2014-15 K-12 Comprehensive Research Based Reading Plans
District: Calhoun

Leadership: District Level
•District Name:Calhoun
•District Contact:Kay Tipton
•Contact Address:20448 NW Pennington Ave. Blountstown, FL 32424
•Contact Email:Kay.Tipton@calhounflschools.org
•Contact Telephone:850-674-8734
•Contact Fax:850-674-4743
1What are your measurable district goals for student achievement in reading for the 2014-15 school year?
The Calhoun district reading goals for student achievement in reading for the 2014 - 2015 school year will be as follows:

K-2: 50% of students will demonstrate proficiency
3-5: 50% of students will demonstrate proficiency
6-8: 50% of students will demonstrate proficiency
9-12: 50% of students will demonstrate proficiency

Calhoun will be using new ELA textbooks for grades 6 – 12 this school year as well as taking the new Florida Assessment for Florida Standards. With the combined new standards, new assessment, new cut scores and new textbooks, Calhoun decided to set reading goals for student achievement at proficiency rate of 50% for each grade level. When baseline data is collected at the beginning of the year adjustments may be made with the reading goals.
2How will the district assure (a) systematic and explicit instruction, based on data and (b) use of text-based vocabulary and comprehension instruction, with an emphasis on complex text?
The district will meet with each school to review data and training will be provided to core leadership team of teachers to develop a plan for instruction through the use of CPALMS and iMAP the curriculum. Resources for informational text will be incorporated into curriculum maps. The data will also be used in the development of each School Improvement Plan, including the systematic inclusion of complex text K-12. The district will assure the use of text-based vocabulary and comprehension instruction with an emphasis on complex text by classroom observations by Principal, Assistant Principal, Curriculum Coordinators and District Reading Coach. Leadership meetings will be held each month to discuss and monitor instruction at each school.
3* In addition to using texts from core, supplemental, and intervention programs, how will the district assure that schools increase the amount and variety of increasingly complex texts, use multiple texts which includes but is not limited to various accounts of a subject told in different mediums, as part of instruction that focuses on complex vocabulary and comprehension tasks?
Teachers have received professional learning on the use of complex text in the classroom. Exemplar lessons have been developed and teachers are required to use these lessons in the classroom. Curriculum maps and pacing guides are being developed by a team of teacher leaders with the assistance of the CPALMS Regional Trainer. CPALMS exemplar lessons will also be a source of complex texts, multiple texts, and complex vocabulary. Classroom walkthroughs, observations, lesson plan review, and review of student performance data will be used to ensure implementation.
4* How will students analyze media literacy including the various mediums: print media, still photography, radio/audio, television/film, and the internet in reading and content area subject areas?
Teachers have received professional learning in developing lessons that include the use of various mediums. The district will continue to facilitate meetings with Media Specialists to provide assistance to teachers with accessing information and classroom resources in support of use of various mediums. Students will be encouraged to use critical thinking skills in analyzing various media forms. Another way students will analyze various mediums in the classroom will be through classroom debate and discussions. The district will provide links to various websites that could be used in the classroom. Teachers will be encouraged to use CPALMS with online resources and other mediums. Students will use their comprehension skills, knowledge base, and information from various media sources to help with their reading and content area subject areas.
5How will the district facilitate improvement in the intensity of interventions for schools that are not making academic improvements as determined by student performance data and confirmed by administrative observations?
Elementary:
Secondary:
When progress-monitoring data indicates that a school is not making substantial progress toward stated goals and benchmarks, the district reading leadership team will work with the school reading leadership team to develop a plan for additional support and assistance. In schools and classrooms that are not making academic improvements, the director or curriculum/instruction, district reading coach, principal and school reading leadership team will meet monthly to discuss data and monitoring of initial and intensive instruction. Specific areas of need will be targeted. To achieve improvements, teachers will meet weekly, be provided with professional development materials to support instruction; and have weekly reading walk-through visits to monitor implementation. Ongoing progress monitoring will take place.
6How and when will the district provide principals with the information contained in the K-12 Comprehensive Research-Based Reading Plan?
Once the reading plan is approved and the principals for the coming year are established, the Director of Curriculum/Instruction will meet with the principals to review the reading plan.
7* If the district has an elementary school identified on the list of 100 lowest performing schools, how will the district ensure the provision of an additional hour of intensive reading instruction beyond the normal school day to meet the needs of their school’s population?
Only highly qualified teachers will provide the instruction. Students will be provided literacy intervention instruction explicitly teaching comprehension and reading strategies, along with vocabulary, fluency, oral language and word-attack skills. Along with the instruction the students will be provided guided practice, error correction and regular and ongoing feedback. Parents will be given the opportunity to opt out but will be encouraged to participate.
8How will the district provide leadership and support in defining the role of the reading coach for school administrators, 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 at https://app1.fldoe.org/Reading_Plans/ .

Please be sure to address the following: Florida State Standards implementation, text complexity, and multi-strategy instructional approaches such as the 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 in making appropriate instructional decisions based on student data, and in improving teacher delivery of effective reading instruction, intervention, and reading in the content areas based on student need.


Calhoun_DistrictReadingCoachChart_2014.pdf,3/19/2014 3:44:47 PM
9What is the total number of reading coaches (funded through any source) that served the district for the 2013-14 school year?
For the 2013 - 2014 school year, Calhoun County had a full-time reading coach that served all 5 schools in the district. Additionally BHS also had a reading coach for 30% of her time.
10What is the total estimated number of reading coaches (funded through any source) that will be serving the district for the 2014-15 school year?
For the 2014-2015 school year, the number of reading coaches will remain the same, which is 1 and 1/3 coaches total.
11How will the district and schools recruit and retain highly qualified reading teachers and reading coaches?
The district and schools will recruit and maintain highly qualified reading teachers by advertising for available positions, providing reading endorsement training, providing reading professional development training to all teachers, and providing support through curriculum coaches. A teacher who is hired and not considered highly qualified must sign a letter of intent to become highly qualified within three academic years.
12How will the district determine allocation of reading coaches based on the needs of schools?
The district looks closely at assessment results from each school. Schools are prioritized by need. Those schools with the greatest needs employ reading coaches as funds become available.
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).
Each school has either a curriculum coordinator or an Assistant Principal that facilitates the reading leadership team as they pursue school literacy goals. Support for text complexity is given to the teachers by providing instructional resources that meet district reading goals as well as the rigors of Florida Standards. Classroom observations and visits are conducted on a regular basis to support teachers with text complexity and improve reading comprehension.

The Literacy Leadership Team will facilitate professional learning communities that will build the capacity to improve reading, support text complexity, and close reading of texts. The Team will also facilitate the development of curriculum maps and pacing guides. The Literacy Leadership Team will meet regularly to monitor and ensure text complexity and close reading is taking place at each school.
2* How does the reading coach provide professional learning opportunities for the following?
Elementary:
  • All instructional staff?
  • Reading intervention teachers?
  • Guidance counselors, including the faciliatation of reading intervention services?

Secondary:
  • All instruction staff?
  • Reading intervention teachers?
  • Guidance counselors, including the facilitation of reading intervention services?
Professional learning opportunities are provided to Elementary and Secondary instructional staff, reading intervention teachers and Guidance Counselors through the District Reading Coach and the services of a Reading Consultant. The following opportunities are provided through:
• structured professional activities that are research-based, ongoing, coordinated, and responsive to student needs revealed by data (e.g., workshops, book studies, classroom coaching)
• model research-based instructional procedures and help teachers implement these procedures
• identify teachers’ strengths and areas for improvement based on student performance data and classroom observations
• provide teachers with feedback and coaching that impacts student learning
• help teachers select materials and instructional strategies that fit students’ needs and interests
• organize professional materials to enhance a system of ongoing learning
• organize and make accessible instructional materials (e.g., leveled text, electronic sources, content-related texts)
• ensure that research-based literacy strategies learned in workshops are used effectively in classrooms
• assist teachers in overcoming problems they encounter in their classrooms
• work closely with new teachers and administrators, helping them to understand the school’s literacy program and their roles within the literacy program
• model ongoing learning (e.g., participate in self-reflections on teaching; read professionally; participate in professional
• meetings; stay current with national, state, and local initiatives
3* How is this occurring in schools where no reading coach is available?
Professional learning opportunities are provided to Elementary and Secondary instructional staff, reading intervention teachers and Guidance Counselors through the District Reading Coach and the services of a Reading Consultant. The following opportunities are provided through:
• structured professional activities that are research-based, ongoing, coordinated, and responsive to student needs revealed by data (e.g., workshops, book studies, classroom coaching)
• model research-based instructional procedures and help teachers implement these procedures
• identify teachers’ strengths and areas for improvement based on student performance data and classroom observations
• provide teachers with feedback and coaching that impacts student learning
• help teachers select materials and instructional strategies that fit students’ needs and interests
• organize professional materials to enhance a system of ongoing learning
• organize and make accessible instructional materials (e.g., leveled text, electronic sources, content-related texts)
• ensure that research-based literacy strategies learned in workshops are used effectively in classrooms
• assist teachers in overcoming problems they encounter in their classrooms
• work closely with new teachers and administrators, helping them to understand the school’s literacy program and their roles within the literacy program
• model ongoing learning (e.g., participate in self-reflections on teaching; read professionally; participate in professional
• meetings; stay current with national, state, and local initiatives
4All students should have regualr access to grade level appropriate text. How are texts reviewed and selected for complexity? How are 'stretch texts' provided and appropriately used in all courses/grades, particularly in reading intervention?
Teachers will work together to identify exemplars and anchor texts at each level so that shared understanding can be built about what factors contribute to text complexity. During pre-school, grade levels/subject areas meet to decide on appropriate text selections that fit best with the Florida Standards. The Curr/Literacy coach will provide professional development on developing examplar texts. Part of each reading lesson will include stretch texts. The stretch text will be determined by the student's instructional level. The amount of scaffolding that is given to the students will also be determined by their instructional level.
5* How will the principal ensure that vocabulary and comprehension instruction builds student capacity to successfully engage in close reading so that the amount of close reading instruction can increases across the school day?
The principal will increase the amount of student reading inside and outside of school by supporting and promoting reading in various ways such as providing reading incentives and literacy contests, reaching out to parents and community, supporting the building of classroom libraries, and ensuring that the reading block contains time for quality reading. The principal will make sure instructional time is priority by having little to no interruptions during the school day (i.e., intercom announcements, programs, etc.). Professional development will be provided to teachers for instructional strategies to increase student knowledge of vocabulary and comprehension. Incentives for reading through the use of Accelerated Reader will be incorporated in the school which in turn will increase the amount of reading. Principals will meet with lead teachers on a regular basis to share the vision of the school to engage in close and careful reads. Lesson plans will be reviewed as well as classroom walkthroughs by the principal or principal designee to make sure vocabulary and comprehension instruction is taking place.

The Principal will ensure that close reading will increase across the school day by creating the collaborative culture and collective responsibility of a professional learning community (PLC). Teams will be formed in which members will share responsibility to help all students learn the essential content and skills, providing teams with time to collaborate, helping to clarify the work that teams need to do, and ensuring that teams have access to the resources and support they need to accomplish their objectives. The principal will give the collaborative teams help in collecting the evidence of student learning to improve their teaching.
6For schools identified as one of the 100 lowest performing elementary schools, how will schools level leadership ensure that intensive reading instruction during the additional hour of instruction meets the following characteristics outlined in Section 1011.62(1)(f), Florida Statutes?
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 proactive, error correction and feedback; and,
  • the integration of social studies, science, and mathematics text reading, text discussion, and writing in response to reading.
School leadership will ensure that intensive reading instruction meets its goal through lesson plans, observations, walkthroughs, meetings, teacher schedules, fidelity checks, review of computer usage and reports.
Professional Development
1Provide the district professional development schedule for ALL reading professional development, including those funded through the FEFP and non-FEFP reading allocation, for the 2014-2015 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. Delete charts that reference old courses as they should no longer be offered. 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 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
How will the professional development provided to district supervisors be delivered at the school level?
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ChartA
2 How will the district assure that administrators and reading/literacy coaches provide follow up on literacy professional development (e.g., Florida Standards implementation, text complexity, comprehension instructional sequence, close reading, etc.)?
The district assures that the reading/literacy coach provides follow up on literacy professional development through Classroom walkthroughs, activity logs, observations, feedback, conferences with teachers.
3Does your district offer Next Generation Content Area Reading Professional Development (NGCAR-PD) ?
Yes. The district offers NGCARPD through has staff that has been trained as NGCAR-PD trainers. Content area teachers are encouraged to complete the NGCAR-PD.
4How is your district building capacity through NGCAR-PD to provide reading intervention in content area classes for secondary students in need of reading intervention per Florida Statutes 1003.4156, 1003.428, and 1003.4282?
The district is building capacity by providing on-going training, focusing on disseminating information, resources, and tools designed to enhance the use of reading strategies in content area classes for secondary students in need of reading intervention. NGCAR-PD is provided in the afternoons after school each week for teachers in the content area classes for secondary students in need of reading intervention. Another important aspect of the initiative in Calhoun is the training of school leaders. The more they understand the instructional mode and the need for this type of instruction, the more support of use. Several administrators have been through an entire training on the Comprehensive Instructional Sequence.
The district promotes teacher collaboration and lesson study.
5How will the district support implementation of Next Generation Content Area Reading – Professional Development (NGCAR-PD)?
The district stresses the value of the Next Generation Content Area Reading – Professional Development - NGCAR-PD . The district will offer the NGCAR-PD training at all secondary schools for next school year.
6Please list and describe the professional development that teachers will receive to support research-based content area literacy practices within English/Language Arts, History/Social Studies, Science, and Technical Subjects.
As part of a multi-district collaborative, a reading consultant works with the district on a regular basis providing support for content area teachers. The District Reading Coach also provides on-going support for the content area teachers.
7Does your district conduct transcript reviews of college coursework for application towards the District Add-On Reading Endorsement?
Yes. The district does conduct transcript reviews of college coursework for application towards the District Add-On Reading Endorsement.
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 April 4, 2014. 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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ChartF
2* The 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. This goal applies to the following students:
  1. students with reading performance below grade level: For these students, acceleration is just as important as remediation. Describe how your district will assure that reading intervention services provide both acceleration and remediation to meet the needs of low-performing students and facilitate their college-career readiness by high school graduation.
  2. students with reading performance on or above grade level: Describeyou’re your district will assure that the reading development of students performing on or above grade level will continue to progress toward college-career readiness by high school graduation

Students with reading performance below grade level: Calhoun district will assure that reading intervention services will provide both acceleration and remediation to meet the needs of low-performing students and facilitate their college-career readiness by high school graduation. Students that score at level 1 or level 2 on assessment tests and have intervention needs in the areas of decoding and/or text reading efficiency will be placed in intensive reading course. The intensive reading course will include whole group instruction, small group differentiated instruction, and independent reading practice which will be monitored by the classroom teacher. reading program will provide opportunities for accelerated achievement which will be monitored and measured by district wide progress monitoring tests, STAR testing and FAIR assessments.

Students with reading performance at or above grade level: Calhoun District will assure that reading development will take place because all students in grades 6 – 8 will receive a development reading class. That class will include the following:
practices that support the instructional focus
Consistent Materials and Resources
Coherent Schedules with few interruptions
Resources used strategically to support the instructional focus
Providing additional academic support for students
Professional development based on teachers' and students' needs
assessments aligned with Florida Standards
Administrators and teachers analyzing achievement data to reveal instructional needs



3* To effectively use assessment data, districts and schools with carefully crafted protocols are prepared to efficiently differentiate student reading needs and offer an appropriate array of intervention options that meet various individual student learning needs. To develop and utilize these local protocols, districts and schools need to address state legislation that informs local policies.

Section 1003.4156, Florida Statutes, requires middle school students who score at Level 1 on FCAT 2.0 Reading to receive intervention services in the following courses:

  • an intensive reading course and/or
  • A content area course that is taught by a content-area teacher who has participated in content-area reading professional development, such as NGCAR-PD/CAR-PD, that builds teacher capacity to deliver scientifically-based content-area literacy practices that support low-performing students.

Middle school students who score at Level 1 or Level 2 on FCAT 2.0 Reading and have intervention needs in the areas of foundational reading skills (e.g. decoding, fluency) must have extended time for reading intervention:

  • Students two or more years below grade level should receive double block of time for reading to provide a sufficient amount of the following:
    • remediation in foundational reading skills
    • supportive opportunities to apply foundational skills
    • acceleration in vocabulary development and comprehension skills in relating to increasingly complex texts
      • Students less than two years below grade level may receive these services during the school day or before/after school with teacher support

      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.)

      Middle school students scoring at Level 1 or Level 2 on FCAT 2.0 Reading who do not have intervention needs in the areas of foundational reading skills (e.g. decoding, fluency) may be served in content area reading intervention classes. These teachers must meet one of the following requirements:

      • Content Area Reading Professional Development (CAR-PD)
      • Next Generation content Area Reading-Professional Development (NGCAR- PD),
      • Reading Endorsement
      • K-12 Reading Certificaiton

      In implementing this legislation, make sure that the classroom infrastructure (class size, materials, etc.) is adequate to implement the necessary array of intervention service option. These interventions should include the following characteristics:

      • whole group explicit and systematic instruction
      • small group differentiated instruction
      • independent reading practice monitored by the teacher (applicable to the reading intervention course)
      • 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.).

      Schools must progress monitor students scoring at Level 1 and 2 on FCAT 2.0 Reading a minimum of three times per year in order to appropriately plan for subsequent instruction and ensure student learning progress over time. This progress monitoring should include a Baseline, Midyear, and End of the Year Assessment.

      Schools must diagnose specific reading deficiencies of students scoring at Level 1 and Level 2 on FCAT Reading. Although formal diagnostic assessment provides 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 that teachers can better inform instruction to meet the needs of students who continue to struggle in reading. 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.

      Each identified struggling reader must be provided instruction that best fits his or her needs. Districts must establish criteria beyond FCAT 2.0 Reading for placing students into different levels of intensity for reading intervention 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 a variety of considerations with protocols, such as the following:

      • Historical assessment data results, including prior FCAT scores:
        • Level 2 student who scored at Level 3 or above during previous school years require instructional support that focuses on accelerating development in academic vocabulary and high-level comprehension, ensuring that student development keeps pace with increases in text complexity that occurs from grade to grade. Further assessment is required to determine whether remediation is needed.
        • Students who have historically scored below Level 3 in numerous past years will require intervention focused on both remediation and acceleration. Further assessment is required to determine the appropriate proportion of remediation and acceleration for each student.
      • Assessment using grade-level passages: Administer oral reading and comprehension questions of a grade-level passage:
        • Independent student oral reading:- For Level 1 or Level 2 students who struggle to read a grade level passage aloud, distinguish the impact that each students’ decoding issue has on his or her text comprehension in order to determine remediation needs:
          • Does the student successfully monitor basic comprehension of the grade-level text in spite of some decoding challenges?.
          • Does the student struggle to decode the grade-level passage, and does this negatively impact his or her grade-level text understanding?
        • Comprehension questions: Level 1 or Level 2 students who have difficulty accurately answering several basic comprehension questions (e.g., main idea, details, etc.) summarizing the passage, or identifying text evidence that supports the author’s claim will require systematic remediation in such skills as text structure, summarization, and comprehension monitoring using explicit instructional strategies such text- marking/coding.

        For the various student profiles referenced above, all will require accelerated instruction in academic vocabulary and high-level comprehension using complex texts to ensure their college-career readiness. 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 recommended in using fluency data as a primary determinant for placement in reading intervention in the upper grades.

        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 determining 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.

      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 https://app1.fldoe.org/Reading_Plans/ . 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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4* How will the district ensure that middle school students in need of decoding and text reading efficiency have sufficient time to receive the intervention services that they need?
Students whose areas of need include decoding and text reading efficiency will be placed in a 90 minutes of reading.
5How will students be provided with access to both leveled and authentic literary and informational texts representing a range of levels, interests, genres, and cultures within the reading program to develop independent reading capacity? Include the following information:
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.
Authentic literature will be integrated into the reading program and content areas. Classrooms are compiling libraries with leveled text. Daily independent reading practice will be required and monitored by the teachers in all reading classrooms using classroom libraries aligned to Accelerated Reader program and class sets of novels. Intensive reading classrooms have Scholastic leveled texts. The Accelerated Reader Program provides students with ZPD level to make sure that he/she is reading a book on the appropriate level. These classroom libraries will have fiction and non-fiction text representing a generous range of levels, interest, genres and cultures. Classroom libraries will be fully accessible to the students and the teacher will be very active in assisting students in self –selecting text that is appropriate for them. In addition to the classroom libraries Media Specialists at school library work closely with teachers to ensure that the interest of all students, not just level 1 and level 2 students, have been identified. The media center purchase a variety of paperback books, including an assortment of nonfiction materials, to be available to reading classrooms.
6* * How will students analyze media literacy including the various mediums: print media, still photography, radio/audio, television/film, and the internet in reading and content area subject areas?
Teachers have received professional learning in developing lessons that include the use of various mediums. The district will continue to facilitate meetings with Media Specialists to provide assistance to teachers with accessing information and classroom resources in support of use of various mediums. Students will be encouraged to use critical thinking skills in analyzing various media forms. Another way students will analyze various mediums in the classroom will be through classroom debate and discussions. The district will provide links to various websites that could be used in the classroom. Teachers will be encouraged to use CPALMS with online resources and other mediums. Students will use their comprehension skills, knowledge base, and information from various media sources to help with their reading and content area subject areas.
7* Students' college-career readiness is dependent upon high quality learning opportunities in content area and elective classrooms. What practices are in place to ensure that content-area instruction builds student capacity to think as they read subject area texts, extending and building text-based discussions in order to deepen content-area understanding? Describe how teachers are implementing text-based content area instruction in:
  • English/Language Arts
  • History/Social Studies
  • Science
  • Technical Subjects
Content area teachers will incorporate reading of complex text into subject areas. As the schools purchase new content area series, the leveled readers that accompany the series will also be purchased if this option is offered. Complex text reading will be focused on content area concepts. Content area teachers will utilize Kagan Strategies, guided instruction in comprehension strategies, before, during, and after selection reading through explicit modeling, practice in instructional level texts, and feedback. Teachers will document in their lesson plans the use of complex text into content area lessons. Content area teachers will be provided with professional development, which will enhance their skills at teaching reading. Content area teachers will be encouraged to seek the reading endorsement. Administrators will look for evidence of implementation of complex text in their classroom walk-through visits.
8Explain how the school will address writing from sources as a means to strengthen and deepen text comprehension, increase domain-specific knowledge, and provide meaningful writing opportunities:
  • How will writing from sources be supported in reading intervention courses to accelerate student literacy development? Describe how students will have consistent access to appropriate texts for gathering and researching information.
  • How will writing from source be incorporated across the curriculum in content-area course? Describe how content-area courses will provided frequent opportunities for students to engage in short research projects to research and write on various content-area topics.
Writing will be implemented in schools by a collection of student writing (Student Portfolios) over time based on requirements of Florida Standards (argumentative writing, claims, counterclaims, reasons, evidence, research writing (both short-term and long-term research). Teachers in all classes, including content area classes, will be asked to conduct close reading activities that require students to go back to the texts as they read, discuss, research and write.

In addition to a collection of writing samples across time (portfolios) students will be asked to do daily writing. In Intensive Reading Classes as well as the regular ELA classes, at the end of each text, students will be asked to sum up their thinking by completing a short response. The Short Response writing will convey students’ ideas developed through the close reading of the text. Also the short response will ask students to cite text evidence of the passage read, support their answers with explicit textual evidence,
In addition to English Language Arts classes, various types of writing such as reflective writing, journal writing, and response writing will be incorporated across the content area subjects. Teachers will document writing activities in lesson plans. Teachers will be provided with professional development activities that will enhance their ability to utilize writing. Administrators will look for evidence of implementation of these writing activities during lesson plan checks as well as their classroom walk-through visits.
9* What supportive reading opportunities will be provided before school, after school, and during summer school, including mentoring and tutoring? Include criteria for student eligibility and how these opportunities are linked to reading instruction provided during the school day.

Before school computer-based activities are offered to students at all middle schools who arrive at school early.

Credit recovery is available throughout the year for students as needed.

After school tutoring as preparation for FCAT is offered to students prior to FCAT.


10.1Which assessments are administered to determine reading intervention placement for the following student’s populations:
Non-English speaking ELL?
The speech therapist administers a language assessment battery and the Woodcock Munoz Language survey to all Non-English speaking ELL students. The results of these tests are shared with each student's teachers.
10.2Severe speech/auditory impaired?
The speech therapist will administer one or more of the following test to students with severe speech/auditory impairments: Test of Auditory Processing Skills, Photo Articulation Test, Goldman-Fristoe Test of Articulation, Structured Photographic Articulation Test. After the administration of these tests, the speech therapist will consult with the student's teachers on interventions and accomodations that best meet the student's needs.
10.3Severe visually impaired?
Students with vision impairments are given the same assessments as all other students. However, these assessments are given in either a large print version or Braille.
10.4Grades 6 and above transfer students who do not have any FCAT 2.0 Reading scores and/or other standardized reading scores. NOTE: If no scores are available, an appropriate assessment should be administered to determine the overall reading ability of the student and to identify appropriate placement.
The DAR and/or SRI will be administered to students with no FCAT scores if prior placement and/or grades are indicative of possible need.
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 April 4, 2014. 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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ChartI
2* The goal of a high school reading program is to provide a variety of methods and materials to develop strategies and critical thinking skills in reading. This goal applies to the following students.
  1. students with reading performance below grade level: For these students, acceleration is just as important as remediation. Describe how your district will assure that reading intervention services provide both acceleration and remediation to meet the needs of lo2-performing students and facilitate their college-career readiness by high school graduation.
  2. students with reading performance on or above grade level: Describe how your district will assure that the reading development of students performing on or above grade level will continue to progress toward college-career readiness by high school graduation.

Students with reading performance below grade level: Calhoun district will assure that reading intervention services will provide both acceleration and remediation to meet the needs of low-performing students and facilitate their college-career readiness by high school graduation. Students that score at level 1 or level 2 on assessment tests and have intervention needs in the areas of decoding and/or text reading efficiency will be placed in intensive reading course. The intensive reading course will include whole group instruction, small group differentiated instruction, and independent reading practice which will be monitored by the classroom teacher. reading program will provide opportunities for accelerated achievement which will be monitored and measured by district wide progress monitoring tests, STAR testing and FAIR assessments.

Students with reading performance at or above grade level will continue to develop their reading abilities through content area classes that emphasize text structure analysis, having students participate in before, during, and after reading activities,giving students the opportunity to ask and answer their own questions about content area texts, and providing vocabulary strategies that will assist in learning the content. Many teachers are working toward or have completed the NGCAR-PD.


3*

To effectively use assessment data, districts and schools with carefully crafted protocols are prepared to efficiently differentiate student reading needs and offer an appropriate array of intervention options that meet various individual student learning needs. To develop and utilize these local protocols, districts and schools need to address state legislation that informs local policies.

Section 1003.428, Florida Statutes, requires students in the ninth grated cohort beginning in 2013-2014, who score at Level 1 on FCAT Reading 2.0 to receive interventions services in the following courses:

  • an intensive reading course and/or
  • a content area reading intervention course that is taught by a content-area teacher who has partidipated in content –area reading professional development, such as NGCAR-PD/CAR-PD, that builds teacher capacity to deliver scientifically-based content –area literacy practices that support low-performing students.

Section 1003.428 Florida Statutes, requires students in the ninth grade cohorts for 2011-12, and 2012-13 who score at Level 1 on FCAT Reading 2.0 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 student in the 2011-12 and 2012-13 ninth grade cohort who scores at Level 1 or Level 2 on FCAT 2.0 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. Courses that may be used to provide reading intervention to 11th and 12th grade students include Reading For College Success, English 4-College Prep, or Intensive Reading. Each of these three courses focus on the goal of providing instruction that enables students to develop and strengthen reading comprehension of complex grade level texts and developing independent cognitive endurance while reading. Other commonalities include a focus on understanding vocabulary in context, analysis of affix meanings in academic terminology, recognizing various rhetorical structures, identifying main idea, inferences, purpose, and tone within texts. While all three courses require the reading of both fiction and nonfiction texts, Reading for College Success provides a specific focus on informational text while English 4 provides a specific focus on literature.

High school students who score at Level 1 or Level 2 on FCAT Reading and who have intervention needs in the areas of foundational reading skills (e.g. decoding, fluency) must have extended time for reading intervention:

  • Students two or more years below grade level should receive a double block of time for reading to provide a sufficient amount of the following:
    • remediation in foundational reading skills
    • supportive opportunities to apply these skills
    • acceleration in academic vocabulary development and high-level comprehension of increasingly complex text
  • Students less than two years below grade level may receive these services during the school day or before/after school with teacher support.

Teachers of intensive reading courses should be highly qualified to teach reading or should be working toward that status (pursuing the reading endorsement or K-12 reading certification). It is important that the classroom infrastructure (class size, materials, etc.) is adequate to implement the necessary array of reading intervention service options.

These intervention should the following characteristics:

  • whole group explicit instruction
  • small group differentiated instruction
  • independent reading practice monitored by the teacher (applicable to reading intervention course)
  • 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 complex literary and informational texts (exposition argumentation/persuasive, functional/procedural documents, etc.).

Beginning with the 2013-14 ninth grade cohort, students who score at Level 1 who do not have intervention needs in the areas of foundational reading skills(e.g. decoding, fluency) may be served in content area reading intervention classes. Districts may also continue to serve students scoring at Level 2 on FCAT Reading who do not have intervention needs in the areas of foundational reading skills (e.g. decoding fluency). Teachers of these classes must meet one of the following requirements:

  • Content Area Reading Professional Development (CAR-PD)
  • Next Generation Content Area Reading-Professional Development (NGCAR-PD) package
  • Reading Endorsement
  • K-12 Reading Certification

Schools must progress monitor students scoring at Level 1 and 2 on FCAT 2.0 Reading a minimum of three times per year in order to appropriately plan for subsequent instruction and ensure student learning progress over time. This progress monitoring should include a Baseline, Midyear, and End of the Year Assessment.

Schools must diagnose specific reading deficiencies of students scoring at Level 1 and Level 2 on FCAT Reading. Although formal diagnostic assessment 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 the needs of students who continue to struggle in reading. 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.

Each identified struggling reader must be given the instruction that best fits his or her needs. Districts must establish criteria beyond FCAT 2.0 Reading for placing students into different levels of intensity for reading intervention classes. It is recommended that districts implement a placement process that includes a variety of considerations with protocols, such as the following:
  • Historical assessment data results, including prior FCAT scores:
    • Level 2 students who scored at Level 3 or above during previous school years require instructional support that focuses on accelerating development in academic vocabulary and high-level comprehension, ensuring that student development keeps pace with increases in text complexity that occurs from grade to grade. Further assessment is required to determine whether remediation is needed.
    • Students who have historically scored below Level 3 in numerous past years will require intervention focused on both remediation and acceleration. Further assessment is required to determine the appropriate proportion of remediation and acceleration for each student,
  • Assessment using grade-level passages: Administer oral reading and comprehension questions of a grade-level passage:
    • Independent student oral reading: For Level 1 or Level 2 students who struggle to read a grade level passage aloud, distinguish the impact that each students’ decoding issues have on his or her text comprehension in order to determine remediation needs:
      • Does the student successfully monitor basic comprehension of the grade-level text in spite of some decoding challenges?
      • Does the student struggle to decode the grade-level passage, and does this negatively impact his or her grade-level text understandings?
    • Comprehension questions: Level 1 or Level 2 students who have difficulty accurately answering several basic comprehension questions (e.g., main idea, details, etc.), summarizing the passage, or identifying text evidence that supports the author’s claim will require systematic remediation in such skills as text structure, summarization, and comprehension monitoring using explicit instructional strategies such as text-marking/coding.

For the various student profiles referenced above, all will require accelerated instruction in academic vocabulary and high-level cdomprehension using complex texts to ensure their college-career readiness. 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 recommended in using fluency data as a primary determinant for placement in reading intervention in the upper grades.

Additional guidelines for determining 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.

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.

* District contacts will create and upload Chart J using the link found within this section online. A sample for Chart G (Assessment/Curriculum Decision Tree) can be found in the https://app1.fldoe.org/Reading_Plans/. Last year's chart is available at your district's public view page. If your district wishes to use this chart it must be uploaded into this year's plan. Please upload the desired file.

Chart J - High School Assessment Curriculum Decision Tree
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4 Describe 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 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.
FCAT Level 1 & 2, 11th grade students, who have not met graduation requirements will be placed in a 50 minute reading class.

FCAT Level 1 & 2, 12th grade students, who have not met graduation requirements will either be placed in a 50 minute reading class and/or take English 4: College Prep.

FCAT Level 2, 11th and 12th grade students, who have met graduation requirements through a concordant score, will be provided reading interventions through a content area class. These students will be progressed monitored three times a year.

Teacher recommendation will also be taken into consideration when placing students.

5* How will the district ensure that high school students in need of decoding and text reading efficiency have sufficient time to receive the intervention services that they need?

FCAT Level 1 & 2 students who have decoding and text reading efficiency needs will be provided with 90 minutes of reading instruction.
6* Within the reading program, how will students be provided with access to authentic literary and informational texts representing a range of levels, interests, genres, cultures, and topics – including science and social studies content -- to develop independent reading capacity? Include the following information:
  • how daily independent reading, monitored by the teacher, will be incorporated into all reading classrooms;
  • how classroom libraries will be utilized;
  • the process for leveling books; and
  • the process for matching students with the appropriate level of text.
Authentic literature will be integrated into the reading program. Each reading classroom will have libraries and leveled text. Daily independent reading practice will be required and monitored by the teachers in all reading classrooms using classroom libraries. These classroom libraries will have fiction and non-fiction text representing a generous range of levels, interest, genres and cultures. Classroom libraries will be fully accessible to the students, and the teacher will be very active in assisting students in self –selecting text that is appropriate for them. Professional development will be provided to teachers in integrating authentic literature into the reading program.
7* How will students analyze media literacy including the various mediums: print media, still photography, radio/audio, television/film, and the internet in reading and content area subject areas?
Teachers have received professional learning in developing lessons that include the use of various mediums. The district will continue to facilitate meetings with Media Specialists to provide assistance to teachers with accessing information and classroom resources in support of use of various mediums. Students will be encouraged to use critical thinking skills in analyzing various media forms. Another way students will analyze various mediums in the classroom will be through classroom debate and discussions. The district will provide links to various websites that could be used in the classroom. Teachers will be encouraged to use CPALMS with online resources and other mediums. Students will use their comprehension skills, knowledge base, and information from various media sources to help with their reading and content area subject areas.
8* Students’ college-career readiness is dependent upon high quality learning opportunities in content-area and elective classrooms. How will all content area and elective teachers (a) teach students to think as they read in subject area classrooms and (b) extend and build text-based discussions in order to deepen content-area understandings? Describe how teachers are implementing text based content area instruction in:
  • English/Language Arts
  • History/Social Studies
  • Science
  • Technical Subjects
Content area teachers will incorporate reading of complex text into subject areas. As the schools purchase new content area series, the leveled readers that accompany the series will also be purchased if this option is offered. Complex text reading will be focused on content area concepts. Content area teachers will utilize Kagan Strategies, guided instruction in comprehension strategies, before, during, and after selection reading through explicit modeling, practice in instructional level texts, and feedback. Teachers will document in their lesson plans the use of complex text into content area lessons. Content area teachers will be provided with quality professional development, which will enhance their skills at teaching reading. The professional development will provide teachers with strategies on appropriate questioning technique and reading strategies that continually force students back to the text for the purpose of analyzing and unfolding the meaning of the text. Content area teachers will be encouraged to seek the NGCAR-PD or reading endorsement. Administrators will look for evidence of implementation of complex text in their classroom walk-through visits.
9* Explain how the school will address writing from sources as a means to strengthen and deepen text comprehension, increase domain-specific knowledge, and provide meaningful writing opportunities.
  • How will writing from sources be supported in reading intervention courses to accelerate student literacy development? Describe how students will have consistent access to appropriate texts for researching and synthesizing information?
  • How will writing from sources be incorporated across the curriculum in content-area courses? Describe how content-area courses will provide frequent opportunities for students to engage in short research projects to research and write on various content-area topics?
Writing will be implemented in schools by a collection of student writing (Student Portfolios) over time based on requirements of Florida Standards (argumentative writing, claims, counterclaims, reasons, evidence, research writing (both short-term and long-term research). Teachers in all classes, including content area classes, will be asked to conduct close reading activities that require students to go back to the texts as they read, discuss, research and write.

In addition to a collection of writing samples across time students will be asked to do daily writing. In Intensive Reading Classes as well as the regular ELA classes, at the end of each text, students will be asked to sum up their thinking by completing a short response. The Short Response writing will convey students’ ideas developed through the close reading of the text. Also the short response will ask students to cite text evidence of the passage read, support their answers with explicit textual evidence,
In addition to English Language Arts classes, various types of writing such as reflective writing, journal writing, and response writing will be incorporated across the content area subjects. Teachers will document writing activities in lesson plans. Teachers will be provided with professional development activities that will enhance their ability to utilize writing. Administrators will look for evidence of implementation of these writing activities during lesson plan checks as well as their classroom walk-through visits.
10* What supportive reading opportunities will be provided before school, after school, and during summer school, including mentoring and tutoring activities? Include criteria for student eligibility and how these opportunities are linked to reading instruction provided during the school day.

After school tutoring is offered to students for four weeks prior to the Spring FCAT as a preparation for the test.

Credit recovery is avalable to students as needed.

These activities reinforce the reading instruction that is provided during the school day.
11.1* Which assessments are administered to determine reading intervention placement for the following student populations:
Non-English speaking ELL students
The speech therapist administers a language assessment and the Woodcock Munoz Language survey to all non-english speaking ELL students. After administration of these tests, the speech therapist will collaborate with the student's teachers on appropriate reading intervention placement.
11.2Severe speech/auditory impaired
The speech therapist will administer one or more of the following tests to students with severe speech/auditory impairments: Test of Auditory Processing Skills, Photo Articulation Test, Goldman-Fristoe Test of Articulation, Structured Photographic Articulation Test. After administration of these tests, the speech therapist will collaborate with the student's teachers on appropriate reading intervention placement.
11.3 Students with severe visual imparments?
Students with vision impairments are given the same assessments as all other students. However, these assessments are given in either a large print version or Braille.
11.4Grades 9 and above transfer students who do not have any FCAT 2.0 Reading score and/or other standardized reading scores. NOTE: If no scores are available, an appropriate assessment should be administered to determine the overall reading ability of the student and to identify appropriate placement.
The DAR or SRI will be administered to students with no FCAT scores if prior placement and/or grades are indicative of possible placement.