2014-15 K-12 Comprehensive Research Based Reading Plans
District: UF/Lab School

Leadership: District Level
•District Name:UF/Lab School
•District Contact:Christy Garison-Gabbard
•Contact Address:P.K. Yonge DRS 1080 SW 11 Street Gainesville, FL 32601
•Contact Email:cgabbard@pky.ufl.edu
•Contact Telephone:352-392-1554
•Contact Fax:352-392-9559
1What are your measurable district goals for student achievement in reading for the 2014-15 school year?
P.K. Yonge's district goals for reading achievement for the 2014-15 school year are as follows:
- 50% of kindergarten students were above the 84th percent on PRS for AP 3-2011. The goal for AP 2014-15 is 55% of kindergarten students to achieve above 84% on PRS.
-52% of first grade students were above the 84th percent on PRS for AP 3-2011. The goal for AP 2014-15 is 57% of first grade students to achieve above 84% on PRS.
-Our 2012 end of year SAT-10 for second grade showed 66% scoring above the 39%ile in Total Reading. Our goal in 2015, is for 69% of our second grade students to score above the 39%ile on Total Reading.
-74% of our 3rd grade students scored at Levels 3+ on the 2012 FCAT 2.0. The goal for 2015 is 80% of third grade students meet prof. targets on the new assessments.
-71% of our 4th grade students scored at Levels 3+ on the 2012 FCAT 2.0. The goal for 2015 is 80% of fourth grade students will meet prof. targets on the new assessments.
-61% of our 5th grade students scored at Level 3+ on the 2012 FCAT 2.0. The goal for 2015 is 80% of fifth grade students will meet prof. targets on the new assessments.
-85% of our 6th grade students scored at Levels 3+ on the 2012 FCAT 2.0. The goal for 2015 is 80% of sixth grade students will meet prof. targets on the new assessments.
-84% of our 7th grade students scored at Levels 3+ on the 2012 FCAT 2.0. The goal for 2015 is 80% of seventh grade students will meet prof. targets on the new assessments.
-76% of our 8th grade students scored at Levels 3+ on the 2012 FCAT 2.0. The goal for 2015 is 80% of 8th grade students will meet prof. targets on the new assessments.
-69% of our 9th grade students scored at Levels 3+ on the 2011 FCAT 2.0. The goal for 2015 is 80% of 9th grade students will meet prof. targets on the new assessments.
The goal for 2015 is 80% of tenth grade students will meet prof. targets on the new assessments.
The goal for 2015 is 80% of eleventh grade students will meet prof. targets on the new assessments.
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?
P.K. Yonge Developmental Research School will use qualitative text analysis to select a balance of complex text for all core ELA and Social Studies Courses. Text-based vocabulary and comprehension instruction will be included as core components of the curriculum in both English Language Arts and social studies courses and instructors assigned to all ELA and SS will be provided professional learning opportunities to assure instructional practice is adjusted and differentiation employed as appropriate to meet student need. Increasing exposure to complex text will be accomplished district wide through an emphasis on complex domain specific texts being included throughout science and social studies classrooms. Science and social studies curriculum includes an emphasis on learning from text rather than using text as a reference tool and classroom instruction is designed to engage students with text and force a reliance on text for evidence to support conclusions. In addition to core instruction, students in need of additional supplemental instruction (T2) receive additional time dedicated to the comprehension of complex text through Responsive Guided Reading groups connected to ELA and Social Studies classes.
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 will conduct a comprehensive review of the text based resources being used at each grade level and include a review for appropriate complexity prior to the purchase of new materials.This review will be conducted by district personal qualified to assess texts both qualitatively and quantitatively with additional consideration given to the intended audience and instructional tasks. The district will dedicate resources to the inclusion of more complex text as well as ongoing teacher professional development to ensure appropriate and necessary scaffolding takes place within each classroom.
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?
In addition to increasing exposure to complex text students will analyze media across mediums including: print, audio, television, film, and the web. The inclusion of media as a component of the curriculum will be emphasized in high school grades specifically the ELA courses English 1 and English 2. An emphasis on both historical and current media will be included in social studies courses throughout K-12 including: US History and Civics. Students will analyze media using strategies that mirror those used with complex text including but not limited to close reading and other analytical strategies.
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:
P.K. Yonge subscribes to a philosophy of continuous improvement. This is, if any division, grade level or teacher is identified as not making academic improvements as determined by fidelity checks and student performance data, the PKY adminstrative team and reading coach develop an action plan to develop necessary professional development, coaching and/or monitoring to ensure improvements are made. If there were ever an occasion when needed academic improvements are not being made within the school, outside resources would be identified and provided in order to intensify the intervention and support needed to bring about improvement. In a one-school, school district, such occasions are limited to particular teachers at particular grade levels, therefore, reading coaches are called upon first to provide addtional coaching and support for daily planning with feedback. The division administrator begins weekly fidelity checks and daily classroom walkthroughs. Teachers needing additional coaching and support are also encouraged to participate in targeted professional development to address identified needs. Typically, targeted professional development is provided by the reading coach or by NEFEC when 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 administrators with an indepth in-service regarding the contents of the K-12 Research Based Reading Plan. This will occur within the administrative team meetings led by the District Reading Contact.
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?
If the school is identified on the list of 100 lowest performing schools, then P.K. Yonge will establish an additional time for instruction in the zero of seventh period time frame to meet the needs of the students.
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.


UF/Lab School_DistrictReadingCoachChart_2014.docx,4/4/2014 10:23:42 PM
9What is the total number of reading coaches (funded through any source) that served the district for the 2013-14 school year?
During the 2013-14 school year, one elementary reading coach was employed 100% and one secondary reading coach was employed 100%. Our reading coaches for the 2014-15 school year are funded through the district reading allocation. The number of reading coaches in our district is the same.
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?
P.K. Yonge will identify a minimum of two full-time reading coaches for 2014-15. This is the same number of coaches funded in 2013-14.
11How will the district and schools recruit and retain highly qualified reading teachers and reading coaches?
Recruiting and retaining highly qualified reading teachers is a top priority for P.K. Yonge. While we are challenged by surrounding school districts with higher salary schedules, we are able to recruit and retain those teacher professionals interested in pursuing advanced degrees and/or seeking a professional context that supports continued growth and development in teaching skills and knowledge. Those applying for instructional positions are asked several questions during the interview process to determine the candidate’s level of knowledge and expertise with regard to research-based reading instruction. New hires are required to attend content area reading professional development prior to the beginning of the school year. this professional development is delivered as part of our induction program beginning in 2012-2013. In addition, PKY teachers are encouraged to pursue reading endorsement/certification through the provision of on-site, job-embedded professional development designed to address the required reading competencies.
12How will the district determine allocation of reading coaches based on the needs of schools?
A minimum of one full-time reading coach will be assigned to the elementary division and a minimum one full-time reading coach will be assigned to the secondary division.
Leadership: School Level
1How are Reading Leadership Teams used to create capacity of reading knowledge within the school and focus on areas of literacy concern across the school?
Please consider focusing on the following items:
Support for Text Complexity
Support for Instructional Skills to Improve Reading Comprehension
  • Ensuring that text complexity, along with close reading and rereading of texts, is central to lessons.
  • Providing scaffolding that does not preempt or replace text reading by students.
  • Developing and asking text dependent questions from a range of question types.
  • Emphasizing students supporting their answers based upon evidence from the text.
  • Providing extensive research and writing opportunities (claims and evidence).
The Reading Leadership Team established for the 2013-2014 school year is made up of ten faculty members including the reading coach(s). These faculty members are positioned in teaching and leadership roles in K-1, 2-5, 6-7,8-9, and 10-12. Each of these faculty members will received in depth training throughout the 2012-2013 school year and will continue to both receive training and lead faculty wide professional learning specifically focused on ensuring that text complexity, along with close reading and rereading of texts, is central to lessons, providing scaffolding that does not preempt or replace text reading by students, developing and asking text dependent questions from a range of question types, emphasizing students supporting their answers based upon evidence from the text, providing extensive research and writing opportunities (claims and evidence). The ongoing training institutes, lesson study groups, and instructional rounds work will be used to create capacity of reading knowledge specific to the instructional shifts demanded by common core. A portion of the original training was conducted as part of a grant project funded through the Florida Academic Literacy Network. This ongoing in-depth training will provide the Reading Leadership Team the professional opportunity needed to consult with school-based coaches and COE partners in planning for faculty-wide professional learning and revisions to existing curricula where needed.
2* How does the reading coach provide professional learning opportunities for the following?
Elementary:
  • All instructional staff?
  • Reading intervention teachers?
  • Guidance counselors, including the faciliatation of reading intervention services?

Secondary:
  • All instruction staff?
  • Reading intervention teachers?
  • Guidance counselors, including the facilitation of reading intervention services?
The reading coaches provide professional development in literacy faculty-wide during scheduled Wednesday professional development opportunities. In addition to ongoing faculty wide PD, our induction program which is encouraged for all newly hired teachers during their first three years of employment, includes a focus on text complexity, implementation of the Common Core State Standards in literacy, and the Comprehension Instructional Sequence. Our reading intervention (Tier 3 reading instruction) is provided by highly-qualified instructors who are all K-12 reading certified and/or reading endorsed. Additionally, these teachers meet weekly with the reading coach to ensure implementation of appropriate literacy intervention. Reading Intervention placement in done in consultation with the reading coaches, administrators, and reading intervention teacher to ensure appropriate placement based on student needs.
3* How is this occurring in schools where no reading coach is available?
N/A
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?
Beginning in the spring of 2012, texts are reviewed for appropriate complexity as part of the curriculum request review process. In addition, faculty in K-5, ELA, and social studies assignments will receive professional development training in selecting appropriately complex text during the fall of 2012. In reading intervention students are challenged to apply comprehension and word work strategies to complex text selected directly from the science and social studies core curriculum.
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?
P.K. Yonge Developmental Research School provides an intensive summer institute training to all K-12 teaching faculty focused on increasing the quality of literacy instruction in all classrooms. The focus of the training is to increase the quality and time spent in literacy instruction across all disciplines. Close reading is a focused instructional activity that requires students to examine complex text through text based questions ultimately drawing conclusions about what a text says, how a text says it, and what it means (Shanahan, 2012). Through initial training opportunities, revision of existing curriculum and instruction, and ongoing job-embedded support we are building capacity among teachers to lead students in close reading. Student capacity for close reading is accomplished through a gradual release of responsibility and opportunities for close reading in all disciplines. Principals are trained alongside teaching faculty in order to increase principal's capacity for observing quality close reading practice and providing actionable feedback to teachers.
6For schools identified as one of the 100 lowest performing elementary schools, how will schools level leadership ensure that intensive reading instruction during the additional hour of instruction meets the following characteristics outlined in Section 1011.62(1)(f), Florida Statutes?
The intensive reading instruction delivered in this additional hour shall include:
  • research-based reading instruction that has been proven to accelerate progress of students exhibiting a reading deficiency;
  • differentiated instruction based on student assessment data to meet students’ specific reading needs;
  • explicit and systematic reading development in phonemic awareness, phonics, fluency, vocabulary, and comprehension, with more extensive opportunities for guided proactive, error correction and feedback; and,
  • the integration of social studies, science, and mathematics text reading, text discussion, and writing in response to reading.
School leadership ensure that intensive reading instruction meets the requirements outlined in section 1011.62(1)(f) of Florida Statute by reviewing individual student data each spring/summer and ensuring that the appropriate number of intervention reading course sections and intervention reading Tier 3 groupings are established as part of the master schedule. In addition to establishing intervention reading sections, students who are identified as needed additional content-area reading instruction are scheduled appropriately. The appropriate resources including faculty assignments that ensure highly qualified teachers are assigned to each of these courses are designated and ensured by the school leadership. Following the initial placement of students, school leadership monitors the progress of students through individual student data and consults quarterly on placement and interventions to ensure students receive appropriate interventions throughout each school year.
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.)?
P.K. Yonge DRS provides ongoing follow-up to annual intensive summer institutes focused on building knowledge and capacity in the area of literacy instruction. P.K. Yonge Summer Institute professional learning opportunities were redesigned in 2012 to meet the demand of the professional learning need related to the shift to Florida Core Standards. P.K. Yonge Supervisor of Instructional Practice and Administrative faculty work in tandem with the school based reading coaches to provide just in time coaching and consistent alignment between the professional learning provided in literacy related best practice and the teacher observation framework.
3Does your district offer Next Generation Content Area Reading Professional Development (NGCAR-PD) ?
Yes. NGCAR-PD is provided and facilitated by our supervisor of instructional practice or reading coaches as a part of our ongoing teacher induction program (as needed based on the certification and professional learning needs of new teachers) beginning in 2012-2013 and on an as needed basis determined by teacher professional development needs.
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?
P.K. Yonge DRS designed an intensive institute aligned to the goals of NGCAR-PD allowing content area teachers to develop instructional practice in the area of reading instruction. Through continuous professional learning opportunities content area teachers both reading endorseed, reading certified, and NGCAR-PD endorsed are continuing to build capacity for supporting secondary students in need of additional reading intervention.
5How will the district support implementation of Next Generation Content Area Reading – Professional Development (NGCAR-PD)?
NGCAR-PD will be supported as needed through NEFEC and P.K. Yonge professional learning opportunities to ensure that all teachers providing reading intervention are either reading endorsed, reading certified, or NGCAR-PD endorsed.
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.
Faculty receive professional development to ensure text based content area instruction across all core content areas through scheduled monthly professional development opportunities. Faculty are provided with opportunities during Wednesday professional development organized by learning communities K-5 and departments 6-12. This professional development is planned and led by the reading coaches at each level. In addition to monthly PD, teachers have opportunities to participate in lesson study groups organized across departments and focused on text based instruction in content area classrooms.
7Does your district conduct transcript reviews of college coursework for application towards the District Add-On Reading Endorsement?
Through our partnership with NEFEC, we are able to review college coursework towards the Reading Endorsement.
Elementary Student Achievement and Instruction
All information provided in this section details how this district will meet the reading needs of all student subgroups identified under No Child Left Behind.
1* Each district will be given one school user log-in password so that each school may enter their own information into Chart C by using the web-based template. It is recommended that districts create a timeline for school users to enter this information for their school. Districts will be able to review and revise the school based information before submitting Chart C on April 4, 2014. School level users should select all applicable adopted reading instructional materials from the lists provided and add any other materials in the text boxes. Information regarding materials specifically for ESE and ELL students should be listed in the text box labeled ‘Other.’ To review and edit all school information for Chart C before submitting, use the link provided within this section online.
Chart C
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ChartC
2.1List your Comprehensive Core Reading Programs (CCRP). Comprehensive Core Reading Programs are the instructional tools used to provide high quality instruction in K-5 classrooms. Describe how teachers will align instruction in K-2 to meet the Florida Standards for English Language Arts.
P.K. Yonge Developmental Research School is committed to high quality reading instruction in the elementary grades. We are deliberate in our curriculum choices to support the Florida Standards for English Language Arts. In collaboration with Developmental Studies Center, a non-profit, mission-driven educational publisher, P.K. Yonge has chosen Making Meaning as the comprehension and vocabulary curriculum in the elementary grades. Making Meaning guides students to read a wide variety of high-quality, increasingly complex texts across disciplines and genres; read for key ideas, details, craft, and structure, and integrate knowledge and ideas; synthesize, evaluate, and conduct comparative textual analysis and refer to texts in increasingly complex ways and cite textual evidence to support their thinking. In addition, the vocabulary instruction is directly connected to the comprehension selections and builds on multiple exposures to increase the likelihood of retention and conversational use. In addition to Making Meaning, P.K. Yonge has chosen Systematic Instruction in Phonemic Awareness, Phonics and Sight Words (SIPPS) as the curriculum tool to support foundational skills instruction in grades K-3. SIPPS guides students to understand and use phonological and phonics skills to decode and encode words, recognize and apply sight words in connected text and read fluently. In 4th & 5th grade, Guided Spelling is the curriculum tool used to support foundational skills. Students learn strategies for decoding and encoding polysyllabic words that include various types of syllables, syllable boundaries, and schwas. They learn the generalizations for adding suffixes, and they spell words with common prefixes and suffixes. Students become more thoughtful spellers as they learn the spelling strategy of using related words as spelling clues. They expand their knowledge of Greek and Latin roots and unusual plurals. The curriculum choices to support reading instruction at P.K Yonge Developmental Research School indicate the deep commitment to ensuring that all students read at high levels.
2.2 List all research based materials that will be used to provide reading intervention during the one hour extended day in the event the district has a school identified on the list of 100 lowest performing elementary schools. Describe how intervention in extended day will align with reading instruction provided during the school day.
In the event, P.K. Yonge DRS is identified on the list of 100 lowest performing elementary schools, intervention will align with the core reading instruction the students receive during the school day. PKY formally implements a Response-to-Intervention model in collaboration with Dr. Nancy Waldron from the School Psychology program at the University of Florida. Progress is carefully monitored for every student receiving reading intervention beyond the 90-minute block monthly with DIBELS or MAZE. A problem solving approach is utilized to determine when and what kinds of adjustments need to be made to students’ instructional schedules and intervention programs. A standard highly explicit and systematic instructional intervention protocol is used at each grade level in small groups (no more than 6) when students are initially identified as reading below grade level (Tier 2); students not responding to the standard intervention protocol (Tier 2) as determined by the progress monitoring data are provided specific, targeted instruction in areas of greatest need in smaller groups (Tier 3; no more than 1-4 students with shared instructional needs) by a highly trained support teacher in addition to core and intensive reading instruction. Careful record keeping by the Student Success Team ensures continuity in instruction across years and grade levels and guarantees that students are not provided more of the same ineffective instructional program year after year. The elementary reading coach assumes primary responsibility for constantly reviewing core, Tier 2, and Tier 3 instructional programs to ensure that students reading below grade level are provided a coordinated, systematic approach to reading instruction rather than a series of programs or layers that do not connect and do not support student learning.
It is through the above process that an extended day program would be designed using the included (but not limited to) programs: SOAR to Success, Voyager Ticket to Read, Headsprout Early Reading, Wilson Fundations, K-Pals, Scott Foresman My Sidewalks, SRA Early Interventions in Reading, Mimio Reading, SIPPS Beginning, Extension, Challenge & Plus.
3How will your district assure that reading intervention provided to students performing below grade level addresses both student acceleration and remediation?
P.K. Yonge’s reading instruction is designed to intrinsically motivate students to become successful readers in the following ways: (1) ensuring that every student experiences success during reading instruction by carefully matching texts and instruction to each student’s reading level; (2) integrating engaging, motivating content area reading as a vital component of reading instruction, particularly for upper elementary students; (3) involving students in progress monitoring so that they can measure and observe their own growth in reading; (4) designing reading tasks and activities that engage students in choice, social structures, and in-depth conversations; and (5) providing regular opportunities for students to apply reading skills and strategies for real purposes.
4Schools must diagnose specific reading difficulties of students who do not meet specific levels of reading performance as determined by the district school board to determine the nature of the student's difficulty and strategies for appropriate intervention and instruction.

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

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

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

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

Chart D1 - Elementary Assessment Curriculum Decision Tree
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5

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

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

The chart must include:

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

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

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

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

The district establishes a master schedule that includes an uninterrupted 90 minute reading block for core instruction at each grade level. Additional time is built into the master schedule to provide Tier 3 instruction that is aligned with the core instruction occurring in the 90 minute reading block. We use a spiraling Language Arts curriculum that aligns with Common Core standards K-5. Language Arts instruction is designed to align with common core standards in the following ways, reading and responding to complex text, process writing in core math, analytical writing tasks connected to social studies and science text based units.
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.)
Through data-driven differentiated instruction teachers provide students with opportunities to self select text based on interest inventories in combination with reading achievement level. We implement comprehensive core reading instruction and also extend additional reading opportunities to students through the inclusion of complex authentic texts that are connected by theme to the core units of study, rich trade and leveled libraries and increasingly, online text as needed.
8 In K-5, students in need of an intensive reading intervention should be part of the instructional core program for activities such as a read aloud, think aloud, comprehension strategy instruction, and oral language/vocabulary instruction. In small group teacher directed instruction immediate intensive intervention (iii) should be provided on a daily basis to children as determined by progress monitoring and other forms of assessment. In addition to or as an extension of the ninety (90) minute reading block, instruction in a smaller group size should focus on generalizing the newly acquired reading skills to progressively more complex text. How will students targeted for immediate intensive intervention receive services?
Students targeted for immediate intensive intervention receive services in addition to their core reading instruction and are provided additional instruction beyond the 90-minute reading block. Additional instruction is provided by the classroom teacher or a highly-trained, support teacher and is coordinated to reinforce, and re-teach or pre-teach lessons and strategies provided by the classroom teacher during core reading instruction. When progress monitoring and/or diagnostic results indicate that the student is working more than six months below grade level and is need of targeted, intensive instruction the support teacher works with students who have similar needs in groups of 3-6 students in highly explicit, systematic scientifically-based CIRP reading programs (e.g., SRA Early Interventions in Reading, Scott-Foresman Early Reading Intervention, Houghton Mifflin Soar to Success) for thirty minutes per day.
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.
Teachers provide students daily access to classroom libraries filled with leveled texts representing a range of genres for self-selected reading during the school day and for home reading. Many of the daily supplemental instructional activities during the 90-minute reading block incorporate use of content area texts to apply taught reading skills and strategies to deepen students’ content area learning. Leveled classrooms libraries have been developed to align with the CCRP and to reinforce prominent themes and areas of instructional focus.
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 strategy instruction is explicitly taught across the content areas at P.K. Yonge. All elementary teachers have received extensive training in key research-based comprehension strategies and plan for systematic and explicit instruction across the content areas. For example, it is not uncommon to observe Reciprocal Teaching, guided reading/literature circles, explicit vocabulary instruction, or instruction in graphic organizers during science and social studies periods. Specific content-area reading strategies include, but are not limited to, determining importance, understanding the text features and their impact on the way information is presented, and synthesizing material across multiple content area texts. The primary and intermediate book rooms have been strategically stocked with content area leveled texts to support specific units of study at each grade level. Therefore, students are regularly grouped according to reading levels and read a variety of informational texts to supplement a common unit of study. During weekly grade level team meetings, the reading coach and grade level teams identify the range of reading levels and appropriate texts to support content area learning.
11* How will students analyze media literacy including the various mediums: print media, still photography, radio/audio, television/film, and the internet in reading and content area subject areas?
Media literacy encourages young people to question, evaluate, understand and appreciate their multimedia culture. It teaches them to become active, engaged media consumers and users. Media education brings the world into the classroom, giving immediacy and relevance to traditional subjects such as History, English, Health, Civics and the Creative Arts. It serves as a perfect bridge for subject integration and interdisciplinary studies. P.K. Yonge DRS students are exposed to and instructed in media literacy in a variety of ways. Through content area instruction, various types of media are used including but not limited to, photography, internet sources, film and other print media. Lessons in media literacy are built into our core reading instruction and supplemented during science and social studies instruction. Analysis of these media are begun in kindergarten and built as the students spiral through more complex ideas, such as media are constructions, audience negotiates meaning and media has commercial, social and political implications.
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.
When taught together, reading and writing improve student achievement (Bond & Dykstra, 1967; Tierney & Shanahan, 1991). Reading and writing taught together also foster critical thinking (McGinley, 1988; Tierney and Shanahan, 1991). While instruction in the writing process itself will occur outside of the 90 minute reading block, writing will be incorporated throughout the reading process. Writing will be used to activate and extend background knowledge prior to reading the CCRP selection or content related text. Writing will be used to increase metacognition during the act of reading text, and it will be used to transform information after the reading is complete.
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.]
P.K. Yonge DRS shall provide an altered instructional day for students who demonstrate a reading deficiency after two or more years of intervention and who have been retained for a total of two years. The altered instructional day shall included 180 minutes of reading instruction with 90 minutes comprised of core reading instruction in all five areas of reading and an additional 90 minutes of intensive instruction in the student's particular area(s) of need. Curriculum support for this instruction shall be scientifically based and taught with fidelity. To identify areas of need, students will be given a diagnostic inventory (i.e. ERDA-Early Reading Diagnostic Assessment or QRI- Qualitative Reading Inventory). Progress monitoring in the specific areas of intervention will be done on a monthly basis. In addition, to the time and curriculum, other structures such as teacher selection, team teaching and student-teacher ratio will be taken into consideration depending on student need.
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.


Intensive, targeted instruction is provided before/after school in decoding and fluency building in grade 2-5 for students needing additional instruction. In addition, a high school elective, Succeeding in Reading, provides reading mentors for many of our kindergarten and first grade students. Students from the University of Florida are trained in a specific reading tutorial protocol (UFLI: University of Florida Literacy Initiative) to serve as reading mentors for many of our elementary students. Finally, a four-week, intensive, summer reading intervention program is provided for all K-8 students reading below grade level at the end of the school year. The following students are invited to attend SAIL: Summer Adventures in Literacy at no cost to the family: (1) All students scoring below the 39th percentile on the Gates-McGinitie or the FCAT NRT; (2) All students scoring at Levels 1 & 2 on the FCAT SSS; (3) All students scoring below grade level benchmarks on DIBELS.
15Please list the qualifications for reading intervention teachers in elementary schools, summer reading camps, and one hour extended day programs.
P.K. Yonge DRS is committed to ensuring that students who need intensive assistance in reading instruction are provided with a highly qualified instructor. Reading intervention teachers at P.K. Yonge DRS are dual certified in both elementary education and exceptional student education. Each of these teachers has interviewed for their position and have demonstrated a track record of strong reading achievement in their students. Teachers who are selected to teacher during the summer reading camp are also required to have a history of strong reading achievement in their students and preference is given to those who are dual certified and/or have a reading endorsement.
16.1* Which assessments are administered to determine reading instructional needs for the following students populations:
Non-English speaking ELL?

N/A - We do not have these students.
16.2Severe speech/auditory impaired.
N/A - we do not have these students.
16.3Severe visually impaired.
N/A - we do not have 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 who have no FCAT 2.0 or standardized reading assessment scores are given the Gates-McGinitie Reading Test during the assessment period that they enter P.K. Yonge DRS.
17What alternate assessment is used for promotion of third grade students scoring Level.
on FACT Reading?
P.K. Yonge administers the SAT-10 Comprehension Battery to students scoring level 1 on FCAT reading twice annually following the Spring FCAT administration and a final opportunity using an alternate form of the test following our Summer Reading Camp. Students must score at or above the 45%tile in order to be promoted.
Middle School Student Achievement and Instruction
All information provided in this section details how this district will meet the reading needs of all student subgroups identified under No Child Left Behind.
1Each district will be given one school user log-in password so that each school may enter their own information into Chart F by using the web-based template. It is recommended that districts create a timeline for school users to enter this information for their school. Districts will be able to review and revise the school based information before submitting Chart F on April 4, 2014. School level users should select all adopted reading instructional materials from the lists provided and add any other materials in the text boxes. Information regarding materials specifically for ESE and ELL students should be listed in the text box labeled ‘Other.’ To review and edit all school information for Chart F before submitting, please use the link provided within this section online.
Chart F
(This will open in a new browser)
ChartF
2* The goal of a middle grades reading program is to provide a variety of methods and materials to develop strategies and critical thinking skills in reading. This goal applies to the following students:
  1. students with reading performance below grade level: For these students, acceleration is just as important as remediation. Describe how your district will assure that reading intervention services provide both acceleration and remediation to meet the needs of low-performing students and facilitate their college-career readiness by high school graduation.
  2. students with reading performance on or above grade level: Describeyou’re your district will assure that the reading development of students performing on or above grade level will continue to progress toward college-career readiness by high school graduation

A variety of methods and materials are used to explicitly teach PKY middle school students reading strategies and critical thinking skills across the content areas. A Developmental Reading Program is not offered at P.K. Yonge. Research-based instructional materials and strategies are provided for PKY middle school students in the content areas. Reading instruction is incorporated across the curriculum for all students at all levels in middle school, grades 6, 7, and 8. Content area teachers provide explicit instruction in a research-based reading strategies to support content area learning strategies include Reciprocal Teaching, Summarization, Question-Answer Relationships, Column Notetaking, Concept Maps, and purpose setting strategies. These reading strategies are used combined with complex text across courses. Research-based vocabulary instruction is provided a minimum of twice weekly in all content areas for all students. Language Arts teachers use both fiction and non-fiction authentic text in each unit of study, the texts are evaluated for appropriate complexity using a qualitative reading index. An emphasis is placed on reading a balance of complex text, including but not limited to texts included in Great Books program. Teachers guide students through multiple readings of each text prompting through discussion and writing protocols. In addition, students select books from large and diverse classroom libraries located in every content area teacher’s classroom for independent reading. Students select books based on reading level and interest. Regular time is provided throughout the instructional week (SSR is part of all middle grades ELA classes) for independent reading of self-selected texts with accountability (e.g., journal entries, book talks, literature circles). In addition to the incorporation of reading instruction into the core content are curriculum, students are monitored through formative assessments in content area courses. Students in need of intervention to are provided remediation through small group interventions which focus on demonstrated need. Specific strategies including but not limited to responsive guided reading and the CIS model are used to provide additional instruction designed to accelerate progress in core instruction, while responding to reading difficulty. Students who as a result of ongoing formative assessment demonstrate a need for additional rigor in the instructional tasks are provided with pathways to accelerate and enrich their learning beyond the core curriculum. Students have the opportunity to make choices in both reading and writing beyond core and each student creates an individualized anthology reflecting their learning throughout the school year.
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?
Extended intervention time will be provided to students who need time to build decoding and text reading efficiency at the middle school level by providing additional reading opportunities before school as well as during the school day. Schedules are set to be flexible and work with the core curriculum. The interventions are provided by an embedded instructional support provider. If students are in need of support with decoding and text reading then the support provider reviews the current schedule bi-weekly and plans for instruction. These reading opportunities will be designed to engage middle school students and create opportunities for middle grades students to preview core curriculum, therefore increasing success in core while building foundational skills. All schedules are reviewed by the MTSS coordinator to assure the appropriate interventions are occurring in the classroom.
5How will students be provided with access to both leveled and authentic literary and informational texts representing a range of levels, interests, genres, and cultures within the reading program to develop independent reading capacity? Include the following information:
a) how daily independent reading, monitored by the teacher, will be incorporated into all reading classrooms;
b) how classroom libraries will be utilized;
c) the process for leveling books; and
d) the process for matching students with the appropriate level of text.
A core component of the PKY middle school reading programs is providing students access to authentic fiction and non-fiction texts representing a range of levels, interests, genres, and cultures through the school library, extensive classroom library collections, and a supplemental reading materials collection coordinated to support fictional and informational reading in major units of study across grade levels and content areas. PKY secondary teachers include supplemental reading materials as a regular component of their instructional program.
As a daily component of the reading program independent reading occurs in all ELA and Reading classrooms. The independent reading is monitored by teachers through daily journal components connected to the independent reading, reading logs that are monitored by the teacher, and classroom reading logs that are designed to motivate students by showing a visual representation of their reading success. Classroom libraries are organized and level by genre and lexile and students are coached by teachers on selecting text for independent reading. Students are taught strategies like "five finger rule" to help select texts independently in intermediate and middle grades.
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?
In addition to increasing exposure to complex text students will analyze media across mediums including: print, audio, television, film, and the web. The inclusion of media as a component of the curriculum will be emphasized in high school grades specifically the ELA courses English 1 and English 2. An emphasis on both historical and current media will be included in social studies courses throughout K-12 including: US History and Civics. Students will analyze media using strategies that mirror those used with complex text including but not limited to close reading and other analytical strategies.
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
Reading comprehension and vocabulary strategies will be explicitly and systematically incorporated across the content areas, with an emphasis on the close reading and text-based questioning. Teachers utilize texts that reflect a balance of complexity and genre to teach content covered in their courses. All content area teachers have been extensively trained to incorporate reading strategy instruction into their subject areas through the Florida Reading Initiative and ongoing professional development. Our content and elective teachers incorporate high quality text into each unit of study and use strategy instruction to support students in making meaning from complex text including drawing conclusions from text to answer text based questions. In addition to the application of strategy to support the initial comprehension of text, teachers are implementing lessons including discussion protocols, and analytical writing tasks as a part of each unit of study. Our middle school ELA and social studies faculty are all trained in and implementing Great books discussion seminars as part of the curricula.
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.
When taught together, reading and writing improve student achievement (Bond & Dykstra, 1967; Tierney & Shanahan, 1991). Reading and writing taught together also foster critical thinking (McGinley, 1988; Tierney and Shanahan, 1991). While instruction in the writing process occurs during the language arts block, writing is also incorporated throughout the reading/instructional process. Writing is used to activate and extend background knowledge prior to reading. Writing is also used to stimulate metacognition during the act of reading text, and to transform information after reading. Units of study were revised in science prior to the 2011-2012 school year to incorporate writing tasks that depend on text based evidence in the presentation of a conclusion or argument. Prior to the 2012-2013 school year, units of study in Social Studies and ELA will be revised to include writing tasks that require an analysis of text and presentation of text based evidence where needed.
9* What supportive reading opportunities will be provided before school, after school, and during summer school, including mentoring and tutoring? Include criteria for student eligibility and how these opportunities are linked to reading instruction provided during the school day.

Before, during and/or after school reading activities are provided in the following ways: (1) Tutoring is available for students in need of intensive support in reading 2-3 times per week before/after school. Instructional materials include REWARDS, Great Leaps, Responsive Guided Reading text sets, and technology and media based tools for support (2) Mentoring is available through Camp Gator, a partnership through the University of Florida's Athletic Association. Students are selected for the program based on both academic and social/emotional needs through our MTSS process
10.1Which assessments are administered to determine reading intervention placement for the following student’s populations:
Non-English speaking ELL?
N/A
10.2Severe speech/auditory impaired?
N/A
10.3Severe visually impaired?
N/A
10.4Grades 6 and above transfer students who do not have any FCAT 2.0 Reading scores and/or other standardized reading scores. NOTE: If no scores are available, an appropriate assessment should be administered to determine the overall reading ability of the student and to identify appropriate placement.
The SAT-10, GATES, FAIR, and other assessments are used to determine intervention placement for students with no FCAT scores.
High School Achievement and Instruction
All information provided in this section details how this district will meet the reading needs of all student subgroups identified under No Child Left Behind.
1Each district will be given one school user log-in password so that each school may enter their own information into Chart I by using the web-based template. It is recommended that districts create a timeline for school users to enter this information for their school. Districts will be able to review and revise the school based information before submitting Chart I on April 4, 2014. School level users should select all adopted reading instructional materials from the lists provided and add any other materials in the text boxes. Information regarding materials specifically for ESE and ELL students should be listed in the text box labeled ‘Other.’ To review and edit all school information for Chart I before submitting, please use the link provided within this section online.
Chart I
(This will open in a new browser)
ChartI
2* The goal of a high school reading program is to provide a variety of methods and materials to develop strategies and critical thinking skills in reading. This goal applies to the following students.
  1. students with reading performance below grade level: For these students, acceleration is just as important as remediation. Describe how your district will assure that reading intervention services provide both acceleration and remediation to meet the needs of lo2-performing students and facilitate their college-career readiness by high school graduation.
  2. students with reading performance on or above grade level: Describe how your district will assure that the reading development of students performing on or above grade level will continue to progress toward college-career readiness by high school graduation.

In addition to the text included in the SIRP and CIRP the amount of complex text provided across content areas is being intentionally increased through the review of texts currently being implemented as part of text based units of study and based on a combination of quantitative and qualitative text analysis. Texts will be added where needed and replaced where applicable.
a. Students in need of additional support, based on below grade level performance and evidence from formative assessments, will receive additional support through both content-area reading instruction provided in ELA and Social Studies and for students with data reflecting Lv 1 performance instruction will also be provided through an additional intervention course. In both cases students are provided with instruction designed to meet their individual needs and accelerate their progress in the core curriculum. Interventions are scheduled by instructional support providers working directly with specific grade levels (i.e., 8-9 and 10-12) and schedules for interventions are reviewed by the MTSS coordinator to assure appropriate interventions are occurring.
b. Students with reading performance at or above grade level are provided content-area reading instruction that meets the demand for appropriate rigor aligned with college and career readiness standards. All content-area courses are designed to emphasize reading complex text and the direct supports to students are overseen by both the MTSS coordinator and guidance counselor with regard to appropriate course selection and support.
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.
The PKY High School Intervention Reading Program is provided during the Intensive Reading Class for Level 1 students and disfluent Level 2 students and includes explicit instruction, reading, discussion, and application coordinated to support content area classes. The English class for Level 1 and disfluent Level 2 students is designed to reinforce strategies and skills introduced during the Intensive Reading Class. Intensive Reading classes meet multiple times per week for a total of 250 minutes per week. English classes meet once a week for 50 minutes and two additional times per week for 100 minutes each. The Intensive Reading class includes whole class instruction focused on comprehension, vocabulary, and/or fluency; small, flexible instructional groups to provide additional instruction in the five basic components of reading as determined by assessment results; teacher monitored, independent reading practice; and teacher read aloud/think aloud. Supplemental instruction in decoding and fluency is provided during Intensive Reading as need is indicated by student diagnostics, twice per week for 20 minutes. The structure and use of materials during the English class compliments the format and structure of the Intensive Reading classes. Specifically, reading endorsed or certified English teachers use a variety of materials and the same coordinated instructional sequence in fluency, vocabulary, and comprehension instruction.
Students who still need to meet the FCAT Reading Graduation requirement,OR with a reading score of 1926-2067 will be provided intervention in their content area courses or through Intensive Intervention classes as needed.


Determination of the intensity of remediation is based on the most recent reliable and valid assessment data. All Level 1 and Level 2 students are screened with Maze for silent reading fluency and low level comprehension skills. Students scoring “high risk” for their grade level are further screened using additional fluency and comprehension screeners. Results for students scoring “high risk” for their grade level on screening measures are analyzed by our School Psychologist for variability in error rate against a set criterion to identify those students with significant disfluency. Once students with significant disfluency are identified, the Woodcock Johnson Test of Achievement Word Attack subtest is administered to confirm and diagnose decoding weaknesses. Additional diagnostic information is collected for all Level 1 students and disfluent Level 2 students through a group-administered reading comprehension test (i.e., Stanford Diagnostic Reading Test). Student progress in monitored with Maze and a second administration of SDRT. Students identified as disfluent will received daily instructional time devoted to work in fluency/decoding during their intensive reading class.

The instructional leadership team (principal, assistant principal and reading coach) meets quarterly to examine student progress monitoring data (i.e., Maze, SDRT). Based upon that data, the instructional leadership team meets with grade levels teams and intensive reading teachers to collaborate and plan for assessment-based, targeted instruction.
5* How will the district ensure that high school students in need of decoding and text reading efficiency have sufficient time to receive the intervention services that they need?

The district will ensure extended intervention time is provided for students in need of decoding and text reading efficiency by dedicating time for intensive small group and individual instruction to take place provided by highly qualified instructional support before or after school as well as placement of students with data reflecting lv 1 performance scheduled in an additional intervention reading course. The student schedules are reviewed by both the administrator of academic advisement and the MTSS coordinator.
6* Within the reading program, how will students be provided with access to authentic literary and informational texts representing a range of levels, interests, genres, cultures, and topics – including science and social studies content -- to develop independent reading capacity? Include the following information:
  • how daily independent reading, monitored by the teacher, will be incorporated into all reading classrooms;
  • how classroom libraries will be utilized;
  • the process for leveling books; and
  • the process for matching students with the appropriate level of text.
A core component of the PKY high school reading programs is providing students access to authentic fiction and non-fiction texts representing a range of levels, interests, genres, and cultures through the school library, extensive classroom library collections, and a supplemental reading materials collection coordinated to support fictional and informational reading in major units of study across grade levels and content areas. PKY secondary teachers include supplemental reading materials as a regular component of their instructional program.
7* How will students analyze media literacy including the various mediums: print media, still photography, radio/audio, television/film, and the internet in reading and content area subject areas?
In addition to increasing exposure to complex text students will analyze media across mediums including: print, audio, television, film, and the web. The inclusion of media as a component of the curriculum will be emphasized in high school grades specifically the ELA courses English 1 and English 2. An emphasis on both historical and current media will be included in social studies courses throughout K-12 including: US History and Civics. Students will analyze media using strategies that mirror those used with complex text including but not limited to close reading and other analytical strategies.
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
Reading comprehension and vocabulary strategies will be explicitly and systematically incorporated across all content area and elective classes, with an emphasis on close reading and text-based questioning. Teachers utilize a balance of complex texts to teach content covered in their courses. All content area teachers have been extensively trained to incorporate reading strategy instruction into their subject areas through the Florida Reading Initiative and ongoing professional development.Our content and elective teachers incorporate high quality text into each unit of study and use strategy instruction to support students in making meaning from complex text including drawing conclusions from text to answer text based questions.
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?
When taught together, reading and writing improve student achievement (Bond & Dykstra, 1967; Tierney & Shanahan, 1991). Reading and writing taught together also foster critical thinking (McGinley, 1988; Tierney and Shanahan, 1991). While instruction in the writing process occurs during the language arts block, writing is also incorporated throughout the reading/instructional process. Writing is used to activate and extend background knowledge prior to reading. Writing is also used to stimulate metacognition during the act of reading text, and to transform information after reading.
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.

Before and after school, and summer school reading activities are provided for students in need of intensive support in reading 2-3 times per week before/after school. Instructional materials include REWARDS, Great Leaps, Read Naturally, web-based Reading Intervention supplemental curriculum.
11.1* Which assessments are administered to determine reading intervention placement for the following student populations:
Non-English speaking ELL students
N/A
11.2Severe speech/auditory impaired
N/A
11.3 Students with severe visual imparments?
N/A
11.4Grades 9 and above transfer students who do not have any FCAT 2.0 Reading score and/or other standardized reading scores. NOTE: If no scores are available, an appropriate assessment should be administered to determine the overall reading ability of the student and to identify appropriate placement.
FAIR will be used for determine reading intervention placement for students with no FCAT scores.