2012-13 K-12 Comprehensive Research Based Reading Plans
District: Jefferson

Leadership: District Level
•District Name:Jefferson
•District Contact:Tammy McGriff
•Contact Address:575 South Water St. Monticello, FL 32344
•Contact Email:mcgriff_t@firn.edu
•Contact Telephone:850-342-0100
•Contact Fax:850-342-0108
1What are your measurable district goals for student achievement in reading for the 2012-13 school year as described as a percentage increase from last year’s scores?
Measurable goals in reading for 2011-2012:

A. By June 2013, increase the percent of K-2 students who score proficient in reading (from 63% to 68%) on SAT 10.

B. By June 2013, increase the percent of 3-12 students who move from FCAT Reading Level 1 to Level 2 from 27% to 37%.

D. By June 2013, increase percent of 3-12 students who move from FCAT Reading Level 2 to Level 3 from 35% to 45%.

2How will the district assure that administrators and reading/literacy coaches provide follow up on literacy professional development (Common Core State Standards Implementation, Text Complexity, Comprehension Instructional Sequence) and teaching standards through course descriptions?
The district reading contact requires all principals and reading coaches to attend the Regional Just Read, Florida! Workshops and will ensure that principals/coaches attend any other professional development activities as needed. In the event that a principal is unable to attend required training (Regional Just Read, Florida! Workshops, DOE, PAEC, etc.), the assistant principal will attend. Attendance documentation and written summaries of their participation will be kept on file at the district reading contact office.

Each school leadership team will be required to maintain monthly training schedules of all professional development activities. Documentation of activities will also include copies of presentations, handouts, etc. Attendance records of each activity will be maintained.
3How will the district assure (a) systematic and explicit instruction, based on data, and (b) use of text-based instruction, with an emphasis on complex text?
The district will conduct fidelity checks of the reading instruction being provided in the school through the use of classroom walk-through data gathered through the use of a rubrics system, analysis of student progress by individual classroom– for example, PMRN, quarterly reports by reading coaches of the progress monitoring data by classroom teacher, class schedules, class size enrollment and lesson plan reviews. Reading coaches and principals will monitor implementation of reading programs in the schools. Data from the progress monitoring assessments and classroom walkthroughs will be analyzed on a quarterly basis by school to determine the extent of implementation and to determine the strengths and weaknesses within the reading program district-wide. Thes data will be used as part of the monitoring process to determine the extent of the implementation of the K–12 Reading Plan. These data will be used to support the monthly reviews, help to determine the needs of each school and the extent of those needs, and help to develop an assistance plus plan if needed.

4How will the district assure that schools increase the amount and variety of complex texts used to teach complex comprehension tasks -- in addition to the Comprehensive Core Reading Program (CCRP), Supplemental Intervention Reading Program (SIRP), and Comprehensive Intervention Reading Program (CIRP)?
After fidelity checks are conducted, the district will require documentation of the amount and variety of complex texts used to teach complex comprehension tasks. Supplemental time will be build into the master schedule to ensure opportunities for increased opportunities.
5If additional exposures to complex texts are needed, how will this be addressed?
The district will offer extended day programs to ensure that there is time for the additional exposure to complex texts.
6How will the district support implementation of Next Generation Content Area Reading – Professional Development (NGCAR-PD) and the Comprehension Instructional Sequence (CIS)?
The reading coach for Jefferson County Middle High School will implement NGCARPD training for the 2012-2013 school year for the middle/high school. The district will work with the reading coach to develop a professional development plan for training teachers at the elementary level.
7How 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?
The district will ensure that the reading coach implements monthly focus calendars with benchmarks, including mini lessons and weekly assessments, fluency checks, diagnostic testing, individual collaboration with teachers and the reading leadership team. This implementation facilitation process will identify research based strategies and interventions for teaching reading. Progress will be monitored monthly and action plans will be developed based on the data from fidelity checks, performance evaluations, observation checklist, professional development activities, subgroup data and student performance data. If needed, assistance from DOE, PAEC, NEFEC and FDLRS will be requested.

The district contact meets monthly with the reading coaches and the administrators. Student data is reviewed at that time. The district requires that teachers not making student learning gains attend additional professional development followed by monitoring by the site based administrators and the reading coaches. Teachers not making progress may be moved to other postions or not reappointed.
8How and when will the district provide principals with the information contained in the K-12 Comprehensive Research-Based Reading Plan?
The district reading contact and the reading coaches will participate in the K-12 Comprehensive Research-Based Reading Plan conference calls offered by the Department of Education. Following these conference calls, the coaches will share the information with the principals.

The principals are actively involved in the preparation of the plan and are responsible for its implementation with fidelity at the respective site.
9How will the district ensure the provision of an additional hour of intensive reading instruction beyond the normal school day for each day of the entire school year for students in the 100 lowest-performing elementary schools based on the state reading assessment? If your district does not contain one of these schools, what efforts are being made to provide additional time outside of the school day for reading intervention?
The district will offer extended learning opportunities through afterschool tutoring programs for students.

The district will also extend the school day to ensure an additional hour of intensive reading instruction. The instruction will include direct instruction by highly-qualified teachers, computer-assisted instruction and critical thinking.
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How will the district provide leadership and support in defining the role of the reading coach to school administration, teachers, and reading coaches?

Please create your District Data Driven Reading Coach Process Chart, detailing the way of work for administrators, teachers, and reading coaches in your district. This chart will be uploaded through the online system. You will find a sample in the Appendix.

Please be sure to address: Common Core State Standards Implementation, Text Complexity, Comprehension Instructional Sequence.

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 specified in 1011.62 (9) (c) 3., noting that highly qualified reading coaches specifically support teachers with making instructional decisions based on student data, and improve teacher delivery of effective reading instruction, intervention, and reading in the content areas based on student need.

You will need to save this section using the button below at the bottom of this section before uploading the chart.

Jefferson_DistrictReadingCoachChart_2012.doc,5/4/2012 5:25:32 PM
11What is the total number of reading coaches (funded through any source) that served the district for the 2011-12 school year?
One reading coach served the district during the 2010-2011 school year. When funding through a federal grant became available for an additional reading coach, the district advertised for this position. Although the position vacancy was advertised on an on-going basis, there were no applicants for the position. One reading coach position was funded through the reading plan budget, reading first continuation grant funds and district funds; the second position funding was through Title I School Improvement.
12What is the total estimated number of reading coaches (funded through any source) that will be serving the district for the 2012-13 school year?
Two reading coaches will serve the district for the 2012-2013 school year. One will serve the Elementary School and one will serve the middle/High School and Opportunity School.

13How will the district and schools recruit and retain highly qualified reading teachers and reading coaches?
The district is committed to providing highly qualified reading coaches and reading teachers by offering the following: reading endorsement courses and research based staff development; recruiting through college visits, job fairs; partnering with local colleges in hiring and placing senior interns; advertising for reading teachers and reading coaches at local colleges and the district website; paying signing bonuses in critical areas, encouraging exceptional education teachers to add the reading endorsement to their certificate; and by providing mentoring for new teachers at each school site. The district is exploring the possibity of offering an incentive for teachers to pursue either reading endorsement or certification in reading.
14How will the district determine allocation of reading coaches based on the needs of schools?
The district has determined that each school will be allocated a reading coach based on student enrollment and student achievement as part of the allocation formula. Based on FTE forecasting, the number of students are projected for each school using historical data.
15How will the professional development provided to district supervisors be delivered at the school level?
School level personnel will have access to professional development opportunities through Professional Learning Communities, inservice trainings and modeling by consultants and Reading Coaches.
Leadership: School Level
1How are Reading Leadership Teams used to create capacity of reading knowledge within the school and focus on areas of literacy concern across the school?
Please consider focusing on the following items:
Support for Text Complexity
Support for Instructional Skills to Improve Reading Comprehension
  • Ensuring that text complexity, along with close reading and rereading of texts, is central to lessons.
  • Providing scaffolding that does not preempt or replace text reading by students.
  • Developing and asking text dependent questions from a range of question types.
  • Emphasizing students supporting their answers based upon evidence from the text.
  • Providing extensive research and writing opportunities (claims and evidence).
The Reading Leadership teams are used to create capacity of reading knowledge with the implementation and training on the Common Core Standards and NGCARPD model. The team will play an essential part in fostering a rich, rigorous and relevant literacy environment at the school for all students and staff. Throughout the district, the team will assist the reading coach in building teacher capacity through smal-group professional development and lesson study. Additionally on all levels, the team will facilitate the training of the social studies, science, language arts and technical subject teachers to use complex and close reading based on their content. This process will assist in teaching students to discuss and answer questions based solely on the text. Ultimately, the team will build professional discussions, promote team cohesiveness, collaboration and an environment knowledgable and rich literacy development.

Intevention classrooms will be infused with complex text instructed using the CIS lesson model, close reading, literature circles and socratic seminars as strategies to increase comprehension of complex text. Teachers will be trained on the technique of scaffolding without adding or replacing the original text being used in instruction. With the implementation of NGCARPD and Common Core standards, and AP courses, instruction of text-based questions with evidence from text will be embedded throughout all content areas. Teachers will be provided with additional professional development thoughout the year that assists with building lessons using complex text.

Research opportunities will be accessible in all content areas with the partnership of the media specialist to instruct and assist in the research process. Students will be exposed to making claims and supporting these claims based on evidence from the text with addition of AP courses and use of the SpringBoard Curriculum at the middle/high level.
2How does the reading coach provide the following professional development at the school site?
Professional development in literacy (including text complexity, implementation of the Common Core State Standards in literacy, and the Comprehension Instructional Sequence) for all teachers?
Professional development for reading intervention teachers?
Professional development for guidance counselors, including reading intervention placement?
How is this occurring in schools where no reading coach is available?
The reading coach provides the professional development based on the analysis of the data and then creates a professional development plan for all stakeholders based on their needs. Throughout, the year there will be monthly professional development provided through PLC's involving the categories of sharing new resources, lesson study, modeling effective instruction and introducing research-based strategies. A professional literacy library will also be created for utilization by teachers in classrooms and professional learning communities.

Reading teachers will be provided with modeling of effective strategies in the classroom by the reading coach. In addition, weekly meetings involving the analysis of test data and utilizing the information to assist in effective instructional strategies. Guidance counselors will also be involved in the building of literacy throughout the school since they are an integral part of the education of the students. During the monthly, PLC's the reading coach will provide information for effective strategies for parents to use at home with students in addition to school. The teachers that teach the intervention classes will recieve training on determining the text that is appropriate for students based on text complexity.

Implementation and training of the common core standards in literacy will take place during monthly PLC's and department meetings of all stakeholders involved in the promotion of literacy throughout all content areas. Literacy standards for common core for the social studies, science and technical subjects will be introduced during beginning of the 2012-2013 school year. Full implementation in K-1 will be infused in the 2012-2013 school year. Follow-ups ,additional training and classroom modeling will be conducted by the Reading Leadership Team through-out the year. The training and introduction of the CIS model will take place during the PLC's and department meetings of the social studies, science an english/language arts teachers. Faculty meetings will also be a used to convey information and training on defining the complexity of text used within classrooms to provide further instruction to students.
3How are texts reviewed and selected for complexity? How are ‘stretch texts’ provided in all courses/grades, particularly in reading intervention? Students should have regular access to grade level appropriate text.
With the future implementation of common core standards, the reading curriculum will include suggested exemplary texts from the common core standards. At the elementary level, read aloud will be conducted with the emphasis on vocabulary, syntax and comprehension. Students that are on grade-level or reading above will have the opportunity to access more complex text and students that are below scaffolding will be provided. In the social studies class, teachers will introduce a stretch text within the CIS module that will implemented once each nine weeks in those classes. In addition, teachers will be trained and assisted in analyzing the complexity and appropriateness of certain text that will be used in classrooms before use.

At the middle school level, the Next Generation READ 180 curriculum being used for reading intervention has stretch texts included with the intensity level and lexile of the text. The program provides teacher with guidelines on how to assist students in reading and understanding the text. The program also consists of Ereads that are more rigorous text that are aligned to the topic software. These text are accommodated with a teacher guide that assists the teacher in reading strategies to help students in reading the text. In the high school reading intervention classes students will have the opportunity read leveled books aligned with the content of the EDGE reading stories.

At the middle and high school level, there will be a forty-minute homeroom class, a curriculum will be developed for enrichment reading using the IMPACT high-level reading materials and CIS units. Teachers will introduced and assist students in understanding complex text that are rigourous and challenging.

Text complexity will be determined through the use of qualitative, quanitative evaluation and the matching the reader text. Teacchers will be provided professional development using the dimension charts and administration will conduct walk-throughs for evidence.
4How will the principal increase the amount of time that students read text closely for deep understanding across the school day and outside of school? One goal should be that students are reading one book every two weeks. Include how the principal will increase media center circulation.
The classrooms will be equipped with classroom libraries. Many interactive reading programs will be accessible for student use on the computer. Other reading programs may be purchased to increase reading vocabulary and fluency. All students will have the opportunity for additional support through the use of other materials and programs designed to increase reading growth. These materials and programs will be used under the direction of a highly qualified instructor to supplement instruction. Materials and programs available for use include Accelerated Reader, Action 100, FCAT Explorer, Achieve3000, and Successmaker. The Accelerated Reading Program will introduced to grades K-12, however it will fully implemented throughout the K-8 with fidelity. Students will be required to reach a certain goal of AR point accumulation by the end of each nine weeks. Twenty to forty percent of reading instruction will be alloted for close and meticulous reading of informational text.

At the middle and high school levels, homeroom consists of forty-minutes that will be used for enrichment reading of high-interests articles and non-fiction texts. The activities will be provided by the reading coach and aligned to the NGCARPD CIS model. Teachers will infuse the annotation and discussion of text through close reading strategies. Students will have the opportunity to participate in literature circles and socratic seminars, which are proven research-based stratgies. For the juniors and seniors, they will participate in a forty-minute block of college ready reading that will assist in preparing students for text aligned to college standards.

Within the ELA/Reading classes, teachers will read and discuss a novel with students each nine weeks and complete a culminating project after the end of each reading. The novel chosen will be centered around certain themes for each grade, allowing the inclusion of nonfiction articles related to the theme.

Principals will ensure time is provided throughout the school day for close analysis of text by partnering with the Reading Leadership Team to develop school-wide reading intiatives which motivate and create an envrionment conducive to the thriving of literacy. Such activities will include but are not limited to monthly book talks aired on the Morning News Show, book fairs, book readathons, family reading night, guest readers and poetry slams. The principal will work with the media center to ensure students have appropriate materials to read according to interests.
5How will school level leadership ensure that intensive reading instruction meets the following characteristics outlined in Section 1011.62(1)(f), Florida Statutes?
The school Literacy Team will ensure that intensive reading instruction meets all guideliness by establishing the following goals: improve all levels of reading proficiency and accelerate struggling readers' development in reading. The Leadership Team will provide professional development opportunities throughout the year and conduct walk-throughs to ensure that explict and systematic instruction in the five components of reading are evident. In addition, the team will look for guided practice, scaffolding with gradual realease and integration of content specific text reading, discussion and writing. The coaching cyle will be implemented based upon deficiency in these areas observed through walk-through.
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 2012-2013 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 Next Generation Content Area Reading Professional Development (NGCAR-PD) or CAR-PD in at least one school?
Jefferson County Middle/High School reading coach will train the social studies teachers in the NGCARPD module and assist in the completion of the practicum by the end of the 2012-2013 school year. The CTE teachers will attend CATER training this summer through the Department of Education and will complete the practicum by the end of the 2012-2013 school year.
3Does your district offer Reading Endorsement for ESOL (REESOL)?
Not offered in the district and is not available in the area.
4Does your district conduct transcript reviews of college coursework for application towards the District Add-On Reading Endorsement?
The District Human Resources office reviews transcripts of college coursework to assist teachers with the District Add-On Reading Endorsement.
5Please list and describe the professional development teachers will receive to ensure text based content area instruction in English/Language Arts, History/Social Studies, Science, and Technical Subjects.
Reading is a way to gain exposure to and develop tentative understandings of content. Therefore, teachers also need exposure and assistance in planning a curriculum that will allow students multiple opportunities to practice text-based content area reading. Teachers will first recieve professional development understanding the specific reading and learning demands that are essential to their content and utilization of research-based strategies. Content area teachers will participate and complete a cycle in the Lesson Study process during the 2012-2013 school year. Additional Professional Development will include close reading, analysis based on text and writing in response to literature.

English/Language Arts will recieve common core professional development during the school year. Teachers who are not reading endorsed or redeading certified will also recieve NGCARPD training during the 2012-2013 school year.

Social Studies and Science teachers will recieve NGCARPD training throughout the 2012-2013 school year. In addition, the literacy strands of the common core curriculum will be introduced during PLC's and implemented in the classroom.

Technical Subject teachers will attend the CATER training this summer and with the assistance of the reading coach complete the
practicum during the 2012-2013 school year.

6Do the Reading Endorsement courses your district provides align with the 2011 Reading Endorsement competencies and indicators? If not, please describe your timeline to offer courses aligned to the new endorsement. State Board Rule 6A-4.0163 reflects that implementation should occur beginning in August 2012.
Currently, there are no reading endorsement courses provided in the district. The District Leadership Team is actively seeking strategies to provide reading endorsement courses through the district. Strategies currently being investigated includes partnerships with colleges and universities to offer courses to teachers. Federal entitlement grants, to be submitted in June 2012, will include funding for reading endorsement courses for teachers assigned to low performing schools.
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. 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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2.1Describe all research-based instructional materials used to provide reading instruction during the school day. Include a description of how they will be integrated into the overall instructional design.
List your Comprehensive Core Reading Programs (CCRP.) Comprehensive Core Reading Programs are the instructional tools used to provide high quality instruction in K-5 classrooms. Describe how teachers will align instruction in K-2 to meet the Common Core State Standards for English Language Arts.

All teachers will use Harcourt Storytown as the core reading program adopted by the school district for Jefferson Elementary School. Harcourt Storytown provides systematic, explicit instruction and appropriate practice in the five critical elements of reading growth for grades K – 5. Harcourt Storytown meets the reading needs of our kindergarten – fifth grade students at Jefferson Elementary School. The program uses whole group and small group instruction during the 90 minutes of uninterrupted reading instruction each day. The program allows for flexible grouping to meet the needs of all students. Harcourt Storytown incorporates research-based direct instruction in the key areas of reading (phonemic awareness, phonics, fluency, vocabulary, and text comprehension.) The comprehensive teacher edition supports teachers in implementing the program. The guides include instruction in phonemic awareness, phonics, high-frequency words, robust vocabulary, comprehension, word building, word blending, writing, and activities for listening, speaking, and language development. The lesson planner guides teachers in planning teacher-led lessons for small groups, whole-group and small group instruction with on-level, below-level, advanced-level, and English Language Learners texts along with full teaching guides, activities and audio CD's. Teachers can gain access to online material and workbook activities at Think Central.com.

Florida Ready Reading books are used in grades 3-5 as a supplement to reinforce skills taught in Harcourt Storytown. FL. Ready books are designed as practice for the items listed in the NGSSS specifications. These books have a gradual release using the I-do (introduction), We-do (guided practice), You-do (individual practice).

K-2 will align instruction to meet the CCS by increasing the complexity of books used for daily read-alouds. Read-alouds will increase vocabulary and knowledge. An equal amount of literature and informational text, including history/social studies, science, and technical texts will be used. Scaffolded will be given as needed. Teachers will focus on genre study and wide reading both in whole group and small group instruction. Exemplar lessons will be utilized. Students will be given opportunities to discuss and write during and after reading. Research and writing projects that require students to recall and gather information will be performed.
2.2How will your district assure that the offerings in addition to your CCRP(s), Supplemental Intervention Reading Program(s), and Comprehensive Intervention Reading Program(s) introduce and increase the amount of complex text provided for your students? If additional exposure to complex text is needed, how will this be addressed?
The district will assure that complex text is introduced and utilized by conducting professional development on the characteristics and indicators of complex text. Teachers, with the assistance of the reading coach, will create text sets with varying degrees of complexity incorporating qualitative, quanitative, and reader and task considerations to meet the needs of all students. Complex text will support text in Harcourt Storytown offering a wide range of reading.

2.3Describe all research based materials used to provide reading intervention during the one hour extended day. Explain how intervention in extended day will align with reading instruction provided during the school day.

The Florida Coach series will be used to provide reading intervention during the one hour extended day program. The Coach book will align with reading instruction by extending on skills previous learned during the school day. In addition, SRA Early Interventions in reading will be used to meet student needs.
3Schools must diagnose specific reading difficulties of students who do not meet specific levels of reading performance as determined by the district school board 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.

You will need to save this section using the button below at the bottom of this section before uploading the chart.

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

Create an Assessment/Curriculum Decision Tree (Chart D2) to demonstrate how assessment data from progress monitoring and other forms of assessment will be used to determine specific reading instructional needs and interventions for students in grades 3-5(6).

The chart must include:

  • Name of assessment(s)
  • Targeted audience
  • Performance benchmark used for decision-making
  • Assessment/curriculum connection
  • An explanation of how instruction will be modified for students who have not responded to a specific reading intervention 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.

You will need to save this section using the button below at the bottom of this section before uploading the chart.

Chart D2 - Elementary Assessment Curriculum Decision Tree
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5How will the district assure that all elementary schools have an uninterrupted 90 minute reading block for core reading instruction, and, as needed, additional time for immediate intensive intervention (iii)? Describe how language arts instruction builds from reading instruction to align with the Common Core State Standards for Writing.

The district will assure that JES has an uninterruped 90 minute reading block for core reading instruction along with additional time for immediate intensive intervention, by requiring master schedules as evidence of the forementioned items. They will also conduct unannounced walkthroughs to observe this taking place. Language arts instruction will align with writing by requiring teachers to have students respond to literature based on reading instruction on a daily basis, placing emphasis on argument, explanatory writing, and research.
6How 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 at Jefferson Elementary School in grades K–5 have a daily 90 minute, uninterrupted reading block. The CCRP is a research-based developmental reading and language arts program that has its foundation in high-quality children's literature, as well as informational text. Students are also exposed to a variety of genres. The series reflects current, confirmed research and prioritizes and sequences essential skills and strategies into clear, organized instruction. StoryTown emphasizes explicit, systematic instruction in phonics, vocabulary, fluency, comprehension, and writing. Whole group instruction focuses on standards and close and careful reading. Teacher modeling of instructional strategies in comprehension, vocabulary, oral language, phonemic awareness, phonics, and fluency, will be conducted. The CCRP provides below-level, on-level, and advanced options with each lesson that can be used to differentiate instruction for learners. Teachers will use data to continuously drive their instruction and reorganize student groupings. Using the data from FAIR, FCAT, Stanford 10, district reading benchmark tests and on-going progress monitoring the students will be grouped for small group instruction according to their specific area of need.
7How will students targeted for immediate intensive intervention receive services? In K-2, students in need of an intensive reading intervention should be part of the instructional core program for activities such as a read aloud, think aloud, comprehension strategy instruction, and oral language/vocabulary instruction. In small group teacher directed instruction immediate intensive intervention (iii) should be provided on a daily basis to children as determined by progress monitoring and other forms of assessment. As an extension of the ninety (90) minute reading block, instruction in a smaller group size should focus on generalizing the newly acquired reading skills to progressively more complex text.
Students at JES will be identified from various assessment data including, Harcourt Storytown benchmark tests, FAIR, and district benchmark tests. Students targeted for immediate intensive intervention will receive daily intervention from the classroom teacher during differentiated small group instruction during the 90 minute reading block. Students in need of iii will receive additional instruction daily for 20-30 minutes outside of the reading block. Instruction will come from the Harcourt Storytown Intervention Program, with activities such as read alouds, think alouds through modeling, comprehension strategies, and oral language/vocabulary instruction, along with activities provided from the FCRR website. District created items using Webb's Depth of knowledge will be administered in a small group setting of 4-6 students as well. If the diagnostic assessment indicates that students are struggling in the areas of phonemic awareness and phonics, they may be given instruction using the Harcourt Intervention program or SRA Mastery program to provide intensive instruction for students in need of Teir II and Teir III interventions. Teachers will utilize Action 100, an extended 30 minute reading period, as time to work with targeted students as well. Students who need iii are also given the opportunity to attend the 21stCCLC after school and FCAT Friday Frenzy for tutoring, direct instruction, and computer assisted instruction on specific skill areas.



8How 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.
The Harcourt Storytown program integrates authentic literature and nonfiction text into the whole group instruction portion of the lesson. All children benefit from this instruction. It also includes leveled readers which align with the content of the text. Classroom libraries leveled quantitatively, by genre, or by interest, focus on content-area reading and various themes. The books in the classroom libraries, along with text sets, can be used for extension of concepts covered in the CCRP. Classroom libraries at multiple readability levels are available for student access during the center portion of the 90 minute block and throughout the day. Students have an opportunity to apply high order thinking skills to extend on skills taught through the core program. They offer nonfiction connections for literature presented in the CCRP as well as a variety of topics to encourage and engage student interest. Teachers guide students to select text at an appropriate reading and interest level for that student.

Action 100 books are a variety of leveled fiction and nonfiction selections. Action 100 increases students love of reading, allowing them to choose books on their level that interest them. Action 100 has an established means for determining student levels. Independant reading increases vocabulary, fluency, and comprehension.
9How 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.
Classroom teachers will use the reading strategies, along with graphic organizers, taught in Harcourt Storytown to ensure reading comprehension in the content areas. Questioning, along with vocabulary found in the NGSSS specifications will be used when teaching social studies and science. Close reading and think alouds, will be incorporated with informational text. Frontloading with gradual release, will be done to prepare students to understand the purpose, procedures, routines and process tools necessary to the understanding of the text. Reading strategies will be embedded in the actual reading of the text. Students will have opportunity to work independantly analyzing text, but also provided time for discussion. Content specific vocabulary, along with academic vocabulary will be taught explicitly, along with word study activities. Writing and evaluating text, based on evidence from the text will be done. The reading coach will provide modeling, resources and assistance for teachers in the use of text specific questions and tasks that reinforce focus on the text and cultivate independence. A significant portion of the time spent with each text will provide opportunities for student independent work within and outside of class analyzing the text. In addition, small group instruction will be provided.

10How will writing to a source to strengthen reading comprehension be incorporated into the 90 minute reading block to deepen text comprehension?
Writing is incorporated into the reading block as an aid in comprehension of reading passages. Students will be required to use higher order thinking skills, and robust vocabulary when writing arguments/opinions, using valid evidence to support reasoning. Research with information from multiple sources will be used to assess accuracy of text. Students will have an opportunity to respond to what they are reading, to present a question, to summarize, make predictions, connections, compare, clarify, or extend learning. Reading response journals will be used during literacy centers to respond to literature.

11

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 30, 2012 for the Just Read, Florida! Office to review and provide feedback by April 9, 2012. 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/.) Florida Statute 1011.62 has been revised to recommend Summer Reading Camps for K-2 and 4-5 students. Please also address any plans to offer Summer Reading Camps to this extended group of students.


In addition to the Third Grade Summer Reading Camp, elementary students are offered the opportunity to enroll in the 21st CCLC program that is run in partnership between Tallahassee Community College and Jefferson County Schools. The 21st CCLC runs an after-school program, FCAT Friday Frenzy, and summer program. The academic components of this program focus on reading, math, writing, and science, motivating students and preparing them for Stanford 10 and FCAT tests. The 21stCCLC programs are open to all students, regardless of reading level, for enrollment. Students already proficient in reading receive reading enrichment activities while level 1 & 2 students receive specific skill building intervention activities. Jefferson County Schools Title programs provide the academic teachers for the FCAT Friday Frenzy and summer programs, hiring from within the JES teachers for instruction in reading, math, writing, and science. Teachers align the curriculum with reading instruction provided during the school day, using the school focus calendar. A seven weeks summer school program is implemented to meet the specific academic needs of enrolled students, using SuccessMaker computer software to supplement instruction.

Throughout the school year, parents are encouraged to enroll their students (if eligible for FRPL program) in Supplemental Educational Services (SES). Teachers are also encouraged to talk to parents about the availability of SES at any time the student shows a need for additional tutoring. SES enrollment is open throughout the school year or until funding is no longer available. Once available funding is encumbered, new students are placed on a waiting list until funding becomes available. Waiting list students are prioritized based on greatest needs in the area of reading: (Level 1, then Level 2) on FCAT and/or other progress monitoring assessment data.
12Please list the qualifications for reading intervention teachers in elementary schools, summer reading camps, and one hour extended day programs.
Teachers chosen to teach reading intervention, summer reading camp, and extended day programs are required to be highly qualified. They must have proven success in the classroom according to student achievement data.
13.1Alternate assessment used for promotion of third grade students scoring Level 1 on FCAT Reading?

FAIR and student portfolios are used for promotion of third grade students scoring Level 1 on FCAT Reading. SAT 10 determines promotion from Summer reading camp.
13.2Which assessments are administered to determine reading instructional needs for the following students:
Non-English speaking ELL students?
IDEA Proficiency Test (IPT) data will be used to determine reading instructional needs for Non-English speaking ELL students. When applicable, approved assessment accommodations will be available for students.


13.3Students with severe speech/auditory impairments?
FAIR Assessment and the Gray Oral Reading Test, will be used to determine reading instructional needs for students with severe auditory impairments. The Goldman-Fristoe Test of Articulation can also be used. When applicable, approved assessment accommodations will be available for students.

13.4Students with severe vision impairments?
The Jerry Johns Basic Reading Inventory is administered to determine reading intervention placement for students with severe vision impairments. When applicable, approved assessment accommodations will be available for students.

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. 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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2.1The goal of a middle grades 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 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).

Is a middle grades reading course required for students scoring Level 3 and above on FCAT Reading? If so, for which students is this required?


N/A
2.2How will your district assure that the offerings in your SIRP(s), and CIRP(s) introduce and increase the amount of complex text provided for your students in order to learn how to extract and use information from increasingly complex text? If additional exposure to complex text is needed, how will this be addressed?

The district will send the academic coaches and the assistant principal to a Common Core training during the summer to prepare teachers for the introduction of complex text. The reading coach will train teachers in the understanding and identifying of complex text to align with curriculum. Teachers will be required to utilize the teaching of stretch text through close reading, analysis and annotation of text to allow students interaction between reader and text. Students will recieve exposure of complex text through the social studies and science classes that will be involved in NGCARPD. Technical subjects will offer exposure based on the CATER training and implementation within those classrooms. Continuous progress monitoring and follow-up professional development will be conducted throughout the year based upon classroom observation and student needs.
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. A middle grades student who scores at Level 1 or Level 2 on FCAT Reading but who did not score below Level 3 in the previous 3 years may be granted a 1-year exemption from the reading remediation requirement; however, the student must have an approved academic improvement plan already in place, signed by the appropriate school staff and the student's parent, for the year for which the exemption is granted.

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 text reading efficiency must have extended time for reading intervention. This extended time may include, but is not limited to, students reading on a regular basis before and after school with teacher support, or for students two or more years below grade level a double block of reading to accelerate foundational reading skills and to apply them as they relate to increasingly complex text.

This intervention course should include on a daily basis:

  • whole group explicit and systematic 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 increasingly complex literary and informational texts (exposition, argumentation/persuasive, functional/procedural documents, etc.) at a ratio matching FCAT 2.0 Item Specifications.

Districts may serve students scoring at Level 2 on FCAT Reading who are not in need of decoding or text reading efficiency instruction 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) package, the 90 hour Next Generation Content Area Reading-Professional Development (NGCAR-PD) package, or the Reading Endorsement. 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 and systematic 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 increasingly complex literary and informational texts (exposition, argumentation/persuasive, functional/procedural documents, etc.) at a ratio matching FCAT 2.0 Item Specifications.

Schools must progress monitor students scoring at Level 1 and 2 on FCAT Reading 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 provided 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 to be certain that students are sufficiently challenged but not frustrated in relating to text of varying complexity. It is recommended that districts implement a placement process that includes:

  • Consideration of historical data including prior FCAT scores: – Has the student ever scored at Level 3 or above during previous school years?
  • Asking students to read: – Does the teacher asks the student to read a grade level passage silently and then read it aloud? – Does the student mispronounce only those words that are unfamiliar and not significant to comprehension of the text?
  • Asking questions: – Does the teacher asks the student to answer several comprehension questions? – Does the student answer all or most correctly? If a student has at some time in their school career scored at Level 3 or above, can accurately read a grade level passage, and answers most comprehension questions correctly, the teacher should provide instruction that is sufficiently challenging to this student. If a student has always scored at Level 1 or Level 2, cannot accurately read a grade level passage aloud and/or cannot answer comprehension questions correctly, the teacher should deliver explicit instruction and systematic student practice opportunities in order to accelerate decoding, fluency, vocabulary, and comprehension development.
Data Examples include data from screenings, progress monitoring and diagnostic assessments already in use in the district, as well as teacher recommendation should be considered. New research suggests that fluency is not a strong predictor of a student’s ability to comprehend text in middle grades and high school. Therefore, caution is suggested in using fluency data for placement in reading intervention in the upper grades.

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

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.

* District contacts will create and upload Chart G using the link found within this section online. A sample for Chart G (Assessment/Curriculum Decision Tree) can be found 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.

You will need to save this section using the button below at the bottom of this section before uploading the chart.

Chart G - Middle School Assessment Curriculum Decision Tree
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4How will the district ensure extended intervention time is provided for students in need of decoding and text reading efficiency at the middle school level?
The district will ensure that intervention is provided for students that need decoding and text reading efficiency by implementing the decision tree for placement guides. If a student demonstrates a need in the area of text efficiency and decoding based on FAIR results and is reading three years or further below grade level, the students will recieve extending reading intervention time. The Reading Leadership Team will also review students FCAT scores from the past three years, to ensure students are placed in the appropriate reading intervention classes. In addditiion, there will be a forty minute block at the beginning of school for students that need intervention in reading.

Progress monitoring will be done on a continuous basis for all reading classes to ensure students needs are being met. Master schedules of disfluent students will be meitculously monitored to ensure implementation and needs are being met. Middle School students that Level 1 and Level 2 will be provided with an intensive reading block and an additional forty-minute block which equates to ninety minutes. Additionally, reading instruction will be provided through content area classes where teachers will utilize content area reading stratgies. This will be documented through the master schedule submission, professional development logs and regularly scheduled classroom visits by teh administration.



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) the process for leveling books; and d) the process for matching students with the appropriate level of text.
Each classroom contains a reading library of assorted styles, levels, interests and genres. There is communication between teachers that helps them correlate reading topics to what is being studied in the content area classes as well. All classrooms utilize the school library as a ready resource for materials. All books are AR books and lexile-leveled accordingly. All teachers, will be required to intergrate one AR book per quarter into their curriculum, per instructional focus calendar schedule. Daily independent reading will take place during homeroom and/or differentiated instruction grouped time.

The media specialist will promote reading intitiatives to increase use of the media center and Accelerated Reader. Within the media center, all books are leveled by lexile and grade for students. Teachers will schedule regular classroom visits to the media center and partner with the media specialist to create lessons. All language arts teachers will give students a reading interest survey to share with other teachers in various content areas. Students in the READ 180 classrooms will take the Scholastic Reading Inventory (SRI) survey, students will receive a suggested reading list that can be checked out through the media center. Addditionally, the Reading Leadership Team will continuously provide support and resources to support content area teachers in building classroom libraries and increasing non-fiction used in the classroom instruction.

Content area teachers being trained in the CIS model will conduct a lesson based on a nonfiction text at least three times a year, which will expose students to nonfiction text. Students will be required to generate text-based questions, write text-based responses, and write argumentative analysis essays based on text. All teachers will recieve training on determining the appropriate text for students through the qualitative and quantitative analysis of text.
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? Describe how teachers are implementing text based content area instruction in:
  • English/Language Arts
  • History/Social Studies
  • Science
  • Technical Subjects
All teachers will be NGCARPD trained and will begin using the high quality text dependent questions and task strategies as learned through this training. It is a high priority that students can read closely and gain knowledge from text. The Common Core Literacy strands will be implemented with the technocal subjects, social studies and science courses which will assist in text based content area instruction.

A. A significant percentage of questions/tasks will be text dependent. Aligned curriculum materials will include rigorous text dependent questions that require students to demonstrate that they follow the details of what is explicitly stated but also are able to make valid claims that square with all the evidence in the text. Text dependent questions will only be answered by careful scrutiny of the text, and specifically by referring to evidence from the text itself to support the response. Information or evidence from outside the text or texts will not be required. Between 80-90% of the aligned curriculum materials will have text dependent questions. These can and should be applied to 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.

B. The use of textual evidence, including supporting logical inferences from the text, will be required for questions and tasks. Students will become more adept at drawing evidence from the text by being required to explain that evidence orally and in writing. Aligned curriculum materials will include explicit models of high quality evidence-based answers to questions—samples of proficient student responses—about specific texts from each grade. Questions will require 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. Evidence will play a similarly crucial role in student writing, speaking and listening; an increasing command of evidence in texts is essential to making progress in reading as well as the other literacy strands.

C. Careful comprehension of the text will be demonstrated before asking for further connections, evaluation, or interpretation. Students will demonstrate a careful understanding of what they read before engaging their opinions, appraisals, or interpretations. Aligned instruction will therefore require students to demonstrate that they have followed the details and logic of an author’s argument before they are asked to evaluate the thesis or compare the thesis to others. When engaging in critique, instruction will require students to return to the text to check the quality and accuracy of their evaluations and interpretations. Students can and should make connections between texts, but this activity must not supersede the close examination of each specific text.

Rather than emphasizing more general strategies and questions, text specific questions and tasks that reinforce focus on the text and cultivate independence will be used.

Practices or strategies that may deprive students of the rich discoveries and intellectual joy of encountering the way an author sets the agenda and unfolds ideas as well as details, will be embedded in the actual reading of the text rather than be taught separate body of materials. Socratic seminars which assist students in achieving a deeper understanding about the values and and ideas in a text will be included in instruction. Participants systematically question and examine issues and principles related to a particular content, and articulate different points-of-view, which requires students to refer to the text.




7How will writing be incorporated across the curriculum to deepen text to comprehension?
In order to build and maintain a strong literacy program, writing will be incorporated throughout the reading/instructional process across the curriculum before, during and after all reading and content area classes. Professional Development for these activities will be provided by the Reading Coach and Just Read Florida consultants. Writing is used to activate and extend background knowledge, increase metacognition during the act of reading text, and to transform information after the reading. Students will be expected to write short answer and extended response answers in all classes. The school-wide Writes on Request Program will involve participation by all teachers and students. Students will write in response to an expository, or persuasive prompt once a month. Papers will be scored by trained scorers and returned to teachers to review with students. Teachers will use the results of the scores to provide mini-lessons to students based on skills needed to improve writing.

With the transition to the FCAT Writing 2.0, teachers will embed writing in reponse to a particular text across all content areas. Students will have opportunities to respond and create an analysis of particular components of a text. In content areas, writing will be infused through the use of quickwrites, journals, written explanations and argmentative papers. All teachers will be taught to look for particular writing devices and techniques in their students’ writing and assist students in improving those skills.

The ELA classes will be required to maintain a reader response journal, where students respond on a daily basis to a piece of literature, quotes, short video clips or art. Social Studies teachers will implement quick writes and reader response essays based on historical documents. Within the math class, students will be required to write explanation of how to solve a particular math problem or explain a skill. All content areas will infure writing, into instruction to increase student writing skills and prepare them for college and the workforce.
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.

The 21st CCLC program, in a partnership between TCC and Jefferson County Schools, provides supplemental academic programs for students after school and during the summer with the focus on reading and reading the content areas. Accelerated Reader Program, STAR, FCAT Explorer, Achieve 3000, and SuccessMaker, along with selected novels and high-interest reading materials, are programs that will be utilized. Teachers that do not work in the program with communicate with staff to determine the needs of students attending the program. In addition, the reading coach will provide the after school program with the focus calendar which informs staff on the focus instruction for the month.
9.1Which assessments are administered to determine reading intervention placement for students with the following needs:
Non-English speaking ELL students?
The IDEA Proficiency Test is administered to determine reading intervention placement for Non-English speaking ELL students.
9.2Students with severe speech/auditory impairments?
Students with severe speech/auditory impairments have evaluations to determine eligibility for ESE. The same assessments that are administered to regular ed students will be used with modifications or accommodations depending on the student's disability. The FAIR assessment will be used and the accommodations will be followed as stated in the assessment manual. Evaluation instruments may include: Comprehensive Receptive and Expressive Vocabulary (CREVT), Oral and Written Language Scales (OWLS), Peabody Picture Vocabulary Test Third Edition (PPVT-3), Receptive One Word Picture Vocabulary Test-2000 edition (ROWPVT), Test of Pragmatic Language (TOPL), Comprehensive Test of Phonological Processing (CTOPP), Autoskill Academy of Reading Placement.
9.3Students with severe vision impairments?
The Jerry Johns Basic Reading Inventory is administered to determine reading intervention placement for students with severe vision impairments.
9.4Students in grades 6 and above with no FCAT scores?
FAIR data, along with district pre-test and STAR data, will be used to determine reading intervention placement for students in grades 6 and above when they have no FCAT 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. 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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2How will your district assure that the offerings in your SIRP(s), and CIRP(s) introduce and increase the amount of complex text provided for your students? If additional exposure to complex text is needed, how will this be addressed?

The district will send the academic coaches and the assistant principal to a Common Core training during the summer to prepare teachers for the introduction of complex text. The reading coach will train teachers in the understanding and identifying of complex text to align with curriculum. Teachers will be required to utilize the teaching of stretch text through close reading, analysis and annotation of text to allow students interaction between reader and text. Students will receive exposure of complex text through the social studies and science classes that will be involved in NGCARPD. Technical subjects will offer exposure based on the CATER training and implementation within those classrooms.
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. A high school student who scores at Level 1 or Level 2 on FCAT Reading but who did not score below Level 3 in the previous 3 years may be granted a 1-year exemption from the reading remediation requirement; however, the student must have an approved academic improvement plan already in place, signed by the appropriate school staff and the student's parent, for the year for which the exemption is granted.

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 text reading efficiency must have extended time for reading intervention. This extended time may include, but is not limited to, students reading on a regular basis before and after school with teacher support, or for students two or more years below grade level a double block of reading to accelerate foundational reading skills. 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 students scoring at Level 2 on FCAT Reading who are not in need of decoding or text reading efficiency instruction 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) package, the 90 hour Next Generation Content Area Reading-Professional Development (NGCAR-PD) package, or the Reading Endorsement. 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 students scoring at Level 1 and 2 on FCAT Reading 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. New research suggests that fluency is not a strong predictor of a student’s ability to comprehend text in middle grades and high school. Therefore, caution is suggested in using fluency data for placement in reading intervention in the upper grades.

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.

You will need to save this section using the button below at the bottom of this section before uploading the chart.

Chart J - High School Assessment Curriculum Decision Tree
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4Describe 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 12th grade students who have met the graduation requirement through an FCAT Reading score of 1926-2067 (Level 2) or through the use of concordant scores. Keep 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 reading instruction before or after school.
Placement in Intensive Reading Classes will be based on the data from the 2011-2012 FCAT Reading. Students will take the PERT test which will determine if students will be provided with an extended time for reading provided during a forty-minute block. Students who score a Level 1 will receive 90 minutes of reading instruction. Retake students will also be assigned to an reading intervention class to prepare them to master standardized testing and prepare for college. If a retake student passes FCAT, ACT, or SAT, the student will be placed in a College Reading Readiness class.

Placement in READ 180 at the 11th and 12th grade levels is only for those students with severe phonemic awaremess and decoding deficits that impact all areas of reading. 11th and 12th garde students that have not passed the FCAT must be placed in a reading class for College Readiness. For 11th and 12th graders who have met the graduation requirement, NGCARPD or CAR-PD classes are provided which include content area reading strategies. Teachers model the thinking required to analyze question stems and determine appropriate responses. These courses include on a daily basis: whole group explicit instruction, small group differentiated instruction, independent reading practice monitored by the teacher, and the infusion of NGSSS benchmarks.

Students scoring at Levels 1 and Level 2 on FCAT, including 11th and 12th graders taking Re-takes, are monitored using FAIR and district testing. Students who score in the high-risk range as determined by FAIR and district tests may be identified for Tier 2 and possibly Tier 3 intervention. These students will receive small group differentiated instruction during pull-outs at least two times per week. Mini-assessments will take place after each two weeks of instruction, with non-mastery students receiving Tier 3 intervention.

5How will the district ensure extended intervention time is provided for students in need of decoding and text reading efficiency at the high school level?

The district will ensure that intervention is provided for students that need decoding and text reading efficiency by implementing the decision tree for placement guides. If a student demonstrates a need in the area of text efficiency and decoding based on FAIR results and is reading three years or further below grade level, the students will receive extending reading intervention time. The Reading Leadership Team will also review students FCAT scores from the past three years, to ensure students are placed in the appropriate reading intervention classes. In addditiion, there will be a forty minute block at the beginning of school that students that need intervention in reading can be scheduled in for assistance. Progress monitoring will be done on a continuous basis for all reading classes to ensure students needs are being met.


6How 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) the process for leveling books; and d) the process for matching students with the appropriate level of text.
Each classroom contains a reading library of assorted styles, levels, interests and genres. There is communication between teachers that helps them correlate reading topics to what is being studied in the content area classes as well. All classrooms utilize the school library as a ready resource for materials. All books are AR books and lexile-leveled accordingly. All teachers will be required to integrate one AR book per quarter into their curriculum, per instructional focus calendar schedule. Daily independent reading will take place during homeroom and/or differentiated instruction grouped time.

The online reading program Achieve 3000 will administer a pretest, the test will level the reading passages that the students will recieve throughout the year based on their needs. As students progress, the text level will increase as the students increases reading comprehension. In addition, the National Geographic reading intervention series that will be used includes leveled books based on lexile scores. Teachers will use the lexile scores form FAIR testing to match students with the appropriate text from the series. The media specialist will also conduct STAR testing, to insure students are choosing books based on their level form the media centers collection of books that leveled based on lexile.

In addition, the reading teachers will meet to determine and discuss books that are not leveled before inclduing the books into instruction.
7How will all content area and elective teachers (a) teach students to think as they read in subject area classrooms and (b) extend and build discussions of text in order to deepen understanding? Describe how teachers are implementing text based content area instruction in:
  • English/Language Arts
  • History/Social Studies
  • Science
  • Technical Subjects
All teachers will be NGCARPD trained and will begin using the high quality text dependent questions and task strategies as learned through this training. It is a high priority that students can read closely and gain knowledge from text. The Common COre Literacy strands will be implemented with the technocal subjects, social studies and science courses which will assist in text based content area instruction


A. A significant percentage of questions/tasks will be text dependent. Aligned curriculum materials will include rigorous text dependent questions that require students to demonstrate that they follow the details of what is explicitly stated but also are able to make valid claims that square with all the evidence in the text. Text dependent questions will only be answered by careful scrutiny of the text, and specifically by referring to evidence from the text itself to support the response. Information or evidence from outside the text or texts will not be required. Between 80-90% of the aligned curriculum materials will have text dependent questions. These can and should be applied to 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.

B. The use of textual evidence, including supporting logical inferences from the text, will be required for questions and tasks. Students will become more adept at drawing evidence from the text by being required to explain that evidence orally and in writing. Aligned curriculum materials will include explicit models of high quality evidence-based answers to questions—samples of proficient student responses—about specific texts from each grade. Questions will require 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. Evidence will play a similarly crucial role in student writing, speaking and listening; an increasing command of evidence in texts is essential to making progress in reading as well as the other literacy strands.

C. Careful comprehension of the text will be demonstrated before asking for further connections, evaluation, or interpretation. Students will demonstrate a careful understanding of what they read before engaging their opinions, appraisals, or interpretations. Aligned instruction will therefore require students to demonstrate that they have followed the details and logic of an author’s argument before they are asked to evaluate the thesis or compare the thesis to others. When engaging in critique, instruction will require students to return to the text to check the quality and accuracy of their evaluations and interpretations. Students can and should make connections between texts, but this activity must not supersede the close examination of each specific text.

Rather than emphasizing more general strategies and questions, text specific questions and tasks that reinforce focus on the text and cultivate independence will be used.

Practices or strategies that may deprive students of the rich discoveries and intellectual joy of encountering the way an author sets the agenda and unfolds ideas as well as details, will be embedded in the actual reading of the text rather than be taught separate body of materials.
8How will writing be incorporated across the curriculum to deepen text comprehension?
In order to build and maintain a strong literacy program, writing will be incorporated throughout the reading/instructional process across the curriculum before, during and after all reading and content area classes. Professional Development for these activities will be provided by the Reading Coach and Just Read Florida consultants. Writing is used to activate and extend background knowledge, increase metacognition during the act of reading text, and to transform information after the reading. Students will be expected to write short answer and extended response answers in all classes. The school-wide Writes on Request Program will involve participation by all teachers and students. Students will write in response to an expository, or persuasive prompt once a month. Papers will be scored by trained scorers and returned to teachers to review with students. Teachers will use the results of the scores to provide mini-lessons to students based on skills needed to improve writing.

With the transition to the FCAT Writing 2.0, teachers will embed writing in reponse to a particular text across all content areas. Students will have opportunities to respond and create an analysis of particular components of a text. In content areas, writing will be infused through the use of quickwrites, journals, written explanations and argmentative papers. In addition, high school students will receive instruction in writing that will prepare them for ACT/SAT essays and college writing. Students will also be required to synthesize information across to support specified claims. All teachers will be taught to look for particular writing devices and techniques in their students’ writing and assist students in improving those skills.

The ELA classes will be required to maintain a reader response journal, where students respond on a daily basis to a piece of literature, quotes, short video clips or art. Social Studies teachers will implement quick writes and reader response essays based on historical documents. Within the math class, students will be required to write explanation of how to solve a particular math problem or explain a skill. All content areas will infuse writing into instruction to increase student writing skills and prepare them for college and the workforce.
9What 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 21st CCLC program, in a partnership between TCC and Jefferson County Schools, provides supplemental academic programs for students after school, and during the summer with the focus on reading and reading in the content areas. SES tutoring will be provided for students who meet the requirements during the after-school program. Accelerated Reader Program, STAR, Achieve 3000 Teen Biz, and FCAT Explorer, along with selected novels and high-interest reading materials, are programs that will be utilized. Teachers that do not work in the program will communicate with staff to determine the needs of students attending the program. In addition, the reading coach will provide the after school program with the focus calendar which informs staff on the focus instruction for the month. After biweekly-assessments, the reading coach will provide the after-school program with a list of skills that students are in need of extra assistance during the program.

Principals and the Reading Coach will be responsible for monitoring to make sure students are able to take advantage of the opportunities for additional academic support before and after school. An FCAT blitz will be implemented two to three days during the week after-school to assist students who are performing below level 3 in reading and math. Certified teacchers will conduct instruction during this time period and collaborate with the after-school instructors to provide additional curriculum throughout the week.
10.1Which assessments are administered to determine reading intervention placement for students with the following needs:
Non-English speaking ELL students?
The IDEA Proficiency Test is administered to determine reading intervention placement for Non-English speaking ELL students.
10.2Students with severe speech/auditory impairments?
Students with severe speech/auditory impairments have evaluations to determine eligibility for ESE. The same assessments that are administered to regular ed students will be used with modifications or accommodations depending on the student's disability. The FAIR assessment will be used and the accommodations will be followed as stated in the assessment manual. Evaluation instruments may include: Comprehensive Receptive and Expressive Vocabulary (CREVT), Oral and Written Language Scales (OWLS), Peabody Picture Vocabulary Test Third Edition (PPVT-3), Receptive One Word Picture Vocabulary Test-2000 edition (ROWPVT), Test of Pragmatic Language (TOPL), Comprehensive Test of Phonological Processing (CTOPP), Autoskill Academy of Reading Placement..
10.3Students with severe vision impairments?
The Jerry Johns Basic Reading Inventory is administered to determine reading intervention placement for students with severe vision impairments.
10.4Students in grades 9 and above with no FCAT scores?
FAIR data, along with district pre-test and STAR data, will be used to determine reading intervention placement for students in grades 9 and above when they have no FCAT data.