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

Leadership: District Level
•District Name:Seminole
•District Contact:Dr. Anna-Marie Cote
•Contact Address:400 East Lake Mary Boulevard, Sanford, FL 32773
•Contact Email:anna-marie_cote@scps.us
•Contact Telephone:407-320-0504
•Contact Fax:407-320-0281
1What are your measurable district goals for student achievement in reading for the 2014-15 school year?
Seminole County Public Schools uses the Continuous Improvement Process to determine effectiveness of strategies and programs implemented during the previous school year. Several reading metrics are included, but the primary, high-stakes metric is the state-determined assessment and the aligned Reading proficiency algorithm. For 2014-15 it has been recommended that the American Institutes for Research will provide the Florida ELA assessment. To respond to the question stated above, "What are your district goals for student achievement in reading for the 2014-15 school year, it has been recommended by the FL DOE that districts look at proficiency percentages in general. Districts have not yet received "last year's (2014) scores," i.e., the 2014 FCAT 2.0 scores, nor do districts have any information related to test item specifications, cut scores, etc. Upon receipt of the 2014 FCAT scores appropriate revisions will be reflected in this plan. District goals for student achievement in reading are specified in the district’s strategic plan and reviewed and revised annually upon receipt and analysis of most current state assessment scores for Reading/ELA proficiency.

To establish measurable district reading proficiency goals for student achievement in reading for the 2014-15 school year, Seminole County will conduct an analysis of 2013-14 progress monitoring data (Discovery Education Progress Monitoring Assessments; Program Assessments from Comprehensive Core Reading Programs, Supplemental Intervention Reading Programs, and Comprehsive Intervention Reading Programs; Oral Reading Fluency, Scholastic Reading Inventory, and Diagnostic Assessments of Reading), as well as 2014 FCAT 2.0 Reading performance. Districtwide and school level goals for increasing the percent of all accountability group students achieving high standards, Levels 3, 4 and 5, are reflected below.

For the 2014-15 school year, the following goals have been preliminarily established Districtwide by school level and by K-12 grade levels.
•To increase by three the percent of K-2 students at Benchmark or higher on Discovery Education (DE) AP 3 compared to their 2013 Discovery Ed AP 3 performance.
Kindergarten: 2014 DE AP 3 = 59% at benchmark; Goal for 2015 DE AP 3 = 62% at benchmark
Grade One: 2014 DE AP 3 = 70% at benchmark; Goal for 2015 DE AP 3 = 73% at benchmark
Grade Two: 2014 DE AP 3 = 68% at benchmark; Goal for 2015 DE AP 3 = 71% at benchmark
•To increase by one the percent of Grades 3-12 students at proficiency or higher (Levels 3, 4, 5) on 2015 FCAT 2.0 Reading.
Grade Three: The number of students meeting proficiency on the 2015 Florida ELA Assessment will increase by one percent.
Grade Four: The number of students meeting proficiency on the 2015 Florida ELA Assessment will increase by one percent.
Grade Five: The number of students meeting proficiency on the 2015 Florida ELA Assessment will increase by one percent.
Grade Six: The number of students meeting proficiency on the 2015 Florida ELA Assessment will increase by one percent.
Grade Seven: The number of students meeting proficiency on the 2015 Florida ELA Assessment will increase by one percent.
Grade Eight: The number of students meeting proficiency on the 2015 Florida ELA Assessment will increase by one percent.
Grade Nine: The number of students meeting proficiency on the 2015 Florida ELA Assessment will increase by one percent.
Grade Ten: The number of students meeting proficiency on the 2015 Florida ELA Assessment will increase by one percent.
Grade Eleven: The number of students meeting proficiency on the 2015 Florida ELA Assessment will increase by one percent compared to the number of proficient Grade 10 students from the 2014 FCAT 2.0 Reading Assessment.
•To increase by one the percent of students making annual learning gains on 2015 Florida ELA Assessment.
•To increase by one the percent of grades three through ten lower quartile students making annual learning gains on 2015 Florida ELA 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?
Seminole County Public Schools will assure systematic and explicit instruction, based on data, by using multiple tools defined in the Assessment/Curriculum Decision Trees within the K-Reading Plan. In addition to the formative and summative assessments included with each level's Comprehensive Core Reading Programs, all K-10+ Seminole County Public School students participate in Discovery Education (DE) Progress Monitoring Assessments at a minimum of three times per year. Based on the outcome of the within program assessments, teacher-based formative assessments and DE results, teachers differentiate instruction to meet the explicit needs of their students. In addition, the district's MTSS and Early Warning Indicators programs, provide teachers with relevant data (attendance, discipline referrals, etc.) to do thorough root cause analyses so that interventions are customized to each student's area(s) of need.

The district will assure use of text-based vocabulary and comprehension instruction, with an emphasis on complex tests at all K-12 levels through multiple strategies, including communicating to instructional staff that text complexity is essential to improving and accelerating student achievement in reading. Teachers have been and will continue to be trained in multiple strategies that support helping students to acquire and employ effective and efficient literacy strategies, including but not limited to teaching students how to develop multiple representations of academic vocabulary; the concepts of appropriate levels of scaffolding, frontloading, modeling, thinking aloud, and gradual release; the Comprehension Instructional Sequence, Thinking Maps, and Document-Based Questions (DBQs). Students are being provided with a greater percentage of informational texts at all grade levels and opportunities to work in Cooperative Learning groups. At the secondary level, for the 2014-15 school year, there is a district effort to continue training content area teachers using NGCAR-PD so that disciplinary literacy is infused throughout secondary students instructional program. At all levels, k-12, Seminole County Public Schools continue to build capacity of teachers by increasing participation of teachers in Reading Endorsement coursework.
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?
The district Reading Administrators and Curriculum Specialists collaborate when preparing and revising district instructional plans with their relevant grade levels and content area groups. By doing so, the expectations for using complex texts to teach complex comprehension tasks are infused in instructional plans beyond the specific reading curriculum and courses. In addition to the district providing materials that are referenced in the instructional plans, several electronic sites and resources are listed. Numerous school and classroom visits by the Superintendent, Board Members, Deputy Superintendent for Instruction, Executive Directors for Grade Levels and Reading Administrators, as well as school-based administrators, provide opportunities to observe use of complex texts and complex comprehnsion tasks and then discuss relevance of these expectations in relationship to the progress monitoring data.
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?
All Seminole County Public Schools have a wireless environment. In addition to the state required technology survey, the district conducts numerous surveys to ensure equitable teacher and student access to technology. Significant efforts are in place to continue providing iPads, lap tops and other devices as student and teacher instructional tools. Instructional plans, jointly developed by school and district staff, are infused with multiple resources to enhance and expand student learning, including print media, still photography, radio/audio, television/film and the internet in reading, content area subjects and electives. Many professional development opportunities are available for infusing media literacy into lessons. The district supports teacher discussion sites that promote sharing of effective practices and resources. As relevant, students are engaged in project-based learning activities that demonstrate use of multiple-media for both research and presentation.
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:
If academic improvements are not made, the district will intensify interventions to schools using an analysis of the progress monitoring data and qualitative feedback from teachers, reading coaches and principals to identify the key areas of concern and needed support. This includes developing a joint district/school support plan and additional periodic reviews to monitor the plan and to ensure fidelity to the implemented instructional models, programs, and strategies. Progress monitoring data from DE is presented to the Instructional Support Team and to the School Board after each administration. Data related to MTSS and Early Warning Indicators are presented to the Instructional Support Team monthly. In particular, at the elementary level, the Superintendent, Deputy Superintendent and Elementary Executive Directors meet with the principals of the district's five most at-risk schools each week on a rotating basis. If an area of need is identified, resources are reviewed and the relevant support is provided. At the secondary level, the Executive Directors monitor student performance, identify needs and share with the Instructional Support Team. Seminole County uses a collaborative approach to problem-solving and allocates action for resolution resources as needed and as available.
6How and when will the district provide principals with the information contained in the K-12 Comprehensive Research-Based Reading Plan?
The district will provide principals with the information contained in the K-12 Comprehensive Research-Based Reading Plan by emailing the link to the approved plan to all administrators and posting the link on various district department websites, including Teaching and Learning (curriculum and professional development). In addition. the district High School, Middle School and Elementary School Reading Administrators will prepare an overview and power point that will be shared with all principals during July-August 2014 Principals' meetings. Principals will have an opportunity for clarification questions and discussions. Principals will then share the overview and power point with all staff during the week of pre-planning. Throughout the school year, additional discussions related to the K-12 Reading Plan, School Improvement Plans and MTSS will be conducted.
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?
For the first time, in 2013-14, Seminole County was identified as having a school on the list of 100 lowest performing schools. The district immediately did a root-cause analysis and determined appropriate interventions for the 2013-14 school year. An additional hour was added to the beginning of the school day based on the feedback from the parents and school staff. If this situation occurs for the 2014-15 school year, the district will use reading categorical funds to repeat this root-cause analysis process, and to provide the additional required hour.
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.


Seminole_DistrictReadingCoachChart_2014.docx,3/31/2014 7:29:55 PM
9What is the total number of reading coaches (funded through any source) that served the district for the 2013-14 school year?
For the 2013-14 School Year:
Literacy Specialists: 36
Elementary School Coaches: 15
Middle School Coaches: 12
High School coaches: 9
Special Centers/Virtual Schools Coach: 1
Charter School Coach: 1
10What is the total estimated number of reading coaches (funded through any source) that will be serving the district for the 2014-15 school year?
For the 2014-15 school year, the total number of reading coaches estimated to serve the district is the same as the 2013-14 school year.
11How will the district and schools recruit and retain highly qualified reading teachers and reading coaches?
The district makes every effort to recruit and retain highly qualified reading teachers. Many strategies are currently being utilized in the recruitment process and many options are available. These include, but are not limited to the following:
•Provide an administrative guide that delineates reading endorsement pathways
•Provide an informational flyer for teachers specifying reading endorsement pathways and options
•Seminole County Reading Coaches work diligently at the school level to support all teachers, and specifically Reading Teachers, in an effort to retain highly qualified staff.
•Provide opportunities for reading certified elementary teachers to apply for secondary positions
•Promote participation in REESOL professional development to support ESOL teachers' Reading Endorsement
•Provide links on appropriate websites to the reading endorsement pathways
•Offer a Coaches Institute to train interested teachers on adult education pedagogy and specific reading coach skills and expectations.
•Communicate with higher education and explore options for college credit classes to be offered to teachers at area schools
•Recruit promising student interns
•Support the district’s teacher recruitment efforts
•Support the district’s new teacher orientation program
•Provide a Reading Academy Program for all reading teachers and those who desire to be reading teachers
12How will the district determine allocation of reading coaches based on the needs of schools?
Using the continuous improvement model, the district conducts an analysis of progress monitoring data (Formative Assessment Data, Decision Tree Identified Assessments, DE), as well as FCAT Reading performance. Districtwide and school level goals for increasing the percent of all accountability group students achieving high standards, Levels 3, 4 and 5, are determined. In addition, an in-depth analysis of subgroup (ethnicity, LEP, SWD, ED) and by-school grade level performance is reviewed and discussed.

The 2014 FCAT data will be compared to historical FCAT reading achievement data to establish trends, regression profiles and areas of need. Executive Directors for each level and district reading staff will talk with principals regarding qualitative indicators, such as fidelity to program implementation, professional development needs, and resource requests. Reading coach allocations will be reviewed and adjusted based on a combination of quantitative and qualitative factors contributing to student reading performance.
Leadership: School Level
1How are Reading Leadership Teams used to create capacity of reading knowledge within the school and focus on areas of literacy concern across the school?
Please consider focusing on the following items:
Support for Text Complexity
Support for Instructional Skills to Improve Reading Comprehension
  • Ensuring that text complexity, along with close reading and rereading of texts, is central to lessons.
  • Providing scaffolding that does not preempt or replace text reading by students.
  • Developing and asking text dependent questions from a range of question types.
  • Emphasizing students supporting their answers based upon evidence from the text.
  • Providing extensive research and writing opportunities (claims and evidence).
Reading Leadership teams are used to create capacity within the school and focus on schoolwide literacy concerns through the following structures:
-Analysis of individual, class, grade and school reading data,
-Engaging in on-going progress monitoring
-Professional Learning Community meetings,
-Lesson Study activities,
-Team Leader meetings,
-Department Chair Meetings,
-Participation in school, district and state level training,
-Promoting schoolwide reading and
-Communicating with Parents and Community Members.

Support for text complexity and support for instructional skills to improve reading comprehension are embedded in instructional plans and the related teacher training. Each school's reading leadership team discusses student needs, using academic and behavioral data, and monitors for effectiveness through the structures described above. At the elementary level, the principal, assistant principal and instructional coach lead the team and jointly design professional development for teachers that includes training in school-determined strategies based on analysis of student data. The training includes, but is not limited to, book studies, administrator and coach led strategy training, classroom modeling, contracted services for particular strategies, Professional Learning Communities (PLCs) articulation and Lesson Study. At the secondary level, an assistant principal is assigned to the area of reading. Again, data analysis drives the professional development that will be delivered to teachers, in addition to book studies, strategy training, classroom modeling, contracted services for a particular strategy, PLCs and Lesson Study.
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?
Reading/Instructional Coaches and Literacy Specialists provide professional development in Literacy, Florida State Standards, and the Comprehension Instructional Sequence for all teachers by providing school-based workshops, modeling in classrooms, participating in meetings described above and meeting with their Reading Leadership Team. All teachers are supported by administrators and coaches conducting regular walk-throughs.

Reading Intervention teachers meet regularly with the Reading Coach to review student data and discuss fidelity of reading strategy and program implementation. Support through conferencing and modeling is provided by the on-site reading coach and the district reading administrator.

Guidance Counselors are included in the elementary reading efforts. At all levels guidance counselors meet on a regular basis with district staff. Relevant topics, including the literacy expectations embedded in the K12 Reading Plan, are shared with counselors.

All secondary schools have a reading coach allocation. At the elementary level, all schools have a reading coach allocation provided by the district, but some principals choose to use that person as a literacy specialist. Literacy specialists are not full-time reading coaches and for at least part of the day these teachers serve intensive reading students. Every elementary principal identifies their reading coach or literacy specialist who will attend all district coaches meetings and participate in relevant trainings and workshops. Like reading coaches, the identified literacy specialist shares the information with the reading leadership team. The principal then assigns how that information is communicated to all relevant teachers.
3* How is this occurring in schools where no reading coach is available?
All secondary schools have a reading coach allocation. At the elementary level, all schools have a reading coach allocation provided by the district, but some principals choose to use that person as a literacy specialist. Literacy specialists are not full-time reading coaches and for at least part of the day these teachers serve intensive reading students. Every elementary principal identifies their reading coach or literacy specialist who will attend all district coaches meetings and participate in relevant trainings and workshops. Like reading coaches, the identified literacy specialist shares the information with the reading leadership team. The principal then assigns how that information is communicated to all relevant teachers.
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?
Texts, including stretch texts, are reviewed and selected for complexity through a variety of processes. At the district level, the Reading Administrators have conducted numerous workshops for administrators, coaches, literacy specialists and teachers related to how to identify complexity levels appropriate for grade levels and courses.

Examples of appropriate texts, both hard copy and electronic, are included in instructional plans. At the secondary level, the district Curriculum Support Team targets content area teachers with intensive instruction, modeling and support using appropriate course text complexity examples. District procedures for material distribution ensure students have access to their grade level materials.
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?
Understanding that close reading is an intensive analysis of a text so that the student comprehends the text on a deep level, principals ensure teachers are provided with the appropriate vocabulary and comprehension strategy training so that students have an opportunity to apply close reading strategies. Through PLCs and team leader meetings, principals engage the teachers in dialogue to promote close reading strategies that include, but are not limited to, giving students time to read and re-read, promoting discussion of the discuss of the author's purpose, and identifying evidence to support a hypothesis. The principal also engages the team in discussions related to how to increase the amount of time students have to practice their close reading craft in all content areas. Principals work diligently to increase the amount of student reading inside and outside of school by ensuring that during the school day classrooms are print rich environments that contain items such as, but not limited to word walls, reading centers and classroom leveled libraries, Fiction, Non-Fiction, Poetry, and a variety of other genres, some leveled according to Lexiles. Special area and content area teachers are offered training to embed reading strategies and opportunities within their subject area instruction. Most recently, principals have worked diligently to provide students with electronic devices for reading and researching to engage and motivate students to increase their experiences with non-fiction text.
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.
For schools identified as one of the 100 lowest performing elementary schools, school administrators will ensure that the intensive reading instruction provided during the additional hours of instruction meets the characteristics outlined in F.S. 1011.62(1)(f) by preparing professional development plans for staff related to intensive reading and submitting them to their respective Executive Directors, working with teachers and parents to develop and implement School Improvement Plans, working with teachers to develop Individual Professional Development Plans, conducting walk-throughs to provide support and monitor for fidelity, and participating in Professional Development Communities and Lesson Study activities specifically related to intensive reading. As detailed in the Elementary, Middle, High and Professional Development sections of the K-12 Comprehensive Reading Plan, school level administrators and teachers are aware of their statutory obligations, support implementation, and monitor for fidelity. In addition, principals may access the services of the DOE Differentiated Accountability Team.
Professional Development
1Provide the district professional development schedule for ALL reading professional development, including those funded through the FEFP and non-FEFP reading allocation, for the 2014-2015 school year through Chart A. This chart will be completed through the web based system. Repeat this process within the application as many times as necessary for each professional development offering in reading offered by your district. ALL Reading Endorsement professional development offerings should be described in Chart A and should reflect courses that are aligned with the 2011 Reading Endorsement. Delete charts that reference old courses as they should no longer be offered. Address the Reading Endorsement professional development first in your charts. To create and edit all professional development charts for Chart A, use the link provided within this section online. Please Indicate whether you are accepting a previously approved chart or creating/revising a new chart by clicking the appropriate radio button on Chart A.
Chart A
How will the professional development provided to district supervisors be delivered at the school level?
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ChartA
2 How will the district assure that administrators and reading/literacy coaches provide follow up on literacy professional development (e.g., Florida Standards implementation, text complexity, comprehension instructional sequence, close reading, etc.)?
Seminole County Literacy Coaches and Administrators will be involved in a variety of professional development activities to support literacy. Each school administration team will develop a professional development plan for their particular school. This plan highlights how literacy strategies will be taught in professional developments, collaborated in PLC's and coached across the content areas. Secondary Reading coaches complete a district/school partnership plan that is monitored by the district coordinator 3 times per year. These plans lay out specific guidelines for implementation of high quality reading instruction in the intervention courses as well as the across the content areas. District led instructional coach meetings will occur monthly. Each Instructional coach will develop commitment statements for Professional Development Action Steps. Professional development will occur in these meetings that includes modeling of content for school based instructional coaches to turn key it to the school based staffs, including professional development slides, handouts and learning activities. K-12 Instructional Coach professional development sessions will occur three times during the school year and will contain close reading strategies as well as the connections to Marzano instructional strategies and literacy instruction. Middle school instructional coaches will continue to train in the Greater Coaching Model that will be supported by district secondary reading specialist. Coaches will be required to video coaching sessions as part of the model. Sample sessions will be supported by the school reading administrators. Secondary Literacy Coaches and Administrators will have quarterly Cadre Sessions to to refine literacy leadership and professional development across the schools.
3Does your district offer Next Generation Content Area Reading Professional Development (NGCAR-PD) ?
Yes.
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?
This initiative was born from the vision of Literacy Leadership to have reading, writing, speaking, listening, as part of every student's course work in every class every day. The Secondary Literacy Leadership Cadre began the implementation of disciplinary literacy (DL) framework strategies, working directly with ELA, social studies, science and CTE teachers three years ago, and has continued to build capacity with teachers in content. In 2014-2015, a pilot project with NGCAR-PD will be implemented. This pilot, two ninth grade ELA teachers have been recruited and are in the process of being trained. The NGCAR-PD training consists of two 30-hour modules, and one 30-hour practicum. The teachers selected have Reading Competency 2 (Foundations of Reading) or its college equivalent. The modules will be delivered with a mixed method (face-to-face and through Blackboard Learn), and the practicums will be supervised locally by the school instructional coach and overseen by the Secondary Curriculum Coordinator. The literacy leadership at each school will recommend which L2 students (upper L2) have the greatest probability of achieving proficiency under this type of support. The students will be distributed throughout those sections and monitored by the content teacher and instructional coach throughout the course. The District's Assessment and Accountability department has designed a research project action plan to validate the progress and efficacy of this approach.
5How will the district support implementation of Next Generation Content Area Reading – Professional Development (NGCAR-PD)?
The leadership at the district provides support, both structurally and financially, and is committed to the continual support of the disciplinary framework. Additionally, the Secondary Instructional Literacy Specialist will provide on-going support and over sight to the students and teachers working within the NGCAR-PD protocol. During the 2013-2014 school year, a Content Literacy Ambassador Program was developed. Each school, (12 middle, 9 high) sent a teacher in disciplines other than ELA/Reading, who is designated as the school's Content Literacy Ambassador. The ambassador training involved three separate half-day training sessions to develop strategies to return to their school and share with other faculty at the home school. The enthusiasm created by these ambassadors has assisted in developing capacity of literacy leaders in the classrooms of all disciplines.
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.
District Literacy Leadership will continue to provide professional development in text complexity, comprehensive instructional sequence, and the common core exemplars to all district instructional specialists, to be followed by work at all three levels for school based (CIS) instructional coaches. Additional professional development in text complexity, Document Based Questioning (DBQ), and CIS will continue through the literacy specialists at each school as part of their PD model. Also, SCPS was selected to participate in the second cohort of the Literacy Design Collaborative (LDC). We will have four middle school teams working on social studies, and two high school teams working in chemistry.
7Does your district conduct transcript reviews of college coursework for application towards the District Add-On Reading Endorsement?
Seminole County Public Schools conducts reviews of college coursework for application towards the District Add-On-Reading Endorsement if the coursework was completed within the last five calendar years.
Elementary Student Achievement and Instruction
All information provided in this section details how this district will meet the reading needs of all student subgroups identified under No Child Left Behind.
1* Each district will be given one school user log-in password so that each school may enter their own information into Chart C by using the web-based template. It is recommended that districts create a timeline for school users to enter this information for their school. Districts will be able to review and revise the school based information before submitting Chart C on April 4, 2014. School level users should select all applicable adopted reading instructional materials from the lists provided and add any other materials in the text boxes. Information regarding materials specifically for ESE and ELL students should be listed in the text box labeled ‘Other.’ To review and edit all school information for Chart C before submitting, use the link provided within this section online.
Chart C
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ChartC
2.1List your Comprehensive Core Reading Programs (CCRP). Comprehensive Core Reading Programs are the instructional tools used to provide high quality instruction in K-5 classrooms. Describe how teachers will align instruction in K-2 to meet the Florida Standards for English Language Arts.
Scott Foresman (Pearson) Reading Street, Common Core Edition

This series is aligned to the Florida ELA Standards, aligned to the district writing plan, and contains additional handwriting standards to meet the requirements of the Language Arts Florida Standards. Seminole County Public Schools provides additional resources including an instructional plan titled, "It's All About Legibility" that provides clear expectations for handwriting at all elementary grades.

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.
Pearson Reading Street, Florida Common Core Edition-K,1,2,3,4,5 is the core text used during the 90-minute reading block. With a wide variety of supplemental resources and remediation options, this program provides opportunities for extension and remediation in all areas of reading.

My Sidewalks on Scott Foresman Reading Street-K,1,2,3,4,5 is published by the same company as the core text. Daily lessons maintain the same focus as the core instruction and allow students with additional exposure, opportunities for practice, and methods for ensuring skills mastery.

SIPPS - K,1,2,3,4,5 is a phonics & phonemic awareness remedial program designed to address deficit skills. Most often used in primary grades, this program provides students with necessary decoding skills needed to ensure fluent reading.

Making Meaning - K,1,2,3,4,5 is a vocabulary and comprehension program that is used for students who test out of or complete the SIPPS program. Assisting students with the more complex components of reading, students are provided with additional opportunities to move beyond learning to read into reading to learn.

Lexia/Core 5 - 3,4,5 is an adaptable technology intervention that begins with a placement test. Students are then prescribed activities aligned to challenge areas. As students demonstrate master, the program adjusts up. As students demonstrate continued deficits, technology-based and/or teacher-based scaffolds are brought in to assist students in progressing toward mastery.
3How will your district assure that reading intervention provided to students performing below grade level addresses both student acceleration and remediation?
The texts included in the CCRP, SIRP, and CIRP are of various levels of complexity and content. Through analysis and understanding of the research accompanying the Florida Standards and the ACT study,"Reading Between the Lines," it has been determined that text complexity "is the key to accelerating student achievement in reading." It is with this research finding in mind, that Seminole County's teachers have been exposed to the concept of text complexity and the steps associated with determining the complexity of a text. Administrators, instructional coaches, and teachers have been trained about text complexity, the variables associated with it (quantitative measures, qualitative measures, and reader & task), and the FLDOE created rubric that can help identify a text's complexity when the aforementioned features are analyzed. The provided trainings have enabled all stakeholders the opportunity to learn how to analyze the text included in the CCRP,SIRP, and CIRP to determine the complexity of the text. Accelerated remdedial instruction can then be planned according to the identified complexity of the text, the task associated with the text, and the individual needs and abilities of the students.

In addition to the identification of complex texts within the district supplied resources, administrators, instructional coaches, and teachers have been exposed to the instructional practices and necessary adaptations that may ensue with the implementation of the Florida Standards. The concepts of appropriate degrees of scaffolding, front-loading, modeling, thinking aloud, and gradual release have been continuously conveyed in an effort to help teachers and instructional coaches understand how the levels of instruction and support are directly correlated to the students' ability to demonstrate independent reading skills with texts of varying and increasing complexity. Conversations focused on the increased lexile bands created by the Florida Standards have proven to be informative and influential in supporting teachers' and coaches' understanding about the need to alter scaffolding across the continuum from prompting and support to independent and proficient. Additionally, educators have been exposed to the "Staircase of Complexity" which clearly depicts the increased rigor and complexity of a standard up through the grade levels, while the degree of scaffolding and support levels off as students become more proficient and independent.

Teachers will be encouraged to differentiate the complexity of text, the genres introduced and studied and the scaffolding and support provided to students, both as a group and individually. As students demonstrate a need to move into more complex text, teachers will make changes to their curriculum and instruction in order to meet the acceleration and growing needs of the student. Teachers and coaches will be encouraged to participate in vertical articulation whereby increasingly complex text can be made available to students as they are prepared to embark upon it. Administrators at the school and district level, as well as instructional coaches and curriculum specialists, will monitor the need for complex text across content areas to ensure that students are provided opportunities to engage in text that supports their academic needs and curricular interests. Additional needs for complex text will be monitored by curriculum specialists to ensure that the available resources match the needs of the students.
4Schools must diagnose specific reading difficulties of students who do not meet specific levels of reading performance as determined by the district school board to determine the nature of the student's difficulty and strategies for appropriate intervention and instruction.

Create an Assessment/Curriculum Decision Tree (Chart D1) to demonstrate how assessment data from progress monitoring and other forms of assessment will be used to determine specific reading instructional needs and interventions for students in grades K-2.

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

* District contacts will create and upload Chart D1 using the link provided within this section online. There are two samples for Chart D1 (Assessment/Curriculum Decision Tree) located at https://app1.fldoe.org/Reading_Plans/. Last year's chart is available at your district's public view page. If your district wishes to use this chart it must be uploaded into this year's plan. Please upload the desired file

You will need to save this section using the button below at the bottom of this section before uploading the chart.

Chart D1 - Elementary Assessment Curriculum Decision Tree
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5

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

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

The chart must include:

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

* District contacts will create and upload Chart D2 using the link provided within this section online. There are two samples for Chart D1 (Assessment/Curriculum Decision Tree) located at https://app1.fldoe.org/Reading_Plans/. Last year's chart is available at your district's public view page.. If your district wishes to use this chart it must be uploaded into this year's plan. Please upload the desired file.

You will need to save this section using the button below at the bottom of this section before uploading the chart.

Chart D2 - Elementary Assessment Curriculum Decision Tree
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6How will the district assure that all elementary schools have an uninterrupted 90 minute reading block for core reading instruction, and, as needed, additional time for immediate intensive intervention (iii)?

Fidelity to the 90-minute uninterrupted reading block is monitored in several ways across Seminole County. In an effort to ensure that they can properly monitor this instructional time frame, school-based administrators have received in-depth training regarding effective instructional practices and meaningful scheduling related to the 90-minute uninterrupted reading block. Additional support and documentation has been provided to these administrators to ensure they understand the content and mandated instructional time blocks related to iii and MTSS expectations. Through regularly scheduled Curriculum Update sessions and curriculum-based discussions shared during monthly Principal’s Seminars, school-based administrators receive training on instructional models associated with effective reading instruction. Examples of these models include the Comprehension instructional Sequence and determining Text Complexity. Furthermore, these stakeholders have received documents that outline “look-fors” associated with best practices to be implemented during the reading block and subsequent intervention blocks so they can monitor the effectiveness of reading instruction as they make their daily classroom walkthroughs. Other evidence of school-based administrators’ fidelity to the 90-minute uninterrupted reading block includes their submission of individual school management plans outlining daily schedules and school policies/ procedures, their active involvement with MTSS and Student Study teams where instructional schedules are discussed and verified for compliance, and through their participation in curriculum visits with district-based administrators and curriculum specialists when focused discussions related to curriculum and instruction are held.

District and curriculum-based administrators also help ensure fidelity to the 90-minute uninterrupted reading block, including writing to a source, and additional time for iii through their regular visits to schools. During these visits, classroom walk-throughs, lesson modeling and monitoring, and regular conversations related to instruction are focused upon. Through monthly Superintendent and Principal Seminars, school-based administrators regularly interact with the Deputy Superintendent of Instructional Excellence and Equity, the Executive Directors of Elementary Education, the Director of Teaching Learning, the Coordinator for Elementary Reading and Curriculum, the Title-I Coordinator, and various other curriculum specialists who share current best practices associated with the Florida Standards, text complexity, reading and language acquisition, principles of writing responses and instruction, and differentiated instruction. Through these seminars, all stakeholders are provided opportunities to hear and see the current research related to reading and the reading block as a means of supporting the implementation and monitoring of this instructional time frame.

The reading writing connection is evident through all instruction and content areas in Seminole County’s classrooms. A minimum of 30-minutes of writing instruction has been scheduled into each school day, however writing from a source and engaging in writing tasks that require students to respond to text and content are infused throughout the instructional blocks. The Florida Standards call for students to respond to the ideas, events, facts, and arguments presented in text, therefore it is important that students have numerous opportunities to develop both informative and argumentative writing skills using evidence from the text. The district-designed instructional plans provide suggested works that can be implemented into reading instruction as a means of addressing comprehension and vocabulary skills, but can also be used as mentor texts to teach effective writing strategies. These texts have been aligned with the standards, the district-adopted 6+1 Traits of Writing, the Comprehension Toolkit lessons, and the developmental writing sequence in order to make certain that the reading and writing connection is clear and meaningful throughout instruction and across content areas.
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.)
Seminole County’s 90-minute uninterrupted reading block mirrors the research found in the National Reading Panel Report and in the No Child Left Behind legislation in that the students benefit from systematic and explicit reading instruction that does not leave anything to chance and does not make assumptions about skills and knowledge that children will acquire on their own. At the foundation of our elementary reading program is Florida’s Formula for Success: 6 + 4 + ii + iii. This equation includes the six areas of reading: oral language, phonemic awareness, phonics, fluency, vocabulary, and comprehension, as well as the four types of assessments: screeners, progress monitors, diagnostics and outcome measures. Initial Instruction (ii) from the scientifically based reading research program is explicit, systematic, scaffolded, differentiated and print rich. Immediate Intensive Interventions (iii) are carefully selected for students based on the area(s) of need as identified by data and are delivered through flexible grouping and accommodations. In Seminole County, interventions must be commensurate with the depth and breadth of improvement students must make to eventually participate in grade-level reading tasks with the ultimate goal of being prepared for college and career readiness at the conclusion of their school career. Fidelity to each instructional program is adhered to and monitored by both school and district level administration.

Seminole County teachers utilize the Comprehensive Core Reading Program, Scott Foresman Reading Street. This initial lesson normally requires 30-40 minutes per day of the 90 minute uninterrupted reading block. Explicit strategy instruction will be teacher led through direct explanation, modeling, guided practice and application. Teachers work to challenge students to read and understand complex texts, while modeling the practice of "thinking" while reading in an effort to teach students that the process of "thinking" while reading is vital to their overall ability to comprehend text and transfer meaning across content areas.

In most cases, a complex text will contain multiple layers of meaning, not all of which will be immediately apparent to students upon a single superficial reading. For this reason, close and careful reading and rereading, with purpose-driven tasks assigned to each reading, is paramount to comprehension and success in reading. In direct explanation, the teacher explains to students why the strategy helps comprehension and when to apply the strategy. Next the teacher “models” or demonstrates the strategy, how to apply the strategy, usually by “thinking aloud” - meta-cognitive strategies while reading the text students are using. The teacher employs various instructional techniques which can be effectively implemented before, during, or after the reading depending on the complexity of the text, the tasks associated with the text, and the needs of the students. It is important for teachers to understand that these high-yield practices are fluid based on the complexity of the text and the level of scaffolding and/or front-loading necessary for the students to read and comprehend the text. The teacher may model: before reading by facilitating the activation of knowledge through essential question(s); during reading by using student-directed questioning while reading to monitor understanding; and after reading through collaborative questioning to determine what was learned. The primary focus that teachers will address during this component of the reading block is to allow opportunities for the students to actively engage with the text through extended text discussions and evidence-based written responses, thus the high-yield instructional practices employed throughout the reading will directly support this focus.

During the guided practice portion of the 90-minute uninterrupted reading block, the teacher assists students as they are guided in learning how and when to apply various reading strategies in order to comprehend content, while during the application component, the teacher helps the students practice using the strategy until they can apply it independently. The goal is to have this strategy modeled and practiced so often that the teacher can gradually release the scaffolding as the students internalize it and begin to use it independently and with automaticity.

A foundation for such independent strategy use is text reading efficiency, which combines accuracy, automaticity, and oral reading prosody, which, taken together, facilitate the reader’s construction of meaning. Text reading efficiency is recognized as an important factor in both oral and silent reading that can ultimately either limit or support comprehension. Text reading efficiency facilitates the sequential instruction and practice in the use of comprehension strategies to help construct meaning, as described above. It is also important to note that the practices of scaffolding and gradual release should be implemented according to the complexity of the text and task. Teachers must be mindful of the features of text complexity, namely the variables associated with the quantitative, qualitative, and motivational features of text. When analyzed together, these variables help teachers determine if a text is simple, moderate, or complex within a grade level band, which in turn helps teachers monitor the degree of scaffolding and front-loading during instruction. This information is vital when planning instruction and determining how and when to gradually release the scaffolding and front-loading toward students’ ability to independently read varying degrees of complex text.

Initial Instruction is differentiated through flexible and fluid groupings. This may take place through teacher-led centers for small group instruction or student centers that are academically engaged. Student centers may be group, pair, cooperative or individual. Flexible groupings, especially for high risk students, are monitored closely and more often in order to make instructional changes, group changes and to accelerate learning. It is important for the teacher to work with each small group differently based on instructional need. Student attitudes, behaviors and work ethics must be considered when forming and modifying the groups.

So often systems are so focused on meeting the needs of students with reading deficiencies through strategic and intensive interventions that proficient readers may not be receiving instructional strategies to build on their talents and maximize their abilities.
Seminole County embraces the research of Van Tassel-Baska and Brown (2001) as they suggest that proficient readers are entitled to develop their reading abilities by exploring a wide variety of genres and writing styles. For talented readers to continue to develop their reading and thinking abilities, they must be exposed to books with rich characters, dynamic plots and extensive vocabulary. The texts must require students to work at unlocking meaning by calling upon sophisticated reading comprehension skills and strategies. During the 90 minute reading block the proficient readers will be instructed for a portion of time utilizing the CCRP. Staff then provides instructional methods that will increase their enjoyment in reading as well as their pursuit of challenging independent reading both in school and at home. Proficient readers must have the opportunity for critical reading which will require them to evaluate material and ascertain its worthiness, reasonableness and usefulness. They must have the opportunity to go beyond critical reading to embrace creative reading. This is the epitome of higher-level reading. This invites imaginative interaction with print. Proficient readers must be given credit for their current knowledge. Utilizing differentiated strategies for reading instruction for these talented readers may include but not be limited to the following:

•Focus on ideas, not the structure of reading
•Organize instruction around big ideas; use focused questions rather than focus on a single title. Focus on a big idea or theme to expand the student’s knowledge
•Provide access to appropriate / challenging books
•Provide opportunities to explore multiple reading formats
•Assess student interest, then capitalize on interest and needs (genre study, author study, etc.)
•Provide multi-age groups for reading based on reading interest, abilities and skills
•Provide opportunities for book discussion groups
•Provide an opportunity for proficient readers to have increased interaction with informational books in order to develop a deeper understanding of a particular topic
•Provide guidance in the selection of their reading material even though they have the mental acuity to read books well beyond their age range
•Provide investigation centers for literary extension and creative thinking, focusing on biographies and exploring the Internet

Encouraging both critical and creative reading confirms for the proficient reader that reading is for learning and for enjoyment!
It is the goal of Seminole County Public Schools to continue implementation of a developmental, accelerated and preventive reading program ensuring all students can read on grade level by third grade. Utilizing the scientifically research-based core reading for initial instruction as described above plus research-based differentiated materials to reinforce the initial instruction our instructional staff is able to incorporate the standards, benchmarks, strategies and assessments that support Florida’s formula for reading improvement ensuring our students are on the path of college and career readiness.

Immediate Intensive Interventions are provided by highly qualified teachers, trained instructional assistants plus ESE support personnel during the small group differentiated instructional portion of the uninterrupted 90 minute reading block. For K-5 students who continue to struggle in reading, the challenge is providing instruction that is powerful enough to narrow or close the gap with grade-level standards. At a minimum, the goal is for all students to keep pace with expectations for average yearly growth in reading, and those who struggle must make considerably more than expected yearly growth each year. Students in need of more instructional density have differentiated intervention during an additional 30 minutes per day. The purpose of offering intensive, expert instruction is to meet the needs of those students needing more than effective classroom teaching in or to learn to read well. This extra time allows the interventionist to work strategically and intently on the area(s) of deficiency as identified through screeners, progress monitors and informal assessments.
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?
Seminole County has developed a systematic process for screening elementary students to determine which students are not meeting critical components of early literacy skills. Procedures to provide students with data-informed, differentiated intervention instruction have been developed for Seminole’s Problem Solving and Multi-Tiered System of Support (MTSS) framework.

Utilizing data from Discovery Education, the Phonological Awareness Screener for Intervention (PASI), and the Phonics Screener for Intervention (PSI) in addition to progress monitoring with Discovery Education and/or Scholastic Reading Inventory provides our teachers with accurate identification of at-risk students. Data from these screeners and progress monitors identify students who need extra help and also help teachers determine specifically which skills are lacking. Each school keeps this individual student data plus intervention logs in the child’s MTSS profile within EdInsight data management system. When a student transfers to another SCPS school, this MTSS intervention information is immediately accessible. This process provides for no “lost iii time.” Every effort is made to ensure MTSS records are sent to receiving schools when students transfer outside SCPS.

In Seminole County, instruction is different for students in need of additional reading support and is centered on three essential elements:
1. Instruction for children identified with reading difficulties must be more explicit than for other children. As previously described, explicit instruction does not leave anything to chance and does not make assumptions about skills and knowledge that children will acquire on their own.
2. Instruction for children with reading difficulties must be more intensive than for other children. This involves providing more teaching /learning opportunities per day than for other children. This is accomplished through both increased time and smaller group instruction, allowing students more repetition in order to solidly establish critical word-reading and comprehension skills. More learning opportunities provide the path for struggling students to catch up to their peers.
3. Instruction for children with reading difficulties must be more directly supported than for other children. This involves well-designed sequential ordering of skills and intentional teacher scaffolding techniques to help build up those skills.

Targeted intervention occurs in a small group setting with students (ideally 3-6 students) in need of similar instructional needs. On-going progress monitoring and assessment data shows whether the intervention instruction is effective in increasing the child’s abilities in the specific deficit areas. These intervention groups are flexible. Students move out of a group and into another as soon as benchmark is reached. Students whose skills are not improving should have the intensity of the intervention increased, receive more frequent progress monitoring and perhaps be moved to another group configuration possibly with another educator.

Students identified with a need for immediate intensive intervention through screeners, progress monitors, and informal assessments are provided with an additional 30 minutes of intervention time in addition to the 90 minute reading block initial of instruction and differentiated instruction. In Seminole County all students classified as “high to moderate risk” on Discovery Education or another approved progress monitoring assessment, those identified through the PASI or PSI our district-wide screeners, or at risk through other assessments such as but not limited to Scholastic Reading Inventory and /or teacher recommendation must be provided with a minimum of 30 minutes additional intervention.

All elementary schools must have a master schedule that reflects a daily additional 30 minutes for immediate intensive intervention (ii). These intervention groups should meet daily. Schools have organized their intervention time frames in a variety of ways to best meet their schedules and resources. Some have chosen to intervene 30 minutes prior to the regular reading block, others add the additional time at the close of the 90 minute block and still others have created intervention time frames occurring throughout the regular school day.

Children are placed in intervention groups after careful consideration has been given to individual data review. The use of Discovery Education allows for classroom teachers and interventionists to target specific skills as identified through an error pattern analysis process of the student probes on all skills assessed. Once the area(s) of need is defined groups are formed for students with similar needs. Every effort is made to keep the size of these groups small, typically 3-5 students. Interventions are aligned to the appropriate steps on the Phonological Awareness Continuum or the Phonics Continuum identified in the K-2 Curriculum Decision Tree. Through FEFP funding, the district has provided every school with Supplemental Intervention Reading Programs (SIRP) materials as identified in Chart C. Students struggling with a broad range of reading skills utilize Comprehensive Intervention Reading Programs as identified in Chart C.

Schools have been very creative in allocating instructional personnel to work with these intervention groups. It has truly become a shared collaboration involving the classroom teachers, the literacy specialists, and ESE personnel, such as SLD teachers or speech-language pathologists. Often ELL teachers also work with intervention groups. Para-professionals have been trained to assist both during differentiated instruction within the 90 minute block and also during the additional 30 minutes of intervention. In some buildings guidance counselors, media specialists and technology facilitators also wear the hat of an interventionist! The district is providing strategic intensive interventions and the data shows students are responding to the interventions.
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.
Seminole County has purchased leveled libraries for use in our classrooms, book rooms and media centers. Classroom library selections are aligned to the CCRP topics and skills. In support of the Florida Standards, the district has purchased texts for kindergarten and first grade classrooms which include some suggested titles listed as exemplar texts aligned to the Florida Standards. Leveled content area materials supporting the Science and Social Studies standards are available to provide grade appropriate content on individual reading levels. Each school has developed an organizational check out system to ensure teachers and students have access to these materials. The print rich environments of classrooms include libraries consisting of fiction, nonfiction, poetry and a variety of other genres. Our district-wide electronic access to Tumble Books and Teaching Books for Students provides yet another opportunity for providing students with additional appropriate classroom leveled materials.

The International Reading Association made a position statement in 2000. In that statement IRA listed the first element to “deriving meaning from print requires…the development and maintenance of a motivation to read” (IRA 2000). Equipping our students and their teachers with a variety of leveled materials certainly provides a powerful pathway to reading enjoyment and literacy growth!

Books are leveled by Lexile, and/or (Guided Reading Letter System). A continuous focus of matching students to appropriate texts is maintained with all teachers.
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.
Reading instruction is a responsibility shared by all teachers, regardless of level or content area taught. Content area teachers assist students in decoding the various types of text they encounter in their classes, while also supporting the concepts of vocabulary, comprehension, fluency, oral language, and text complexity. In Seminole County, most elementary classroom teachers teach reading in addition to the content area subjects of mathematics, science, and social studies. This framework supports the instructional practice of integration across content areas. As teachers provide parallel instruction on various subjects, they can address the Florida Standards, reinforce the reading strategies needed to conquer the material, and provide opportunities for students to transfer their reading strategies and skills into all areas of learning. With a firm understanding of the components of text complexity, specifically structure, vocabulary, and familiarity based on cultural or academic experiences, teachers are able to focus their lessons on literacy acquisition and a deeper understanding of informational text in all content areas and topics. Through the implementation of the Comprehension Instructional Sequence Model, teachers can provide and support extended text discussions, close and careful reading, and evidence-based writing in all grade levels and across content areas.

Best practice in literacy instruction supports numerous instructional high-yield strategies that can be fluidly implemented around the four corners of the text at hand. The strategies listed below are interchangeably implemented throughout reading instruction and in all content areas with the goal of assisting students in building upon, extending, and deepening their understanding of the text content.
• Appropriately scaffold through collaborative questioning
• Establishing a purpose for reading
• Making predictions
• Developing vocabulary
• Close reading text for various purposes (i.e. vocabulary, word study, structural analysis, text marking, question-generation)
• Writing from a source with arguments and notations supported by evidence found in the text.
• Analyzing text connections via text to self, text to text, text to world, and text to itself, etc.
• Providing opportunities to question, clarify, and confirm understanding
• Summarizing, interpreting, analyzing, synthesizing content

Through providing opportunities for students to brainstorm, skim, preview, interact with vocabulary, define purpose, reread, question, discuss, interpret, summarize, wonder, question, and reflect, teachers are able to scaffold literacy instruction, while increasing student understanding of the content focus. The use of teacher scaffolding, however, will not preclude the students from personally delving into the text with the purpose of grasping their own understanding of the content. Teachers will use scaffolding as a means of making sure instruction is aligned with the standards, designed to facilitate the use of student-directed strategies, and results in the students’ careful attention to the text itself.

Further opportunities to incorporate meaningful reading and literacy instruction in the content areas, while addressing the Florida Standards, include access to classroom leveled libraries, magazines, and newspaper articles that have Lexile levels that are adequately matched to students, include various levels of complexity across a wide study of genre, and the use of graphic organizers and other learning aids that help students visually organize content. In an effort to differentiate instruction across content areas, teachers also work to:
•Develop individualized reading lists that serve to appropriately challenge reading ability and comprehension.
•Enhance content areas by building a bank of titles at varying levels that not only support the topic, but provide a way for all students to successfully participate.
•Choose lower level texts that have comparable content when text factors make the reading situation more challenging, threatening or unfamiliar.
•Select texts at or above the student’s range to stimulate growth when a topic is of high interest to a student or when the teacher will be adding additional support such as background teaching or discussion.
•Promote independent reading practice by further adjusting anticipated comprehension for reading instruction and for better understanding of other curriculum materials simply by choosing less difficult text in a student’s independent Lexile range.

The instructional practices referenced above are generally accepted in reading education as a means of supporting and further developing reading strategies and comprehension. However, in an effort to support an increase in the time students are actually reading and thinking about various texts, while also helping students build a deeper understanding of text content, teachers are focused on the need to provide direct instructional support during the act of reading. Teachers have been instructed that reading instruction is not isolated to the acquisition of strategies, but rather to the comprehension of content. This fact has been supported by through PARCC's notation that "reading strategies are a tool for, not the point of reading instruction." It is important to note that the aforementioned instructional practices are implemented throughout reading instruction and in all content areas. These methods are not isolated activities that are only performed before and after engaging in text, rather they are embedded throughout the actual reading of the text.

Strategies that cultivate independence, allow for discovery, and provide opportunities for students to make connections throughout the act of reading are at the center of literacy instruction, regardless of the content. Elementary teachers in Seminole County continue to work towards these goals by providing opportunities for students to manipulate text, engage in rich discussions that result from active literacy instruction, and write from sources whereby evidence of understanding can be depicted.
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?
All Seminole County Public Schools have a wireless environment. In addition to the state required technology survey, the district conducts numerous surveys to ensure equitable teacher and student access to technology. Significant efforts are in place to continue providing iPads, lap tops and other devices as student and teacher instructional tools. Instructional plans, jointly developed by school and district staff, are infused with multiple resources to enhance and expand student learning, including print media, still photography, radio/audio, television/film and the internet in reading, content area subjects and electives. Many professional development opportunities are available for infusing media literacy into lessons. The district supports teacher discussion sites that promote sharing of effective practices and resources. As relevant, students are engaged in project-based learning activities that demonstrate use of multiple-media for both research and presentation.
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.
Research shows that reading and writing are “natural” partners with a reciprocal relationship. By providing writing instruction in addition to reading instruction, students gain stronger word-reading skills, while also developing the ability to demonstrate comprehension through text-based answers written from a source. The development of fluent word reading depends heavily on learning to identify large numbers of words by sight. Writing assists students in the formation of accurate memory for writing in spelling patterns, the basis for sight word recognition. Writing supports good phonemic decoding skills which are necessary in the formation of accurate memory for spelling patterns that are basis for sight word recognition. Analyzing students’ spelling approximations reveals areas for decoding and spelling instruction that is correlated with phonics instruction. Writing can support accurate and fluent word reading skills, as well as extend and demonstrate comprehension proficiency at a much higher standard than multiple choice response formats. Furthermore, the Florida Standards call for students to respond to the ideas, events, facts, and arguments presented in the text, thus opportunities to develop both informative and argumentative writing skills with evidence from the text are vital to student proficiency on the standards. Through the district-selected series, Scott Foresman Reading Street and those aligned with the standards and 6+1 Traits of Writing to make certain that the reading and writing connection is clear and meaningful.

Writing before, during and after the Comprehensive Core Reading Program story selection will enhance the literacy development of all students. Students are provided with a mix of direct skills instruction and more authentic reading and writing, including process writing instruction. Spelling and story grammar are explicitly taught. Students have frequent opportunities to write, for a variety and purposes and in multiple genres, and they are involved in peer conferencing about their writing.

Writing as a Pre-Reading Activity: Predicting involves previewing the text to anticipate what will happen next. The thinking processes involved in predicting assist students in making meaning (Block, Rodgers, & Johnson, 2004). In order to do this successfully, students must activate relevant background knowledge that they possess on the topic. Once students have made a prediction, they have a purpose for reading, to confirm or disprove their prediction. Furthermore, the opportunity has been created for the students to link the new knowledge with the knowledge they already possess. By making predictions, readers are using the following processes: prior knowledge, thinking on a literal and inferential level, adding to their knowledge base, linking efferent and affective thinking processes, making connections and filling the gaps in the author’s writing. Writing before reading may also set the purpose for the task. Through the presentation of a "hook" or essential question, students will become activated to think about various aspects of a topic through discussion and subsequent written response. These writings can then be referred to through the reading task and subsequently revised and edited as the students engage in new learning, form new opinions, or refine their understanding based on the reading and discussions that follow.

Students are more engaged with reading when they are asked to activate their prior knowledge about a topic. Requesting that they write down what they already know about a topic prior to reading the story can do this effectively. Students could also be asked to write down their personal thoughts or experiences about a topic, either individually or collectively. A strategy that works well with this activity is the KWL chart. Younger students could do a quick book walk and then write their prediction on what the story is about. Again this predicting could be handled either individually by writing in a journal or collaboratively by utilizing chart paper to record written responses.

An additional pre-reading activity is called “Quickwrite.” This strategy allows students to access their prior knowledge about a topic. For a specified period of time, approximately five minutes, students are to write all they know about a topic.
Writing as a “During Reading” Activity: During reading, good readers gather evidence about their predictions: writing revisions, writing to explain why they are abandoning or creating new predictions based upon what they are reading will provide effective comprehension strategies.

Utilizing an activity that creates “mental models” as they read also increases understanding of characters in literary works. Students will utilize graphic organizers for managing story elements and informational structures. The characters’ strengths, weaknesses, visions, hopes, ideas, feelings and the main things they did will be written down.

Summarizing is another strategy that could be utilized as writing “during” reading. Summarizing is how to ask students to take larger selections of text and reduce them to their bare essentials: the gist, the key ideas, the main points that are worth noting and remembering. Webster calls a summary the “general idea in brief form”; it’s the distillation, condensation or reduction of a larger work into its primary notions. Students will be asked to write in their own words to:
• Pull out main ideas
• Focus on key details
• Use key words and phrases
• Break down the larger ideas
• Write only enough to convey the gist
• Take succinct but complete notes

Writing as a “Post Reading” Activity: An after reading strategy that incorporates writing for understanding is to have students respond individually to the story by writing what they liked, disliked or didn’t understand. This writing could be extended into an additional group or class activity as a collaborative listing in each area. Recurrent responses are identified and topics are generated for class discussion.

Another effective activity to incorporate writing after reading the CCRP story selection is called “somebody wanted but so…” A chart can be prepared for display in the room. It would include:
• Somebody (Who is the story about?)
• Wanted (What did the character(s) want to do?)
• But (What happened that caused a problem for the character?)
• So (How was the problem solved?)
This is used in connection with analyzing fiction and its purpose is to retell the main events of a story. This is another tool that can be employed to help students learn how to write concise summaries.

Another example of writing after reading is the utilization of Basic Story Frames. Students are asked to identify the main idea by writing the basic elements of a story such as the setting, characters, problem and solution in the appropriate story frames.

A strong similarity lies between the actual process of reading and writing. A good writer will write something, reread what he/she has written, question as to clarify and adjust accordingly. A good reader does the same thing: read, reread, question and adjust. Reading and writing are indeed “natural” partners!
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.]
An Intensive Acceleration Class must be provided for retained third grade students who subsequently scored Level 1 on the reading portion of the state assessment. The focus of the IAC must be to increase a child’s reading level at least two grade levels in one
school year. The IAC must:
1. be provided to any student in grade 3 who scores at Level 1 on the reading portion of the state assessment and who was retained in grade 3 the prior year because of scoring at Level 1 on the reading portion of the state assessment.
2. have a reduced teacher-student ratio.
3. provide uninterrupted reading instruction for the majority of student contact time each day and incorporate opportunities to master the grade 4 Florida Standards in other core subject areas.
4. use a reading program that is scientifically research-based and has proven results in accelerating student reading achievement within the same school year.
5. provide intensive language and vocabulary instruction using a scientifically research-based program, including collaboration with a speech language therapist.
6. include weekly progress monitoring measures to ensure progress is being made.
7. report to the Department of Education, in the manner described by the department, the progress of students in the IAC class at the end of the first semester.

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.


Providing students with different learning approaches via multiple learning activities definitely serves as a catalyst for motivation! All schools have Tutorial Tubs filled with hands on academic materials and learning activities to enhance student engagement and learning.

Each school has the REWARDS mentoring program where a trained mentor works in the classroom one on one with a strategically selected student several days during the week. In these sessions the mentor and child work together on reading comprehension, writing in response to reading, listening, text reading efficiency, and vocabulary skills. The REWARDS materials consist of a student/mentor journal, graphic organizers, reading materials in the student’s Lexile range, higher order questioning stems plus reading logs.

In recent history, Seminole County Public Schools has offered a Summer Learning Camp experience to all FCAT Level 1 third graders, as well as struggling students, as evidenced by student achievement data, at other grade levels (should funding be available). Summer Learning Camp offers an extension of time, so that instructional density may be increased for the struggling reader. The Summer Learning Camp instruction is focused upon additional explicit, systematic reading instruction intended to ward off vast summer slippage and academic regression that is typical over the summer months when no instruction takes place. Students are served breakfast and lunch each day, are motivated to attend by incentives, and have academic mentors. In addition, Family involvement activities, centered upon student literacy achievement, are held at each location.

Our Ready, Set, Learn! Summer Camp (for Kindergarten) (RSLSC) is an extended summer learning component that occurs before a child enters traditional schooling, as opposed to after. RSLSC, offered to entering and retained Kindergarten students as well as retained first grade students at select Title I schools is designed to provide intensive language experiences to further develop oral language skills and vocabulary understanding, while providing further exposure to, and instruction in, early literacy and numeracy skills. Instruction for all students is aligned with State of Florida Kindergarten Learning Benchmarks and Florida Standards. In addition, RSLSC is intended to familiarize students with teachers, school routines, and the school campus prior to the beginning of the traditional school year, to facilitate a smooth and confident start once the children actually enter kindergarten. Students are served breakfast and lunch each day and Parent Education classes are provided throughout the RSLSC experience on a variety of topics relating to student academic success, parenting issues, literacy development, and school specific programs and initiatives. RSLSC has been viewed in Seminole County as a high quality integral transition into the traditional primary experience for children of high risk factors.

Seminole County will again provide Let’ Read Seminole! Students, parents, community members, teachers and media specialists have joined together to ensure a fun-filled summer of literacy activities! Our "Big Red Bus" will be rolling into designated "stops" so that children will have the opportunity to check out an assortment of reading material throughout the summer. The goal of this initiative is "Read Every Day" and posters and banners reflecting this district goal and the importance of reading in all career paths will be distributed to all schools for additional promotion. Schools begin with a "kick off" celebration to motivate the students and community to join in and "Read Every Day"!

15Please list the qualifications for reading intervention teachers in elementary schools, summer reading camps, and one hour extended day programs.
Reading Intervention Teachers must be reading endorsed, certified, or in process.

Summer Reading Camp teachers with reading endorsement/certification, ESOL endorsement or certification, and years of experience are given first consideration for Summer Reading Camp positions.

One Hour Extended Day Program teachers are the students' regular highly qualified classroom teacher.
16.1* Which assessments are administered to determine reading instructional needs for the following students populations:
Non-English speaking ELL?

Seminole County utilizes the following assessments in determining the reading instructional needs for our ELL students:
- CELLA
- Discovery Education
- FLKRS
- DAR
- PASI
- PSI
- SRI



16.2Severe speech/auditory impaired.
Students with severe speech language/auditory impairments take the same screening, diagnostics, and progress monitoring tests as do the regular education students in their grade level, if appropriate, per their Individual Education Plan. The Speech Language Pathologists collaborates with the Reading Specialist and/or regular education teacher to discuss the impact of the severity of the speech/ language disorder or auditory impairment on the testing results in order to determine if accommodations are required or appropriate in order to rule out the impact of the speech language impairment/auditory impairment on the test results. If in the discussion it is felt that the speech language/auditory impairment is negatively impacting the results, other assessments will be utilized to determine the true level of reading to more accurately identify actual reading deficits.
16.3Severe visually impaired.
Students who are visually impaired (low vision) are assessed using the SRI typically with adaptations such as Zoom Text on the monitor or a large monitor with Zoom text. Brailled reading assessments are administered for those students who utilize Braille. Fluency / Text reading efficiency checks are also conducted in Braille for these 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.
Students newly entering grades 4 or 5 without FCAT scores will be placed based multiple measures. Possible options include, but are not limited to:

Out-of-state assessments if a determination can be made regarding equivalency
Discovery Education Tests
Phonics or Phonemic Awareness Assessments
Diagnostic Reading Assessments
Observational Data
End-of-Year Assessments
17What alternate assessment is used for promotion of third grade students scoring Level.
on FACT Reading?
SAT-10
JRF Reading Portfolio
Mid-Year Promotion
Middle School Student Achievement and Instruction
All information provided in this section details how this district will meet the reading needs of all student subgroups identified under No Child Left Behind.
1Each district will be given one school user log-in password so that each school may enter their own information into Chart F by using the web-based template. It is recommended that districts create a timeline for school users to enter this information for their school. Districts will be able to review and revise the school based information before submitting Chart F on April 4, 2014. School level users should select all adopted reading instructional materials from the lists provided and add any other materials in the text boxes. Information regarding materials specifically for ESE and ELL students should be listed in the text box labeled ‘Other.’ To review and edit all school information for Chart F before submitting, please use the link provided within this section online.
Chart F
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ChartF
2* The goal of a middle grades reading program is to provide a variety of methods and materials to develop strategies and critical thinking skills in reading. This goal applies to the following students:
  1. students with reading performance below grade level: For these students, acceleration is just as important as remediation. Describe how your district will assure that reading intervention services provide both acceleration and remediation to meet the needs of low-performing students and facilitate their college-career readiness by high school graduation.
  2. students with reading performance on or above grade level: Describeyou’re your district will assure that the reading development of students performing on or above grade level will continue to progress toward college-career readiness by high school graduation

Seminole County Middle School students who struggle with fluency are given a double block of reading intervention. Multiple interventions will be offered to fit the needs of each student. Double block students receive two of the interventions listed. Corrective Reading- SRA is a combination of fluency and decoding instruction. Reading Plus/Lexia is used for students who fall many years below grade level in comprehension and fluency. Read to Achieve is taught to students who are close to fluency and have had the SRA intervention.
SFA - Reading Edge 2 is the intervention used with most of the intensive reading students fluent and non-fluent. This intervention continues to focus on five outcomes, oral language and vocabulary, word recognition skills, fluency, reading comprehension with literature and information text, and writing. Each school will offer 5 levels of Reading Edge 2 instruction based on the needs of the individual students.

Reading Edge 2 is available for students scoring Level 3 and above who need additional support with text reading efficiency. This course provides instruction on strengthening academic vocabulary, analyzing complex texts using a variety of sources, and infusing reading and writing to determine level of comprehension.

Read to Achieve is available for students scoring Level 3 or above who need additional support with text reading efficiency and integrating literacy skills within content area materials. This course provides explicit instruction on how to extract information from complex informational text and relate to increasingly more complex text structures.



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

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

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

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

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

      Intervention course should include on a daily basis:

      • whole group explicit and systematic instruction
      • small group differentiated instruction
      • independent reading practice monitored by the teacher
      • infusion of reading and language arts benchmarks specific to the subject area blocked with the intensive reading course (biology, world history, etc.)
      • a focus on increasingly complex literary and informational texts (exposition, argumentation/persuasive, functional/procedural documents, etc.)

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

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

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

      • whole group explicit and systematic instruction
      • small group differentiated instruction
      • independent reading practice monitored by the teacher (applicable to the reading intervention course)
      • infusion of reading and language arts benchmarks specific to the subject area (biology, world history, etc.)
      • a focus on increasingly complex literary and informational texts (exposition, argumentation/persuasive, functional/procedural documents, etc.).

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

      Schools must diagnose specific reading deficiencies of students scoring at Level 1 and Level 2 on FCAT Reading. Although formal diagnostic assessment provides specific information about a student’s reading deficiencies, many progress monitoring tools and informal teacher assessments can provide very similar information in a more efficient manner. The only reason to administer a formal diagnostic assessment to any student is to determine the specific deficit at hand so that teachers can better inform instruction to meet the needs of students who continue to struggle in reading. The decision to deliver a formal diagnostic assessment should be the result of an in-depth conversation about student instructional and assessment needs by the teacher, reading coach, and reading specialist.

      Each identified struggling reader must be provided instruction that best fits his or her needs. Districts must establish criteria beyond FCAT 2.0 Reading for placing students into different levels of intensity for reading intervention to be certain that students are sufficiently challenged but not frustrated in relating to text of varying complexity. It is recommended that districts implement a placement process that includes a variety of considerations with protocols, such as the following:

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

        For the various student profiles referenced above, all will require accelerated instruction in academic vocabulary and high-level comprehension using complex texts to ensure their college-career readiness. Research suggests that fluency is not a strong predictor of a student’s ability to comprehend text in middle grades and high school. Therefore, caution is recommended in using fluency data as a primary determinant for placement in reading intervention in the upper grades.

        Asking students to read: – Does the teacher asks the student to read a grade level passage silently and then read it aloud? – Does the student mispronounce only those words that are unfamiliar and not significant to comprehension of the text?
      • Asking questions: – Does the teacher asks the student to answer several comprehension questions? – Does the student answer all or most correctly? If a student has at some time in their school career scored at Level 3 or above, can accurately read a grade level passage, and answers most comprehension questions correctly, the teacher should provide instruction that is sufficiently challenging to this student. If a student has always scored at Level 1 or Level 2, cannot accurately read a grade level passage aloud and/or cannot answer comprehension questions correctly, the teacher should deliver explicit instruction and systematic student practice opportunities in order to accelerate decoding, fluency, vocabulary, and comprehension development.
      Data Examples include data from screenings, progress monitoring and diagnostic assessments already in use in the district, as well as teacher recommendation should be considered. New research suggests that fluency is not a strong predictor of a student’s ability to comprehend text in middle grades and high school. Therefore, caution is suggested in using fluency data for placement in reading intervention in the upper grades.

      Additional guidelines for determining student placement in reading intervention can be found through using the Just Read, Florida! Student Reading Placement Chart at: http://info.fldoe.org/justread/educators/Secondary_Reading_Placement_Chart.pdf End-of-year assessments should be used to determine specific areas of student reading difficulty and reading intervention placement.

      Complete an Assessment/Curriculum Decision Tree (Chart G) to demonstrate how assessment data from progress monitoring and other forms of assessment will be used to determine specific interventions for students at each grade level. The chart must include:

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

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

      You will need to save this section using the button below at the bottom of this section before uploading the chart.

Chart G - Middle School Assessment Curriculum Decision Tree
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4* How will the district ensure that middle school students in need of decoding and text reading efficiency have sufficient time to receive the intervention services that they need?
Middle schools will provide extended intervention time for students in need of decoding and text reading efficiency skills. Students will first be assessed using the Oral Reading Fluency (ORF). If a student's ORF score falls below the grade level range, they will receive an additional placement test. From that point the instructional literacy coach will place the students who fall below grade level on the ORF and placement test, into a double block of intensive reading intervention that best meets the needs of that student. Students in the double block will receive explicit instruction on literary and informational texts, with writing infused throughout the lessons. Direct instructional and application will occur daily to promote thinking during reading and deeper comprehension of text. Students will have daily opportunities to increase their foundation skills as well as build vocabulary development. Progress monitoring will be used throughout the school year to assess growth. Students will be monitored by school administration and the instructional literacy coach, throughout the school year, to ensure appropriate intervention placement.
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.
Daily independent reading of fiction and non-fiction texts is included within the reading program. Using the reading protocol, appropriate level text are successfully matched to students in each of the reading interventions. Books within the libraries are leveled by Lexile. Students will have open access to these libraries. Timed reading logs, student response journals, and online EdMoto entries are some of the methods that teachers use to monitor students reading of level text. Students are expected to use text coding and note directed activities to engage with the text and assess comprehension. Students will be given questions that will allow them to use text evidence to explain and justify arguments via both discussions and writing. Classroom libraries will be available in reading and content area classes. Classroom libraries will contain leveled fiction and non-fiction reading materials to include books, newspapers, and magazines.
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?
Middle school students throughout the content areas and in the reading intervention courses analyze media literacy through a variety of mediums. Scientific trade books, historical media clips, famous works of art, audio recordings and digital literature are some examples that are given for students to use close reading strategies. Middle schools students continue to increase their use of laptops, iPads, E books, and other multimedia sources for literacy extensions and text connected research. Students also use print media and text features to make analytical predictions about text.
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
Middle School literacy instruction throughout the domains will incorporate the integration of reading, writing, listening, and discussion as students relate to various increasingly complex interdisciplinary text throughout the school year. Content area and elective teachers continue to be trained in Before, During, and After reading strategies to enhance both general academic and discipline specific vocabulary and comprehension instruction. Classroom libraries and on-line research will be used to provide background information, to provide students with alternative texts for learning content, to front-load information and concepts prior to instruction; to provide additional information and support inquiry, and for independent reading.
Content area teachers outside of the ELA classroom emphasize literacy experiences in their planning and instruction. Content area and technical subject teachers will continue to use Reciprocal Reading and Teaching Strategies as well as Close Reading when using content specific text. Understanding that students learn through domain-specific texts in science and social studies classrooms, students will academically collaborate with a partner to discuss what was learned from the text. Teachers will continue the rich discussions by presenting Florida Standards aligned questions to model thinking processes which students will then independently apply to promote higher level thinking. Using the Comprehension Instructional Sequence, teachers will provide explicit instruction on direct note taking so students can interact with the text. Student generated questions will facilitate further inquiry and research processes, deepening understanding of complex 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.
Students in the Reading Edge 2 intervention courses will be using classroom journals to write complex sentence-level and paragraph responses. They will be expected to write with clarity and organization, present a clear topic, make clear text connections, write with elaboration, respond completely, relate details to a topic, include a conclusion and connect supportive text. Students will use grade level text that are informational and literature based to gather, research, and validate. the information needed for writing. Instruction will include how to analyze and critique the effectiveness and quality of an authors writing.

Content area teachers will continue to receive professional development in how to incorporate writing across the curriculum. Meaningful writing activities will be a daily expectation in all content area classes. Writing needs to emphasize use of evidence to inform or make an argument rather than the personal narrative and other forms of decontextualized prompts. Through effective instruction, students will develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they read.

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.

All middle schools will continue to provide on-going before and/or after school tutoring. Student assessment data will be reviewed and utilized to design tutoring and mentoring activities to meet individual student needs. In addition to the diagnosed areas' of need, the student’s reading level will also be used to place the student appropriately during the tutorial session. Tutorials will provide extended learning opportunities on specific skill deficiencies through academically focused class activities and lessons. Explicit instruction, along with writing activities, will be provided along with formative assessments to gauge growth and progress.
Middle schools will offer "Summer Bridges" for rising 6th, 7th and 8th graders. Students will be engaged in close and careful reading activities, with writing infused, to ensure deeper comprehension of presented text. Teachers will provide the appropriate and necessary scaffolding for students to grasp complex material. Progress monitoring will occur to gauge growth and progress throughout the summer.
Seminole County continues to provide “Let’s Read, Seminole” for grades K-12. This is a motivational summer reading program that encourages students to read and write during the long summer.
"Read to Lead" Academic Bowl competition will be offered as an after school activity to students who are reading below grade level. Students in the "Read to Lead" club will read Sunshine State books after school and compete in an Academic Bowl against other SCPS middle schools at the end of the school year.
"Battle of the Books" Academic Bowl is also an offered club in the middle schools for students who excel at reading and take on the challenge of reading all of the current year Sunshine State books. At the end of the school year the students compete against other SCPS middle schools. These competitions focus upon students complex text analysis and high level comprehension skills.
10.1Which assessments are administered to determine reading intervention placement for the following student’s populations:
Non-English speaking ELL?
Seminole County Public Schools utilizes Cella, Florida Oral Reading Fluency and IPT assessments to identify ELL students for reading placement. ELL students in the developmental and itermediate stages of language development receive their reading instruction through the Developmental Language Arts class using Voyager Journeys materials. Students in the advanced stage of language development who have prior FCAT history of scoring level 3 or above, accurate reading of a grade level passage with comprehension questions answered correctly will be placed in a reading intervention class that will provide a focus on increasingly complex literacy and informational texts with appropriate scaffolding.
10.2Severe speech/auditory impaired?
Students with severe speech/auditory impairments take the same screening, diagnostics, and progress monitoring tests as do the regular education students in their grade level, if appropriate, per their Individual Education Plan. The Speech Language Pathologists and / or teacher of the Hearing Impaired collaborate with the Reading Coach and the regular education teacher to discuss the impact of the severity of the speech disorder or auditory impairment on the testing results in order to discuss if accommodations are required or appropriate in order to rule out the impact of the speech impairment/hearing impairment on the test results. If in the discussion it is felt that the speech/hearing impairment is negatively impacting the results, other assessments will be utilized to determine the true level of reading to more accurately identify actual reading deficits.
10.3Severe visually impaired?
Students who are visually impaired (low vision) are assessed using the SRI, ORF, Corrective Reading Placement, and a grade level passage for comprehension typically with adaptations such as a large monitor "when available" with Zoom text. Brailled reading assessments are administered for those students who utilize Braille. Fluency checks are also conducted in Braille for these students.
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.
Seminole County Public Schools utilizes the Florida Oral Reading Fluency assessment and the Corrective Reading Placement Test in conjunction with grade level comprehension acitivites and other historical data to determine reading placement. If the student cannot accurately read a grade level passage and/or answer comprehension questions with a standard level of accuracy, the student will receive explicit instruction and systematic practice opportunities to accelerate decoding, fluency, vocabulary, and comprehension development.
High School Achievement and Instruction
All information provided in this section details how this district will meet the reading needs of all student subgroups identified under No Child Left Behind.
1Each district will be given one school user log-in password so that each school may enter their own information into Chart I by using the web-based template. It is recommended that districts create a timeline for school users to enter this information for their school. Districts will be able to review and revise the school based information before submitting Chart I on April 4, 2014. School level users should select all adopted reading instructional materials from the lists provided and add any other materials in the text boxes. Information regarding materials specifically for ESE and ELL students should be listed in the text box labeled ‘Other.’ To review and edit all school information for Chart I before submitting, please use the link provided within this section online.
Chart I
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ChartI
2* The goal of a high school reading program is to provide a variety of methods and materials to develop strategies and critical thinking skills in reading. This goal applies to the following students.
  1. students with reading performance below grade level: For these students, acceleration is just as important as remediation. Describe how your district will assure that reading intervention services provide both acceleration and remediation to meet the needs of lo2-performing students and facilitate their college-career readiness by high school graduation.
  2. students with reading performance on or above grade level: Describe how your district will assure that the reading development of students performing on or above grade level will continue to progress toward college-career readiness by high school graduation.

Through analysis and understanding of the research accompanying the Florida State Standards and the ACT study,"Reading Between the Lines," it has been determined that text complexity "is the key to accelerating student achievement in reading." It is with this research finding in mind, that Seminole County's teachers have been exposed to the concept of text complexity and the steps associated with determining the complexity of a text. Our core reading program SOAR (Strategy Oriented Academic Reading) will be revamped to include much more informational text as companions to fictional works. The program called SOAR to Core was implemented for the 2012-2013 school year. Additional elements aligned with the core standards were added for the 2014-2015 school year to SOAR to the Core. These elements emphasize planning and instruction using the Comprehension Instructional Sequence (CIS). Thinking Maps, and Mini-DBQ (Document Based Questions) are implemented consistently and periodically. Furthermore, understanding that reading is the vehicle from which all other learning is driven, the disciplinary literacy framework was introduced during the 2011-2012 school year, with the goal is infused reading instruction across content areas throughout the students’ schooling in preparation for college and career readiness. The knowledge and application of that framework will be further developed in instructional plans and professional development for 2014-2015. This will be partially supported by a partnership with The Florida Academic Literacy Network and the National Literacy Project with Literacy Design Collaborative, (LDC) in four middle schools working with Social Studies teams, and two high school Chemistry teams. Seminole County is committed to ensuring that students receive high-quality reading instruction that is focused on the Florida State Standards , supported by scientifically research-based curriculum and differentiated to meet the varying needs of students. High yield instruction is executed through proven effective instructional practices, driven by objective assessments and on-going progress monitoring. In addition, it maximizes the use of instructional time by ensuring students are exposed to and enriched by text that is from a wide genre, is of varying complexity, and can be comprehended through extended discussions and evidence-based written responses that justify arguments.
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.
All high school Level 1 and Level 2 students receive screening and diagnostic assessment to determine each student’s specific areas of reading difficulty (see High School Assessment Decision Tree, Chart J). Additionally, SCPS has developed a placement protocol to bring in multiple data points to assist with strategic placement. Based on assessed needs, students will be assigned to one of the reading intervention programs provided by each school.

INTENSIVE PLUS INTERVENTION
Level 1 & 2 students diagnosed as in need of remediation in three or more area(s) of reading (oral language, phonemic awareness, phonics, fluency, vocabulary, and comprehension), will receive 90-120 minutes of daily-uninterrupted reading instruction in a classroom with a reduced student/teacher ratio (for district planning purposes this level of remediation will be known as Intensive Plus Intervention). Research indicates that striving readers make better gains in classes with reduced student/teacher ratios and every effort will be made to keep Intensive Plus Intervention classes at a maximum of 15 students. Schools with block scheduling will address the needs of the Intensive Plus students within the regular block (90 to 105 minutes). Additionally, these students receive instruction using the Journeys Voyager Plus Level III reading intervention program that includes a technology component.

9th Grade Intensive Plus Intervention
The 9th Grade Intensive Plus Intervention is a minimum 90 minute daily class. The core program for this intervention is direct instruction with REWARDS/REWARDS PLUS and SRA Reasoning and Writing. Non-fluent 9th grade students (135 cwpm or less) are assigned to this class for instruction in the five areas of reading with an emphasis on phonics and fluency. For these high school non-fluent students, there is an urgent need for fluency development. Therefore, whole group explicit instruction in phonemic awareness, phonics, and fluency as well as instruction in vocabulary and comprehension will occur for 60 minutes each day through REWARDS/REWARDS PLUS. Students will then receive explicit instruction in writing and higher level thinking skills through SRA Reasoning and Writing to help develop comprehension skills and writing in response to reading. No more than 10 % of the weekly instructional time will focus on test taking skills. During this time, teachers can work with small groups on specific skill needs.

9th/10th Grade Intensive Plus Intervention
Journeys 3 will be utilized as the daily, minimum 90 minute 9th/10th Grade Intensive Plus Intervention. Non-fluent 10th grade students (135 cpwm or less) will be assigned to this class. In Journeys 3 the teacher begins the day by providing direct instruction to the whole class. Instruction will include explicit and scaffolded modeling of strategies in instructional level text. The primary focus of instruction will be fluency, vocabulary, and comprehension. Books are leveled and matched to the student’s instructional level. Reading and writing skills practice is incorporated. Students receive instruction and practice in all five areas of reading. The instructional block ends with 10 minutes of whole group instruction addressing new vocabulary and concepts.

11th/12th Grade Intensive Plus Intervention
This Intensive Plus Intervention is a daily class of a minimum 90 minutes. The teacher will begin the day with 60 minutes of direct instruction in decoding, vocabulary and comprehension using REWARDS/REWARDS PLUS. When the REWARDS PLUS program is completed, the teacher will use theme-set literature circles to develop student fluency, vocabulary and comprehension. The remaining 30 minutes will provide time for independent reading and small group diagnostically informed instruction, as well as instruction in test taking strategies. The Impact (Teengagement) program may be used for instruction in test taking skills, developing comprehension strategies for non-fiction text, and multiple symbol systems such as charts, graphs, and tables.

INTENSIVE INTERVENTION
9th and 10th grade Level 1 & 2 students diagnosed with deficits only in the areas of vocabulary and/or comprehension will receive a minimum of 49-90 minutes of daily uninterrupted reading instruction (for planning purposes this level of remediation will be known as Intensive Intervention). 11th and 12th grade level 1 and 2 students, including those students who have passed FCAT but have not reached a level 3, may be placed in an Intensive Intervention class or they may receive reading intervention in a content area class with a teacher highly qualified to teach reading or a NGCAR-PD teacher. Research indicates that striving readers make better gains in classes with reduced student/teacher ratios and every effort will be made to keep Intensive Intervention classes at a maximum of 20 students. Schools with block scheduling will address the needs of the intensive intervention students within the regular block (90 to 105 minutes).

9TH and 10th Grade Intensive Intervention
Fluent 9th grade Level 1 & 2 students (136 + cwpm) will be assigned to a daily Intensive Intervention 9th grade SOAR class (Strategy Oriented Academic Reading) of 49-60 minutes. Fluent 10th grade students will be assigned to a daily Intensive Intervention 10th grade SOAR class of the same length. The class period will begin with approximately 10 minutes of whole group explicit instruction in vocabulary and comprehension skills. 20-30 minutes of class time will be devoted to teacher facilitated, student led literature circles, allowing students to develop higher level thinking skills, greater academic vocabulary, and deeper comprehension. 2-3 days per week, this 20-30 minutes may be devoted to explicit instruction and practice in specific reading strategies. During the final 10-20 minutes, the students may work in small groups, meet with the teacher for direct instruction in individual reading needs, meet to work on test taking skills through the use of the Impact program, read independently and writing in response to reading, or work on individualized skills practice with educational software.

11th/12 Grade Intensive Intervention
Fluent 11th and 12 grade Level 1 & 2 students, including students who have passed FCAT but have not reached a Level 3, may be placed in an Intensive Intervention class. This class will provide instruction in fluency, vocabulary, and comprehension through the use whole group and small group instruction using real world non-fiction text such as New York Times, Newsweek Education, and essays, as well as thematic text sets. This class may begin with explicit, whole group instruction in vocabulary and comprehension skills. The teacher may then work with small groups where individual needs can be met. While the teacher meets with small groups, other students may meet in literature circles, independently practice skills through educational software, read independently and write in response to reading. The class may end with whole group instruction addressing new vocabulary and concepts.

Fluent 11th and 12th grade Level 2 students, including students who have passed FCAT but have not reached a Level 3, may also receive reading intervention in a content area classroom with a teacher who is highly qualified to teach reading or who is a NG CAR-PD teacher. In these classes, teachers will provide explicit instruction in vocabulary and comprehension strategies.

11th and 12th grade students who have met graduation requirements continue in their academic course work with English 3, English 3 Honors, AP Language, English 4 for College Readiness, English 4 Honors or AP literature. Opportunities for Dual Enrollment also exist.
ESE and LEP Students
Level 1 and 2 students with active IEPs will be placed in an intensive reading class and receive intensive instruction based on diagnosed needs as reflected on each student’s IEP according to district and state guidelines.

Level 1 and 2 students with active LEPs will be placed in an intensive reading class and receive intensive instruction based on diagnosed needs as reflected on each student’s LEP according to district and state guidelines.

All reading intervention courses will employ the Florida Reading Formula which summarizes scientifically-based research on effective reading instruction: 6 + 4 + ii + iii = NCLB. This includes the six components of reading instruction (oral language, phonological awareness, phonics, vocabulary, fluency, comprehension), four types of classroom assessment (screening, diagnosis, progress monitoring, outcome), high quality initial and systematic instruction (including, but not limited to, activation of background knowledge, engaging and motivating academic activities, differentiated and appropriately scaffolded instruction, where reading, writing, speaking and listening are emphasized in print rich learning environments), and immediate intensive intervention (screening, diagnosis, prescription, remediation). To help Triple I students gain academic strides in their path toward college and career readiness we will be using extended time, flexible grouping, frequent progress monitoring, and continuous support in all content classes as well as accommodations for special needs

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?

All students who fall within the text inefficient and/or disfluent category, will be scheduled for a two hour block of reading intervention. Emphasis will be placed on targeted instruction based on the unique individual needs of each student in an effort to bring them to grade level proficiency. The use of Discovery Education Progress Monitoring data analysis with targeted instruction will be used to close skill gaps. District Level Administrators from Assessment and Accountability, Curriculum, Staffing, and Information Services conduct scheduling protocol training for all staff involved with the master schedule at the school level including the FTE clerk, the master scheduler, the instructional literacy coach, and lead teachers. This is monitored closely.
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 Intensive Plus Intervention class and each Intensive Intervention class will have classroom libraries containing leveled fiction and non-fiction reading materials including books, newspapers, and magazines that represent various interests, genres, and cultures. The fiction and non-fiction books will be leveled by Lexile where possible. Fiction and non-fiction reading materials and classroom libraries will be available in content area classes as well as in the media center. Reading classroom teachers are highly encouraged to allow daily time for independent reading followed up with student response in the form of logs, journals, and/or online data entries to allow for teacher monitoring.
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?
In development of instructional plans, emphasis has been placed on paired texts to include photos, primary source documents, audio clips, video clips, art, film, television and various other media that continually increasing technology options. In the SOAR to the Core reading intervention class, a primary unit studies the rise of social media, and the etiquette that is involved in digital communication. In ELA, units include intertextual triads where a student would be introduced to a poem, a piece of art, and a third piece of "text" that could be a song, a video clip, a speech, etc. The student is tasked with synthesizing and examining similarities and differences. In the content areas, especially Social Studies strands, mini-document based questions are used for students to examine a variety of mediums, usually 5-7 documents. By doing close reading of these documents, with a carefully crafted Mini-DBQ essential question, students are able to utilize all literacy skills, reading, speaking, listening, with it all culminating with the writing assignment.
8* Students’ college-career readiness is dependent upon high quality learning opportunities in content-area and elective classrooms. How will all content area and elective teachers (a) teach students to think as they read in subject area classrooms and (b) extend and build text-based discussions in order to deepen content-area understandings? Describe how teachers are implementing text based content area instruction in:
  • English/Language Arts
  • History/Social Studies
  • Science
  • Technical Subjects
Content area and elective teachers will receive professional development in Before, During, and After reading strategies as well as the Comprehension Instructional Sequence (CIS) to enhance vocabulary and comprehension instruction, Thinking Maps to develop higher order critical thinking skills, and Mini-DBQ(Document Based Questions) to integrate reading, writing, speaking, listening. Lesson plans and administrative walk-throughs will be used to monitor classroom implementation of these strategies for all content area teachers. A major initiative is the incorporation of the Disciplinary Literacy Framework within the core subjects of language arts, math, science, and social studies. Classroom libraries will be used to provide background information, to provide students with alternative texts for learning content, to front-load information and concepts prior to instruction; to provide additional information and support inquiry, and for independent reading. Additionally, content area teachers will receive professional development in NGCAR-PD and through lesson study to assist with incorporating text complexity comprehension sequencing routines into their classroom instruction.
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?
High School literacy instruction throughout the domains will incorporate the integration of reading, writing, listening, and discussion as students relate to various increasingly complex interdisciplinary texts throughout the year. Content areas teachers will receive professional development in how to incorporate writing across the curriculum. In addition each school will have a trained facilitator of Mini-DBQ (Document Based Questions) in order to assist all teachers with the demands of future assessments where students must be able to process multiple pieces of text, information, graphs, maps, etc. and then be able to write a cohesive document articulating their findings. In each content area and reading class, the teacher will incorporate at least one writing activity into the weekly lesson. This activity may include providing evidence in the text to support arguments, as well as examination of relationships across multiple texts to support and argument. For example, before the lesson, students may write predictions or write about prior knowledge they have on the topic or subject. During the lesson, students may write summaries or one minute quick writes of what they understand so far in the lesson. After reading, students may generate additional questions or write a personal reflection in their journals. These types of activities might also be completed as cooperative work and could be expanded to include author’s purpose, fact and opinion and other skills. Writing may also be formatted as short and extended responses. The teachers will identify these and other written responses in their lesson plans which will be reviewed by the administrative team. Pieces of writing that extend over a longer period of time will also be encouraged.
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.

All high schools will continue to provide on-going informal peer tutoring, teacher tutoring and mentoring opportunities during and after school. In addition, five weeks of summer school classes are provided for students in need of remediation. Student assessment data and course performance data will be reviewed and utilized to design tutoring, summer school schedules and mentoring activities to meet individual student needs. Tutorial and summer school activities and materials will be selected to remediate the areas of reading deficiency. Materials used for remediation will support the intervention and supplemental programs used during the school day. Research based reading intervention materials will include direct instruction materials to address the five areas of reading as well as supplemental intervention materials to work on fluency, vocabulary and comprehension.

In addition to Summer School, Seminole County has initiated “Let’s Read, Seminole” for grades K-12. This is a motivational summer reading program that encourages students to read and write during the long summer.
11.1* Which assessments are administered to determine reading intervention placement for the following student populations:
Non-English speaking ELL students
Seminole County utilizes the assessments CELLA and FORF to determine reading intervention placement for ELL students. Students in the developmental and intermediate stages of language development receive their reading instruction through their Developmental Language Arts class using Voyager Journeys. Students in the advanced stage of language development are assessed with FORF to determine placement in Intensive Plus or Intensive Reading intervention. The Florida Assessment for instruction in Reading will provide additional assessment information to inform appropriate intervention and progress as the year progresses.
11.2Severe speech/auditory impaired
Students with severe speech/auditory impairments take the same screening, diagnostics, and progress monitoring tests as do the regular education students in their grade level, if appropriate, per their Individual Education Plan. The Speech Language pathologists and/or teacher of the the Hearing Impaired collaborate with the Reading coach and/or regular education teacher to discuss the impact of the severity of the speech disorder or auditory impairment on the testing results in order to discuss if accommodations are required or appropriate in order to rule out the impact of the speech/hearing impairment on the test results. If in the discussion it is felt that the speech/hearing impairment is negatively impacting the results, other assessments will be utilized to determine the true level of reading to more accurately identify actual reading deficits.
11.3 Students with severe visual imparments?
Students who are visually impaired (low vision) are assessed using the SRI, ORF, Corrective Reading Placement, and a grade level passage for comprehension typically with adaptations such as a large monitor with Zoom text. Brailled reading assessments are administered for those students who utilize Braille. Fluency checks are also conducted in Braille for these students.
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.
Students in grades 9 and above with no FCAT score are assessed for fluency with the FORF. The fluency score is considered along with Lexile and additional assessment information in the student's records to determine reading intervention placement. If the fluency score is below the target score of 136, the student is placed in the grade level Intensive Plus Reading Intervention. The Discovery Education progress monitors will provide additional assessment information to inform appropriate intervention and student academic progress as the year progresses.