2013-14 K-12 Comprehensive Research Based Reading Plans
District: Columbia

Leadership: District Level
•District Name:Columbia
•District Contact:Kitty McElhaney
•Contact Address:372 West Duval Street
•Contact Email:mcelhane_k@firn.edu
•Contact Telephone:386-755-8020
•Contact Fax:386-758-4966
1What are your measurable district goals for student achievement in reading for the 2013-14 school year as described as a percentage increase from last year’s scores?
K-2
GK - Increase the mean scale score on Early Star Literacy as follows:
2012 = 574 2013 =608 Goal 2014= 650
1-2: Increase the grade level percentile rank on STAR Reading as follows:
G1 2012=12th 2013=50th Goal 2014=60th
G2 2012=50th 2013=59th Goal 2014=70th

3-5: Increase the percentage of students scoring at the proficient level on 2014 FCAT 2.0 as follows:
G3 2012=60% 2013 Goal=65% 2014=67%
G4 2012=61% 2013 Goal=64% 2014=67%
G5 2012=62% 2013 Goal=65% 2014=68%

6-8: Increase the percentage of students scoring at the proficient level on 2014 FCAT 2.0 as follows:
G6 2012=53% 2013 Goal=57% 2014=61%
G7 2012=51% 2013 Goal=55% 2014=59%
G8 2012=53% 2013 Goal=57% 2014=61%

9-12: Increase the percentage of students scoring at the proficient level on 2014 FCAT 2.0 as follows:
G9 2012=45% 2013 Goal=50% 2014=54%
G10 2012=44% 2013 Goal=50% 2014=55%
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, Close Reading) and teaching standards through course descriptions?
The services of a reading coach that collaborates with a district reading coach cadre that is supported by district personnel will be provided to each school site. All schools have a Literacy leadership Team that evaluates professional development needs regularly. School administrators meet with district personnel monthly and have the opportunity to discuss progress monitoring and issues concerning professional development implementation. The district’s Master In-Service Plan supports and requires professional development activities that increase the knowledge and use of best practices for teachers and administrators. Instructional leaders will be required to participate in literacy professional development as evidenced by the minutes of the professional development sessions.



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?
Text complexity, close reading, instructional sequence, and knowledge of the Common Core Standards will be the district focus of professional development through reading coaches during the 2013-2014 school year. This will be supported and facilitated through the District Curriculum staff. District staff holds informal data chats with school administrators throughout the year following each progress monitoring period and a formal collaborative data analysis session is held at the end of the school year. Instructional materials purchased by schools are research-based, and the CCRP is selected from the materials adopted by the State Instructional Review Committees. To further monitor reading instruction in schools, the district contact or designee will conduct fidelity checks that include the following:
*Usage of the CCRP and research-based instructional strategies
*Usage of supplemental reading materials
*Reading intervention implementation
*Interview of the principal
*Overall compliance with school reading plan and reading block.
Following the fidelity checks, district personnel will discuss with the principal appropriate adjustments during the debrief sessions.
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)?
School-based Professional Learning Communities, supported by the district, will analyze texts in current textbooks and supplemental programs throughout the year and work to ensure that students are exposed to texts at the appropriate complexity. Qualitative and quantitative dimensions of text will be examined so that teachers can match students to the appropriate level of text. Curriculum mapping of reading standards will direct the pace of instruction and provide a material list for movement toward more complex texts. Progress monitoring assessments will be analyzed to inform the progress of students in their ability to read more complex texts.
5If additional exposures to complex texts are needed, how will this be addressed?
If a need exists for additional exposure to complex text, differentiated instruction and differentiated levels of text will be used to increase students’ ability to read and understand more 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 information will be communicated to all sites, as needed. NGCAR-PD is being provided by trained personnel at the school sites. The coaches cadre meetings will also discuss and address the topics as needed. If there are areas of concern, the information will be communicated to the Director of HRMD and the Curriculum Department.

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?
Review of student performance data by the District reading contact will be used to promote conversation with building administrators with respect to the need for intensive interventions. The principal of any school that is not making academic improvement will be conferenced with by district staff. Classroom walkthroughs will provide additional evidence to support the need for intervention. Frequent electronic communication with building administrators and reading coaches provides resource material for improving instruction.

8How and when will the district provide principals with the information contained in the K-12 Comprehensive Research-Based Reading Plan?
Principals are involved in all aspects of the development of the K-12 Comprehensive Research-Based Reading Plan. They have an integral role in preparing the written plan with multiple opportunities to provide input. The completed and approved K-12 Comprehensive Research-Based Reading Plan is printed and bound for distribution to each principal and reading coach, for distribution prior to the openeing of the upcoming school year.
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 intensive reading instruction delivered in this additional hour shall include: research-based reading instruction that has been proven to accelerate progress of students exhibiting a reading deficiency; differentiated instruction based on student assessment data to meet students’ specific reading needs; explicit and systematic reading development in phonemic awareness, phonics, fluency, vocabulary, and comprehension, with more extensive opportunities for guided practice, error correction and feedback; and the integration of social studies, science, and mathematics text reading, text discussion, and writing in response to reading.
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.

Columbia_DistrictReadingCoachChart_2013.doc,3/20/2013 12:06:41 PM
11What is the total number of reading coaches (funded through any source) that served the district for the 2012-13 school year?
All schools in the district will be supported by reading coaches. Thirteen of the fourteen schools will be served by one reading coach and one high school will be served by two reading coaches during the 2012-2013 school year.
12What is the total estimated number of reading coaches (funded through any source) that will be serving the district for the 2013-14 school year?
All schools in the district will be supported by reading coaches. Twelve of the fourteen schools will be served by one reading coach and one high school will be served by two reading coaches during the 2013-2014 school year.
13How will the district and schools recruit and retain highly qualified reading teachers and reading coaches?
The district, through NEFEC, provides PD courses that lead to Reading Endorsement. The district provides reimbursement for coursework toward Reading Endorsement, when grant funds are available to support this strategy. An instructional coaches cadre will continue to be implemented with district support and leadership.
14How will the district determine allocation of reading coaches based on the needs of schools?
Each school is provided the services of a reading coach. Student performance data is analyzed to determine if there are any additional coaching needs at the schools
15How will the professional development provided to district supervisors be delivered at the school level?
District staff will deliver professional development to the reading coach’s cadre and the school-based curriculum liaisons. School administrators will be involved in training sessions during regular monthly meetings. If additional support is needed, district staff will assist in delivery at the school level
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 coach(es) and an administrator serve on each Reading Leadership team along with representatives from content area or grade level. Reading coaches provide training for the members of the Reading Leadership team so that the team can make decisions concerning school literacy needs for professional development. The reading coach and the Reading Leadership Team members are also expected to give support to grade level or content area teams as they develop instructional skills. For the 2013-2014 school year, specific attention will be given to the reading/writing connection, development of close reading, determining text complexity, matching readers to appropriate texts for scaffolding and stretching.
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?
Professional development in for all teachers, including, but not limited to, test complexity, implementation of Common Core State Standards in literacy, and the Comprehehsnion Instructional Sequence is provided by a reading coach in small and large group settings. Professional development in literacy is differentiated to meet the specific needs of the school and the teachers.

Reading intervention teachers are afforded the same differentiated professional development opportunities as all other teachers. Reading coaches spend extra time modeling and in collaborative data analysis to assist intervention teachers.

Reading coaches, principals and the District Reading Contact provide direction to guidance counselors for reading intervention placement.

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.
The core textbooks are selected from the state textbook adoption list. Other instructional materials used in the reading intervention classes are reviewed and selected with input from the Reading Coaches, who are knowledgeable in reviewing research based materials that are appropriate for the students.

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 principal will increase the amount of student reading inside and outside of school through a variety of ways including:
*Recognizing student readers
*Displaying student achievement
*Promoting AR program
*Providing incentives for readers
*Promoting school and home reading activities
*Providing reading activities such as Family Reading Nights
*Furnishing classrooms with print rich environments which include classroom libraries with texts at appropriate levels of complexity, word walls, a broad range of fiction/non-fiction, multicultural reading materials in all genres, and literacy centers
*Requiring outside of classroom reading
*Reading lists for summer/holidays.
5How will school level leadership ensure that intensive reading instruction meets the following characteristics outlined in Section 1011.62(1)(f), Florida Statutes?
The additional intensive reading instruction delivered during the extended day shall include: research-based reading instruction that has been proven to accelerate progress of students exhibiting a reading deficiency; differentiated instruction based on student assessment data to meet students’ specific reading needs; explicit and systematic reading development in phonemic awareness, phonics, fluency, vocabulary, and comprehension, with more extensive opportunities for guided practice, error correction and feedback; and the integration of social studies, science, and mathematics text reading, text discussion, and writing in response to reading.
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 2013-2014 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 and should reflect courses that are aligned with the 2011 Reading Endorsement. Please delete charts that reference old courses as they should no longer be offered. 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) in at least one school?
Yes.
3Please 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 coaches will assist in the professional development to ensure text based content area instruction across the curriculum. This can be accomplished via lesson study. Additional professional development components to support teachers are included within Chart A.
4Does your district conduct transcript reviews of college coursework for application towards the District Add-On Reading Endorsement?
Yes. The District HRMD office reviews the transcript of any teacher that is pursuing the Reading Endorsement.
Elementary Student Achievement and Instruction
All information provided in this section details how this district will meet the reading needs of all student subgroups identified under No Child Left Behind.
1Each district will be given one school user log-in password so that each school may enter their own information into Chart C by using the web-based template. It is recommended that districts create a timeline for school users to enter this information for their school. Districts will be able to review and revise the school based information before submitting Chart C on March 29, 2013. 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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2.1How 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 Comprehension Tool Kit and content area texts will be utilized to provide additional complexity of texts. School-based Professional Learning Communities, supported by the district, will analyze texts in current textbooks and supplemental programs throughout the year and work together to ensure that students are exposed to texts at the appropriate complexity. Qualitative and quantitative dimensions of text will be examined so that teachers can determine the appropriate level of text complexity for students. If a need exists for additional exposure to complex text, differentiated instruction and differentiated levels of text will be provided.


2.2Describe 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 comprehensive core reading program (CCRP) used in Columbia County Public School District elementary schools is Houghton Mifflin Harcourt, “Journeys,” for grades K-5 which is on the state-adopted approved reading program list. The CCRP serves as the primary reading instructional tool in all of the elementary schools for students receiving instruction and/or intervention. The district has purchased one core curriculum program district wide to assist the highly mobile school population as they move about the county. The CCRP provides direction and ancillary materials that address differentiation of instruction in reading for advanced and struggling readers. Using the CCRP as a guide, elementary school teachers will introduce concepts at grade level in whole group format and then use the guidance provided in the program to differentiate instruction in small, flexible groups according to data acquired through FAIR, Performance Matters, teacher observation, and diagnostic assessment information. Grade level teams, through professional learning communities, will align the Common Core Standards to the current CCRP and plan supplemental lessons that support the depth of knowledge required by the Common Core 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.

Materials and standards instruction used during an extended day program will be aligned with the students’ reading instruction during the school day but additional researched based materials will be used that are different than materials used during regular school hours.
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 ensure that all elementary schools have an uninterrupted reading block for core reading instruction and additional time for immediate intensive intervention (iii) by collecting and reviewing school schedules in pre-planning before the beginning of the school year. Furthermore, fidelity checks will monitor compliance to the 90 minute reading block and the allocated time for immediate intensive intervention groups throughout the school year. During Reading/Language Arts instruction, students will be exposed to many text types and purposes for writing. In support of the integration of reading and writing, as required by the Common Core Standards, students will be taught to connect texts to the production and distribution of their writing. Fiction and non-fiction texts used in Reading/Language Arts will serve as models for writing. The study of non-fiction texts will enhance students’ ability to conduct research and build background knowledge that will serve them as they read and write. Students will align writing for many purposes to the texts used in Reading/Language Arts. To complement the alignment of reading and writing, instruction in process writing is included in language arts instruction. The students write in response to text.


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 will receive high-quality, explicit, and systematic instruction in the reading classroom during a 90-minute block of uninterrupted time which includes: whole group instruction using the CCRP reading lesson plan, content area texts to increase the amount of exposure to non-fiction texts and more complex texts, small flexible groups for differentiated instruction based on the diagnostic assessment data and progress monitoring data. The teacher may use ancillary materials from the CCRP or leveled content area materials, research-based instructional protocols, or supplemental materials to differentiate the instruction presented in the whole group lesson through explicit instruction. Learning centers or cooperative learning groups are used to practice and reinforce instruction with activities that promote high student engagement for students who are not meeting with the teacher. Student placement in groups is flexible, and different curricula may be in use to instruct these different groups. There is active student engagement in a variety of reading-based activities, which connect to the six essential components of reading and to overall, clearly articulated academic goals.
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.
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 may require additional intensive intervention through additional levels of support, up to 45 minutes, 5 days per week, at a time outside of the 90-minute reading block, and varies as to the time of day, according to the individual school schedule. The instructional leadership team will plan for this eventuality by utilizing highly qualified personnel to remediate in areas of deficiencies. Intervention groups will have a reduced pupil teacher ratio of no more than 3 – 5 students per teacher. Students who have identified deficiencies, based on diagnostic assessment, will receive immediate intensive instruction in areas of phonics, phonological awareness, fluency, vocabulary, comprehension and/or oral language. Tutors and highly qualified paraprofessionals are utilized in the classrooms to assist with intensive intervention. Curriculum may be suspended to provide the necessary time for intensive intervention. With consideration of diagnostic and progress monitoring data, teachers will plan intervention activities and choose materials that will support the focus of the newly acquired reading skill while increasing the complexity of the text. In-class, small, flexible, homogeneous groupings for reading instruction will be used to meet the needs of all students.
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.
Students will have access to fiction and nonfiction text representing a range of levels, interests, genres, and cultures through the use of classroom libraries. Teachers will use authentic literature to enhance reading instruction by integrating science, social studies, and language arts. The use of classroom libraries will enhance student’s understanding of the integration of subjects and provide motivation to build background knowledge for present and future reading. Students will have access to libraries during whole group, small group and independent reading. Planned learning center activities used during this time include: partner reading, reciprocal teaching, and literacy circles. Leveled classroom libraries of both fiction and non-fiction text will be utilized as a meaningful extension of the skills taught through the CCRP. Leveling of libraries and determination of student reading levels will be done through the Renaissance Learning Program using Accelerated Reader levels.
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.
Reading comprehension strategies and vocabulary strategies will be taught in conjunction with instruction in subject areas across the curriculum using adopted texts and additional leveled texts that address the content covered in the adopted text. All content area teachers will incorporate reading into subject areas with consideration to the following:
• Guided instruction in comprehension strategies which include cause and effect, sequencing, predicting, clarifying, questioning, connecting and summarizing before, during, and after reading through explicit modeling (Think Alouds). Close reading strategies will be implemented in all guided instruction; large group and small group.
• Independent reading practice with level texts,
• Small group instruction focused on content-area concepts incorporated across the curriculum.
• Collaboration between teacher and coach to determine students’ instructional reading levels, so text assigned is appropriate in complexity and word reading ability. Through monitoring students’ independent reading progress closely, instructors will gradually and continuously move students’ independent reading levels and ability to read more complex texts upward.
10How will writing to a source to strengthen reading comprehension be incorporated into the 90 minute reading block to deepen text comprehension?
Students will be required to write in response to the texts that are used in the 90 minute reading block. Writing will be used to activate and extend background knowledge prior to reading the CCRP selection or content related text. It will be used to increase metacognition during the act of reading text, and it will be used to transform information after the reading is complete. As required by the Common Core Standards, student will demonstrate the level of reading comprehensions as they write to express personal opinions, using the text for support, write to convey ideas and information clearly, and write to tell a 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 29, 2013 for the Just Read, Florida! Office to review and provide feedback by April 8, 2013. 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 Columbia County School System provides supplemental support in serving the most at-risk students in the district through a variety of state and federal resources. Supplemental Academic Instruction, along with Title I and grant funds are used to support curriculum materials and remediation services that complement the reading program. Six elementary schools have tutoring services offered through Supplemental Educational Services programs after school; students in these programs are identified by their socio-economic needs. Several schools offer additional tutoring before or after school through the voluntary services of teachers. Students are selected using data such as performance on FCAT, progress monitoring assessments and /or classroom performance. Many of the schools provide parent reading nights to all parents, during which parents/guardians are provided strategies to use with their student(s).
12Please list the qualifications for reading intervention teachers in elementary schools, summer reading camps, and one hour extended day programs.
All teachers are highly qualified and through the teacher evaluation process and data analysis have proven success with struggling students.
13.1Which assessments are administered to determine reading instructional needs for the following students:
Non-English speaking ELL students?

To differentiate between a student's language proficiency and learning challenges for ELL students, the Brigance Comprehensive Inventory of Basic Skills-Revised may be utilized.
13.2Students with severe speech/auditory impairments?
In accordance with the student's Individual Educational Plan (IEP) appropriate accommodations will be made to administer the same assessments to determine the reading instructional needs for students with severe speech/auditory impairments. Technological devices may be used for administration. Additionally, as appropriate, the Brigance will be utilized.
13.3Students with severe vision impairments?
In accordance with the student's Individual Educational Plan (IEP) appropriate accommodations will be made to administer the same assessments to determine the reading instructional needs for students with severe vision impairments. Technological devices may be used for administration to enlarge written text and Braille, as appropriate to the student's needs. Additionally, as appropriate, the Brigance will be utilized
13.4Alternate assessment used for promotion of third grade students scoring Level 1 on FCAT Reading?
SAT 10.
Middle School Student Achievement and Instruction
All information provided in this section details how this district will meet the reading needs of all student subgroups identified under No Child Left Behind.
1Each district will be given one school user log-in password so that each school may enter their own information into Chart F by using the web-based template. It is recommended that districts create a timeline for school users to enter this information for their school. Districts will be able to review and revise the school based information before submitting Chart F on March 29, 2013. 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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2.1How 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?

School-based Professional Learning Communities, supported by the district, will analyze texts in current textbooks and supplemental programs throughout the year and work to ensure that students are exposed to texts at the appropriate complexity. Qualitative and quantitative dimensions of text will be examined so that teachers can match students to the appropriate level of text. Curriculum mapping of mapping based on the Common Core Standards ELA standards will direct the pace of instruction and provide a material list for movement toward more complex texts. Progress monitoring assessments will be analyzed to inform the progress of students in their ability to read more complex texts. If a need exists for additional exposure to complex text, differentiated instruction and differentiated levels of text will be used to increase students’ ability to read and understand more complex texts.
2.2The 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?


A middle grades reading course is not required.
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 in all middle schools extended time is provided for students deficient in decoding skills and text reading efficiency by collecting and reviewing school master schedules within the first six weeks of the school year. Intensive reading classes will be included in the master schedule to meet this need. Furthermore, fidelity checks, conducted by district level personnel, will provide a method to monitor compliance to reading intervention schedule throughout the school year..
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.
A portion of the intensive reading block will be devoted to teacher-monitored independent reading. Rich classroom libraries will be available to students as well as access to the media center. Students will be held accountable for this engaged reading time, which may be done by keeping sustained reading logs or sharing interesting reading experiences. Students will have opportunities for wide reading experiences in both fiction and nonfiction texts in their individual zones of proximal development with choices of interest, genre, and culture. Multi-level classroom libraries support content area instruction. Texts will be leveled using normed assessment standards. Additionally, a book’s text complexity will be based on structure, language demands, and background knowledge required for comprehension. Students will take the FAIR test or another scientifically research-based instrument at the beginning of the school year and will be cognizant of their zones of proximal development.
6How will all content area and elective teachers teach students to think as they read in subject area classrooms and extend and build discussions of text in order to deepen understanding? Describe how teachers are implementing text based content area instruction in:
  • English/Language Arts
  • History/Social Studies
  • Science
  • Technical Subjects
Reading comprehension strategies, vocabulary strategies, and the use of graphic organizers will be taught in conjunction with instruction in subject areas across the curriculum using adopted text, leveled texts, and additional passages that increase exposure to more complex texts that address the content covered in the adopted text. Essential Questions will be established for units of study and guiding questions will guide daily lessons. The principal will be responsible for reviewing lesson plans on a weekly or biweekly basis. The principal will conduct weekly walk-through visits to monitor implementation and provide feedback as appropriate. All content area teachers will incorporate CCSS Literacy Standards into subject areas with consideration to the following:
• Guided instruction in comprehension strategies which include predicting, clarifying, questioning, and summarizing before, during, and after reading/learning through explicit modeling (Think Alouds), strategies acquired during the content area trainings such as CAR PD, NGCAR PD or other appropriate content area trainings. Instructional strategies will include:
o rigorous text dependent questions that require students to demonstrate that they follow the details of what is explicitly stated and are able to make valid claims that agree with all the evidence in the text.
• Close reading questioning will be implemented in all guided instruction to:
o build 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
o 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
o implement critical reading through shared inquiry, CIS (Comprehension Instructional Sequence), or Literacy Design Collaborative.
o embed reading strategies in addition to broader questions and themes in the actual reading of the text rather than being taught as a separate body of material.
7How will writing be incorporated across the curriculum to deepen text to comprehension?
Students will be required to write in response to the texts in all content areas. Writing will be used to activate and extend background knowledge prior to reading the CCRP selection or content related text. It will be used to increase metacognition during the act of reading text, and it will be used to transform information after the reading is complete. As required by the Common Core Standards, student will demonstrate the level of reading comprehensions as they write to express personal opinions and opposing opinions, using the text for support, write to inform or explain a topic clearly, and write connecting narrative passages using dialogue, descriptive details, and sensory language.
8What before, after, and summer school reading activities will be utilized, including mentoring and tutoring activities? Include criteria for student eligibility and how these activities will be linked to reading instruction provided during the school day.

Homework and summer reading lists will be utilized to enhance reading. Tutoring sessions either before or after school will be made available as deemed appropriate. Student eligibility is based on student achievement needs, which include performance on FCAT and/or progress monitoring assessments. The content is correlated to the standards in the assessments and which the student is deficient in.
9.1Which assessments are administered to determine reading intervention placement for students with the following needs:
Non-English speaking ELL students?
To differentiate between a student's language proficiency and learning challenges for ELL students, the Brigance Comprehensive Inventory of Basic Skills-Revised will be utilized.
9.2Students with severe speech/auditory impairments?
In accordance with the student's Individual Educational Plan (IEP) appropriate accommodations will be made to administer the same assessments to determine the reading instructional needs for students with severe speech/auditory impairments. Technological devices may be used for administration.
9.3Students with severe vision impairments?
In accordance with the student's Individual Educational Plan (IEP) appropriate accommodations will be made to administer the same assessments to determine the reading instructional needs for students with severe vision impairments. Technological devices may be used for administration to enlarge written text and Braille, as appropriate to the student's needs.
9.4Students in grades 6 and above with no FCAT scores?
The records of students who enroll without the most recent FCAT Reading score will be reviewed. Standardized test scores will be used to determine placement. Students may be assessed with the MAZE instrument which will provide information related to the individual student's instructional needs. The DAR may be administered to provide additional student data.
High School Achievement and Instruction
All information provided in this section details how this district will meet the reading needs of all student subgroups identified under No Child Left Behind.
1Each district will be given one school user log-in password so that each school may enter their own information into Chart I by using the web-based template. It is recommended that districts create a timeline for school users to enter this information for their school. Districts will be able to review and revise the school based information before submitting Chart I on March 29, 2013. School level users should select all adopted reading instructional materials from the lists provided and add any other materials in the text boxes. Information regarding materials specifically for ESE and ELL students should be listed in the text box labeled ‘Other.’ To review and edit all school information for Chart I before submitting, please use the link provided within this section online.
Chart I
(This will open in a new browser)
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?

School-based Professional Learning Communities, supported by the district, will analyze texts in current textbooks and supplemental programs throughout the year and work to ensure that students are exposed to texts at the appropriate complexity. Qualitative and quantitative dimensions of text will be examined so that teachers can match students to the appropriate level of text. Curriculum mapping based on the Common Core Standards ELA standards will direct the pace of instruction and provide a material list for movement toward more complex texts. Progress monitoring assessments will be analyzed to inform the progress of students in their ability to read more complex texts. If a need exists for additional exposure to complex text, differentiated instruction and differentiated levels of text will be used to increase students’ ability to read and understand more complex texts.


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.

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.
Appropriate reading interventions for students will be determined based on data from screenings, progress monitoring and diagnostic assessments, in addition to
teacher recommendation. On-level language arts courses will emphasize reading comprehension strategies, vocabulary development and the integration of the writing process with reading and the study of literature. Comprehension and vocabulary instruction will be reinforced through the content areas for all subjects and levels.
Intensive reading intervention courses will be provided to all Level 1 students including those 11th and 12th grade students who have not met the FCAT Reading graduation requirement and should include on a daily basis:
• whole group explicit instruction
• small group differentiated instruction
• independent reading practice monitored by the teacher
• infusion of reading and language arts benchmarks specific to the subject area blocked with the intensive reading course
• a focus on informational text at a ratio matching FCAT
Students who score at Level 1 or Level 2 and have deficiencies in the areas of decoding and text reading efficiency will have an extended block of reading intervention using one of the following techniques: creating a block of Intensive Reading with a Reading in the Content area course, in which the teacher is appropriately certified; OR with enrollment in an Intensive Language Arts course in addition to an Intensive Reading course.

Students who score a Level 2 and do not have decoding issues will be served in content area classes through a content area reading intervention who has CAR-PD or NG CAR-PD training.
Schools will progress monitor Level 1 and 2 students a minimum of three times per year to include a Baseline, Midyear, and End of the Year Assessment.
5How will 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 in all high schools extended time is provided for students deficient in decoding skills and text reading efficiency by collecting and reviewing school master schedules within the first six weeks of the school year. Intensive reading classes will be included in the master schedule to meet this need. Furthermore, fidelity checks, conducted by district level personnel, will provide a method to monitor compliance to reading intervention schedule throughout the school year.
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.
A portion of the intensive reading block will be devoted to teacher-monitored independent reading. Rich classroom libraries will be available to students as well as access to the media center. Students will be held accountable for this engaged reading time, which may be done by keeping sustained reading logs or sharing interesting reading experiences. Students will have opportunities for wide reading experiences in both fiction and nonfiction texts in their individual zones of proximal development with choices of interest, genre, and culture. Multi-level classroom libraries support content area instruction. Texts will be leveled using normed assessment standards. Additionally, a book’s text complexity will be based on structure, language demands, and background knowledge required for comprehension. Students will take the FAIR test or another scientifically research-based instrument at the beginning of the school year and will be cognizant of their zones of proximal development based.
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
Reading comprehension strategies, vocabulary strategies, and the use of graphic organizers will be taught in conjunction with instruction in subject areas across the curriculum using adopted text, leveled texts, and additional passages that increase exposure to more complex texts that address the content covered in the adopted text. Essential Questions will be established for units of study and guiding questions will guide daily lessons. The principal will be responsible for reviewing lesson plans on a weekly or biweekly basis. The principal will conduct weekly walk-through visits to monitor implementation and provide feedback as appropriate. All content area teachers will incorporate reading into subject areas with consideration to the following:
Guided instruction in comprehension strategies which include predicting, clarifying, questioning, and summarizing before, during, and after reading/learning through explicit modeling (Think Alouds), strategies acquired during the content area trainings such as CAR PD, NG CAR PD or other appropriate content area trainings.
Instructional strategies will include:
• rigorous text dependent questions that require students to demonstrate that they follow the details of what is explicitly stated and are able to make valid claims that agree with all the evidence in the text,
• Close reading questioning will be implemented in all guided instruction to:
• build 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
• 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
• embed reading strategies in addition to broader questions and themes in the actual reading of the text rather than being taught as a separate body of material.
8How will writing be incorporated across the curriculum to deepen text comprehension?
Students will be required to write in response to the texts in all content areas. Writing will be used to activate and extend background knowledge prior to reading the CCRP selection or content related text. It will be used to increase metacognition during the act of reading text, and it will be used to transform information after the reading is complete. As required by the Common Core Standards, student will demonstrate the level of reading comprehensions as they write to express personal opinions and opposing opinions, using the text for support, write to inform or explain a topic clearly, and write connecting narrative passages using dialogue, descriptive details, and sensory language.
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.

Homework and summer reading lists will be utilized to enhance reading. Tutoring sessions either before or after school will be made available as deemed appropriate.
Student eligibility is based on student achievement needs, which include performance on FCAT and/or progress monitoring assessments. The content is correlated to the standards in the assessments and which the student is deficient in.
10.1Which assessments are administered to determine reading intervention placement for students with the following needs:
Non-English speaking ELL students?
To differentiate between a student's language proficiency and learning challenges for ELL students, the Brigance Comprehensive Inventory of Basi Skills-Revised will be utilized.
10.2Students with severe speech/auditory impairments?
In accordance with the student's Individual Educational Plan (IEP) appropriate accomodations will be made to administer the same assessments to determine the reading instructional needs for students with severe speech/auditory impairments. Technological devices may be used for administration.
10.3Students with severe vision impairments?
In accordance with the student's Individual Educational Plan (IEP) appropriate accomodations will be made to administer the same assessments to determine the reading instructional needs for students with severe vision impairments. Technological devices may be used for administration to enlarge written text and Braille, as appropriate to the student's needs.
10.4Students in grades 9 and above with no FCAT scores?
The records of students who enroll without the most recent FCAT Reading score will be reviewed. Standardized test scores will be used to determine placement. Students may be assessed with the MAZE instrument which will provide information related to the individual student's instructional needs. The DAR may be administered to provide additional student data.