environment” and will be used sparingly and appropriately based upon diagnostic data in addition to the placement tests that customarily accompany these programs. Individual student data will drive the curriculum design for the Intensive Reading classroom. The use of learning stations will allow students to work independently, cooperatively, and one-on-one or small group with the instructor. A strong emphasis on reader’s choice and interest selection will be used to maintain momentum and progress. Filure Free Reading is the instructinal tool for students who have always scored a Level 1 on FCAT Reading. The Plugged Into Reading and Plugged Into Non-Fiction from Recorded Books will be the core curriculum with additional titles from classroom libraries and novel sets for students who score a Level 1 or Level 2. The use of Reader’s Handbook and Reading Advantage will be used for the foundational elements of reading.
2.2Describe your 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.

All five areas of reading will be addressed through leveled materials and activities that provide additional practice for struggling readers. Critical thinking curriculum will provide students with the skills and strategies applicable in the content areas. The classroom strategies/instruction received is intended to reinforce and extend the interventions used in the CIRP. Individual prescriptive programs will be implemented using Impact, Reader’s Handbook, Reading Advantage, Take Ten Reading, and Soar to Success. Junior Great Books are utilized to fill gaps in student knowledge or skill. Individual school instructional materials are referenced in Chart I.
2.3Describe your educational technology - Educational technology is intended for additional support in reading. Educational technology without a teacher-led instructional component should be listed and described here. Educational technology must supplement and not supplant instruction by a highly qualified instructor. Educational technology that has an instructional component should be listed and described under either Supplemental Intervention Reading Programs or Comprehensive Intervention Reading Programs as applicable.

Educational technology will be used as a means of independent practice with individual feedback. Classroom teacher monitoring of student progression will determine appropriate placement on software programs.
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 text reading efficiency must have an extended block of reading intervention. 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 Level 2 students without decoding issues 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 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. Be sure to address student motivation. 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.
The Response to Intervention problem solving approach will be implemented to determine appropriate reading interventions for student utilizing data from screenings, progress monitoring and diagnostic assessments, in addition to teacher recommendation. On-level language arts courses will emphasize reading comprehension strategies, vocabulary development and the integration of the writing process with reading and the study of literature. Comprehension and vocabulary instruction will be reinforced through the content areas for all subjects and levels.
Intensive reading intervention courses will be provided to all Level 1 students including those 11th and 12th grade students who have not met the FCAT Reading graduation requirement.and 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
• a focus on informational text at a ratio matching FCAT
Students who score at Level 1 or Level 2 and have deficiencies in the areas of decoding and text reading efficiency will have an extended block of reading intervention using one of the following techniques: creating a block of Intensive Reading with a Reading in the Content area course, in which the teacher is appropriately certified; OR with enrollment in an Intensive Language Arts course in addition to an Intensive Reading course.

Students who score a Level 2 and do not have decoding issues will be served in content area classes through a content area reading intervention who has CAR-PD or NG CAR-PD training.
Schools will progress monitor Level 1 and 2 students a minimum of three times per year to include a Baseline, Midyear, and End of the Year Assessment.
5How 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? Include the following: a) how daily independent reading, monitored by the teacher, will be incorporated into all reading classrooms; b) how classroom libraries will be utilized; c) process for leveling books; and d) process for matching students with the appropriate level of text.
A portion of the intensive reading block will be devoted to teacher-monitored independent reading. Rich classroom libraries will be available to students as well as access to the media center. Students will be held accountable for this engaged reading time, which may be done by keeping sustained reading logs or sharing interesting reading experiences.
Students will have opportunities for wide reading experiences in both fiction and nonfiction texts in their individual zones of proximal development with choices of interest, genre, and culture.

Texts will be leveled using normed assessment standards. Additionally, a book’s readability will be based on vocabulary, content and length of passage.

Students will take the FAIR test or another scientifically research-based instrument at the beginning of the school year and will be cognizant of their zones of proximal development.
6How will all content area and elective teachers teach students to think as they read in subject area classrooms and extend and build discussions of text in order to deepen understanding? Include detail regarding how teachers will address the NGSSS in Reading and Language Arts in all content classrooms.
Reading comprehension strategies and vocabulary strategies will be taught in conjunction with instruction in subject areas across the curriculum using adopted text and additional leveled texts that address the content covered in the adopted text. The principal will be responsible for reviewing lesson plans on a weekly or biweekly basis. The principal will conduct weekly walk-through visits to monitor implementation and provide feedback as appropriate. All content area teachers will incorporate reading into subject areas with consideration to the following:

Guided instruction in comprehension strategies which include predicting, clarifying, questioning, and summarizing before, during, and after reading/learning through explicit modeling (Think Alouds), strategies acquired during the content area trainings such as CAR PD, NG CAR PD or other appropriate content area trainings.
Instructional strategies will include:
• rigorous text dependent questions that require students to demonstrate that they follow the details of what is explicitly stated and are able to make valid claims that agree with all the evidence in the text
• building knowledge from multiple sources as well as making connections between texts and learned material, according to the principle that each source be read and understood carefully before moving to additional sources
• requiring students to demonstrate that they follow the details of what is explicitly stated and are able to make non-trivial inferences beyond what is explicitly stated in the text to what logically follows from the evidence in the text
• embedding reading strategies in addition to broader questions and themes in the actual reading of the text rather than being taught as a separate body of material.
7How will writing be incorporated across the curriculum to deepen text comprehension?
While instruction in the writing process itself will occur during the language arts block, writing will be incorporated throughout the reading/instructional process. Prior to reading the text selection or content related text, writing will be used to activate and extend background knowledge. During the act of reading text, writing will be used to increase metacognition. After the reading is completed, writing will be used to transform information. Appropriate professional development on writing across the curriculum will be available to teachers.
8What before, after, and summer school reading activities will be utilized, including mentoring and tutoring activities? Include criteria for student eligibility and how these activities will be linked to reading instruction provided during the school day.

Homework and summer reading lists will be utilized to enhance reading. Tutoring sessions either before or after school will be made available as deemed appropriate.

9.1Which assessments are administered to determine reading intervention placement for students with the following needs:
Non-English speaking ELL students?
To differentiate between a student's language proficiency and learning challenges for ELL students, the Brigance Comprehensive Inventory of Basi Skills-Revised will be utilized.
9.2Students with severe speech/auditory impairments?
In accordance with the student's Individual Educational Plan (IEP) appropriate accomodations will be made to administer the same assessments to determine the reading instructional needs for students with severe speech/auditory impairments. Technological devices may be used for administration.
9.3Students with severe vision impairments?
In accordance with the student's Individual Educational Plan (IEP) appropriate accomodations will be made to administer the same assessments to determine the reading instructional needs for students with severe vision impairments. Technological devices may be used for administration to enlarge written text and Braille, as appropriate to the student's needs.
9.4Students in grades 9 and above with no FCAT scores?
The records of students who enroll without the most recent FCAT Reading score will be reviewed. Standardized test scores will be used to determine placement. Students may be assessed with the MAZE instrument which will provide information related to the individual student's instructional needs. The DAR may be administered to provide additional student data.