2016-17 K-12 Comprehensive Research Based Reading Plans
District: Columbia

District/School-Level Leadership
•District Name:Columbia
•District Contact:Beth Bullard
•Contact Address:372 West Duval Street Lake City, Florida 32055
•Contact Email:bullardb@columbiak12.com
•Contact Telephone:386-755-8043
•Contact Fax:386-758-4966
1 What are your measurable district goals for student achievement for each of the following subgroups in reading/English language arts (ELA)for the 2016-17 school year?
The percentage of students in grades 3-10 scoring a level 3 and above will show an increase of a minimum of 3% as measured by the English Language Arts-Florida Standards Assessment (ELA-FSA).
American Indian: 47%
Asian: 71%
Black/African American: 35%
Hispanic: 37%
White: 63%
Economically Disadvantaged: N/A
English Language Learners: 20% (This is a 5% increase)
Students with Disabilities: 20% (This is a 4% increase)

Student growth and improvement in grades K-2 will be based on the scale score of the STAR Reading or STAR Early Literacy Assessments.
All subgroups in Kindergarten will show an increase of 155 points on STAR Early Literacy.
All subgroups in First grade will show an increase of 131 points of STAR Early Literacy and/or 88 scale score points on STAR Reading.
All subgroups in Second grade will show an increase of 103 scale score points on STAR Reading.
As the district develops the new District Strategic 5-Year Plan, specific goals for reducing the achievement gaps between subgroups are also being addressed.
2What evidence will be collected, at what specific times, and be whom, to ascertain that schools are monitoring students and their progress toward the district goals?
The district will utilize Performance Matters, STAR Reading, STAR Early Literacy and Study Island to monitor students’ reading progress. District staff, administrators, and instructional coaches, will collect the data at a minimum of two times a year (baseline/beginning and mid-year) to ascertain progress toward goals. A post test will also be administered in grades that do not have the ELA-FSA and optional for FSA tested grades.
3 If students in any of the identified subgroups are not progressing toward goals based on data collected in question number two, what will be done to facilitate improvement in the intensity of interventions for students both with and without disabilities who are not responsive to instruction as determined by district monitoring? Please address both elementary and secondary levels.
Review of student performance data by both the District reading contact and the Director of Special Services and ESE will be used to promote conversation with building administrators with respect to the need for intensive interventions. The District leadership team will review the data and schedule follow-up conference(s) with the principal of any school in which students are not making academic improvement. Classroom walk-throughs will provide additional evidence to support the need for intervention. Frequent electronic communication with building administrators and instructional coaches will provide resources and professional learning opportunities for improving instruction. This applies to elementary and secondary schools.
4What evidence will be collected, at what specific times, and by whom, to demonstrate that instruction is systematic and explicit, and is based on data and student needs?
Schools (administrators) and district staff will collect (ongoing-weekly, monthly, and by term) evidence that demonstrates instruction is systematic and explicit, based on student data, and students' individual needs which includes but is not limited to: data results (Performance Matters, STAR Reading, STAR Early Literacy, and Study Island), proof of flexible grouping, weekly lesson plans, classroom walk-throughs, and ongoing teacher observations noting the use of systematic and explicit instructional practices during the reading block (elementary) or other literacy support/interventions throughout the day/year.
5In addition to using texts from core, supplemental and intervention programs, what will the district do to ensure that schools have access to a variety of increasingly complex texts in a variety of mediums? Who will be responsible for monitoring this?
In addition to using texts from the core, supplemental, and intervention programs, the district will ensure that schools have access to a variety of increasingly complex texts in a variety of mediums. School-based Professional Learning Communities (PLCs) will continue to analyze texts in current textbooks, including our online editions, to ensure students are exposed to a wide variety of texts at the appropriate complexity level(s). Grade-level focus team PLCs will also meet to analyze texts and questions aligned to the ELA standards to contribute to our focus team folder in which all teacher are provided access through Google Drive.
6What evidence will the district collect, at what specific times, and by whom, to demonstrate 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 schools will collect evidence (including individual classroom and grade level lesson and unit plans, as well as results from classroom observations, walk-throughs, etc.) for the district mid-year that documents instruction by teachers implementing the UDL principles: multiple means of representation, including a variety of methods to present information; multiple means of action and expression, such as providing learners with alternate ways to assess or demonstrate learning; and multiple means of engagement, including those that provide options based on learner interest. The District Administrators Meetings and Coaches Meetings’ notes will reflect evidence of regular (monthly) communication providing additional resources and support of the UDL principles and delivery.
7Describe the alignment between the District's Special Programs and Procedures (SP&P) requirements 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 K-12 District Reading Plan is aligned with the multi-tiered system of supports frameworks utilizing student centered response to instruction and/or intervention data to make instructional decisions. All students receive effective core instruction that is monitored through quality progress monitoring. If a student is not responding or making progress with the core instruction, he or she receives the next level of tiered support (Tier II or Tier III).
A referral for possible ESE services is completed if:
1. Intensive interventions have been effective, however, the level of intensity and resources to sustain growth beyond that which is accessible through the general education resources.
2. The student has not made adequate growth given effective core instruction and intensive, individualized evidence-based interventions.
3. The nature and/or severity of the student's suspected disability make general education interventions inappropriate.
4. The student's parent/guardian has requested an evaluation.
8
    300 Lowest Peforming Elementary Schools
Please complete Chart 300L if your district has a school(s) on the list of 300 lowest performing elementary schools. It needs to say: A new list of 300 lowest-performing elementary schools will be created based on 2016 FSA data. Districts with a school(s) on the list will be instructed to complete this chart once the list has been determined. Please submit the District/School Leadership section by the April 15 deadline WITHOUT completing the chart.
Chart 300L
9
    Reading/Literacy Coaches

Please complete Chart RLC regarding reading/literacy coaches.
Chart RLC
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 2016-2017 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 be sure to include job-embedded professional development provided by reading coaches. 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.
Chart A
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ChartA
Elementary 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 C by using the web-based template. It is recommended that districts create a timeline for school users to enter this information for their school. Districts will be able to review and revise the school-based information before submitting Chart C on April 15, 2016. School-level users should select all applicable adopted reading instructional materials from the lists provided and add any other materials in the text boxes. Information regarding materials specifically for ESE and ELL students should be listed in the text box labeled “Other.” In addition, schools should identify the method used for progress monitoring K-2 and 3-5. Schools may select the Florida Assessments for Instruction in Reading-Florida Standards (FAIR-FS) for grades 3-5 ONLY. To review and edit all school information for Chart C before submitting, use the link provided within this section online Chart C.
Chart C
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ChartC
2 What evidence will be collected, at what specific times, and by whom, that demonstrates teachers are providing reading instruction in the 90-minute reading block that meets the Florida Standards for ELA, including access points and ELD standards?
School administrators collect and review weekly lesson plans that reflect which ELA standards will be the instructional focus for the week. The plans include how the 90 minute reading block addresses reading components, instructional practices and activities, whole group, small group (differentiation), and interventions including instruction of access points and ELD standards.
The administrator(s) or lead team will monitor compliance by fidelity checks during formal (monthly) observations and informal classroom observations and walk-throughs (daily and weekly).The district also schedules and conducts instructional reviews at each school by semester. Administrators and lead teams will meet with teachers during common planning and/or PLCs to review student achievement data to collaboratively make instructional decisions aligned to the standards and students' strengths and weaknesses.
3 What evidence will be collected, at what specific times and by whom, to demonstrate that reading intervention provided to students performing below grade level, to students with disabilities and ELL is meeting their unique needs and effectively closing the gap?
Evidence collected by each schools' lead team (including the CRT, guidance counselor, and/or instructional coach) and the administrator(s) can include, but is not limited to, student achievement data on classroom assessments (ongoing), progress monitoring assessments (every nine weeks), RTI data, CELLA Assessment results, and grades (both classroom and on the report card). Logs completed (daily, weekly and monthly) by tutors, inclusion teachers, and paraprofessionals also provide documentation to administration ensuring that intervention is being provided to students performing below grade level, SWD and ELL students according to their specific individual needs. Various people (principal, assistant principal and/or instructional coach) also conduct formal and informal walk-throughs to observe interventions that are provided.
4 Schools must diagnose specific reading difficulties of students who do not meet specific levels of reading performance as determined by the district school board to determine the nature of the student's difficulty and strategies for appropriate intervention and instruction.

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


The chart must include:
  • Name of assessment(s);
  • Targeted audience;
  • Performance benchmark used for decision-making;
  • Assessment/curriculum connection; 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 D1 using the link provided within this section online. There are two samples for Chart D1 (Assessment/Curriculum Decision Tree) located in the Appendix. Last year's chart is available at your district's public view page. If your district wishes to use this chart, it must be uploaded into this year's plan. Please upload the desired file

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

Chart D1 - Elementary Assessment Curriculum Decision Tree
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5

Schools must diagnose specific reading difficulties of students scoring at Level 1 and Level 2 on the FSA for ELA to determine the nature of the student's difficulty and strategies for appropriate intervention and instruction. Schools must also consider the individual needs of students with significant cognitive disabilities who take the Florida Alternate Assessment (FAA).

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

The chart must include:

  • Name of assessment(s);
  • Targeted audience
  • Performance benchmark used for decision-making;
  • Assessment/curriculum connection; 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 D2 using the link provided within this section online. There are two samples for Chart D1 (Assessment/Curriculum Decision Tree) located at Appendix. Last year's chart is available at your district's public view page.. If your district wishes to use this chart it must be uploaded into this year's plan. Please upload the desired file.

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

Chart D2 - Elementary Assessment Curriculum Decision Tree
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6 How will teachers match students to texts and provide ongoing access for all students (via universal design principles) to leveled classroom libraries of both literary and informational text focused on content area concepts throughout the day? Who is responsible for monitoring this?
Teachers will use but are not limited to the results of STAR testing, prior FSA scores, formative assessments, progress monitoring, interest inventories, and classroom observations to match students' abilities and interests to texts. Students will have access to fiction and nonfiction text representing a range of levels, interests, genres, and cultures through the use of classroom libraries and access to digital materials for all students. Teachers will use authentic literature to enhance reading instruction by integrating science, social studies, and language arts. The use of classroom libraries will enhance student’s understanding of the integration of subjects and provide motivation to build background knowledge for present and future reading. Teachers will provide students access to libraries during whole group, small group and independent reading. Planned learning center activities used during this time will include: partner reading, reciprocal teaching, and literacy circles. Leveled classroom libraries of both fiction and non-fiction text will be utilized as a meaningful extension of the skills taught through the CCRP. Leveling of libraries and determination of student reading levels will be done through the Renaissance Learning Program using Accelerated Reader levels. The teacher will be ultimately responsible for matching students to texts. Administrators, with support from the instructional coach and media specialist, will monitor.
7 Describe how the district and schools will provide an altered instructional day as a means of further increasing instructional intensity for those K-3 students who have received intensive intervention for two or more years, have been retained for a total of two years, and still demonstrate a reading deficiency. Describe how the altered instructional day is organized and designed to further intensify instruction and, thereby, meet the reading needs of these students throughout the school year per Section 1008.25(6)(b),F.S. The district school board shall assist schools and teachers to implement reading strategies that research has shown to be successful in improving reading among low-performing readers including students with disabilities.
K-3 students who have received intensive intervention for 2 or more years, have been retained for a total of two years, and still demonstrate a reading deficiency will have an altered instructional day so that continued intensive intervention may continue. This may be provided through a variety of approaches, such as including the use of highly qualified teachers and/or tutors using research-based strategies in inclusion rooms and/or self-contained classrooms. In addition, RtI may be utilized to bring together experts in many areas of problem solving, waiving some academic areas and/or some special areas so more time can be used for the area of intensive remediation (such as science, social studies, music or art), utilizing a reading or math specialist to tutor a small group, and/or adding an additional 45 minutes or more to the reading and/or math blocks.
Teachers will provide differentiated instruction based on assessment results and adapt instruction to meet students' needs and include re-teaching as needed.
8 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.


The Columbia County School System provides supplemental support in serving the most at-risk students in the district through a variety of state and federal resources. Supplemental Academic Instruction, along with Title I and grant funds are used to support curriculum materials and remediation services that complement the reading program. Several schools offer additional tutoring before or after school through the voluntary services of teachers. Students are selected using data such as performance on FSA/ELA, progress monitoring assessments, and /or classroom performance. Many of the schools provide parent reading nights to all parents, during which parents/guardians are provided strategies to use with their student(s). The capacity to serve students who do not meet that requirement will be dependent on the number of students who meet the criteria and the available financial resources.
9

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 4 and 5 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

o To differentiate between a student's language proficiency and learning challenges for ELL students, the Brigance Comprehensive Inventory of Basic Skills-Revised may be utilized combined with the CELLA Assessment, STAR Reading/Math, Performance Matters, and classroom assessments.

• Students with significant cognitive disabilities who take the FAA

o The Brigance Comprehensive Inventory of Basic Skills-Revised is used as the screening and progress monitoring tool for students with significant cognitive disabilities who take the FAA

• Students with severe speech impairment (i.e. severe articulation or speech fluency)

o In accordance with the student's Individual Educational Plan (IEP) appropriate accommodations will be made to administer the same assessments and to determine the reading instructional needs for students with severe speech impairments. Technological devices may be used for administration. Additionally, as appropriate, the Brigance will be utilized.

• Students who are deaf or hard-of-hearing

o In accordance with the student's Individual Educational Plan (IEP) appropriate accommodations will be made to administer the same assessments and to determine the reading instructional needs for students who are deaf or hard-of-hearing. Technological devices may be used for administration. Additionally, as appropriate, the Brigance will be utilized.

• Students with a severe visual impairment

o In accordance with the student's Individual Educational Plan (IEP) appropriate accommodations will be made to administer the same assessments and to determine the reading instructional needs for students with severe visual impairment. Technological devices may be used for administration. Additionally, as appropriate, the Brigance will be utilized.

• Grades 4 and 5 transfer students who do not have FSA ELA scores and/or other standardized reading scores.
o Students in grades 4 and 5 who do not have FSA ELA scores and/or standardized reading assessment scores are given the STAR Reading test and/or Performance Matters. The teacher or instructional coach may also administer the DAR.
10 Please list the qualifications for teachers who provide intervention in elementary schools.
Teacher qualifications include:
A current valid Florida Teaching Certificate, be highly qualified for serving struggling readers, and infield. Intervention teachers are trained in effective, scientific research-based intervention programs, strategies, instructional practices, and work closely with the school site instructional coach. Many teachers are also reading endorsed.
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.
1.1 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 15, 2016. 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
ChartF
1.2
Chart I
ChartI
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.
  1. Describe what evidence the district will collect, at what specific times, and by whom, to demonstrate that reading intervention services 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. Describe what evidence the district will collect, at what specific times, and by whom, do to demonstrate that the reading development of students performing on or above grade level continues to progress toward college-career readiness by high school graduation.

a.
Initially, the English Language Arts Florida Standards Assessment (ELA FSA) data will be collected (by the school) and examined by administrators, guidance counselors, and instructional coaches to determine the growth and remedial needs of low performing, ELL, and students with disabilities. Teachers will give the STAR Reading test at regular intervals (at a minimum of two times a year-baseline and at the end of the first semester) to measure the growth of low performing students and make adjustments to instruction.
Data will also be collected via Performance Matters each nine weeks and analyzed collaboratively by the instructional coach, teachers, and administrators. District staff will review school and grade level data after each nine weeks. To ensure students are remediated and progressing, reading intervention services will include: whole group explicit and systematic instruction, small group differentiated instruction, independent reading practice monitored by the teacher and a focus on increasingly complex literary and informational texts. Differentiated instruction and differentiated levels of text will be used to both accelerate and remediate students being provided reading intervention services. Teachers will utilize differentiated close-reading of complex texts to accelerate student reading levels. Differentiated instruction and differentiated levels of text will be used within the classroom to bolster students’ performance. Teachers will use critical thinking strategies and close reading strategies of complex text such as comprehension instructional sequence (CIS), document based questions (DBQ), direct note-taking, model eliciting activities (MEA), etc. to reinforce and strengthen reading skills. Students will have multiple exposures to a progression of increasingly difficult text so that they will progress toward college-career readiness by high school graduation. Teachers will differentiate instruction as needed to provide necessary accommodations to meet the needs of students with disabilities (according to their individual IEPs) and English language learners. Additional support will be provided if needed with a Teacher Support Colleague (TSC) to help teachers review current instructional practices, reflect on their impact, and/or identify alternative strategies.
b.
To ensure that students who are considered on or above grade level are progressing toward college-career readiness by high school graduation, several English classes are offered. English 1, 2, 3, and 4 are offered for students who are on grade level, and English Honors 1, 2, and 3 as well as AP English Literature, AP English Composition and Freshman Composition 1 are offered for students who are above grade level. Teachers will differentiate instruction as needed to provide necessary accommodations to meet the needs of students with disabilities (according to their individual IEPs) and English language learners. The schools and the district will review the ELA FSA data to identify and track students performing on or above grade level to be sure they continue to progress toward college-career readiness by graduation utilizing the data collected at the end of each nine weeks on Performance Matters, progress in coursework (including regular education courses, honors, dual enrollment and AP classes), grades, and ACT/SAT results. The instructional coach, teachers, and administrators will analyze and interpret the data and determine the continuing progress of those students on or above grade level. Students identified not on track will be given extra support from their teachers, tutors, and the instructional coach.


3 To effectively use assessment data, districts and schools must carefully craft protocols that 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.

Schools must progress monitor students not meeting the school district or state requirements for proficiency in reading 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.

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 How will teachers match students to texts and provide ongoing access for all students (via universal design principles) to leveled classroom libraries of both literary and informational text focused on content area concepts throughout the day? Who is responsible for monitoring this?
A portion of reading intervention will be devoted to teacher-monitored independent reading. Rich classroom libraries will be available to students as well as access to the media center and a variety of digital materials with the capability of flexible formats so perceptual features can be varied to meet the individual needs and provide access for all students. Students will be held accountable for this engaged reading time, which may be done by keeping sustained reading logs or sharing interesting reading experiences. Students will have opportunities for wide reading experiences in both literary and informational texts in their individual zones of proximal development with choices of interest, genre, and culture. Multi-level classroom libraries support content area instruction. Texts will be leveled using normed assessment standards. Additionally, a book’s text complexity will be based on structure, language demands, and background knowledge required for comprehension. Students will take the STAR test or another scientifically research-based instrument at the beginning of the school year and will be cognizant of their zones of proximal development. Teachers will monitor this daily. In addition, instructional coaches will be a resource in locating instructional materials and resources to assist students who hold Individualized Education Plans (IEPs). These accommodations will align to the specific reading goals of that student as outlined in their IEP.
5 Students' college-career readiness is dependent upon high quality learning opportunities in content area and elective classrooms. What evidence will be collected, at what specific times, and by whom, to demonstrate that i 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
All teachers incorporate the literacy standards within their daily lessons plans that will build students’ abilities to think critically, collaborate, and discuss, in order to deepen their understanding within content vocabulary and complex text. Student capacity is built through the use of high-quality texts in all classrooms. Students are given explicit instruction on how to create text-based answers and have text-based discussion. Teachers model and use the gradual release model to ensure all students can adequately and appropriately answer questions using evidence from the text. Teachers in all content areas utilize strategies such as directed note-taking, CSI, Socratic Seminars, debates, DBQ’s, and AVID WICOR to give students practice with text-based questions, writing, and discussions.
Teachers collect evidence each nine weeks that document students' writing progress. Administrators review weekly lesson plans for evidence of implementation and complete classroom walk-throughs on a weekly basis looking for instructional practices that are being utilized to develop students' literacy skills. Student achievement on content area knowledge is monitored through Performance Matters end of nine weeks (EO9) course assessments and reviewed by teachers, instructional coach, administrators and the district office.
To enhance the quality of instruction within content area and elective classrooms, opportunities for further professional development are provided by instructional coaches and district or state personnel. The Professional Learning Communities provide an avenue for colleague support within each curriculum department.
6 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.

Homework and summer reading lists will be utilized to enhance reading. Tutoring sessions either before or after school will be made available as deemed appropriate. Some school sites offer Saturday school and an intensive reading class is offered at night school for 11th and 12th grade students that did not pass the 10th grade ELA FSA.
Student eligibility is based on student achievement needs, which include performance on FSA/ELA and/or progress monitoring assessments. Lessons are correlated to the standards identified by the assessment that need the most intensive instruction. The local public library also partners with schools to support extra-curricular reading.

7 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:
WIDA and The Brigance Comprehensive Inventory of Basic Skills-Revised will be utilized to differentiate between a student’s language proficiency and learning challenges for ELL students.

Students with significant cognitive disabilities who take the FAA:
The Brigance Comprehensive Inventory of Basic Skills-Revised is used as the screening and progress monitoring tool for students with significant cognitive disabilities who take the FAA.

Students with a severe speech impairment (i.e. severe articulation or speech fluency) and are deaf or hard-of-hearing:
In accordance with the student's Individual Educational Plan (IEP) appropriate accommodations will be made to administer the same assessments (STAR and Performance Matters) to determine the reading instructional needs for students with severe speech/auditory impairments. Technological devices may be used for administration.

Students with severe visual impairments:
In accordance with the student's Individual Educational Plan (IEP) appropriate accommodations will be made to administer the same assessments to determine the reading instructional needs for students with severe speech/auditory impairments. Technological devices may be used for administration.

Grades 6 and above transfer students who do not have an FSA/ELA score and/or other standardized reading scores:
The records of students who enroll without the most recent FSA/ELA Reading score will be reviewed. Other standardized test scores will be used to determine placement. Students may be assessed with the STAR Reading assessment or the ELA Performance Matters which will provide information related to the individual student's instructional needs. The DAR may be administered to provide additional student data
Third Grade Summer Reading Camp
1Please complete Chart SRC regarding Summer Reading Camp.
Chart SRC
ChartSRC
2Please upload your daily schedule for Summer Reading Camp