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

Leadership: District Level
•District Name:Jefferson
•District Contact:Tammy McGriff
•Contact Address:575 South Water St. Monticello, FL 32344
•Contact Email:Tammy.McGriff@jeffersonschooldistrict.org
•Contact Telephone:850-342-0100
•Contact Fax:850-342-0108
1 What are your measurable district goals for student achievement in reading/English language arts for the 2015-16 school year?
In review of student performance and in alignment with the established DIAP, the following measurable goals in reading for the 2015-2016 school year are established. The percentage increases are established based on actual performance on the former FCAT 2.0. Given the change in the state assessment, the district has established a more realistic projection of student performance. Groups not listed are not represented in the district.

A. By June 2016, increase the percent of Black/African American students who score proficient in reading (from 24% to 48%) on the Florida Standards Assessment.

B. By June 2016, increase the percent of Hispanic students who score proficient in reading (from 43% to 58%) on the Florida Standards Assessment.

C. By June 2016, increase the percent of White students who score proficient in reading (from 61% to 65%) on the Florida Standards Assessment.

D. By June 2016, increase the percent of Economically Disadvantaged students who score proficient in reading (from 29% to 51%) on the Florida Standards Assessment.

E. By June 2016, increase the percent of Students with Disabilities who score proficient in reading (from 13% to 36%) on the Florida Standards Assessment.

F. By June 2016, 65% of English Language Learners will score proficient in reading on the Florida Standards Assessment.
2How will the district assure (a) systematic and explicit instruction, based on data and (b) use of text-based vocabulary and comprehension instruction, with an emphasis on complex text?
The district will conduct focus walks to ensure that instruction is directly aligned with the needs of the students, explicitly teach skills and knowledge and that it is planned and organized. The focus walks, conducted with the use of rubrics, will be used to analyze student progress. Further, individual classroom data, including quarterly reports by the reading coaches, class schedules and lesson plans will be reviewed to ensure fidelity of reading instruction. Principals, assistant principals of curriculum and reading coaches will monitor implementation of reading programs in the schools. Data from the progress monitoring assessments and focus walks will be analyzed on a quarterly basis by school to determine the extent of implementation and to assess the strengths and weaknesses with the reading program district-wide. These data will be used as part of the monitoring process to determine the extent of the implementation of the K-12 Reading Plan. The data will also be used to support monthly reviews, help to determine the needs of each school and the extent of those needs and to inform the level of support needed to affect improvement.
3 In addition to using texts from core, supplemental, and intervention programs, how will the district assure that schools increase the amount and variety of increasingly complex texts, 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?
After fidelity checks are conducted, the district will require documentation of the amount and variety of complex texts used to teach complex comprehension tasks. Documentation will include updated daily schedules, where applicable, examples of lesson plans noting the increase and or meeting notes/agenda providing guidance to instructional staff on increasing the amount and variety of increasingly complex texts. Supplemental time will be built into the master schedule to ensure opportunities for increased opportunities.
4 How will students analyze media including the various mediums: print media, still photography, radio/audio, television/film and the internet in reading and content area subject areas?
During the 2013-14 school year, Jefferson implemented a technology integration initiative in grades 2, 3 and 4 at the elementary level. This initiative integrated one-to-one devices into instruction to facilitate and support personalized and differentiated learning. Students use digital tools, strategies, and devices for learning and for assessment. The initiative will continue into the 2015-16 school year, expanding to grades Prekindergarten through 5th and moving into middle school, grades 6 through 8.

Jefferson School District will continue to support and encourage the implementation of project-based learning. The district will maximize the use of the one-to-one digital devices to expand the core academic areas. Students will enhance their observation and interpretive skills through both writing and discussion. They will develop critical thinking skills, particularly in regards to visual images. Students will apply the skills across content areas.
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 district will ensure that the reading coach implements monthly focus calendars with benchmarks, including mini lessons and weekly assessments, fluency checks, diagnostic testing, individual collaboration with teachers and the reading leadership team. This implementation facilitation process will identify research based strategies and interventions for teaching reading. Progress will be monitored monthly and action plans will be developed based on the data from fidelity checks, performance evaluations, observation checklist, professional development activities, subgroup data and student performance data. If needed, assistance from DOE, PAEC, NEFEC and FDLRS will be requested.

The reading coaches, school administrators and Director of Academic and Student Services will continue to meet monthly. The district contact will participate in the meetings and summaries of the meetings will be maintained. Student data is reviewed at that time. The district requires that teachers not making student learning gains attend additional professional development followed by monitoring by the site-based administrators and the supported by the reading coaches. Teachers not making progress may be reassigned to other positions or not reappointed.
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 provide professional development to teachers in order to develop an awareness of the UDL principles, in an effort to ensure that strategies are institutionalized at all levels. Resources, such as assistive technologies, to support UDL will be secured so that teachers are able to provide instruction to meet the needs of students. Further, lesson plans will be reviewed to ensure that goals, instructional methods, materials and assessments are flexible for all learners. Learning stations and or centers will be encouraged and expected during instruction.
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 will review and monitor student progress in reading through regular progress monitoring and benchmark assessments. In addition, established IEPs will be reviewed and monitored to ensure that students are (1) receiving instructional as identified by the IEP and (2) making progress as established in the IEP. The district will also maintain and review data based on the Early Warning Systems (EWS)through the implementation of the MTSS process. When there is an indication of a need to seek further services based on the EWS, further evaluation will be conducted and necessary and related services will be provided.
8How and when will the district provide principals with the information contained in the K-12 Comprehensive Research-Based Reading Plan?
The district reading contact and the reading coaches will participate in the K-12 Comprehensive Research-Based Reading Plan conference calls offered by the Department of Education. Following these conference calls, the coaches will share the information with the principals.

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

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


Jefferson_DistrictReadingCoachChart_2015.pdf,4/2/2015 12:44:50 PM
11.1What is the total number of reading coaches (funded through any source) that served the district for the 2014-15 school year?
A total of two reading coaches served the district for the 2014-2015 school year. One reading coach was assigned to the elementary school and one was assigned to the middle/high school. Both reading coach positions were funded through the K12 Reading Plan.
11.2How will the district and schools recruit and retain highly qualified reading teachers and reading coaches?
The district is committed to providing highly qualified reading coaches and reading teachers by offering the following: reading endorsement courses and research based staff development; recruiting through college visits, job fairs; partnering with local colleges in hiring and placing senior interns; advertising for reading teachers and reading coaches at local colleges and the district website; paying signing bonuses in critical areas, encouraging exceptional education teachers to add the reading endorsement to their certificate; and by providing mentoring for new teachers at each school site. The district is exploring the possibity of offering an incentive for teachers to pursue either reading endorsement or certification in reading.
12.1How will the district determine allocation of reading coaches based on the needs of schools?
The district has determined that each school will be allocated a reading coach based on student enrollment and student achievement as part of the allocation formula. Based on FTE forecasting, the number of students are projected for each school using historical data.
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?
Two reading coaches will serve the district for the 2015-2016 school year. One will serve the elementary school and one will serve the middle/high School.
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 Reading Leadership teams are used to create capacity of reading knowledge with the implementation and training on the Florida Standards and NGCARPD model. The team will play an essential part in fostering a rich, rigorous and relevant literacy environment at the school for all students and staff. Throughout the district, the team will assist the reading coach in building teacher capacity through job-embedded professional development, professional learning communities, small-group professional development and lesson study. Additionally on all levels, the team will facilitate the training of the social studies, science, language arts and technical subject teachers to use complex and close reading based on their content. This process will assist in teaching students to discuss and answer questions based solely on the text. Ultimately, the team will build professional discussions, promote team cohesiveness, collaboration and an environment knowledge and rich literacy development.

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

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

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

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

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

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

Jefferson County began the implementation of inclusion and has trained approximately 15 teachers in the use of the co-teaching model. In addition, the district has begun strengthening the authentic implementation of the MTSS process. Instructional materials to be used with students with identified needs will be determined based on a review conducted by the classroom/course instructors, the program specialist for ESE and the Student Study Team as necessary. Students' Individualized Education Plan (IEPs) will include any specific materials necessary to ensure their success.
5 How will the principal ensure that vocabulary and comprehension instruction builds student capacity to successfully engage in close reading so that the amount of close reading instruction can increases across the school day?
The classrooms will be equipped with classroom libraries. Many interactive reading programs will be accessible for student use on the computer. Other reading programs may be purchased to increase reading vocabulary and fluency. All students will have the opportunity for additional support through the use of other materials and programs designed to increase reading growth. These materials and programs will be used under the direction of a highly qualified instructor to supplement instruction. Materials and programs available for use include Accelerated Reader, Achieve3000, and Successmaker. The Accelerated Reading Program will introduced to grades K-12, however it will be fully implemented throughout K-5 with fidelity. Students will be required to reach a certain goal of AR point accumulation by the end of each nine weeks. Twenty to forty percent of reading instruction will be alloted for close and meticulous reading of informational text.

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

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

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

Text complexity will be determined through the use of qualitative, quantitative evaluation and the matching the reader text. Teachers will be provided professional development using the dimension charts and administration will conduct focus walks for evidence.
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?
The school Literacy Team will ensure that intensive reading instruction meets all guideliness by establishing the following goals: improve all levels of reading proficiency and accelerate struggling readers' development in reading. The Leadership Team will provide professional development opportunities throughout the year and conduct walk-throughs to ensure that explict and systematic instruction in the five components of reading are evident. In addition, the team will look for guided practice, scaffolding with gradual realease and integration of content specific text reading, discussion and writing. The coaching cyle will be implemented based upon deficiency in these areas observed through walk-through.
Professional Development
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?
District supervisors will conduct a series of professional development and support to school level personnel, beginning April 2014 in preparation for a successful 2015-2016 school year. As series of professional development in Florida Standards will be open to all teachers during April 2014. Additional professional development will be delivered through monthly curriculum meetings, directly to school-based reading coaches, who will then serve as trainers at the school level. District staff will also be available for follow-up and or support as requested by the schools. Documentation of professional development will be maintained through the PAEC online protocol.
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 will organize teams of instructional coaches and administrators to review student data and professional development histories to develop a seamless reading plan that addresses Common Core Standards Implementation, Text Complexity, and research-based reading routines such as the CIS Model.

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

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

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

The district will offer NGCAR-PD train-the-trainer opportunities at least once a year for reading endorsed/certified teachers.
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.
Reading is a way to gain exposure to and develop tentative understandings of content. Therefore, teachers also need exposure and assistance in planning a curriculum that will allow students multiple opportunities to practice text-based content area reading. Teachers will first receive professional development in understanding the specific reading and learning demands that are essential to their content and utilization of research-based strategies. During the 2015-2016 school year, content area teachers will receive additional professional development to include close reading, analysis-based on text and writing in response to literature.

English/Language Arts teachers will receive Common Core State Standards professional development during the school year. Teachers who are not reading endorsed or reading certified will also receive NGCAR-PD training during the 2015-2016 school year.

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

Technical subject teachers will attend the CATER training this summer.
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?
Professional development opportunities will be designed such that they can address UDL principles. All teachers will be required to participate in the professional development activities in order to develop awareness and facilitate implementation of strategies. In addition, the district will support general education teachers through the implementation of co-teaching, using support of employees trained in the model.
9Does your district conduct transcript reviews of college coursework for application towards the District Add-On Reading Endorsement?
The District Human Resources office reviews transcripts of college coursework to assist teachers with the District Add-On Reading Endorsement.
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.

Students who have failed to meet the proficiency level in reading will be double-blocked in ELA courses. The extended class time will allow the flexibility that will enable teachers to meet the needs of these students. Teachers are able to meet with all students individually and within targeted small groups. Screening and diagnostic assessments will be used to determine the strengths and needs of all students. The reading coach will work closely with teachers to ensure that struggling readers receive targeted, explicit instruction in their areas of deficiency. The MTSS process, lead by the school guidance counselor, will provide support for teachers when creating MTSS plans for struggling students. Training and support will be provided to teachers in an effort to build their knowledge of effective intervention strategies to meet the needs of struggling students and to also enable teachers to challenge accelerated students. Our district will promote the Reading Endorsement program for all teachers in an effort to build their expertise in effective reading instruction.

Language arts, science, social studies, and elective teachers will be provided professional development on incorporating close reading activities through the Comprehension Instructional Sequence model to deepen comprehension of increasingly complex texts. Level 2 and higher students in grade-level language arts classes will receive regular reading comprehension support through literary and non-fiction texts. Students will engage in vocabulary acquisition activities to build academic vocabulary knowledge and increase student comprehension. Additionally, students will be expected to regularly respond to text through discussion and writing and support their answers using specific text evidence.
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
(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 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.
The high school reading classroom will provide students with the appropriate level of support needed for each student to succeed. Students receiving Tier 2 and 3 support will receive intervention following the guidelines of the MTSS model. Once students have been placed in a classroom, teachers will monitor the progress of each student using Discovery Education assessment three times during the school year to serve as a baseline, mid-year, and end-of-year assessments. Teachers will use developmental and or intervention materials. In addition to these materials, teachers will incorporate other supplemental materials to ensure in-depth, explicit instruction of the strategies and skills. Teachers will conduct whole group lessons, as well as provide differentiation in small group settings. Students will have the opportunity for independent reading practice. This will be monitored by the teacher. Students will be held accountable for reading during independent reading time. Teachers will infuse the Florida Standards into their lessons and will focus on reading informational text at increasing complex levels. Progress monitoring other than Discovery Education will occur regularly to ensure student achievement. Teachers will also provide students with strategies for comprehension and will make connections to other content area classes. Students who have met graduation requirements through FSA will not be placed in an intensive reading class. For 11th and 12th grade students who have not met graduation requirements, the District protocol will be followed to determine whether students will be placed in an intensive reading class or a content area class taught by an NG CAR-PD trained or reading endorsed teacher. Placement in an NG CAR-PD class is dependent upon the availability of a trained teacher for the specific class and grade level needed.
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.
After utilizing the district’s protocol to identify students in need of decoding and text reading efficiency, these students will be placed in an intensive reading class which will focus upon decoding and text reading efficiency. In addition, these students will also be placed with a NG CAR-PD or reading endorsed teacher for a content area class in order to benefit from effective instructional practices targeting comprehension and vocabulary. The district will encourage and support the implementation of the co-teaching model in order to ensure that the individual needs of students with disabilities and English Language Learners are addressed adequately and immediately.
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) .
Teachers will incorporate a variety of reading genres into carefully designed mini-lessons targeted at specific strategies and skills that are determined by student need. After the mini-lesson, students will have time to practice these strategies and skills through independent reading, which is monitored by the teacher through regular reading conferences with students. Students will choose texts for independent reading from classroom libraries or from the media center collection. These collections should include both literary and informational texts written on a variety of levels. Within the intensive reading classroom, students are also required to read both fiction and non-fiction texts, using close reading with complex texts as a tool to achieve deeper understanding. The teacher will monitor students to ensure they are engaged in the reading process. Outside of the intensive reading class a variety of leveled texts are available to students for independent reading, content area support reading, and informal literature circles. The media center will further enhance book selections for teachers and students. Teachers will be encouraged to check out books from the media center to increase the amount of texts available to students and to support content knowledge. Lexile levels for all classroom library books are available either on the book itself or through referencing www.lexile.com. Teachers may use one of more of the following methods to match students to the appropriate level of text:
• FAIR lexile level
• Fluency and accuracy checks (5 errors per 100 words attempted suggests backing up to a lower level
• Running records
When it is determined that accessible instructional materials are necessary, appropriate materials will be purchased. At present, there are no students enrolled requiring instructional materials of this nature. Funding through IDEA will be established to ensure that resources can be purchased.
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
Jefferson County School District will support the NG CAR-PD program and will offer incentives, when available, for secondary content area and technical teachers to become NG CAR-PD trained. The goal is to build capacity for NG CAR-PD at the secondary level so that we can meet the needs of struggling students who do not have difficulties decoding words but who can benefit from having a content area teachers teach vocabulary and comprehension skills through the actual course content. We recognize the significant impact of NG CAR-PD training. It is our goal to have the instructional coach and intensive reading teachers trained in NG CAR-PD. Our participation with the Race To The Top Technology Integration initiative will help infuse technology into all of the content areas at the secondary level. The middle high school reading coach will instruct all content area teachers in the use of research-based strategies such as anticipation guides, graphic organizers, in-depth questioning, close reading, Cornel note taking, text coding and question generation. All content area teachers are expected to blend literacy strategies into their specific subject area. Complex texts and primary sources will be embedded into all subject areas. In addition to the application of strategies to support the initial comprehension of text, teachers will receive training in implementing lessons including discussion protocols and analytical writing tasks as a part of each unit of study.
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.
Students will be expected to write in response to what they read as they demonstrate understanding of
the reading strategies and skills being taught and practiced. Students will also engage in text-based
writing tasks, requiring them to construct meaning from informational texts of grade-level complexity
with scaffolded instruction and support that does not absolve the students of the reading, writing and
thinking required of the task. Through the implementation of one to one devices at the secondary level, teachers will use technology as tools to address differentiate learning styles.

Rather than relying on the teacher to solely provide the content students need to know, students will regularly engage in reading tasks to construct meaning from the content and will engage in writing tasks to demonstrate learning, as well as analyze and synthesize these ideas. After completing the NG CAR-PD training, school administrators and the reading coach will follow up with the intensive reading teachers to build upon the literacy foundation built within their courses. The district will support NG CAR-PD training for teachers who have not yet completed this training. The research process will focus upon the final product, emphasizing to teachers in all content areas that students must be producers of information in a variety of formats versus users of information. The media specialist will collaborate with classroom teachers to provide students with frequent opportunities for student research. The implementation of PBL units will facilitate the use and integration of research in reading and content area courses.
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.

Jefferson County Middle High School will provide opportunities for after school tutoring and mentoring. Reading teachers will communicate with tutors to ensure that the tutoring sessions align with what is being taught in class. The school will promote reading throughout the year, providing incentives, when available, and direction for students. Incentive programs that motivate students to read over the summer will be available for all students. Parents will receive information in the spring highlighting the importance of reading over the summer. Since many of the tutors teach at the school in which they are tutoring, it is expected that the tutor will communicate with the classroom teacher so that they can extend upon what is being taught in class and that the tutor is aware of the reading level of each child in their tutoring group. Tutoring sessions will be available to any student who has a need to attend based on academic performance.
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.
• Non-English speaking ELL students: When an ELL student enters a school in our district, parents are required to complete the Language Survey to determine whether support is needed. In addition, students’ records are reviewed to ensure that services are provided when identified. The CELLA (Comprehensive English Language Learning Assessment) is administered to students during the spring of each school year. ELL students may be given any other assessments administered to the general student population as deemed appropriate (Discovery Education, FAIR, etc.) Within the classroom, teachers use a variety of instruments to determine accurate reading instructional levels for their students.

• Severe speech/auditory impaired: All oral/auditory assessments normally given to elementary students will be administered by certified speech clinicians when at all possible. Other accommodations will be made individually based upon provisions in each student’s Individualized Education Plan (IEP) and upon allowable accommodations as outlined in the assessment-specific guidelines. With any fluency assessment, students are not penalized for errors due to problems with speech, dialect or articulation. In grades 9-12, the Discovery Education assessment is completed on the computer and do not require oral responses. By using this assessment, teachers in grades 9-12 will be able to determine a student’s reading ability without regard to oral or auditory limitations.
Speech/auditory impaired students often have a difficult time with foundational skills in reading because they have difficulty with sounds. Depending upon the severity of hearing loss, they could receive instruction in sign language and have a classroom interpreter. Students who have the same disabilities but who are cognitively impaired are given an alternate assessment that can be used to help determine reading instructional needs. Within the classroom, teachers use a variety of instruments to determine reading instructional levels for their students. Three formal assessments used to assess individual students that are available in our district’s schools are the Woodcock Reading Mastery Test, the Diagnostic Assessment for Reading and the Diagnostic Reading Assessment. The FAIR Toolkit has several diagnostic assessments that can assist teachers with targeting specific skill weaknesses.
• Severe visually impaired: Accommodations will be made individually based upon provisions in each student’s Individualized Education Plan (IEP) and upon allowable accommodations as outlined in the assessment-specific guidelines.
• Grades 6 and above transfer students who do not have any FSA ELA score and/or other standardized reading scores, an appropriate assessment should be administered to determine the overall reading ability of the student. These students will take the most recent district End of Course ELA Assessment. If results indicate reading deficit, the Discovery Education Assessment of Reading will be administered to determine the specific instructional needs and appropriate placement for literacy instruction.