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

Leadership: District Level
•District Name:Dixie
•District Contact:Denee Hurst
•Contact Address:16077 NE 19 HWY Cross City, FL 32628
•Contact Email:deneehurst@dixie.k12.fl.us
•Contact Telephone:352-498-6138
•Contact Fax:352-498-1308
1 What are your measurable district goals for student achievement in reading/English language arts for the 2015-16 school year?
2016 Reading Goals (Annual Measurable Objectives)
American Indian: N/A
Asian: N/A
Black/African American: 59% proficiency
Hispanic: 68% proficiency
White: 77% proficiency
Economically Disadvantaged: 73% proficiency
English Language Learners: N/A
Students with Disabilities: 58% proficiency
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?
Professional development will be provided to each school site to instruct and assist teachers in using progress monitoring data to create lesson plans that provide systematic and explicit instruction to students. Principals will also mandate that teachers use and document text-based vocabulary and comprehension instruction with an emphasis on 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?
During each reading class, teachers will build skills, establish a purpose for students reading, and help foster motivation among students to engage with complex texts. All schools in the district have an Accelerated Reader program which allow students to read in their Zone of Proximal Development (ZPD range). The ZPD range defines the reading level range from which a student should be selecting books for optimal growth in reading without frustration. All books in each media center are Accelerated Reader and provide students with a wide variety of complex texts. All reading and intervention classrooms have a classroom library that provide a wide variety of complex texts.
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 media literacy through usage during centers, while doing individual and group projects in various content areas, during large group instruction (smart boards) and also while participating in Science and Social Studies fairs. Principals and reading coaches will be sure that the teachers have the technology and training they need to use these mediums effectively.
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?
Elementary:
Secondary:
The Superintendent and Director of Curriculum will meet twice yearly with principals and reading coaches to review data and discuss strengths and weaknesses. Any potential problems will be addressed with a plan devised to correct them. Those plans will include progress monitoring data and specific steps to address the deficiencies including: time lines to address needs, resources to support, lesson plans, weekly meetings to report progress or problems.

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)?
The district will ensure that all classroom instruction is accessible to a fully range of learners through school-based and district Classroom Walk Throughs, observations of teaching by the principal or other school administrator(s), and/or periodic review of lesson plans by the principal or other school administrator(s).
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.
The district’s special programs and procedures requirements are aligned with the district’s K-12 Comprehensive Research-Based Reading Plan. It is a district priority that student response data drives all decision making. The district reviews student data in the students’ cumulative folder and demonstrates through data that the student was provided appropriate instruction in the regular education settings, which was delivered by qualified personnel. This is embedded in the district’s responsibility to implement a multi-tiered system of supports that is integrated into a continuum of evidence-based academic and behavioral interventions. 
8How and when will the district provide principals with the information contained in the K-12 Comprehensive Research-Based Reading Plan?
In August 2014, reading coaches and principals will receive an approved copy of the 2014-2015 Dixie K-12 Reading Plan. This group will receive professional development of its contents and expectations for the upcoming school year by the district. Principals and reading coaches will be responsible for training teachers at their schools on the K-12 Reading Plan.

In January 2015, the Dixie Director of Curriculum will meet with all principals and reading coaches to solicit input in the development of K-12 Plan and will be an agenda item on the monthly Principals meeting once the Plan has been approved. This will include any changes in the K-12 Plan and a discussion of when and how principals will present the Plan to their respective faculties.
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?
If in the future we are required to provide the one hour extended day we will do so using our highest qualified reading teachers. This may be done through after school tutoring. They will use teaching materials that we have found to be extremely effective—Achieve 3000, Journeys Reading intervention materials, etc.
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.


Dixie_DistrictReadingCoachChart_2015.doc,3/31/2015 9:09:46 AM
11.1What is the total number of reading coaches (funded through any source) that served the district for the 2014-15 school year?
There were 4 reading coaches (one at each school) for the 2014-2015 school year.
11.2How will the district and schools recruit and retain highly qualified reading teachers and reading coaches?
Dixie School District will continue to recruit and retain highly qualified reading teachers by the following:

a. Provide additional financial opportunities.
b. Provide reimbursement for coaches or teachers to become Reading Endorsed and/or NGCAR-PD trained.
c. Provide leadership and meaningful input opportunities for the educational direction of our school.
12.1How will the district determine allocation of reading coaches based on the needs of schools?
There will be 4 full time coaches in Dixie District Schools, each school will have at least one (1) full time reading coach.
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?
There will be 4 full time coaches in Dixie District Schools, each school will have at least one (1) full time reading coach.
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).
Reading Leadership Teams will train, model and support teachers on Text Complexity and Comprehension Instructional Sequence. The focus of the Reading Leadership team will be to ensure that text complexity is central to lessons, emphasize that scaffolding does not replace text reading by students, develop and ask text dependent questions from a range of question types, emphasizing students supporting their answers based upon evidence from the text, and provide extensive research and writing opportunities.
2 How does the reading coach provide professional learning opportunities for the following?
Elementary:
  • All instructional staff;
  • Reading intervention teachers;
  • Guidance counselors, including the facilitation of reading intervention services; and
  • Speech and language pathologists

Secondary:
  • All instruction staff;
  • Reading intervention teachers;
  • Guidance counselors, including the facilitation of reading intervention services; and
  • Speech and language pathologists
At the beginning of the school year, reading coaches will provide professional development for all teachers on text complexity, Common Core State Standards and Comprehension Instructional Sequence. Reading coaches will support reading intervention teachers throughout the school year providing professional development and modeling as needed. Professional development for guidance counselors, reading intervention placement will be provided by the reading coach throughout the school year immediately following each progress monitoring cycle, or more often as needed. All schools in the district will have a reading coach.
3 How is this occurring in schools where no reading coach is available?
All of our schools have reading coaches in place.
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?
Based on the knowledge of students' levels/needs, teachers will match/assign students with appropriate "stretch text" for students to challenge thinking without causing frustration. Teachers will choose texts that have features and structures that make the text more complex. Our reading series provide above-grade level readers that encourage students to apply reading skills with material of greater complexity. Our teachers make use of this valuable resource.
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?
A variety of activities will be used to increase the amount of student reading. Activities will vary by school and may include such activities as: Achieve 3000, Accelerated Reader, Author Talks, Reading rewards, participation in state programs to increase reading and etc. Principals will use data from Accelerated Reader and Media Center circulation to ensure students students are reading at least one book every two weeks. Our principals are constantly in classrooms encouraging teachers to use close reading strategies. They watch for multiple readings of texts, text marking strategies and careful purposeful reading.
In-services and book studies also provide background knowledge and practical ideas on close reading.
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?
After review student data and scheduling of courses, school level leadership will ensure that intensive reading instruction meets the characteristics outlined in Section 1011.62(1)(f), Florida Statutes.
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
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ChartA
2 How will professional development provided to district supervisors by state agencies, vendors or other entities be delivered to school level personnel?
Professional development provided to district supervisors by state agencies or other vendors will be delivered to school level personnel through district supervisors sharing information, providing training themselves, use of a train-the-train (when applicable), scheduling North East Florida Educational Consortia (NEFEC) to provide training, or coordinating training with state agencies/vendors if possible.
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.)?
The district discusses professional development training and following at each monthly Principals' meeting. In addition, the district office files copies of training rosters from each schools initital training and each teacher's follow-up.
4 Does your district offer Next Generation Content Area Reading-Professional Development (NGCAR-PD) ?
Yes
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.?
Our district has three NGCAR-PD trainers and train teachers throughout the year, as needed.
6 How will the district support implementation of NGCAR-PD?
The district will assist secondary schools in scheduling training for teachers (to include Saturdays as needed) and will support teachers with classroom walk throughs.
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.
Writing to text across the curriculum for each subject area; Close reading across the curriculum; Developing lessons that will support the Florida Standards
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?
If required professional development for general education teachers does not include differentiated instruction, Universal Design or Learning principles and effective instructional delivery, principals and/or reading coaches will provide supplmental training in these areas. Principals may also require teachers to provide evidence of these areas as documented in lesson plans.
9Does your district conduct transcript reviews of college coursework for application towards the District Add-On Reading Endorsement?
Yes
Middle School and High School (Grades 6-12) Assessment, Curriculum, 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 and password so that each school may enter their own information into Chart F and 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 F and Chart I on April 3, 2015. 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 and Chart I before submitting, please use the links provided within this section online.
Chart F

Chart I
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ChartF
2 The goal of a middle school and high school literacy program is to provide a variety of methods and materials so that students develop strategies and critical thinking skills in reading/literacy. This goal applies to the following:
  1. students with reading performance below grade level: For these students, acceleration is just as important as remediation. Describe how the district will assure that reading intervention services provide both acceleration and remediation to meet the needs of low-performing students, students with disabilities (including students who take the FAA), and English language learners and facilitate their college-career readiness by high school graduation; and
  2. students, including those with disabilities and English language learners, with reading performance on or above grade level. Describe how the 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.

At the middle/high school level, all core and supplemental reading programs have been screened in order to provide an increase in the number of complex texts offered to students. An emphasis in these programs is placed on reading more complex, challenging texts. In addition, teachers will use complex texts as instructional tools for student learning by implementing Junior Great Books/ Socratic Seminars, the CIS model, and close readings with complex texts. All content area teachers have received professional development training on the impact of text complexity in reading. Therefore, all teachers will use the Comprehension Instructional Sequence Model and close readings as a means of increasing student interaction with complex text through an integrated and interdisciplinary approach. The model provides the necessary scaffolds for students in order to successfully extract meaning from challenging texts. All students will be supported through the reading of complex texts by teacher modeling and scaffolding from the teacher. Lastly, students will be expected to successfully draw meaning from complex texts through individual text interaction which will include the integration of reading, writing, listening, and speaking standards. The CIS model, Junior Great Books, and close readings will be used in addition to all other supplemental and core reading programs. All students will receive instruction using informational texts such as exposition, argumentation, persuasive essays, functional documents, procedural texts, speeches, and biographies. In addition, instruction will also include the use of literary texts of different genres such as historical fiction, mythology, poetry, drama, fantasy, humor, and legend. This multitude of diverse and rigorous readings will help prepare students for college-career readiness prior to high school graduation.
1) Students at DCHS who are performing below grade level will receive intensive remediation through the intensive reading class. Curriculum used in the reading classroom will include below grade level text in order to provide text at each student's functional reading level. In addition, stretch texts will also be paired with regular texts and will be used to accelerate the reading growth of students. During the intensive reading class, guided reading will be utilized during small group instruction in order to acclimate the students to at or above grade level text, which will be used in other content area curriculum. In content area classes, curriculum is presented with grade level text and stretch texts are used additionally. Students are "pulled out" on an as needed individual basis and small group instruction is used to deliver material at an accessible level for below grade level students. Scaffolding is commonly practiced in all content area classrooms, as well as multi-level and multiple texts. Throughout each student's middle/high school career, the student's growth is monitored closely by the reading coach and reading teachers. Progress monitoring is used in order to facilitate the needed growth of each student and promote college and career readiness prior to high school graduation.
2) Students performing on or above grade level receive continuing enrichment in reading through the employment of myriad, blended stratagems. Adopting a multifaceted, grade-level-stratified practice, students’ needs are targeted by cause of a sequenced, mapped curriculum, which agglomerates increasing Lexile complexity: ninth commences at 1000L, twelfth closes above 1200L. Novels are carefully selected for both content and complexity, and the foundation text, Collections, is Florida State Standard aligned. Focusing on informational texts as well literary works, the diversity of the program creates a scholastic regimen needed for those seeking to enter college and careers. This text complexity, however, is not a singular solution; students attain mastery of these texts through varying critical approaches: Junior Great Books seminars, collaborative literature learning circles, close readings using CollegeBoard decoding strategies (ex. SOAPS, DILDS, TPCASTT), argumentation with refutation based in textual evidence, Cornell Notes, and Comprehension Instructional Sequence Model applications. To ensure the rigorous appliance of these methods, teachers continually receive professional development, and the implementation of the programs is closely monitored.
3 To effectively use assessment data, districts and schools with carefully crafted protocols are prepared to efficiently differentiate student reading/literacy needs and offer an appropriate array of intervention options that meet various individual student learning needs, including the needs of students with disabilities and English language learners. To develop and utilize these local protocols, districts and schools need to address state legislation that informs local policies.

Section 1003.4156 and 1003.4282 F.S. requires middle school and high school students who score at Level 1 or Level 2 on the ELA FSA to receive intervention services in the following courses:

  • a remedial reading course; and/or
  • a content area reading course in which remediation strategies are incorporated. Teachers must have completed professional development approved by the Just Read, Florida! office (such as NGCAR-PD) addressing the incorporation of remediation strategies into content area courses.

Middle school and high school students who score at Level 1 or Level 2 on the ELA FSA and have intervention needs in the areas of foundational reading skills (e.g. decoding, fluency) must have extended time for reading intervention to accelerate reading development that ensures college-career readiness. This extended time may include, but is not limited to, tutoring or support in a content area course in which remediation strategies are incorporated paired with an intensive reading course, or a double block of reading to accelerate the development of foundational reading skills. It is important to consider the need for high-quality instruction in these areas for students who take the FAA as they have significant need for reading intervention.
Intervention 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 standards 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.); and
  • opportunities for accelerated achievement in order to facilitate deep understanding of reading of grade level texts.

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

  • Complete professional development approved by the Just Read, Florida! office which may have consisted of Content Area Reading-Professional Development (CAR-PD), Next Generation Content Area Reading-Professional Development (NGCAR-PD);
  • Completed or working towards Reading Endorsement; or
  • Completed or working towards K-12 Reading Certification

Students in grades 11 and 12 who score at Level 1 or Level 2 on the ELA FSA with a concordant score may be served through remedial reading courses, content area courses in which remediation strategies are incorporated without a specific professional development requirement for teachers, or before or after school. 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.

Based on legislative requirements, it is necessary to ensure that the classroom infrastructure (class size, materials, etc.) is adequate to implement the necessary array of intervention service options. 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 content area literacy practices specific to science, social studies and technical subjects in the Florida Standards ; and
  • 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 the ELA FSA 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 the ELA FSA. Although formal diagnostic assessments 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 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. These should also be conducted for students who take FAA.

Each identified struggling reader must be provided instruction that best fits his or her needs. Districts must establish criteria beyond the ELA FSA 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 or FAA 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.
    • Students with significant cognitive disabilities who take the FAA will require intensive reading instruction that is individualized to meet their unique instructional needs.
  • Assessment using grade-level passages: Administer oral reading and comprehension questions of a grade-level passage:
    • Independent student oral reading: For students who score at Level 1 or Level 2 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: Students who score at Level 1 or Level 2 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 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

    Additional guidelines for determining student placement in reading intervention can be found through using the Just Read, Florida! Office Student Reading Placement Chart 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; and
    • 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 for grades 6-12 using the link found within this section online. A sample for Chart G (Assessment/Curriculum Decision Tree) can be found in the Appendix. Please upload the desired file.

Chart G - Middle School Assessment Curriculum Decision Tree
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4 Describe the reading intervention that your high schools will be providing for 11th and 12th grade students, including both those students who still need to meet the state assessment graduation requirement and those 12th grade students who have met the graduation requirement through the use of concordant scores, if available. Keep in mind that districts have great flexibility in how these juniors and seniors who have met the graduation requirement 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.

At the high school level, the intensity of remediation is based on the most recent valid and reliable assessment data. All previous FCAT and FSA data is analyzed and students are screened with the most recent FAIR-FS data.

Reading Remediation Class – This class will be 50 minutes in length. The class will follow a rotational instructional model and include rotations in technology, small group, and independent reading. Students targeted for these classes do not have decoding or text efficiency concerns. Students are targeted by the following criteria: FCAT or FSA Level 1 or 2, and student has not achieved a matching concordant score.

Content Area Reading Intervention Class– This class will be 50 minutes in length. Reading comprehension and vocabulary strategies will be explicitly and systematically incorporated through the content area class. Students are targeted by comprehension needs. Students are selected by the following criteria for placement: FCAT or FSA Level 2 students with no decoding or text efficiency issues as designated above, and no matching concordant score.

All 11th and 12th grade students who have met the graduation requirement with a concordant score but scored a level 1 or 2 on the Reading FCAT or FSA will be served by a teacher trained in NGCAR-PD or Reading Endorsed Instructor in a content area reading intervention class. Specific reading instructional strategies will be employed to increase reading abilities. Additionally, all 12th grade students who do not receive a score of 106 on the Post Secondary Education Readiness Test (PERT) exam will be placed into a English IV: College Prep course in lieu of their regular English IV requirement.

5 How will the district ensure that middle school and high school students (including students who take FAA) with difficulties pertaining to foundational reading skills have sufficient time to receive the intervention services that they need? Please be certain to address all students including those with disabilities and English Language Learners.
Ruth Rains Middle School understands the importance of making sure that students with difficulties pertaining to foundational reading skills have sufficient time to receive the intervention services that they need. When planning master schedules the school makes sure that there are at least 2 elective classes available for students. Students who are in need of extra reading intervention services may not have the option of taking these elective classes. These students’ schedules consist of a combination of core classes and intensive reading intervention classes. Elective classes will only be added after core and intensive reading intervention courses have been scheduled where necessary according to state guidelines and district policies. This policy applies to all students with difficulties in foundational reading skills, including students who take the FAA, have 504 plans, IEP’s, and/or ELL students. Our school recognizes that the need for extended intensive reading intervention courses is based on need as demonstrated by data and supersedes student choice when it comes to taking elective courses.

At Dixie County High School, the intensity of remediation is based on the most recent valid and reliable assessment data. All previous FCAT and FSA data is analyzed and students are screened with the most recent FAIR-FS for word recognition and comprehension skills. Students who are labeled as high risk are then administered an ORF. Additional diagnostic information is collected on an as needed basis. Based on the data, students are then placed in one of several remediation options.
Intensive Reading Remediation – This class will be 100 minutes in length. The class will follow a rotational instructional model which will include rotations in technology, small group flexible instructional groups, and teacher monitored independent reading. Students targeted for these classes have needs in foundational reading skills. The major areas of focus will be decoding and/ or text reading efficiency. Supplemental instruction in fluency will be provided, as well as vocabulary and comprehension. Students are targeted by the following criteria: FCAT or FSA level 1 or 2; FAIR-FS WRT and RCT <30th percentile; ORF <104 CWPM.

Reading Remediation Class – This class will be 50 minutes in length. The class will follow a rotational instructional model and include rotations in technology, small group, and independent reading. Students targeted for these classes do not have decoding or text efficiency concerns. Students are targeted by the following criteria: FCAT or FSA Level 1 or 2.

Content Area Reading Intervention Class– This class will be 50 minutes in length. Reading comprehension and vocabulary strategies will be explicitly and systematically incorporated through the content area class. Students are targeted by comprehension needs. Students are selected by the following criteria for placement: FCAT or FSA Level 2 students with no decoding or text efficiency issues as designated above.

Students with disabilities and English Language Learners are provided the same reading intervention curriculum as regular education students; however, other accommodations are provided on an individual/ as needed basis.


6 How 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:
  • 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;
  • the process for matching students with the appropriate level of text; and
  • types of accessible instructional materials that will be available (i.e. accessible software, text-to-speech, braille, enlargeable text) .
Ruth Rains Middle School makes it a priority to provide students with access to leveled and authentic literary and informational texts representing a wide range of interests, genres and cultures within the reading program in an effort to develop independent reading capacity. Books fitting these parameters can be found in the school library as well as in the teachers’ classroom libraries. Our language arts and reading teachers often incorporate book studies in their curriculum, ensuring that students are reading complex text, and appropriate scaffolding and differentiation techniques are used to help students generate meaning from these texts. Our school has a large storage room in the library filled with a diverse collection of class sets of novels that teachers may use to provide these authentic learning opportunities. Leveled and authentic informational texts used in the reading classroom and content area classes are found in Achieve 3000, READ 180 r-books, Teengagement, Readworks.org and CPALMS.

Intensive reading intervention classes incorporate the instructional sequence model, which is a daily instructional plan in which students receive teacher directed instruction in whole and small groups, as well as modeled and independent reading time, which is carefully monitored by the teacher and a classroom aide (when possible). These classrooms are well stocked with a diverse variety of both fiction and nonfiction books arranged by lexiles and/or ATOS reading levels to provide easy readability and accessibility to students. These students are monitored through each step of the independent reading process through the use of daily reading logs, comprehension questions, graphic organizers, and comprehension quizzes. Students take the SRI and/or the STAR Reading test , then are assigned to read books within their lexile or zone of proximal development so that they are properly challenged to read books that are appropriate for their reading range. The SRI or STAR Reading test is administered two additional times throughout the school year and students reading ranges are adjusted accordingly, insuring that they continue to read text at an appropriate level for continued optimal growth.

A core component of the reading programs at Dixie County High School level is providing access to authentic fiction and non-fiction texts representing a wide range of levels, interests, genres, and cultures through extensive classroom libraries, Achieve 3000, the school library, and supplemental reading collections. All teachers incorporate supplemental reading materials into their curriculum, which includes authentic fiction and non-fiction texts, as a regular component of their instructional program. In the reading and English classrooms, novel studies will be incorporated into the curriculum as per curriculum maps. In addition to class novel studies, students will be required to read novels independently as part of an instructional sequence model. These novels will be matched to the individual students based on the instructional unit being covered, individual student reading levels, and individual student interests. All classroom libraries and the media center have diverse collections of novels that are leveled according to lexiles and grade level equivalents/ ATOS levels. Novels will be leveled prior to the selection, and students will be provided a choice of novels associated with each unit. All independent reading will be closely monitored with the use student response journals, teacher/ student conferencing, and assessments. Students' reading levels will be determined by curriculum based assessment guidelines (STAR, ZPD, SRI lexile, etc.). In addition to required independent reading, classroom libraries are always available for extraneous reading.

At both the middle and high school levels, when needed, alternate accessible instructional materials are made available, including enlargeable text, browse aloud computer programs that read text aloud to students in need of that accommodation, books written in Spanish and books on cassette or compact disc. Both middle and high school levels make it a priority to attempt to accommodate and meet the needs of all students.
7 Students' college-career readiness is dependent upon high quality learning opportunities in content area and elective classrooms. What instructional practices are used to help students develop literacy skills for critical thinking and content area mastery? Describe how teachers are implementing text-based content area instruction in:
  • English/language arts;
  • History/social studies;
  • Science/technical subjects;
  • Mathematics; and
  • Elective classes
At Ruth Rains Middle School all content area and elective class teachers will be trained in and will incorporate the Florida Reading Initiative Essential Six Reading Strategies and Comprehension Instructional Sequence strategies in their curriculum, as well as implementing a school-wide vocabulary initiative. This will include teaching students various reading strategies such as reading around the text, question-answer relationships, utilizing concept maps (including 2 column notes, vocabulary graphic organizers, comparison/contrast, main idea/details, etc.), summarization techniques and reciprocal teaching. Classroom teachers will include fluency, vocabulary and comprehension reading strategies in their curriculum in order for students to better comprehend textbook material in an effort to prepare them for the rigors of high school. The language arts, social studies and science textbooks are aligned with the FL Standards and include reading strategies and lessons embedded within the textbooks. In addition to their content area material, all teachers are responsible for teaching FL reading standards. This is done on a regular basis through the state adopted textbook materials, as well as through the incorporation of a weekly nonfiction text day. Each grading period core class teachers will schedule one day in the media center, which will encourage and enhance independent reading among the students. Professional development opportunities will be offered to new teachers as well as returning teachers who find themselves in need of additional training in reading strategies.

At the high school level, reading comprehension and vocabulary strategies will be incorporated across all content area classes, with an emphasis on the Florida Reading Initiative Essential Six Reading Strategies. All teachers will use adopted and supplemental texts to teach content material. Content area and elective teachers will be trained in the use of the Comprehension Instructional Sequence Model and close readings. Additionally, teachers will be expected to incorporate close readings, text based discussions, and text based questioning in lessons. Classroom teachers will continue replenishing and adding books to their classroom library with leveled text. This opportunity will allow teachers to match student interest from classroom libraries. Students will be challenged with Florida State Standards by interacting with rigorous text dependent questions that require analysis and supported text based evidence. Multiple sources/ texts will be introduced and required during explicit classroom instruction. Scaffolded instructional support will be explicit and on-going. Written and oral evidence of comprehension of literature in a variety of genres and complexities will be required through connections, evaluation, and interpretive strategies. Direct student text interaction will be utilized at every opportunity during daily instruction.
English/ Language Arts: Junior Great Books/ Socratic Seminars, the Comprehension Instructional Sequence, and close readings with complex, challenging texts will be utilized in order to deepen the understanding of complex content area texts.
History/Social Studies: Junior Great Books/ Socratic Seminars, the Comprehension Instructional Sequence, and close readings with complex, challenging texts will also be used to increase the understanding of complex content area text. Primary sources will be employed as often as possible.
Science/ Technical Subjects: Junior Great Books/ Socratic Seminars, the Comprehension Instructional Sequence model, and close readings with complex, challenging texts will again be used so students have the opportunity to successfully read the challenging content area text.
Mathematics: Close readings with real world application and text based evidence writing strategies will be employed in order to increase students' literacy skills in this content area.
Electives: The Comprehension Instructional Sequence model and close readings with challenging, complex texts will be used by these teachers in order for students to deepen their understanding of the difficult content area readings.
In all content areas, students will be expected to extract the information with a high level comprehension using read alouds/ think alouds, document based questioning, and project based learning. Scaffolded instructional support will be provided on an as needed basis in order for students to critically analyze the information. Literacy instruction in these content areas will incorporate the integration of reading, writing, listening, and speaking skills in order to develop college-career readiness in students.
8 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 (via universal design principles ) 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.
At RRMS writing will be incorporated across the curriculum by requiring students to respond to both short and extended response questions on assessments. In addition students will write prior to reading texts to make predictions, during the reading of complex texts to question what they are reading and to apply QAR strategies, and in response to reading complex text to demonstrate their understanding of what they have read. Students will also complete short research projects in their content area classes as well as in advanced reading and reading intervention classes. Students will be provided with a variety of ways to access appropriate texts for gathering and researching information. These varied text sources vary greatly and may include the classroom library, visits to the school media center, guest speakers, content area magazines, newspaper articles, educational videos and/or content area textbooks. RRMS teachers are also encouraged to utilize computer checkout carts and computer labs so that students can gather and research information for their projects. Group projects and presentations based on students reading and research are encouraged on a bi-weekly basis.

Teachers at Dixie County High School understand that reading and writing are interrelated; therefore, academic writing is required in all classes, including reading intervention courses. Teachers have received multiple professional development activities in the necessity of incorporating writing instruction across the curriculum. Additionally, teachers have participated in the Collins Writing Program professional development. The Collins Writing Program pedagogy is used throughout all courses on campus. In reading intervention courses, writing is required daily through the use of quick writes, summarization of informational text, and text based evidence writing. All academic teachers will be encouraged to complete a minimum of one writing activity per week. All core and elective classes will be required to embed argumentative and informative writing, based on text sets, into all curriculum. Teachers at DCHS have received professional development training on the FSA writing standards and the writing process. Additionally, students will be required to complete two formal research papers based on focused questions per grade per year: one in History and one in English. The research papers are in addition to the project based learning that is evident in most academic classes. As previously mentioned, the Comprehension Instructional Sequence model and close readings with writing, which deepen text comprehension and include academic writing, will be implemented in all curriculum.
9 What supportive reading opportunities will be provided beyond the school day? Include criteria for student eligibility and how these opportunities are linked to reading instruction provided during the school day.

Ruth Rains Middle School plans to implement four weeks of summer school classes for struggling students unless budget constraints prohibit it. Students will also be provided with reading opportunities before and after school, as well as during the summer through Achieve 3000, which is a research based computerized independent reading program where students can log on and work on reading skills at their reading level. Teachers will be able to access reports of any Achieve 3000 reading assignments completed by their students outside of the school day and monitor their participation and progress. Some teachers offer before or after school tutoring assistance where students are offered support depending on their needs. Several teachers implement working lunches where students are invited to join them for lunch. These lunch meetings provide opportunities for students to share problems or concerns with schoolwork, and teachers provide assistance to assist students in getting back on track. Our school library is open before school, during lunch and after school, providing students with ample opportunities to check our appropriate level books. Our library is staffed with a trained paraprofessional who assists students in checking our appropriate level books based on progress monitoring data from the STAR Reading test, which ensures that both struggling, on grade level and advanced readers are reading at an appropriately challenging level.

At the high school level, reading remediation tutoring opportunities will be offered before or after school and during the summer. The student groups will range from individual instruction to small groups with a maximum of five students. Summer school will be available subject to budget constraints. The curriculum will be based on the individual needs of the students. Any student in 9th-12th grades, who is not deemed as being on grade level per assessment data collected will be eligible for tutoring. Additionally, students have the opportunity to participate before and after school in the Achieve 3000 program, which is a computer based program that provides individualized reading practice for students. Reading reports are then generated to assess each student's strengths and weaknesses, and individualized instruction is developed based on those needs in the reading classrooms.

10 For the following unique student populations, which screening and progress monitoring tools are used to determine instructional needs in reading and subsequent placement in intervention:
  • Non-English speaking ELL
  • Students with significant cognitive disabilities who take the FAA
  • Students with a severe speech impairment (i.e. severe articulation or speech fluency)
  • Students who are deaf or hard-of-hearing
  • Students with a severe visual impairment
  • Grades 6 and above transfer students who do not have FSA ELA scores and/or other standardized reading scores.
NOTE: If no scores are available, appropriate assessments should be administered to determine the overall reading ability of the student and to identify appropriate placement.
At the middle/high school level, there are variety of assessments and strategies implemented by staff in order to meet the unique needs of all students.
ELL: All ELL students are administered the CELLA. Each student's results are reviewed by the district ESOL director and school guidance counselor to determine the student's placement and needs based on the four sub-sections. Results are also reviewed in order to determine student placement and instruction.
Students who take FSA: Students with severe cognitive disabilities are administered assessments, such as DAR, to determine correct placement in intervention. Students are also given assessments provided by the curriculum programs and state/ district progress monitoring assessments such as Achieve 3000, STAR Reading, Moby Max, FAIR-FS, and Performance Matters, as long as the students is able to complete the assessment. All data is used to determine correct intervention placement.
Students with severe speech impairment: The FAIR-FS assessment is used to assess students with speech/ auditory impairments. Results are then reviewed and placement is determined. If a placement cannot be determined, then the student is referred for additional testing. Accommodations are provided based on the students needs during assessment. Additionally, a speech/ language pathologist would administer the assessment, if needed, in order to receive valid and reliable data. FDLRS is contacted in order to access all assessments that are available.
Students who are deaf: A current language evaluation is reviewed or completed if necessary. FDLRS is also contacted in order to provide all available assessments. The FAIR-FS assessment is also used to assess students who are deaf or hard of hearing. A person certified to sign is available to administer the assessments if needed, in order to receive valid and reliable results. Results are then reviewed and placement is determined. If a placement cannot be determined, then the student is referred for additional testing. Accommodations are provided based on the students needs during assessment. Additionally, a speech/ language pathologist would be available, if needed.
Students with a severe visual impairment: Visually impaired students who are fully included in the general education setting receive the same assessments as their peers. Assessments are provided in large print as determined by the accommodations listed in their IEP. If needed, resources would be provided to transcribe assessments into Braille.
Students who do not have scores available: As students enroll who have no FCAT or FSA ELA scores, Dixie County High School and/or Ruth Rains Middle School reviews previous FAIR-FS data. If the student does not have FAIR-FS scores, the FAIR-FS will be administered. Based on the FAIR-FS data, the student may need additional screening or diagnostic tests in order to determine correct placement. Students are also administered the SRI level set assessment and the district's progress monitoring instrument provided by Performance Matters. Additionally, data collected from previous schools will be reviewed in order to determine correct placement. This cumulative data is used to identify appropriate placement for each student.