2014-15 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:mcelhaneyk@columbiak12.com
•Contact Telephone:386-755-8020
•Contact Fax:386-758-4966
1What are your measurable district goals for student achievement in reading for the 2014-15 school year?
K-2
GK - Increase the mean scale score on Early Star Literacy from 608 to 650

Grade 1: Increase the grade level percentile rank from 55th percentile to 60th percentile in STAR Reading
Grade 2: Increase the grade level percentile rank from 56th percentile to 61st percentile in STAR Reading
Grade 3: Increase mean percentile rank from 55th to 60th in STAR Reading
Grade 4: Increase mean percentile rank from 56th to 61st in STAR Reading
Grade 5: Increase mean percentile rank from 56th to 61st in STAR Reading


6-10: Increase the Percentile Rank Mean in FAIR Reading Comprehension:
Grade 6: from 44th to 50th
Grade 7: from 41st to 45th
Grade 8: from 41st to 45th
Grade 9: from 38th to 40th
Grade 10: from 30th to 33rd
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?
School-based administrators will receive continuous training in the use of the teacher observation instrument to conduct observations and document of the use of systematic and explicit instruction in reading using text based vocabulary, high effect comprehension strategies, identification of complex text and the use of data to drive instruction. Instructional coaches will receive monthly training in providing effective professional development in the same areas of reading. School based leadership teams will use data to determine the priority of reading professional development in their 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?
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.
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 instruct students to analyze media literacy in many ways. Some of these ways may include using the Internet (such as Newsela.com which has adjustable Lexile news articles for students), using printed items (such as newspapers, print media, photographs, or magazine articles), and/or using recorded television or film sections which can spark rich discussion and reflective writing in the reading and content area subjects. Students will be asked to support research using various mediums including power points, videos, etc. Professional development for administrators, coaches, and teachers will be provided to support this analysis.
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:
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.

6How 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.
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?
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. The school day will be extended, with employees financially compensated for the additional workday.
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.


Columbia_DistrictReadingCoachChart_2014.doc,3/13/2014 7:41:21 AM
9What is the total number of reading coaches (funded through any source) that served the district for the 2013-14 school year?
Thirteen and one half coaching positions were funded and served schools in the district in the 2013-14 school year. A coach was assigned to each of the thirteen schools and a half time coaching position was assigned to the alternative school.
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?
It is projected at this time, that thirteen and one half coaching positions will be funded to serve schools in the district in the 2014-145school year. It is anticipated that a coach will be assigned to each of the thirteen schools and half time position at the alternative school.
11How 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.
12How 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
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 instructional coach (es) and an administrator serve on each Reading Leadership team along with representatives from content area or grade level. Instructional 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 instructional coach and the Reading Leadership Team members are also expected to give support to grade level or content area teams as they develop curriculum that includes complex text in all content areas and plan lessons that support close reading. For the 2014-2015 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.
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?
Elementary:
• All instructional staff?
The coach supports instructional staff by: making presentations at faculty meetings; facilitating Professional Learning Communities; one on one coaching; modeling; observation/feedback opportunities; assisting with identification of appropriate resources and best practices strategies and interventions for individual teachers and groups of teachers, providing assistance with PD 360; facilitating and/or assisting in data analysis for individualized and grade level data chats.
The coach provides professional development for all teachers, including, but not limited to, text complexity, implementation of the Florida Student Performance Standards in literacy; and the Comprehension Instructional Sequence 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?
Reading intervention teachers are afforded the same differentiated professional development opportunities as all other teachers. Instructional coaches spend extra time modeling and in collaborative data analysis to assist intervention teachers.

• Guidance counselors, including the facilitation of reading intervention services?
Guidance counselors participate in all the above mentioned activities/opportunities. The guidance counselor assists in identifying students in need of intervention through MTSS/RtI and provides additional insight on students, through interactions and/or additional testing or interpretation of test results
Instructional coaches, principals and the District Reading Contact provide direction to guidance counselors for reading intervention placement.

Secondary:
• All instructional staff?
Instructional coaches assist in supporting the instructors in acquiring appropriate professional development for specific courses they instruct. Instructional staff participates in a variety of professional development and professional learning opportunities throughout the year addressing reading interventions and strategies. Instructional staff members participate in individualized, small group, and whole group activities. Instructional Coaches also support follow-up activities to ensure the teacher has utilized and feels comfortable with specific strategies.

• Reading intervention teachers?

Reading intervention teachers are supported by Instructional Coaches throughout the year through participation in collaborative activities and in-depth professional development. Reading intervention teachers receive training and support to assist in embedding other curricular areas within their remedial courses.

• Guidance counselors, including the facilitation of reading intervention services?

Instructional Coaches provide specific support to Guidance Counselors and staff to assist in identifying and properly serving students required to enroll in remedial courses, in accordance with the District Reading Plan. Guidance counselors and staff also participate in school-wide professional development opportunities addressing reading interventions and teaching strategies.
3* How is this occurring in schools where no reading coach is available?
The principal is the instructional leader at the school and is responsible for ensuring the professional development needs of all staff are met and for ensuring students are provided the appropriate reading interventions.
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?
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 instructional coaches, who are knowledgeable in reviewing research based materials that are appropriate for the students. Content area and grade level Professional Learning Communities analyze data to make curricula decisions that involve the determination of appropriate texts for differentiated groups. PLCs rely on Appendix B, provided by Common Core Standards for English/Language Arts, to provide exemplars of the text complexity bands to serve as a basis for appropriate instruction. The rubrics of qualitative and quantitative features are a basis for ongoing professional development in all schools. The analysis of text by collaborative groups of teachers leads to use of appropriate levels of text for all differentiation, including texts to “stretch.”
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 provide opportunities for intensive training for teachers in order to master vocabulary and comprehension strategies, eg. Coding text, lexile, text based evidence, and context clues that will improve students’ ability to engage in close reading. A 130 minute Language Arts block is designated each day and enforced through scheduled planning to include these close reading opportunities. Close reading is not exclusive to the reading block-it and is integrated throughout the day as other disciplines are taught.

The principal enables and empowers teachers to teach vocabulary and comprehension in a variety of ways. The instruction is differentiated throughout the day, and is not only presented in whole group settings, but also in small groups, one-on-one, based on students’ individual needs as identified through various progress monitoring measurements.

The principal will conduct walkthroughs/observations to ensure that close reading is taking place in the classroom. Lessons plans will be reviewed to ensure documentation of close reading activities are taking place in the classroom. Progress monitoring (school-wide) will be conducted to monitor the student growth. Professional development opportunities will be provided for instructional staff that needs assistance in the implementation of close reading into their classroom.

Classroom and school-wide assessment data will be thoroughly reviewed and disaggregated to aid in conducting formative and summative evaluations throughout the year
Classroom walkthroughs, review of lesson plans, and formal observations are used to ensure fidelity of instruction. Gradual Release of Responsibility, a research-based instructional model, is used by the teachers to gradually shift the responsibility of learning to the students.
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.
The additional intensive reading instruction delivered during the extended day shall include: research-based reading instruction that has been 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. School leadership will conduct walkthroughs at a minimum of once a week. The lesson plans will be reviewed weekly to insure student needs are being met; with the instructional focus based on student data.
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.)?
District staff will provide professional development to instructional coaches and administrators when appropriate. Instructional Coaches will be responsible for delivering the professional development to school staff with support from the school-based administrators.
3Does your district offer Next Generation Content Area Reading Professional Development (NGCAR-PD) ?
In collaboration with NEFEC.
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 will work with NEFEC to determine changes that need to be made based on new standards. All content area teachers are receiving professional development in the areas of differentiation and literacy in the content area as related to Florida Standards.
5How will the district support implementation of Next Generation Content Area Reading – Professional Development (NGCAR-PD)?
The district will participate with colleagues, facilitated by NEFEC to determine changes that need to be made based on new standards.
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.
Teachers will be involved in professional development activities to: Unpack literacy standards for ELA, History/Social Studies, Science, and Technical Subjects; Effective lesson planning for the integration of literacy standards in all contents; High impact instructional strategies that support literacy in ELA, History/Social Studies, Science, and Technical Subjects; and Lesson Study
7Does 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.
1* Each 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 April 4, 2014. 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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ChartC
2.1List 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 Florida Standards for English Language Arts.
The Comprehensive Core Reading Program, HMH Florida Journeys, is aligned to the Florida Standards. Qualitative and quantitative dimensions of the 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
2.2 List all research based materials that will be used to provide reading intervention during the one hour extended day in the event the district has a school identified on the list of 100 lowest performing elementary schools. Describe 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. If a school is identified to be in the lowest performing, materials will be reviewed and acquired.
3How will your district assure that reading intervention provided to students performing below grade level addresses both student acceleration and remediation?
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.


4Schools 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 at 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 D1 - Elementary Assessment Curriculum Decision Tree
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5

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 D1 (Assessment/Curriculum Decision Tree) located at 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 D2 - Elementary Assessment Curriculum Decision Tree
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6How 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)?

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.


7 How will all students receive motivating, high-quality, explicit, and systematic reading instruction according to their needs during the 90 minute uninterrupted reading block?. 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.
8 In K-5, 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. In addition to or 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. How will students targeted for immediate intensive intervention receive services?
In K-5, 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.
9* How will teachers provide student access to leveled classroom libraries of both literary and informational text focused on content area concepts implemented during the 90 minute reading block as a meaningful extension of the foundational skills taught through the core reading program? Include the following: how these leveled 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.
10* How will all elementary teachers incorporate reading and literacy instruction into the various subject areas to extend and build text-based discussions in order to deepen content-area understandings? Include detail regarding how teachers will address the Florida Standards in all content classrooms. In addition, describe how content area texts will be integrated into the 90 minute reading block to address literacy standards.
Elementary teachers will use research-based strategies to incorporate reading and literacy instruction into various subject areas. Elementary teachers will use non-fiction texts during their whole group lesson, small group lessons, and literacy centers/stations. These texts could be the Science/Social Studies textbooks, library books, or passages from various websites such as Readworks. Florida standards will be addressed through integration of subjects and overlapping of content across the disciplines.
Florida Standards will drive instruction in all curricular areas and will be documented in weekly lesson plans. Elementary teachers will use research based strategies to incorporate reading and literacy instruction across the curriculum. Strategies may include, but not be limited to, scaffolding the reading, cooperative learning, think-pair-share, elbow partner, think alouds, and project-based learning.
11* 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 instruct students to analyze media literacy in many ways. Some of these ways may include using the Internet (such as Newsela.com which has adjustable lexile news articles for students), using printed items (such as newspapers, print media, photographs, or magazine articles), and/or using recorded television or film sections which can spark rich discussion and reflective writing in the reading and content area subjects. (For example, in history classes, students can look at how their views of history and historical events have been shaped by media, or in science classes students might discuss how do the commercial demands of newspapers and TV news influence reporting of science stories?)

Teachers use articles or videos to supplement their lessons. Teachers should utilize the still photography, radio, and television/film as a way to introduce a topic and engage students. Teachers should also use media literacy to supplement the writing prompts that students are being asked to write. This allows students to have more than one source while writing. Students will be asked to support their research using various mediums including power points, videos, etc.
12* To strengthen and deepen text comprehension, how will writing from sources be supported during the 90 minute reading block? Describe how students will have consistent access to texts that appropriate for researching information.
Teachers will strengthen and deepen text comprehension with the use of research-based strategies to encourage writing from a variety of sources. Instruction will include modeling how to use the source(s) to cite examples and then students will be given a chance to write in small groups and/or individually. Writing in response to reading during the 120 minute literacy block will occur daily. Some of the texts teachers may use as sources may include texts from the classroom library or media center and the use of online sources. Some of the texts teachers may use as sources may include texts from the classroom library or media center and the use of online sources. Exemplary student writing will be celebrated and published.
13* * How will the district and schools provide an altered instructional day as a means of further increasing instructional intensity for those K-3 students who have received intensive intervention for 2 or more years, have been retained for a total of two years, and still demonstrate a reading deficiency? Describe how the altered instructional day is organized and designed to further intensify instruction and, thereby, meet the reading needs of these students throughout the school year. FS 1008.25 (6) (b)Students who have received intensive remediation in reading or English Language Arts for 2 or more years but still demonstrate a deficiency and who were previously retained in Kindergarten, grade 1, grade 2, or grade 3 for a total of 2 years. Intensive instruction for students so promoted must include an altered instructional day that includes specialized diagnostic information and specific reading strategies for each student. The district school board shall assist schools and teachers to implement reading strategies that research has shown to be successful in improving reading among low-performing readers.]
K-3 students who have received intensive intervention for 2 or more years, have been retained for a total of two years, and still demonstrate a reading deficiency will have an altered instructional day so that continued intense intervention can continue. Some of the ways this may be provided could include the use of highly qualified teachers and/or tutors using research-based strategies in inclusion rooms and/or self-contained classrooms, using RtI to bring together experts in many areas of problem solving, waiving some academic areas and/or some special areas so more time can be used for the area of intensive remediation (such as science, social studies, music or art), utilizing a reading or math specialist to tutor a small group, and adding an additional 45 minutes or more to the reading and/or math blocks.
Teachers will provide differentiated instruction based on assessment results and adapt instruction to meet students' needs, to include reteaching as needed.
14

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.

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 2.0 Reading. The plans for the Third Grade Summer Reading Camps are due April 4, 2014 for the Just Read, Florida! Office to review and provide feedback by April 25, 2014. 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. Describe 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. 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). Summer reading camp is provided to third grade students who score a Level 1 on Spring 2014 Reading FCAT. The capacity to serve students who do not meet that requirement will be dependent on the number of students who meet that criteria and the available financial resources.
15Please 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.
16.1* Which assessments are administered to determine reading instructional needs for the following students populations:
Non-English speaking ELL?

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
16.2Severe speech/auditory impaired.
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.
16.3Severe visually impaired.
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.
16.4Grades 4 and 5 transfer students who do not have any FCAT 2.0 Reading scores and/or no standardized reading assessment 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.
Students in grades 4 and 5 who do not have FCAT 2.0 Reading scores and/or no standardized reading assessment scores are given the STAR Reading test.
17What alternate assessment is used for promotion of third grade students scoring Level.
on FACT Reading?
SAT 10 and portfolio
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
(This will open in a new browser)
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

1. To ensure students are remediated and are accelerating, reading interventions services will include: whole group explicit and systematic instruction, small group differentiated instruction, independent reading practice monitored by the teacher, a focus on increasingly complex literary and informational texts. Differentiated instruction and differentiated levels of text will be used to both accelerate and remediate students being provided reading intervention services. Teachers will utilize differentiated close-reading of complex texts to accelerate student reading levels.
2. Differentiated instruction and differentiated levels of text will be used within the classroom to bolster students’ performance. Teachers will use critical thinking strategies and close reading strategies of complex text such as comprehension instructional sequence (CIS), document based questions (DBQ), direct note-taking, model eliciting activities (MEA), etc. to reinforce and strengthen reading skills. Students will have multiple exposures to a progression of increasingly difficult text so that they will progress toward college-career readiness by high school graduation.
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?
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 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.
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.
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?
Students will be given exposure to multiple types of media throughout every content area. Students will be given opportunities to compare media, conduct research, analyze various media types, etc. throughout lessons. Teachers will integrate various forms of media with every lesson through resources such as newspapers, news programs, video clips (you tube, Discovery Education, etc.). Students will be exposed to primary resources documents such as photographs, audio clips, political cartoons, etc. The Instructional Coaches will play an instrumental role in promoting literacy school wide. Professional Development will be provided that addresses the need for use of the various mediums within all content 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 incorporate reading/writing strategies within their daily lessons plans that will build students’ abilities to think critically, collaborate, and discuss, in order to deepen their understanding within content vocabulary and complex text. Student capacity is built through the use of high-quality texts in each content area. Students are given explicit instruction on how to create text-based answers and have text-based discussion. Teachers model and use the gradual release model to ensure all students can adequately and appropriately answer questions using evidence from the text. Teachers in all content areas utilize strategies such as directed note-taking, CSI, Socratic Seminars, debates, DBQ’s, etc. to give students practice with text-based questions and discussions.

To enhance the quality of instruction within content area and elective classrooms, opportunities for further professional development are provided by Instructional Coaches and district or state personnel. The Professional Learning Communities provide an avenue for colleague support within each curriculum department.
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.
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 Florida 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.
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.

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 the following student’s populations:
Non-English speaking ELL?
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.
10.2Severe speech/auditory impaired?
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.
10.3Severe visually impaired?
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.
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 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 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
(This will open in a new browser)
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.

a. To ensure students are remediated and are accelerating, reading interventions services will include: whole group explicit and systematic instruction, small group differentiated instruction, independent reading practice monitored by the teacher, a focus on increasingly complex literary and informational texts. Differentiated instruction and differentiated levels of text will be used to both accelerate and remediate students being provided reading intervention services. Teachers will utilize differentiated close-reading of complex texts to accelerate student reading levels.
b. classroom to bolster students’ performance. Teachers will use critical thinking strategies and close reading strategies of complex text such as comprehension instructional sequence (CIS), document based questions (DBQ), direct note-taking, model eliciting activities (MEA), etc. to reinforce and strengthen reading skills. Students will have multiple exposures to a progression of increasingly difficult text so that they will progress toward college-career readiness by high school graduation.

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.
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.
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?

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.
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.
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.
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?
Students will be given exposure to multiple types of media throughout every content area. Students will be given opportunities to compare media, conduct research, analyze various media types, etc. throughout lessons. Teachers will integrate various forms of media with every lesson through resources such as newspapers, news programs, video clips (you tube, Discovery Education, etc.). Students will be exposed to primary resources documents such as photographs, audio clips, political cartoons, etc. The Instructional Coaches will play an instrumental role in promoting literacy school wide. Professional Development will be provided that addresses the need for use of the various mediums within all content 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 incorporate reading/writing strategies within their daily lessons plans that will build students’ abilities to think critically, collaborate, and discuss, in order to deepen their understanding within content vocabulary and complex text. Student capacity is built through the use of high-quality texts in each content area. Students are given explicit instruction on how to create text-based answers and have text-based discussion. Teachers model and use the gradual release model to ensure all students can adequately and appropriately answer questions using evidence from the text. Teachers in all content areas utilize strategies such as directed note-taking, CSI, Socratic Seminars, debates, DBQ’s, etc. to give students practice with text-based questions and discussions.

To enhance the quality of instruction within content area and elective classrooms, opportunities for further professional development are provided by Instructional Coaches and district or state personnel. The Professional Learning Communities provide an avenue for colleague support within each curriculum department.
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?
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.
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.

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.
11.1* Which assessments are administered to determine reading intervention placement for the following student populations:
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.
11.2Severe speech/auditory impaired
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.
11.3 Students with severe visual imparments?
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.
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 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.