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

Leadership: District Level
•District Name:Osceola County
•District Contact:Dr. Lissette Brizendine
•Contact Address:817 Bill Beck Blvd. Kissimmee, Fl 34744
•Contact Email:brizendl@osceola.k12.fl.us
•Contact Telephone:407-870-4849
•Contact Fax:407-870-4845
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?
Osceola will increase student achievement by setting goals to do the following in K-2:
Increase by 5% the number of students meeting the benchmark criteria in grade K-2

The benchmark for K-2 (grade level performance) as indicated by the Pupil Progression Plan is
K
DRA Levels 3-4 (90% accuracy)

FAIR 85% PRS
80% Listening Comprehension
40-60th percentile vocabulary

Fluency N/A

GRADE 1
DRA Levels 12-16 (90 % accuracy)

FAIR 85% PRS
Passage Level 1.6 (95% accuracy)
80% Reading Comprehension
40-60th percentile vocabulary

Fluency 40-67 WCPM

GRADE 2
DRA Levels 24-28 (90% accuracy)

FAIR 85% PRS
Passage Level 2.6 (95% accuracy)
80% Reading Comprehension
40-60th percentile vocabulary

Fluency 74-102 WCPM
Osceola will increase student achievement by setting goals to do the following at Grade 3:
A. Increase by 2% the number of students who move from FCAT Reading Level 1 to Level 2
B. Increase by 3% the number of the students scoring who move from FCAT Reading Level 2 to Level 3+

Osceola will increase student achievement by setting goals to do the following at Grade 4:
A. Increase by 2% the number of students who move from FCAT Reading Level 1 to Level 2
B. Increase by 3% the number of the students scoring who move from FCAT Reading Level 2 to Level 3+

Osceola will increase student achievement by setting goals to do the following at Grade 5:
A. Increase by 2% the number of students who move from FCAT Reading Level 1 to Level 2
B. Increase by 3% the number of the students scoring who move from FCAT Reading Level 2 to Level 3+

Osceola will increase student achievement by setting goals to do the following at Grade 6:
A. Increase by 2% the number of students who move from FCAT Reading Level 1 to Level 2
B. Increase by 3% the number of the students scoring who move from FCAT Reading Level 2 to Level 3+

Osceola will increase student achievement by setting goals to do the following at Grade 7:
A. Increase by 2% the number of students who move from FCAT Reading Level 1 to Level 2
B. Increase by 3% the number of the students scoring who move from FCAT Reading Level 2 to Level 3+

Osceola will increase student achievement by setting goals to do the following at Grade 8:
A. Increase by 2% the number of students who move from FCAT Reading Level 1 to Level 2
B. Increase by 3% the number of the students scoring who move from FCAT Reading Level 2 to Level 3+

Osceola will increase student achievement by setting goals to do the following at Grade 9:
A. Increase by 2% the number of students who move from FCAT Reading Level 1 to Level 2
B. Increase by 3% the number of the students scoring who move from FCAT Reading Level 2 to Level 3+

Osceola will increase student achievement by setting goals to do the following at Grade 10:
A. Increase by 2% the number of students who move from FCAT Reading Level 1 to Level 2
B. Increase by 3% the number of the students scoring who move from FCAT Reading Level 2 to Level 3+

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?
Principals and literacy coaches will be notified of conferences and training opportunities by district office. Additionally, principals, assistant principals and literacy coaches meet once a month. Each month, agenda items always include professional development based on district data gathered from fidelity visits, classroom walkthroughs and/or surveys. For professional development attended outside of the district, copies of completed Master Inservice Contracts will be maintained by the Department of Professional Development for documentation of attendance.
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?
District will monitor principals and schools. Schools showing 80% or more students reading at Level 3 on their FCAT scores will meet with district staff a minimum of twice a year to review data and professional development needs. Schools showing student scores between 51% and 79% in Level 3 will meet with district staff a minimum of twice a year to develop an action plan that will include data analysis and staff development. Schools showing 50% or fewer students in Level 3 will meet with district staff a minimum of four times a year to develop an action plan, schedule review meetings, analyze data, and provide additional staff development. Prior to visiting classrooms, the school team shares the professional development that they have conducted, the patterns they have observed while conducting classroom visits, literacy visits, and assessments data such as FAIR, Formative Assessments and/or SDTR data as well as Academic Improvement Plans, lesson plans, and intervention services.
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)?
The District will assure that schools increase the amount and variety of complex texts used to teach complex comprehension tasks in addition to their CCRP, SIRP, and CIRP through Professional Development with Administrators and Literacy Coaches and teachers. The expectation is that Literacy Learning is pervasive across every content area. The District will also allocate resources to assure that students have access to a variety of complex texts.
5If additional exposures to complex texts are needed, how will this be addressed?
The Comprehension Instructional Sequence is one routine that provides multiple exposures to complex test. All Literacy Coaches have been provdied training on CIS and continue to work with Reading Language Arts teachers at their respective sites.

Critical Reading Deep Reading Strategies for Expository Texts from AVID Critical Reading is another set of strategies that facilitate multiple exposures to text. Providing routines for rereading texts, marking texts, writing in the margins and text charting
6How will the district support implementation of Next Generation Content Area Reading – Professional Development (NGCAR-PD) and the Comprehension Instructional Sequence (CIS)?
The District provides multiple training opportunities in NGCAR-PD and in the CIS using facilitators from the Department of Education Just Read Florida Office. The CIS is taught to teachers of College Readiness courses, developmental sequence classes and English-Language arts teachers. NGCAR-PD is taught to content teachers through district certified trainers. Training opportunities occur throughout the school year.
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 Assistant Superintendents for Curriculum and Instruction will communicate with the Superintendents concerning areas of academic improvement. The District and the school jointly create a plan of action for the school that may increase monitoring and oversight of the school's educational program by the District.
The district team will visit with the administrative team on a monthly basis to review the action plan. The team will assign a peer mentor who will share best practices and oversee implementation. A resource teacher will be assigned to assist the literacy coach with implementation of strategies in the classrooms.
8How and when will the district provide principals with the information contained in the K-12 Comprehensive Research-Based Reading Plan?
The district will present the Reading Plan to the principals as soon as the plan is approved by DOE. The presentation will be conducted by the Assistant Superintendent for Curriculum and Instruction at the Elementary, Middle, and High School administrators' meeting. The principals will also receive a copy of the Plan Overview Powerpoint Presentation to present to staff.
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?
Schools utilize SAI funding to provide before, after and Saturday school reading intervention.
10

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.

Osceola_DistrictReadingCoachChart_2012.pdf,5/3/2012 2:28:09 PM
11What is the total number of reading coaches (funded through any source) that served the district for the 2011-12 school year?
There will be 48 literacy coaches in Osceola for the 2012-13 school year. FEFP funding funds 22.5 coaches and SAI funding funds 25.5 coaches
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?
Osceola County will have 52 Reading/Literacy Coaches for the 2012-13 school year.
13How will the district and schools recruit and retain highly qualified reading teachers and reading coaches?
The School District of Osceola County is dedicated to supporting and training our new and potential employees through our Preparing New Educators program. This program is for all teachers new to the school district. Each school in the district presents the Effective Teacher Series workshop. Many of our schools have developed programs for new teachers to provide them with support throughout their first year in the District. Those teachers needing additional support to complete the professional education competencies required by the State will be assigned a mentor to work with them.

The School District of Osceola County is dedicated to supporting and training our new and potential employees through our Preparing New Educators program. This program is for all teachers new to the school district. Each school in the district presents the Effective Teacher Series workshop. Many of our schools have developed programs for new teachers to provide them with support throughout their first years in the District. Those teachers needing additional support to complete the professional education competencies required by the State, are assigned a mentor to work with them.
The District Human Resources division has a recruiter who travels to colleges and universities recruiting the best and brightest education graduates. The Office of Professional Development works closely with colleges and universities in placing interns in appropriate student teaching experiences. These interns are closely monitored by principals, cooperating teachers, college/university supervisors, Human Resources personnel and the Assistant in Professional Development. Working together these parties assist in the recruitment of the best student teachers to fill available teaching positions.
Our district also uses Professional Development’s Novice Educator Training (PDNET) model for the retention and renewal of teachers. This program is designed to bring together educational professionals to collaborate on a mentoring model for beginning and experienced teachers for professional growth opportunities. The mentoring model is in the process of being changed to meet the new State and Federal requirements of Race to the Top. The new program will include elements of Robert J. Marzano’s formative and summative observation system. In addition, each school has a Professional Development lead teacher to enhance communication and encourage the continuous improvement of teachers.
Professional Development offers state approved endorsement programs in Reading, ESOL, gifted and ESE. These endorsement courses are offered free-of-charge to all instructional personnel in Osceola County. The endorsement programs have assisted many of our teachers in satisfying the requirements for highly qualified teachers.

The Osceola Reading Coach Pool is designed to provide a pool of pre-qualified coach candidates to assist administrators in filling vacant coach positions at their schools. During May the District will interview carefully screened coach candidates to be placed in the Osceola County Reading Coach Pool. Three days are dedicated to this process. Each candidate interviews with a team of literacy leaders K-12, showcasing their work with adult learners and their expertise in reading.
14How will the district determine allocation of reading coaches based on the needs of schools?
Literacy Coaches in Osceola County play an integral role in the achievement of students in the schools that they serve. As an on-site professional developer, the coaches can provide ongoing support in all areas of literacy learning. Therefore the district will continue to allocate one literacy coach per school. SAI categorical will provide funding for the literacy coaches positions.

15How will the professional development provided to district supervisors be delivered at the school level?
All professional development provided to district supervisors will be delivered to the Reading Coaches during monthly coach meetings and at specially planned PD events. Using the Train-the-Trainer model the Reading Coaches will then meet with school based literacy leaders to deliver the new content via PLC study groups and site specific workshops.
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).
Reading Leadership Teams review school data and create a plan to that addresses the improvement of literacy learning across the school. The District Literacy team provides training to literacy coaches monthly on topics such as reading complex text, text based questions, close reading, CCSS, the gradual release model etc. and in turn the Reading Leadership team receives professsional development from their literacy coach. The Literacy Leadership team through discussions, and collaboration develops a professional development calendar for the school year.
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?
All schools in Oscela County have a literacy coach. Professional development is delivered during pre-planning, on early release Wednesdays, during grade level mtgs (elementary) and department mtgs (secondary). Training from the literacy coach is also provided on the Professional Studies Day in October. Title and DA Schools can release teachers for training during the instructional day if needed.
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.
Texts are reviewed for complexity during literacy caoch cadre meetings and also at the school sites in dedicated Professional Learning Community time. All students have access to on grade level text throughout the instructional day and Osceola will incorporate "stretch texts" particularly to students in reading intervention. A source of stretch texts will be KidBiz, Teebiz and leveled libraries at the elementary level and secondary level.
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.
Many administrators have added programs that encourage reading inside and outside of the the school. Programs such as: The Accelerated Reader program allows students to take tests after reading books. There is a strong incentive program that is usually associated with this program. Other administrators have added KidBiz/TeenBiz. This program allows students to read text in school and at home
on-line. Students are also assessed on-line.
Furthermore, schools will hold a parent meeting in the evening or weekend to inform parents about the school’s curriculum and activities including but not limited to: Families Building Better Readers, Mysteries in the middle and High School and Middle schools Battle of the Books competition.
5How will school level leadership ensure that intensive reading instruction meets the following characteristics outlined in Section 1011.62(1)(f), Florida Statutes?
Schools leaders will conduct classroom walkthroughs and APIs will inspect lesson plans to ensure that intensive reading includes:
1.Whole group explicit instruction;
2.Small group differentiated instruction;
3.Independent reading practice, utilizing classroom library materials, monitored by the teacher;
4.Integration of Next Generation Sunshine State Standard (NGSSS) benchmarks specific to the subject area if blocked with the intensive reading course (biology, world history, etc.);
5. A focus on informational text at a ratio matching FCAT; and
6.Opportunities for accelerated achievement in order to facilitate efficient reading and deeper understanding of grade level texts.
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?
Yes, in fall 2011 the District offered Next Generation Content Area Reading Professional Development (NGCAR-PD). This training will continue to be available to all middle and high school content area teachers free of charge.
3Does your district offer Reading Endorsement for ESOL (REESOL)?
Yes, we offer the Reading Endorsement for ESOL through our Professional Development Department.
4Does your district conduct transcript reviews of college coursework for application towards the District Add-On Reading Endorsement?
The district does not evaluate college transcripts for the Reading Endorsement. However, the district does accept the official evaluation completed by the Florida Bureau of Educator Certification (BEC). The teacher would need to apply to the BEC for an official transcript evaluation for the Reading endorsement. The teacher will be issued a Statement of Status of Eligibility which will detail the courses that are missing.
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.
K-5 Literacy Coaches and School Teams will learn the purpose of the Common Core Standards and the new assessments that are being developed to judge students’ ability to master the standards. The team will learn how to repack the standards and create teacher-checklists using the language of the standards as well as student-friendly vocabulary to guide instruction. Participants will also create motivating and relevant performance task units to engage the learners and target twenty-first century skills. They will review how to create user-friendly student checklists as formative assessments to provide specific feedback to students throughout their projects and performances. Time will be spent learning how to create more rigorous group and individual student checklists that chunk tasks and use the language of the standards to guide students through the successful completion of an assessment task correlated to the Common Core State Standards. They will review the importance of providing immediate feedback to students to improve their learning and help them work more confidently and independently, convert the checklists to analytical rubrics using the language of the standards to focus on the quality indicators students have to master, and work in collaborative teams to create graphic organizers, logs, journals, and metacognitive strategies to help all students achieve deeper understanding of the standards and improve their academic achievement.
Secondary Literacy Coaches and School teams are employing an interdisciplinary approach to literacy as we begin implementation of the CCR standards to ensure our students are college and career ready and proficient in reading complex informational text in a variety of content areas. All Literacy Coaches and ELA teachers are training together as school team partners for the 2012-2013 school year. This embraces the time honored place of ELA teachers in developling students' literacy skills, and empowers the reading coaches as reading and professional development experts. These train the trainer teams will be trained in the CCS, including unpacking and repacking the standards, and learning specific reading stratgies for literacy in History, Social Studies, English/Language arts, Science and Technical subjects. Emphasis will be on building reader knowledge through content-rich nonfiction and informational texts. Training on Qualitiative features of text complexity, Quanitative features of text complexity, and Reader and task considerations will a priority as we build our CC foundation. Special emphasis will be placed on teaching how to develop vocabulary routines from text as research shows that vocabulary is one of the primary causes of the achievement gap.
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.
Yes. The planning meeting with Laurie Lee from Just Read Florida is the week of May 9-11, 2012. The implementation of the revised plan to align with the 2011 Reading Endorsement competencies will begin next fall.
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.

The MacMillan McGraw Hill for Florida series is the state adopted CCRP used as a primary resource by public schools in the district. Some Charter schools are using Houghton Mifflin and SRA Imagine It. Every classroom uses one of these research-based series during their initial instruction (ii) as a whole group activity during the first 30-40 minutes of the 90-minute uninterrupted reading block. The CCRP is used to teach Foundational Skills in K-2 and for explicit teaching and practice of reading skills. The CCRP may also be used during the differentiated reading instruction time as teachers meet with small groups of students to meet their individual needs. The CCRP contains leveled readers and suggested teacher strategies for all leveled learners.
2.2How 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?
Students will be exposed to complex text through our newly adopted Social Studies materials. Also, most schools have extensive leveled libraries that will provide students with access to more complex text. In addition, Reading Coaches and classroom teachers will receive Professional Development on how to determine the complexity of text as well as how to plan lessons based on complex text such as the Exemplar Lessons provided by the DOE and the exemplar texts listed in the standards.
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.

Voyager Passport is used as a primary resource by schools in our district. The instruction provided during this extended day is based on the analysis of student data. During this time students are provided explicit instruction and guided practice on standards they have not mastered. This includes word work, vocabulary, comprehension and fluency.
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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4

Schools must diagnose specific reading difficulties of students scoring at Level 1 and Level 2 on FCAT Reading to determine the nature of the student's difficulty and strategies for appropriate intervention and instruction.

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

The chart must include:

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

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

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.

It is a requirment of all schools to submit a master schedule of classes to the Assistant Superintendent for Curriclum and Instruction documenting the uninterrupted 90 minute reading block as well as time dedicated to Immediate Intensive Intervention. Writing is an integral part of reading and instruction will focus on writing in response to reading and writing across the content areas. We will teach our students to read like a detective and write like an investigative reporter.
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.)
Every student will receive their initial instruction (ii) using our research-based core (CCRP) that is systematic and explicit. Students will receive both whole group and small group instruction within the 90 minute reading block. Instruction will be differentiated focusing on the needs of each student as determined by diagnostic assessments. In addtion teachers will receive ongoing professional development in best practices in reading instruction.
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 targeted for immediate intensive intervention will receive services beyond the 90-minute reading block. They will receive this intensive intervention for 15-45 minutes, four or five days per week. These services might be held with the classroom teacher, ESE teacher, reading paraprofessional, or Title I teacher. Research-based intervention materials will be chosen to meet the needs of these students. Students will be able to exit these programs as they achieve proficiency based on FAIR, classroom observations, classroom assignments, and CCRP assessments.

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.
Teachers have classroom sets of leveled readers in their classrooms. These libraries contain fiction books and non-fiction leveled readers from the district adopted reading, social studies, and science series. Books can also be checked out from the teacher’s classroom library that contain a specific theme or skill that are to be read during the 90-minute reading block. Teachers are encouraged to build classroom libraries that are age appropriate and leveled for their students. This should contain a mixture of genres and mediums to engage students. In addition most schools have extensive leveled libraries that will provide students with access to more content area concepts. These books are utilized in guided reading groups and will provide students with an opportunity for guided practice of reading skills in appropriate leveled texts as well as the opportunity for close reading and re-reading. Books are leveled according to the Fountas and Pinnell leveling system. Running records are used to determine students independent and instructional reading levels. These levels and the learning goal determine what level book will be used with each child. Books may also be checked out from the school library as needed.
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.
Content area teachers will incorporate reading and literacy instruction into other subject areas such as science, social studies, and math using the subject area leveled readers and common core text books. Using text specific questions and tasks, teachers will guide students' text comprehension and reinforce focus on the text to cultivate student independence.
Recommended reading strategies as well as broader questions and themes will be embedded in the actual reading of the text. 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.

10How will writing to a source to strengthen reading comprehension be incorporated into the 90 minute reading block to deepen text comprehension?
Writing will be incorporated into the 90-minute reading block as the students are asked to respond in writing to what they are reading. This includes writing opninon pieces, informative/explanatory texts and narratives both within and across texts. In addition, they will identify the main idea and details and summarize to check for understanding. Writing can also be used to monitor students' progress on FCAT tested benchmarks such as sequence of events, compare and contrast, cause and effect, etc...Writing will be incorporated into the literacy centers to expand the comprehension of the current story.
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.


The Bookmark Buddies mentoring program is available for Grade 3 students. This program uses volunteers or school staff to work with a struggling reader using the Reading A to Z program. Schools offer before-school, after-school and/or Saturday School opportunities to struggling readers based on the number of students to serve and the availability of funds. Schools use Voyager and various supplemental reading materials as Quick Reads, Elements of Reading, Tune into Reading and leveled readers to meet the needs. 21st century schools offer afterschool tutoring or enrichment activities in reading throughout the school year and summer.
12Please list the qualifications for reading intervention teachers in elementary schools, summer reading camps, and one hour extended day programs.
Reading intervention teachers demonstrate evidence of prior success teaching reading to struggling readers as indicated by various assessment data and student work samples over time and expertise in tailoring instruction to meet student needs as well as accelerate their learning Preference will be given to highly qualified K-5 teachers who are Reading Certified or Endorsed.

13.1Alternate assessment used for promotion of third grade students scoring Level 1 on FCAT Reading?

Osceola District uses the SAT10 as an alternate assessment for promotion of third grade students scoring level 1 on FCAT Reading.
13.2Which assessments are administered to determine reading instructional needs for the following students:
Non-English speaking ELL students?
Non-English speaking ELL students are given the CELLA assessment. Additionally, these students take the California Achievement Test (CAT) and dual Language students are administered Aprenda. All of these assessments provide data to determine instructional needs for these students. All ELL students will take FAIR, with the use of the accomodations as stated in the FAIR Administration Manual.
13.3Students with severe speech/auditory impairments?
Students with severe speech/auditory impairments are required to take the same assessments as general education students. Determination for modified assessments is based on a child's Individual Education Plan.
13.4Students with severe vision impairments?
Students with severe vision impairments are required to take the same assessments as general education students. Determination for modified assessments i.e. enlarged print or Braille is based on a child's Individual Education Plan.
Middle School Student Achievement and Instruction
All information provided in this section details how this district will meet the reading needs of all student subgroups identified under No Child Left Behind.
1Each district will be given one school user log-in password so that each school may enter their own information into Chart F by using the web-based template. It is recommended that 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?


Reading classes are available for all middle school students. Best practices are featured such as: shorter, challenging texts that elicit close reading and re-reading are provided regularly at each grade. Osceola will place a high priority on the close, sustained reading of complex text,. Such close reading often requires compact, short, self-contained texts that students can read and re-read deliberately and slowly to probe and ponder the meanings of individual words, the order in which sentences unfold, and the development of ideas over the course of the text. Scaffolds enable all students to experience the complexity of the text, rather than avoid it. Many students will need careful instruction—including effective scaffolding—to enable them to read at the appropriate level of text complexity. However, the scaffolding should not preempt or replace the text by translating its contents for students or telling students what they are going to learn in advance of reading the text; that is, the scaffolding should not itself become an alternate, simpler source of information that diminishes the need for students to read the text itself carefully. Effective scaffolding aligned with the Standards should result in the reader encountering the text on its own terms, providing helpful directions that focus students on the text. Follow-up support should guide the reader when encountering places in the text where he or she might struggle. When productive struggle with the text is exhausted, questions rather than explanations can help focus the student’s attention to key phrases and statements in the text, or the organization of ideas in the paragraph.
Additionally Great Books collections and shared inquiry discussions are implemented in Reading classes serving students on or above grade level in reading.
Project CRISS strategies are being used in all content area classrooms.

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 Bridges CIRP scaffolds student learning by giving less able readers high interest reading materials with lower readability levels, then through the use of active reading strategies assists students with reading comprehension and transitioning to on- level literature. The Achieve 3000 SIRP provides each student with a differentiated reading path with selections at the individual student level and a grade level selection on the same topic. The levels automatically increase with student proficiency.
Additional exposure to complex text will be available through the AVID Critical Reading: Deep Reading Strategies for Expository Texts and the AVID Weekly journal articles available to our Middle School classes. These high powered strategies include: Working both inside and outside a text, rereading texts, marking texts, pauring to connect with text, wiriting in the margins, and charting the text, to name a few.
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 extended intervention time is provided for students in need of decoding and text reading efficienty at the middle school level by scheduling these students into double block classes.
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.
Adopted reading materials for intensive reading classes such as Read XL, Bridges to Literature, and Read 180 include a variety of genres in fiction and non-fiction. Intensive reading teachers plan for students to read widely at their comfort level, but also to be challenged to comprehend grade-level material such as will be assessed on FCAT.
Each intensive reading teacher also maintains a multi-lexile leveled classroom library which includes subjects not represented elsewhere. Books will be leveled using AR and/or Lexile. Students can select books based on their AR, STAR, or Lexile results.
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
Content area and elective teachers will incorporate literacy instruction into their subject areas. Faculty members will be lead by the Reading Coach in staff development activities that will positively effect the reading process within their individual content areas. Students will transfer strategies first practiced in Intensive Reading to assist comprehension in a variety of content area texts. Academic departments and individual teachers have begun to build "text set" collections particular to their subject. The materials in the collection are chosen for a range of reading abilities, topics and geners; therefore, the content teacher must know student reading ability well enough to match the two. Many classrooms have libraries arranged into "text sets", which group fiction, nonfiction, audio & video materials around a central theme. Classroom libraries will be built in Social Studies and Science classrooms according to curriculum content. Graphic organizers will be utilitized to deepen comprehension of the content reading. Literacy Coaches will provide modeling and coaching on the proper use of classroom libraries and independent reading time.
One of the most effective ways content-area and elective teachers use leveled classroom libraries in shared reading is through literature circles. Literature Circles emphasize shared reading with accountability and motivational discussion in small groups. Literature Circles can be done with non-fiction or fictional text, magazines, or other print resources.
7How will writing be incorporated across the curriculum to deepen text to comprehension?
Writing will be incorporated in all content areas as a product to ensure comprehenison. Students and teachers will share a common language that facilitates planning, speaking, thinking, and assessing like a writer. To incorporate writing strategies into content-area instruction, before, during, and after strategies will be employed by teachers and students. CRISS Level 1 trainings will be offered to all teachers.
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.

Student assessment data and course performance data is used to design tutoring, summer school schedules and mentoring opportunities for individual student needs. Materials used in after-school programs, tutoring programs and summer programs will compliment but not duplicate intervention programs in use during the day. Middle schools will use the Project CRISS "It's a Brain Thing" in 6th grade, "My Summer in the Everglades" in 7th grade, and the new "Native American" unit in 8th grade which are different resources than students use during the year.

Most middle schools have an Extended Learning program which operates before/after school hours and some Saturdays. Students in this program receive academic help in their diagnosed areas of weakness in a different format than during the day.

All middle schools will participate in the Battle of the Books using the Sunshine State Young Readers Award books. Summer reading incentives and after school competitions will help motivate students to read.
9.1Which assessments are administered to determine reading intervention placement for students with the following needs:
Non-English speaking ELL students?
CELLA
9.2Students with severe speech/auditory impairments?
Students with severe speech/auditory impairments are required to take the same assessments as general education students. Determination for modified assessments is based on a child's Individual Education Plan.
9.3Students with severe vision impairments?
Students with severe vision impairments are required to take the same assessments as general education students. Determination for modified assessments i.e. enlarged print or Braille is based on a child's Individual Education Plan.
9.4Students in grades 6 and above with no FCAT scores?
After considering grade history and other available standardized test scores, placement and futher testing (FAIR) will be determined by the Literacy Coach and support staff. Students in grades 6 and above with no FCAT scores will be closely monitored to ensure proper placement. Students will not be placed in a Reading Intervention unless there is indication in other student records that the student needs additional reading support.
High School Achievement and Instruction
All information provided in this section details how this district will meet the reading needs of all student subgroups identified under No Child Left Behind.
1Each district will be given one school user log-in password so that each school may enter their own information into Chart I by using the web-based template. It is recommended that 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 offerings in the adopted SIRP(s) do not provide enough exposure to complex text to present Cognitive Challenges. Therefore, there will be a reliance on SIRP(s) to increase the exposure of students to complex materials. Current CIRP(s) such as Achieve 3000 and FCAT Explorer expose students to complex material of increasing difficulty. In addition the District will be incorporating AVID for College Readiness into the Intensive Reading Programs which includes "Deep Reading Strategies for Expository Texts." Furtherrmore, Reading Coaches and Language Arts teachers will receive Professional Development on how to determine the complexity of text as well as how to plan lessons based on complex text such as the Exemplar Lessons provided by the DOE.
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.
All Level I and II students will be required to have extended time in Reading Intervention. All Level I students in 9th and 10th grade will be placed in two periods of Intensive Reading or one period of Intensive Reading blocked with a period of another subject. During this double blocked class (90 minute minimum), students will be served by the same Reading endorsed or Reading ceritified teacher. Instructional planning for these students is based on the data received from their 2012 FCAT subtests, their FAIR and the August programmatic placement tests. During the 2012-13 school year, FAIR data will be considered as well. Intensive Reading classes will be using Hampton Brown's Edge and Read 180. All classes will incorporate whole and small group instruction based on individual student needs. Edge provides leveled text with study guides which will easily enable the teacher to connect word study and differentiated instruction to literature circles. Small groups in some schools will rotate into computer assisted instruction for differentiation. The reading materials used in Intensive Reading classes will represent a mix of fiction and non-fiction content area reading. All classrooms will include independent reading using Lexile leveled classroom libraries.

Fluent Level 2 students in the 9th and 10th grades will be placed in a single class period of reading. The instruction in the class will be very similar to that provided in the extended intervention program. Achieve 3000, along with small and whole group instruction, software programs and independent reading, will be the core curriculum.

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

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

To motivate students, every effort will be made to utilize texts which are relevant to students' lives and interests. Students will be given choice in independent reading materials to help give them control of their literacy learning.

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



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 the students in need of decoding and text efficency will have extended time by scheduling those students into a lock period of at least 90 minutes in length.
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.
Adopted reading materials for Intensive Reading classes such as the stories and articles associated with Edge include a variety of genres in fiction and non-fiction. Intensive Reading teachers plan for students to read widely at their comfort level, but also to be challenged to comprehend grade-level material such as will be assessed on FCAT. In addition to a classroom library maintained by each reading teacher, the Edge provides leveled texts for students in the 9th and 10th grades to use in conjunction with the material in their text books. Additionally, teachers will select text from the internet, newspapers, and other sources that are instructionally appropriate. High schools will also be using the USA Today program which will expose students to a variety of nonfiction text.

Most schools are building "Text Set" libraries as well, which combine nonfiction and fiction text and other resources around a theme such as "African-Americans During WWII," or " Children's Experience of the Holocaust."
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
Content area and elective teachers will incorporate literacy instruction into their subject areas through implementation of Project CRISS and the instructional methodologies of the Great Books Foundation. However a new focus beginning with the 2012-2013 school year will include High Quality Text Dependent Questions and Tasks: Among the highest priorities of instruction is that students can read closely and gain knowledge from texts.

A. A significant percentage of questions/tasks are to be text dependent. Aligned curriculum materials should 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 can only be answered by careful scrutiny of the text, and specifically by referring to evidence from the text itself to support the response. They do not require information or evidence from outside the text or texts; they establish what follows and what does not follow from the text itself. Between 80-90% of the Reading Standards in each grade require text dependent analysis; accordingly, aligned curriculum materials should have a similar percentage of 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. Questions and tasks require the use of textual evidence, including supporting logical inferences from the text. Require students to become more adept at drawing evidence from the text and explaining that evidence orally and in writing. Aligned curriculum materials should include explicit models of high quality evidence-based answers to questions—samples of proficient student responses—about specific texts from each grade. Questions should 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. Questions and tasks require careful comprehension of the text before asking for further connections, evaluation, or interpretation. Students will need to demonstrate a careful understanding of what they read before engaging their opinions, appraisals, or interpretations. Aligned instruction should 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 should 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. Often curricula surrounding texts leaps too quickly into broad and wide open questions of interpretation before cultivating command of the details and specific ideas in the text.

Text specific questions and tasks 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.
8How will writing be incorporated across the curriculum to deepen text comprehension?
Writing will be incorporated in all content areas as a product to ensure comprehenison. Students and teachers will share a common language that facilitates planning, speaking, thinking, and assessing like a writer. To incorporate writing strategies into content-area instruction, before, during, and after strategies will be employed by teachers and students. CRISS Level 1 trainings will be offered to all teachers. PLCs comprised of cross-curriculum teachers can assist in ideas and implementation of writing in the classroom.
Students will be required in writing to draw evidence from texts to support their analysis of reading, reflection, and research. Students will begin to write arguments, to explain and inform.
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.

Student assessment data and course performance data is used to design tutoring, summer school schedules and mentoring opportunities for individual student needs. Materials used in after-school programs, tutoring programs and summer programs complement instead of duplicating intervention programs in use during the day. The District offers a High School summer reading program to all Level 1 and 2 students. While many of the reading activities may be the same or similar to what students have done during the day, the use of dirfferent programs and texts keeps interest and motivation up. Literature Circles, book club formats, and independent research projects are examples of some of the activities utilized.
10.1Which assessments are administered to determine reading intervention placement for students with the following needs:
Non-English speaking ELL students?
Non-English speaking ELL students are administered the CELLA Test (Comprehensive English Language Learner's Assessment) to determine reading placement.
10.2Students with severe speech/auditory impairments?
Students with severe speech/auditory impairments are required to take the same assessments as general education students. Determination for modified assessments is based on a student's Individual Education Plan.
10.3Students with severe vision impairments?
Students with severe vision impairments are required to take the same assessments as general education students. Determination for modified assessments is based on a student's Individual Education Plan.
10.4Students in grades 9 and above with no FCAT scores?
FAIR will be administered, and all scores will be considered for placement. Students scoring in the High Risk range (red level) or in the yellow range or Moderate Risk range will be required to take a single period of Reading Intervention (45 minutes). Students who score in the green range or Low Risk Level will most likely not be placed in a Reading Intervention unless there is indication in other student records that the student needs additional reading support.
Grade 12 students in the yellow level will be considered for a PERT class or another developmental education class.