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

Leadership: District Level
•District Name:Jefferson
•District Contact:Tammy McGriff
•Contact Address:575 South Water St. Monticello, FL 32344
•Contact Email:Tammy.McGriff@jeffersonschooldistrict.org
•Contact Telephone:850-342-0100
•Contact Fax:850-342-0108
1What are your measurable district goals for student achievement in reading for the 2014-15 school year?
Measurable goals in reading for 2014-2015:

A. By June 2015, increase the percent of K-2 students who score proficient in reading (from 68% to 70%) on SAT 10.

B. By June 2015, increase the percent of 3-12 students who move from Reading Level 1 to Level 2 from 39% to 44% as determined by the new state assessment.

D. By June 2015, increase percent of 3-12 students who move from Reading Level 2 to Level 3 from 45% to 55%, as determined by the new state assessment.

2How will the district assure (a) systematic and explicit instruction, based on data and (b) use of text-based vocabulary and comprehension instruction, with an emphasis on complex text?
The district will conduct focus walks to ensure that instruction is directly aligned with the needs of the students, explicitly teaches skills and knowledge and that it is planned and organized. The focus walks, conducted with the use of rubrics, will be used to analyze student progress. Further, individual classroom data, including quarterly reports by the reading coaches, PMRN reports, class schedules and lesson plans will be reviewed to ensure fidelity of reading instruction. Principals, assistant principals of curriculum and reading coaches will monitor implementation of reading programs in the schools. Data from the progress monitoring assessments and focus walks will be analyzed on a quarterly basis by school to determine the extent of implementation and to assess the strengths and weaknesses with the reading program district-wide. These data will be used as part of the monitoring process to determine the extent of the implementation of the K-12 Reading Plan. The data will also be used to support monthly reviews, help to determine the needs of each school and the extent of those needs and to inform the level of support needed to affect improvement.
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?
After fidelity checks are conducted, the district will require documentation of the amount and variety of complex texts used to teach complex comprehension tasks. Documentation will include updated daily schedules, where applicable, examples of lesson plans noting the increase and or meeting notes/agenda providing guidance to instructional staff on increasing the amount and variety of increasingly complex texts. Supplemental time will be built into the master schedule to ensure opportunities for increased opportunities.
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?
The district will offer extended day programs to ensure that there is time for the additional exposure to complex texts. Additionally, at the elementary level, students will access supplemental services through a performing arts conservatory that provides students with exposure to various mediums, allowing them opportunities to increase media literacy. At the secondary level, content area teachers will work collaboratively with the reading coach to devise lessons that will include media literacy.
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:
The district will ensure that the reading coach implements monthly focus calendars with benchmarks, including mini lessons and weekly assessments, fluency checks, diagnostic testing, individual collaboration with teachers and the reading leadership team. This implementation facilitation process will identify research based strategies and interventions for teaching reading. Progress will be monitored monthly and action plans will be developed based on the data from fidelity checks, performance evaluations, observation checklist, professional development activities, subgroup data and student performance data. If needed, assistance from DOE, PAEC, NEFEC and FDLRS will be requested.

The reading coaches and the school administrators will continue to meet monthly. The district contact will participate in the meetings and summaries of the meetings will be maintained. Student data is reviewed at that time. The district requires that teachers not making student learning gains attend additional professional development followed by monitoring by the site-based administrators and the supported by the reading coaches. Teachers not making progress may be reassigned to other positions or not reappointed.
6How and when will the district provide principals with the information contained in the K-12 Comprehensive Research-Based Reading Plan?
The district reading contact and the reading coaches will participate in the K-12 Comprehensive Research-Based Reading Plan conference calls offered by the Department of Education. Following these conference calls, the coaches will share the information with the principals.

The principals are actively involved in the preparation of the plan and are responsible for its implementation with fidelity at the respective site.
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 district will offer extended learning opportunities through after school tutoring programs for students.

The district will also extend the school day to ensure an additional hour of intensive reading instruction. The instruction will include direct instruction by highly-qualified teachers, computer-assisted instruction and critical thinking.
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.


Jefferson_DistrictReadingCoachChart_2014.pdf,4/3/2014 12:31:59 PM
9What is the total number of reading coaches (funded through any source) that served the district for the 2013-14 school year?
A total of two reading coaches served the district for the 2013-2014 school year. One reading coach was assigned to the elementary school and one was assigned to the middle/high school. One reading coach position was funded through the reading plan budget and the second position funding was through Title I School Improvement.
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?
Two reading coaches will serve the district for the 2014-2015 school year. One will serve the elementary school and one will serve the middle/high School.
11How will the district and schools recruit and retain highly qualified reading teachers and reading coaches?
The district is committed to providing highly qualified reading coaches and reading teachers by offering the following: reading endorsement courses and research based staff development; recruiting through college visits, job fairs; partnering with local colleges in hiring and placing senior interns; advertising for reading teachers and reading coaches at local colleges and the district website; paying signing bonuses in critical areas, encouraging exceptional education teachers to add the reading endorsement to their certificate; and by providing mentoring for new teachers at each school site. The district is exploring the possibity of offering an incentive for teachers to pursue either reading endorsement or certification in reading.
12How will the district determine allocation of reading coaches based on the needs of schools?
The district has determined that each school will be allocated a reading coach based on student enrollment and student achievement as part of the allocation formula. Based on FTE forecasting, the number of students are projected for each school using historical data.
Leadership: School Level
1How are Reading Leadership Teams used to create capacity of reading knowledge within the school and focus on areas of literacy concern across the school?
Please consider focusing on the following items:
Support for Text Complexity
Support for Instructional Skills to Improve Reading Comprehension
  • Ensuring that text complexity, along with close reading and rereading of texts, is central to lessons.
  • Providing scaffolding that does not preempt or replace text reading by students.
  • Developing and asking text dependent questions from a range of question types.
  • Emphasizing students supporting their answers based upon evidence from the text.
  • Providing extensive research and writing opportunities (claims and evidence).
The Reading Leadership teams are used to create capacity of reading knowledge with the implementation and training on the Common Core Standards and NGCARPD model. The team will play an essential part in fostering a rich, rigorous and relevant literacy environment at the school for all students and staff. Throughout the district, the team will assist the reading coach in building teacher capacity through small-group professional development and lesson study. Additionally on all levels, the team will facilitate the training of the social studies, science, language arts and technical subject teachers to use complex and close reading based on their content. This process will assist in teaching students to discuss and answer questions based solely on the text. Ultimately, the team will build professional discussions, promote team cohesiveness, collaboration and an environment knowledge and rich literacy development.

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

Research opportunities will be accessible in all content areas with the partnership of the media specialist to instruct and assist in the research process. Students will be exposed to making claims and supporting these claims based on evidence from the text with addition of AP courses and use of the SpringBoard Curriculum at the middle/high level.
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?
The reading coach provides the professional development based on the analysis of the data and then creates a professional development plan for all stakeholders based on their needs. Throughout the year, there will be monthly professional development provided through PLCs involving the categories of sharing new resources, lesson study, modeling effective instruction and introducing research-based strategies. A professional literacy library will also be created for utilization by teachers in classrooms and professional learning communities.

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

Implementation and training of the Florida standards in literacy will take place during monthly PLCs, grade level and department meetings of all stakeholders involved in the promotion of literacy throughout all content areas. Follow-up professional development, additional training and classroom modeling will be conducted by the Reading Leadership Team throughout the year. The training and introduction of the CIS model will take place during the PLCs and department meetings of the social studies, science an English/language arts teachers. Faculty meetings will also be a used to convey information and training on defining the complexity of text used within classrooms to provide further instruction to students.
3* How is this occurring in schools where no reading coach is available?
Currently, each school in Jefferson has a reading coach on staff.
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?
With the future implementation of Florida State Standards, the reading curriculum will include suggested exemplary texts from the Florida State Standards. At the elementary level, read aloud will be conducted with the emphasis on vocabulary, syntax and comprehension. Students who are reading at or above grade level will have the opportunity to access more complex texts. For students who are reading below grade level, scaffolding will be provided. In the social studies class, teachers will introduce a stretch text within the CIS module that will implemented once each nine weeks. In addition, prior to use, teachers will be trained and assisted in analyzing the complexity and appropriateness of certain text that will be used in classrooms.

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

At the middle and high school level, there will be a forty-minute homeroom class, a curriculum will be developed for enrichment reading using the IMPACT high-level reading materials and CIS units. In addition, some classes will use Pearson Literacy Navigator which is a program that progresses through each unit to more complex text. Teachers will introduced and assist students in understanding complex text that are rigorous and challenging.


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 classrooms will be equipped with classroom libraries. Many interactive reading programs will be accessible for student use on the computer. Other reading programs may be purchased to increase reading vocabulary and fluency. All students will have the opportunity for additional support through the use of other materials and programs designed to increase reading growth. These materials and programs will be used under the direction of a highly qualified instructor to supplement instruction. Materials and programs available for use include Accelerated Reader, Action 100, FCAT Explorer, Achieve3000, and Successmaker. The Accelerated Reading Program will introduced to grades K-12, however it will fully implemented throughout the K-8 with fidelity. Students will be required to reach a certain goal of AR point accumulation by the end of each nine weeks. Twenty to forty percent of reading instruction will be alloted for close and meticulous reading of informational text.

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

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

Principals will ensure time is provided throughout the school day for close analysis of text by partnering with the Reading Leadership Team to develop school-wide reading initiatives which motivate and create an environment conducive to the thriving of literacy. Such activities will include but are not limited to monthly book talks aired on the Morning News Show, book fairs, book read-a-thons, family reading night, guest readers and poetry slams. The principal will work with the media center to ensure students have appropriate materials to read according to interests.

Text complexity will be determined through the use of qualitative, quantitative evaluation and the matching the reader text. Teachers will be provided professional development using the dimension charts and administration will conduct walk-throughs for evidence.
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 school Literacy Team will ensure that intensive reading instruction meets all guideliness by establishing the following goals: improve all levels of reading proficiency and accelerate struggling readers' development in reading. The Leadership Team will provide professional development opportunities throughout the year and conduct walk-throughs to ensure that explict and systematic instruction in the five components of reading are evident. In addition, the team will look for guided practice, scaffolding with gradual realease and integration of content specific text reading, discussion and writing. The coaching cyle will be implemented based upon deficiency in these areas observed through walk-through.
Professional Development
1Provide the district professional development schedule for ALL reading professional development, 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?
(This will open in a new browser)
ChartA
2 How will the district assure that administrators and reading/literacy coaches provide follow up on literacy professional development (e.g., Florida Standards implementation, text complexity, comprehension instructional sequence, close reading, etc.)?
The district will organize teams of instructional coaches and administrators to review student data and professional development histories to develop a seamless reading plan that addresses Common Core Standards Implementation, Text Complexity, and research-based reading routines such as the CIS Model.

As training opportunities arise throughout the year, the district will encourage principals and coaches to attend by providing district funds when available, as well as encourage district-level personnel to attend the trainings. Professional development opportunities will be shared as they become available.

The Federal Programs Specialist will disseminate training information through regular meetings with school administrators during the bi-weekly Educational Management Team meetings. Annually, the District Reading Contact and the Human Resource Specialist will review training initiatives and participation records to determine the degree of implementation at each school site.

After the initial professional development occurs, participants will be required to submit benefits summaries to demonstrate the impact of the professional development on their instructional practices. Reading/literacy coaches will be required to shared documentation of their follow-up activities for each of the participants in the form of coaching logs.
3Does your district offer Next Generation Content Area Reading Professional Development (NGCAR-PD) ?
Jefferson County Middle/High School teachers will participant in NGCAR-PD sessions during the summer of 2013-2014 and follow up training will occur throughout the 2014-2015 school year. The district will utilize the services offered by FDOE and PAEC.
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?
As training opportunities arise during the school year, Jefferson County School District will encourage reading coaches and reading teachers to attend the training, providing stipends whenever there are funds available. The district will use a train the trainer model to ensure that each building has staff sufficiently skilled and readily available to meet the needs of the students.
5How will the district support implementation of Next Generation Content Area Reading – Professional Development (NGCAR-PD)?
The district will provide fiscal resources for NGCARPD summer training each year for content area teachers. During the school year, the district will ensure that the reading coach is available to organize and support teachers implementing NGCAR-PD at the school. The reading coach will lead PLC meetings, oversee observations of practicum teachers, and serve as a liaison between the teachers and the district reading contact.

The district will offer NGCAR-PD train-the-trainer opportunities at least once a year for reading endorsed/certified teachers.
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.
Reading is a way to gain exposure to and develop tentative understandings of content. Therefore, teachers also need exposure and assistance in planning a curriculum that will allow students multiple opportunities to practice text-based content area reading. Teachers will first receive professional development in understanding the specific reading and learning demands that are essential to their content and utilization of research-based strategies. During the 2014-2015 school year, content area teachers will receive additional professional development to include close reading, analysis-based on text and writing in response to literature.

English/Language Arts teachers will receive Common Core State Standards professional development during the school year. Teachers who are not reading endorsed or reading certified will also receive NGCAR-PD training during the 2014-2015 school year.

Social Studies and Science teachers will receive NGCAR-PD training throughout the 2014-2015 school year. In addition, the literacy strands of the Common Core State Standards curriculum will be introduced during PLCs and implemented in the classroom.

Technical subject teachers will attend the CATER training this summer.
7Does your district conduct transcript reviews of college coursework for application towards the District Add-On Reading Endorsement?
The District Human Resources office reviews transcripts of college coursework to assist teachers with the District Add-On Reading Endorsement.
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
(This will open in a new browser)
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 district will adopt a new Comprehensive Core Reading Program (CCRP) for the 2014-2015 school year. McGraw-Hil;'s Florida Reading Wonders will be implemented grades kindergarten through 5.

Teachers will use resources developed and shared through CPALMS to align instruction to meet the Florida Standards for ELA. Additionally, they will receive training in what reading skills should be taught and mastered K - 2, for success in grades 3-12.

The assistant principal and reading coach will support teachers to ensure that instruction is aligned with Florida standards. Additionally, the district will support professional development to prepare teachers for the required alignment.

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.
In the event that the school is required to provide the one hour extended day, the district will use computer-assisted instruction offered by Imagine Learning and Success Maker.

While the supplemental programs of Imagine Learning and Success Maker will be readily available to complement instruction, each classroom will be instructed by a highly effective teacher. The school will use the same curricular materials that are used throughout the school day; however, differentiated intervention strategies will be employed to address the specific needs of the students. This differentiation will occur in small group, whole group and "pull-out" and or "push-in" delivery models. During the sessions, teachers will provide direct instruction to students.
3How will your district assure that reading intervention provided to students performing below grade level addresses both student acceleration and remediation?
The district will assure that complex text is introduced and utilized by conducting professional development on the characteristics and indicators of complex text. Teachers, with the assistance of the reading coach, will create text sets with varying degrees of complexity incorporating qualitative, quanitative, and reader and task considerations to meet the needs of all students. Complex text will support text in reading series adopted by the state of Florida, offering a wide range of reading. In addition, Junior Great Books (JGB) will be used as a supplement to aid in the implementation of CCSS in grades K-5. JGB is a discussion program that increases reading comprehension, critical thinking, and writing skills. Students build habits to become self-reliant thinkers, readers and learners through shared inquiry.

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



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

Since the schools implement the Accelerated Reader program, supplemental books are leveled according to the program. Once students are assessed and levels determined, they are guided to access those books at their particular level.

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

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 will base their instruction on key concepts for media literacy in order to build foundational skills in students. Activities will be made an integral part of instruction, however, it will be made meaningful. Teachers will listen to what the students are "talking about" in order to maximize teachable moments. In addition, students will be allowed to create media in addition to analyzing it so that they institutionalize the impact of media.
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.
Writing is incorporated into the reading block as an aid in comprehension of reading passages. Students will be required to use higher order thinking skills, and robust vocabulary when writing arguments/opinions, using valid evidence to support reasoning. Research with information from multiple sources will be used to assess accuracy of text. Students will have an opportunity to respond to what they are reading, to present a question, to summarize, make predictions, connections, compare, clarify, or extend learning. Reading response journals will be used during literacy centers to respond to literature.

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.]
Altered instructional days for students with significant deficiencies will be provided through specialized services with individuals with a proven record of effectiveness in improving student performance. Such alteration may include suspended courses in order to emphasize areas of deficiency. Additionally, the district will provide instruction through the performing arts with instruction provided by experts in the field of music. This practice will reduce the number of students in the classrooms thereby allowing for more individualized instruction by the classroom teacher.
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.


In addition to the Third Grade Summer Reading Camp, elementary students are offered the opportunity to enroll in the 21st CCLC program that is run in partnership between Tallahassee Community College and Jefferson County School District. The 21st CCLC runs an after-school program and summer program. The academic components of this program focus on reading, math, writing, and science, motivating students and preparing them for local and state assessments. The 21st CCLC programs are open to all students, regardless of reading level, for enrollment. Students already proficient in reading receive reading enrichment activities while level 1 & 2 students receive specific skill building intervention activities.

Jefferson County Schools Title I programs provide the academic teachers for the FCAT Academy and summer programs, hiring from within the JES teachers for instruction in reading, math, writing, and science. Teachers align the curriculum with reading instruction provided during the school day, using the school focus calendar. A seven weeks after school school program is implemented to meet the specific academic needs of enrolled students, using Success Maker computer software to supplement instruction.

The school will offer the summer intervention camp to students in grades kindergarten through fifth.

15Please list the qualifications for reading intervention teachers in elementary schools, summer reading camps, and one hour extended day programs.
The qualifications for teachers include:
1. Proven record of effectiveness in improving student performance in reading, which demonstrates that he or she is highly effective
2. Reading-endorsed, preferred
3. Elementary teaching experience
4. Florida certified
16.1* Which assessments are administered to determine reading instructional needs for the following students populations:
Non-English speaking ELL?

IDEA Proficiency Test (IPT) data will be used to determine reading instructional needs for Non-English speaking ELL students. When applicable, approved assessment accommodations will be available for students.
16.2Severe speech/auditory impaired.
FAIR Assessment and the Gray Oral Reading Test, will be used to determine reading instructional needs for students with severe auditory impairments. The Goldman-Fristoe Test of Articulation can also be used. When applicable, approved assessment accommodations will be available for students.
16.3Severe visually impaired.
FAIR Assessment and the Gray Oral Reading Test, will be used to determine reading instructional needs for students with severe auditory impairments. The Goldman-Fristoe Test of Articulation can also be used. When applicable, approved assessment accommodations will be available for students.

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.
The district will use data from Success Maker, FAIR and Discovery Education to determine the appropriate placement of students who transfer with FCAT 2.0 reading scores.

17What alternate assessment is used for promotion of third grade students scoring Level.
on FACT Reading?
The alternative assessment that will be used for promotion of third grade students scoring Level 1 on FCAT Reading is the Stanford 10. The assessment will be administered at the close of the mandatory Third Grade Summer Reading Camp
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

During the extended day, a framework similar to the 90 minute reading block, teachers will provide explicit and systematic instruction in reading classes and in the content areas based on data and the instructional focus calendars. The intervention and classroom teachers are expected to collaborate in order to deliver contiguous reading instruction and vocabulary development.

At this time, instruction is delivered in a differentiated intervention model, to meet specific needs of students. Teachers will match students’ needs with intervention materials based on data provided directly from Success Maker, Achieve 3000 Teen Biz, and Discovery Education. Placement will be fluid and reevaluated after each progress monitoring assessment using RTI/ the Multi-tiered System of Support (MTSS) Model. This document includes the targeted area(s) of reading as well as the benefits and risks of each program.

The district has adopted Pearson Success Maker, Achieve 3000 Teen Biz, and Discovery Education to provide intervention material and progress monitoring for students who need remediation during the 90 minutes of extended day.

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
(This will open in a new browser)
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 intervention is provided for students that need decoding and text reading efficiency by implementing the decision tree for placement guides. If a student demonstrates a need in the area of text efficiency and decoding based on FAIR results and is reading three years or further below grade level, the students will recieve extending reading intervention time. The Reading Leadership Team will also review students FCAT scores from the past three years, to ensure students are placed in the appropriate reading intervention classes. In addditiion, there will be a forty minute block at the beginning of school for students that need intervention in reading.

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



5How will students be provided with access to 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.
Each classroom contains a reading library of assorted styles, levels, interests and genres. There is communication between teachers that helps them correlate reading topics to what is being studied in the content area classes as well. All classrooms utilize the school library as a ready resource for materials. All books are AR books and lexile-leveled accordingly. All teachers, will be required to intergrate one AR book per quarter into their curriculum, per instructional focus calendar schedule. Daily independent reading will take place during homeroom and/or differentiated instruction grouped time.

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

Content area teachers being trained in the CIS model will conduct a lesson based on a nonfiction text at least three times a year, which will expose students to nonfiction text. Students will be required to generate text-based questions, write text-based responses, and write argumentative analysis essays based on text. All teachers will recieve training on determining the appropriate text for students through the qualitative and quantitative analysis of text.
6* * How will students analyze media literacy including the various mediums: print media, still photography, radio/audio, television/film, and the internet in reading and content area subject areas?
Teachers will base their instruction on key concepts for media literacy in order to build foundational skills in students. Activities will be made an integral part of instruction, however, it will be made meaningful. Teachers will listen to what the students are "talking about" in order to maximize teachable moments. In addition, students will be allowed to create media in addition to analyzing it so that they institutionalize the impact of media.
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
All teachers will be NGCARPD trained and will begin using the high quality text dependent questions and task strategies as learned through this training. It is a high priority that students can read closely and gain knowledge from text. The Common Core Literacy strands will be implemented with the technocal subjects, social studies and science courses which will assist in text based content area instruction.

A. A significant percentage of questions/tasks will be text dependent. Aligned curriculum materials will include rigorous text dependent questions that require students to demonstrate that they follow the details of what is explicitly stated but also are able to make valid claims that square with all the evidence in the text. Text dependent questions will only be answered by careful scrutiny of the text, and specifically by referring to evidence from the text itself to support the response. Information or evidence from outside the text or texts will not be required. Between 80-90% of the aligned curriculum materials will have text dependent questions. These can and should be applied to building knowledge from multiple sources as well as making connections between texts and learned material, according to the principle that each source be read and understood carefully before moving to additional sources.

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

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

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

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




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

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

The ELA classes will be required to maintain a reader response journal, where students respond on a daily basis to a piece of literature, quotes, short video clips or art. Teachers will also implement the Pearson Writing Workshop model throughout the year which, allows students to use complex text as models for writing. Social Studies teachers will implement quick writes and reader response essays based on historical documents. Within the math class, students will be required to write explanation of how to solve a particular math problem or explain a skill. All content areas will infuse writing, into instruction to increase student writing skills and prepare them for college and careers.
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.

The 21st CCLC program, a partnership between TCC and Jefferson County School District, provides supplemental academic programs for students after school and during the summer with the focus on reading and reading the content areas. Accelerated Reader Program, STAR, FCAT Explorer, Achieve 3000, and SuccessMaker, along with selected novels and high-interest reading materials, are programs that will be utilized. Teachers that do not work in the program with communicate with staff to determine the needs of students attending the program. In addition, the reading coach will provide the after school program with the focus calendar which informs staff on the focus instruction for the month.

Supplemental supportive services are also made available to students through Title I and the School Improvement Grant. Sessions are offered on Saturday and students who are performing below proficiency are encouraged to participate.
10.1Which assessments are administered to determine reading intervention placement for the following student’s populations:
Non-English speaking ELL?
The IDEA Proficiency Test is administered to determine reading intervention placement for Non-English speaking ELL students.
10.2Severe speech/auditory impaired?
Students with severe speech/auditory impairments have evaluations to determine eligibility for ESE. The same assessments that are administered to regular ed students will be used with modifications or accommodations depending on the student's disability. The FAIR assessment will be used and the accommodations will be followed as stated in the assessment manual. Evaluation instruments may include: Comprehensive Receptive and Expressive Vocabulary (CREVT), Oral and Written Language Scales (OWLS), Peabody Picture Vocabulary Test Third Edition (PPVT-3), Receptive One Word Picture Vocabulary Test-2000 edition (ROWPVT), Test of Pragmatic Language (TOPL), Comprehensive Test of Phonological Processing (CTOPP), Autoskill Academy of Reading Placement.
10.3Severe visually impaired?
The Jerry Johns Basic Reading Inventory is administered to determine reading intervention placement for students with severe vision impairments.
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.
FAIR data, along with district pre-test and STAR data, will be used to determine reading intervention placement for students in grades 6 and above when they have no FCAT data.


High School Achievement and Instruction
All information provided in this section details how this district will meet the reading needs of all student subgroups identified under No Child Left Behind.
1Each district will be given one school user log-in password so that each school may enter their own information into Chart I by using the web-based template. It is recommended that districts create a timeline for school users to enter this information for their school. Districts will be able to review and revise the school based information before submitting Chart I 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.

The district will send the academic coaches and the assistant principal to a Common Core training during the summer to prepare teachers for the introduction of complex text. The reading coach will train teachers in the understanding and identifying of complex text to align with curriculum. Teachers will be required to utilize the teaching of stretch text through close reading, analysis and annotation of text to allow students interaction between reader and text. Students will receive exposure of complex text through the social studies and science classes that will be involved in NGCARPD. Technical subjects will offer exposure based on the CATER training and implementation within those classrooms.

During the extended day, a framework similar to the 90 minute reading block, teachers will provide explicit and systematic instruction in reading classes and in the content areas based on data and the instructional focus calendars. The intervention and classroom teachers are expected to collaborate in order to deliver contiguous reading instruction and vocabulary development.

At this time, instruction is delivered in a differentiated intervention model, to meet specific needs of students. Teachers will match students’ needs with intervention materials based on data provided directly from Success Maker, Achieve 3000 Teen Biz, and Discovery Education. Placement will be fluid and reevaluated after each progress monitoring assessment using RTI/ the Multi-tiered System of Support (MTSS) Model. This document includes the targeted area(s) of reading as well as the benefits and risks of each program.

The district has adopted Pearson Success Maker, Achieve 3000 Teen Biz, and Discovery Education to provide intervention material and progress monitoring for students who need remediation during the 90 minutes of extended day.

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
(This will open in a new browser)
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.
Placement in Intensive Reading Classes will be based on the data from the 2011-2012 FCAT Reading. Students will take the PERT test which will determine if students will be provided with an extended time for reading provided during a forty-minute block. Students who score a Level 1 will receive 90 minutes of reading instruction. Retake students will also be assigned to an reading intervention class to prepare them to master standardized testing and prepare for college. If a retake student passes FCAT, ACT, or SAT, the student will be placed in a College Reading Readiness class.

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

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

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


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

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

In addition, the reading teachers will meet to determine and discuss books that are not leveled before including the books into instruction.
7* How will students analyze media literacy including the various mediums: print media, still photography, radio/audio, television/film, and the internet in reading and content area subject areas?
Teachers will base their instruction on key concepts for media literacy in order to build foundational skills in students. Activities will be made an integral part of instruction, however, it will be made meaningful. Teachers will listen to what the students are "talking about" in order to maximize teachable moments. In addition, students will be allowed to create media in addition to analyzing it so that they institutionalize the impact of media. Text will be analyzed through both small and whole group instruction. Students will use both oral and written language in an effort to ensure full participation and practice for all students.
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
All teachers will be NGCAR-PD trained and will begin using the high quality text dependent questions and task strategies as learned through this training. It is a high priority that students can read closely and gain knowledge from text. The Common Core Literacy strands will be implemented with the technical subjects, social studies and science courses which will assist in text based content area instruction


A. A significant percentage of questions/tasks will be text dependent. Aligned curriculum materials will include rigorous text dependent questions that require students to demonstrate that they follow the details of what is explicitly stated but also are able to make valid claims that square with all the evidence in the text. Text dependent questions will only be answered by careful scrutiny of the text, and specifically by referring to evidence from the text itself to support the response. Information or evidence from outside the text or texts will not be required. Between 80-90% of the aligned curriculum materials will have text dependent questions. These can and should be applied to building knowledge from multiple sources as well as making connections between texts and learned material, according to the principle that each source be read and understood carefully before moving to additional sources.

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

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

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

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

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

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

The 21st CCLC program, in a partnership between TCC and Jefferson County School District, provides supplemental academic programs for students after school, and during the summer with the focus on reading and reading in the content areas. Accelerated Reader Program, STAR, Achieve 3000 Teen Biz, and FCAT Explorer, along with selected novels and high-interest reading materials, are programs that will be utilized. Teachers that do not work in the program will communicate with staff to determine the needs of students attending the program. In addition, the reading coach will provide the after school program with the focus calendar which informs staff on the focus instruction for the month. After biweekly-assessments, the reading coach will provide the after-school program with a list of skills that students are in need of extra assistance during the program.

Principals and the Reading Coach will be responsible for monitoring to make sure students are able to take advantage of the opportunities for additional academic support before and after school. An FCAT blitz will be implemented two to three days during the week after-school to assist students who are performing below level 3 in reading and math. Certified teachers will conduct instruction during this time period and collaborate with the after-school instructors to provide additional curriculum throughout the week.
11.1* Which assessments are administered to determine reading intervention placement for the following student populations:
Non-English speaking ELL students
The IDEA Proficiency Test is administered to determine reading intervention placement for Non-English speaking ELL students.
11.2Severe speech/auditory impaired
Students with severe speech/auditory impairments have evaluations to determine eligibility for ESE. The same assessments that are administered to regular ed students will be used with modifications or accommodations depending on the student's disability. The FAIR assessment will be used and the accommodations will be followed as stated in the assessment manual. Evaluation instruments may include: Comprehensive Receptive and Expressive Vocabulary (CREVT), Oral and Written Language Scales (OWLS), Peabody Picture Vocabulary Test Third Edition (PPVT-3), Receptive One Word Picture Vocabulary Test-2000 edition (ROWPVT), Test of Pragmatic Language (TOPL), Comprehensive Test of Phonological Processing (CTOPP), Autoskill Academy of Reading Placement..
11.3 Students with severe visual imparments?
The Jerry Johns Basic Reading Inventory is administered to determine reading intervention placement for students with severe vision impairments.
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.
FAIR data, along with district pre-test and STAR data, will be used to determine reading intervention placement for students in grades 9 and above when they have no FCAT data.