2015-16 K-12 Comprehensive Research Based Reading Plans
District: Brevard

Leadership: District Level
•District Name:Brevard
•District Contact:Cyndi Van Meter
•Contact Address:2700 Judge Fran Jamieson Way Melbourne, FL 32940
•Contact Email:vanmeter.cyndi@brevardschools.org
•Contact Telephone:321-633-1000
•Contact Fax:321-633-3447
1 What are your measurable district goals for student achievement in reading/English language arts for the 2015-16 school year?
American Indian: Increase the percentage of students scoring at proficiency or above in reading by exceeding the 2015 AMO Target of 75% for American Indian students.
Asian: Increase the percentage of students scoring at proficiency or above in reading by exceeding the 2015 AMO Target of 86% for Asian students.
Black/African American: Increase the percentage of students scoring at proficiency or above in reading by exceeding the 2015 AMO Target of 61% for Black/African American students.
Hispanic: Increase the percentage of students scoring at proficiency or above in reading by exceeding the 2015 AMO Target of 74% for Hispanic students.
White: Increase the percentage of students scoring at proficiency or above in reading by exceeding the 2015 AMO Target of 83% for White students.
Economically Disadvantaged: Increase the percentage of students scoring at proficiency or above in reading by exceeding the 2015 AMO Target of 69% for Economically Disadvantaged students.
English Language Learners: Increase the percentage of students scoring at proficiency or above in reading by exceeding the 2015 AMO Target of 54% for English Language Learners.
Students with Disabilities: Increase the percentage of students scoring at proficiency or above in reading by exceeding the 2015 AMO Target of 57% for Students with Disabilities.
2How will the district assure (a) systematic and explicit instruction, based on data and (b) use of text-based vocabulary and comprehension instruction, with an emphasis on complex text?
The use of data to guide instruction is a strength of Brevard Public Schools. Performance Matters, our student data management system will provide up-to date data. This system aggregates standardized test results, Differentiated Accountability Assessment results, Florida Assessments for Instruction in Reading-FS results as well as allowing teachers to enter formative assessment data on student groups based on their needs. Performance Matters allows administrators, teachers and support personnel to intersect data from numerous sources, which is instrumental in the Multi-tiered System of Support process. Our teachers have the data they need to plan systematic and explicit instruction.

Instructional materials are selected with the rigor of the Florida Standards and course descriptions in mind. As Brevard has a unified textbook selection policy, this ensures equal access to complex and relevant text that includes a wide variety of genres and tight alignment to the standards. District created curriculum guides and professional development include best practice examples of text-based vocabulary and comprehension instruction.

Teachers are encouraged to use outside resources to ensure students are being exposed to rigorous text to deepen their content knowledge and strengthen their application of reading skills and strategies. An emphasis on complex text is included in all professional development opportunities. Infusing CIS, DBQ and LDC instructional models have helped teachers make this shift to planning standards based lessons which move beyond basic skill instruction. Also, district assessments are created for monitoring student progress with navigating complex text.

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, and use multiple texts pertaining to a single topic, which may include various accounts of a subject told in different mediums, as part of instruction that focuses on complex vocabulary and comprehension tasks?
Literacy Coaches provide ongoing support and guidance to teachers as they plan standards- based instruction, including the use of complex texts from a variety of sources. Text sources available to teachers include:

• Gale Cengage online learning products: Student Resource Center Junior, Opposing Viewpoints in Context, Science in Context, Literature Resource Center, Student Resources in Context, and National Geographic Kids.
• Subscription databases through World Book Web: Early World of Learning, World Book Kids, World Book Student, World Book Advanced, World Book Discover, World Book in Spanish and French, Early Peoples, Inventions & Discoveries, Living Green, Dramatic Learning, Atlas, Primary Source Database, and eBook Library.
• Teaching Books subscription that brings authors, illustrators, and engaging resources about books, guides to thousands of titles, and a wealth of multi-media resources to our K-12 students and teachers.
• Follett Destiny Library Manager that allows students and teachers to easily find print and online resources in their school library, any school library in our district, and vetted Web sites using the One Search feature built in the program.

All of these resources bring an array of quality online texts and periodicals to digital life and provide 24/7 Web access at home and at school to meet the reading, comprehension, vocabulary, research, and critical thinking skill needs for K-12 students and teachers. Additionally, district resource teachers are creating model lessons highlighting the use of complex text from a variety of sources. These model lessons will be embedded in curriculum guides and/or shared electronically.
4 How will students analyze media including the various mediums: print media, still photography, radio/audio, television/film and the internet in reading and content area subject areas?
Students will analyze a variety of media through Document Based Questions, Comprehension Instructional Sequence and Literacy Design Collaborative structures. These three structures seamlessly integrate content literacy standards and content standards.
5 How will the district facilitate improvement in the intensity of interventions (for students both with and without disabilities who are not responsive to instruction) in schools that are not making academic improvements as determined by student performance data and confirmed by administrative observations?
Brevard Public Schools has formal structures in place at both the district and school level to monitor student reading achievement data. Proficiency levels are monitored to identify trends in data indicating the strength of our core instruction and intervention program effectiveness. Schools identified as needing extra support are provided extra funds, teacher units or instructional coaches. These schools are directed to develop master schedules to reflect a structured intervention time with a more frequent progress monitoring timeframe for all targeted students (those with and without disabilities). Area Superintendents and Coordinators work with school-based leadership to identify gaps in trend data to focus School Improvement Plans. District level walk-through data is used in addition to school level walkthrough data to monitor appropriateness and fidelity of intervention decisions.

Additionally, Brevard Public Schools has two MTSS trainers who work closely with K-12 school-level MTSS facilitators to ensure that policies and procedures governing the MTSS process are used and communicated effectively to strengthen core instruction for all students. In addition, they coordinate with district MTSS subcommittees focusing on Early Warning Systems, district trends in student performance and compliance with IDEA law ensuring appropriate supports (PBS and academic) are in place for all students.
6 How will the district ensure that all classroom instruction is accessible to the full range of learners using Universal Design for Learning principles for effective instructional design (planning) and delivery (teaching)?
FDLRS East-Brevard and the district’s professional development leadership will provide an overall vision and plan for using Universal Design for Learning principles to ensure that all students fully engage in instructional activities through effective instructional design and delivery.
7 Describe the alignment between the District's Special Programs and Procedures (SP&P) requirements pertaining to the implementation of State Board of Education Rule 6A-6.0331 General Education Intervention Procedures, Evaluation, Determination of Eligibility, Re-evaluation, and the Provision of Exceptional Student Education Services (F.A.C.) and the district's K-12 Comprehensive Research-Based Reading Plan to ensure that student response data drives all decision-making, including adjustments to interventions and whether to seek consent to conduct an evaluation to determine eligibility for special education and related services.
Brevard Public Schools’ Special Programs and Procedures (SP&P) and K-12 Comprehensive Reading Plan alignment is documented within the required General Education Intervention Procedures section of the SP&P. The MTSS process is used, with fidelity checks, to guide the decision making process for students with academic challenges. The district uses a multi-tiered system of supports (Tier 1, Tier 2, Tier 3) to promote early intervention in reading through universal screening, evidence-based interventions, and ongoing progress monitoring. Based on individualized intervention data, the Individual Problem Solving Team may determine that a referral for an extensive formal evaluation is needed.
8How and when will the district provide principals with the information contained in the K-12 Comprehensive Research-Based Reading Plan?
Principals will be provided information from the K-12 Comprehensive Reading Plan at either a Leadership Team Meeting or during Area Principal Meetings during the first semester.
9 If legislation for 2015-16 requires schools on the list of 300 lowest performing elementary schools to extend the school day, and the district has a school on the list, how will it be ensured that the additional hour of intensive reading instruction will meet the needs of their school’s population?
Currently, Brevard Public Schools has two schools on the list and provides funds for an extended day for all students. Principals and Area Superintendents have determined the focus and monitored the impact of the additional instruction. Data-based decisions drive modifications to the curriculum and materials being used to support students in both schools. If those schools (or new schools) are on the list for 2015-2016, the same procedures will be in place.
10 How 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 Appendix.

Please be sure to address the following: Florida Standards implementation (including access points for students with significant cognitive disabilities), 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 (F.S.), 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.

Brevard_DistrictReadingCoachChart_2015.pdf,4/17/2015 2:43:24 PM
11.1What is the total number of reading coaches (funded through any source) that served the district for the 2014-15 school year?
Brevard Public Schools had 61 full-time coaches during the 2014-2015 school year.
11.2How will the district and schools recruit and retain highly qualified reading teachers and reading coaches?
The district will retain and recruit highly qualified reading teachers by:
• providing school-based support through coaching and the assignment of mentor teachers
• providing a district based mentor teachers as necessary
• encouraging new teachers to contact Brevard’s Certification and Professional Development Resource Teacher for assistance as needed
• facilitating and monitoring the reading endorsement process
• attending on-campus recruitment activities,
• advertising in a variety of media sources such as newspapers, university job boards, and online with groups such as Teacher-Teachers.com, and
• encouraging middle and high school students to consider a career in teaching and specialize in reading.

The district will retain and recruit highly qualified literacy coaches by:
• providing new literacy coaches with a peer mentor
• monitoring endorsements and certifications
• providing ongoing literacy coach cadre professional development
• providing individual support from the Elementary and Secondary Literacy Facilitators as necessary
• maintaining an active literacy coach pool, and
• encouraging teacher leaders to consider becoming literacy coaches.
12.1How will the district determine allocation of reading coaches based on the needs of schools?
It is the goal of the district to have a full-time literacy coach in every school. Our district uses the following criteria to determine the allocation of literacy coaches:
• percentage of Exceptional Student Education students
• percentage of students receiving free or reduced lunch
• percentage of students scoring level one or two on FCAT Reading
• percentage of students scoring 4.0 or more on FCAT Writing
• previous year's school grade
• total school enrollment.

The district will communicate with principals where a possible coach change is indicated based on school data and allocation of funds. The discussion will focus on the coach's role and responsibilities, schedule and coach log as well as how the coach is being utilized by the administrative team. Coaches who have proven success will be provided the opportunity to be placed in the neediest schools.
12.2 What is the total estimated number of reading coaches (funded through any source) that will be serving the district for the 2015-16 school year?
The district has established a criterion for the allocation of school literacy coaches. Through the coordination of funding sources, senior staff plans to move forward with hiring 65 full time literacy coaches. Literacy coaches will be based with a home school to which they will provide services four days a week. The fifth day will be spent providing services to another school. Four coaches will be serving a different school each day of the week. Coaches will support their one day a week schools with supporting best practice of standards-based instruction, providing modeling and professional development based on identified needs, and assisting teachers in using the data to focus differentiated instruction.
Leadership: School Level
1 How 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:
Support for Text Complexity
  • Ensuring that text complexity, along with close reading and rereading of texts, is central to lessons;
  • Providing scaffolding to meet the unique needs of all students, including students with disabilities that does not pre-empt 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 Literacy Leadership Team (LLT) provides a central point of communication for all literacy activities that take place at the school. LLTs constantly look at data to determine “what is working” and “what is not” for all students, as well as to identify school wide reading achievement trends. Based on identified needs, school-based professional development is created to strengthen instructional practices. The teams support the use of leveled texts in all curriculum areas, appropriate questioning techniques, relevant feedback and complex text.
2 How does the reading coach provide professional learning opportunities for the following?
  • All instructional staff;
  • Reading intervention teachers;
  • Guidance counselors, including the facilitation of reading intervention services; and
  • Speech and language pathologists

  • All instruction staff;
  • Reading intervention teachers;
  • Guidance counselors, including the facilitation of reading intervention services; and
  • Speech and language pathologists
Facilitating professional learning communities, grade level meetings, before or after school trainings and providing individual teacher support via modeling and the coaching cycle are ways coaches provide support for their teachers. Literacy coaches assist all teachers (reading, content area and ESE) with planning standards-based instruction including scaffolded student support as they write in response to complex text. School-based professional development is driven by the School Improvement Plan and the K-12 Reading Plan.

The area of reading intervention is a special element of literacy coach role. Research-based interventions are introduced and modeled by the coach and student progress is maintained and tracked. The coach facilitates data chats in which implications of the data and changes in instruction are discussed. The coach is also highly involved all stakeholders as students move through the Multi-tiered System of Student Support process. The coach provides data interpretation and appropriate next steps. The coach also provides guidance as to appropriate student placement.
3 How is this occurring in schools where no reading coach is available?
At this time, all Brevard Public Schools receive literacy coach services at least one day a week. Literacy coaches serving schools one day a week focus on initiatives that are tied to the School Improvement Plan and core instruction. They empower teacher leaders to take an active role in supporting the ongoing professional development of their peers.
4 All students should have regular access to grade-level appropriate texts, including students with disabilities (this also includes students who work on the access points). How are texts reviewed and selected for complexity? How are ‘stretch texts’ provided and appropriately used in all courses/grades, particularly in reading intervention?
Texts are selected for complexity through the district-adopted materials. Media specialists review and select grade appropriate materials and assist teachers as they seek “stretch texts” through Gale Online Resources.

One of the district's goals is to encourage students to read at least fifteen to thirty minutes per night. Student reading development is enhanced and reinforced through easy, frequent, open and flexible access to classroom libraries and to the school media center. Principals recognize media centers are the hub of our schools providing easy, frequent and open access to books. Schools have implemented various ways to increase media circulation by providing students access before and after school. Student book clubs, Sunshine State Book Bash competition, and Sunshine State Young Readers’ Award books are also used as a way to encourage students to read. Throughout the school year, our school media centers offer a variety of promotional activities such as Children’s Book Week, National Library Week, Read Across America Day, Banned Book Week and Teen Read Week. Parents are also encouraged to utilize the media resources to increase media circulation.

All schools utilize Reading Counts and/or Accelerated Reader to encourage students to read outside of the school day. The Scholastic Reading Inventory provides each child a book list based on their interest and their lexile level, which will assist them in self-selecting appropriate books from the media center. As teachers become more comfortable with the concept of text complexity, they will encourage their students to take text complexity as well as lexile scores into account as they make their choices for independent reading.
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?
Principals will utilize early-release days and other professional development opportunities to provide teachers the opportunity to strengthen their vocabulary and comprehension instruction through planning standards-based instruction. Document Based Questions, Comprehension Instructional Sequence, Socratic Seminar and Literacy Design Collaborative are structures that seamlessly integrate content literacy standards and content standards. These instructional models lead to authentic student engagement and increased capacity to participate in close reading and critical analysis.
6 If Florida Statute requires schools on the list of 300 lowest-performing elementary schools to extend the school day, and the district has a school on the list, how will school-level leadership ensure that the additional hour of intensive reading instruction is provided?
Principals of schools identified as being on the list of the lowest 300 performing elementary schools will ensure a master schedule is created that reflects the additional time to be spent providing intensive reading intervention. This master schedule will be clearly communicated to all stakeholders. The effectiveness of the instruction will be monitored through classroom walkthrough and progress monitoring data.
Professional Development
1 Provide the district professional development schedule for ALL reading professional development, including those funded through the FEFP and non-FEFP reading allocation, for the 2015-2016 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. Please 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
(This will open in a new browser)
2 How will professional development provided to district supervisors by state agencies, vendors or other entities be delivered to school level personnel?
As district supervisors receive information or training, it is shared with the appropriate personnel. A variety of methods are employed including sharing at staff meetings and providing professional development to administrators during leadership team meetings or charge sessions. The most frequent method utilized is providing the professional development to the literacy coaches so they can turn-key the training at their building sites. Literacy coaches are instrumental in providing crucial follow-up and support as teachers implement best practices.
3How will the district assure that administrators and reading/literacy coaches provide follow up on literacy professional development (e.g., Florida Standards/access points implementation, text complexity, comprehension instructional sequence, close reading, etc.)?
Implementation of the Florida Standards is embedded within school improvement plans. Brevard Public Schools has early release days dedicated to professional learning, collaboration and reflective practice that fosters opportunity for follow-up on key professional development initiatives such as Literacy Design Collaborative, text complexity, comprehension instructional sequence and standards based instruction (including access points).
4 Does your district offer Next Generation Content Area Reading-Professional Development (NGCAR-PD) ?
Not at this time.
5 How 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 sections 1003.4156 and 1003.4282, F.S.?
We are moving forward with providing content area teachers training on the Comprehension Instructional Sequence as part of our implementation of the Common Core State Standards for Content Literacy.
6 How will the district support implementation of NGCAR-PD?
Brevard Public Schools does not have a need to include NGCAR-PD as an intervention model.
7Please 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.
Brevard Public Schools' teachers are provided opportunities to receive professional development on Literacy Design Collaborative, Document Based Questions, Comprehensive Instructional Series, Writing Across the Disciplines, Socratic Seminar, CRISS and Thinking Maps.

8 Given that most students with disabilities are served inclusively through general education, how will differentiated instruction, Universal Design for Learning principles and effective instructional delivery and accommodations for students with disabilities and English language learners be addressed in required professional development for general education teachers so that they are effectively meeting the needs of diverse learners?
Under SB 1108, as of July 1, 2014 all personnel seeking renewal of a professional certificate are required to have 20 inservice credits in working with students with disabilities. Our district has developed two ESE online courses using Blackboard as the delivery system. The two courses are titled, ESE-Instructional Strategies Part I and ESE-Instructional Strategies Part II class. Completion of both Part I and Part II courses earn a teacher 20 inservice credits for working with students with disabilities. In addition, the Department of Education offers an online PDA-ESE Working with Students with Disabilities online course. Both of these courses are available to all teachers so that they effectively meet the needs of diverse learners. All teachers in our district are provided the opportunity to receive training in teaching English Language Learners through the Endorsement Program courses, ESOL 18-hour training, and through the Brevard Effective Strategies for Teaching (B.E.S.T). The teacher who instructs the ELL documents the ESOL strategies and modification they implement to provide comprehensive input in their lesson plan books. The school building level administrators at each school site, who have been trained and are qualified to evaluate teachers, monitor all teachers on their yearly teacher evaluations to ensure that strategies and methods are being used to make the curriculum comprehensible.

Additionally, general education teachers have several options to increase their knowledge and expertise in the areas of DI, UDL and accommodations as it relates to working with ESE students. We offer the following online courses:
PDA: Differentiating Reading Instruction (Comp 4) - 60 hours online
PDA: Instructional Practices - 60 hours online
PDA: Differentiating Science Instruction - 30 hours online
PDA: Introduction to Differentiating Instruction - 20 hours online
PDA: Technology for Student Success: An Introduction - 20 hours online (There is 1 unit on UDL.)
PDA: Formative Assessment Process for Differentiating Instruction - 20 hours online
9Does your district conduct transcript reviews of college coursework for application towards the District Add-On Reading Endorsement?
Yes. We review transcripts and catalog descriptions, as well as completion dates and grades earned, to determine whether the course in question meets program criteria and reading endorsement objectives for the desired transfer.