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

District/School-Level Leadership
•District Name:Osceola County
•District Contact:Dr. Matthew Phillips
•Contact Address:817 Bill Beck Blvd. Kissimmee, Fl 34744
•Contact Email:phillipm@osceola.k12.fl.us
•Contact Telephone:407-870-4849
•Contact Fax:407-870-4845
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?
American Indian:60%
Asian:80%
Black/African American:60%
Hispanic:60%
White:80%
Economically Disadvantaged:40%
English Language Learners: 40%
Students with Disabilities:60%
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?
Osceola will ensure schools are monitoring students as they progress towards achieving their highest potential, by collecting STAR data, which is given to all students three times per year (September/October, January and March) after the baseline is given the first week of school. The data is reviewed by the administrative and coaching team at each school as well as the District Leadership and Curriculum teams after each administration to look for any outliers in data, trends, in addition to areas of strengths and weaknesses. The MTSS teams also review the data after progress monitoring points. The District MTSS team meets monthly with school MTSS coaches to monitor students and their progress towards goals.
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.
Elementary and Secondary school level MTSS teams will meet monthly with grade level/content teams to monitor fidelity and intensity of intervention programs. The school level team will decide if a change is needed in the intervention method or level of intervention by either increasing the time or frequency of the given intervention. The District MTSS team meets monthly with school MTSS coaches to monitor students and their progress towards goals.
As the data is reviewed, by the teams, the instructional pathways will be adjusted as needed. More targeted interventions will be provided by increasing either time or frequency of the intervention to help the specific deficiency or if a different path altogether is needed. Lesson plans and assessment data will be reviewed by the school based administrative team and shared with the district MTSS team.

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?
Osceola will ensure systematic and explicit instruction based on data and use of the complex text by reviewing assessment data, including district wide assessments, which is given to all students three times per year (September/October, January and March) after the baseline is given the first week of school. The data is reviewed by the administrative and coaching team at each school as well as the District Leadership and Curriculum teams after each administration. School based leadership teams will review lesson plans, observe the classroom instruction being specific and systematic, as specified by the lesson plans. They will look for any outliers in data, trends, in addition to areas of strengths and weaknesses. The MTSS teams will review the data after progress monitoring points and offer support as needed.
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?
Students have access to a variety of increasingly complex texts though the use of MyOn Reader, Footsteps to Brilliance, as well as ebooks to access texts digitally and listen audio versions of the text. Teachers will also have access to training on exemplar lessons housed in CPALMs and ELFAS. These lessons allow students to analyze text across content area subjects. Critical Reading/Deep Reading Strategies for expository texts from AVID critical Reading is another set of strategies that facilitate multiple exposures to text, providing routines for rereading texts, marking texts, writing in the margins, and text charting. Close and guided reading are routines that provide multiple exposures to complex text. All Literacy Coaches will receive training on close and guided reading, and in turn provide professional development and follow up at their respective sites.
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)?
To ensure the Universal Design principles are being effectively implemented, lesson plans will be reviewed monthly by school level administrators. Additionally, school level administrators will conduct classroom walkthroughs using the Marzano teacher evaluation model throughout the school year. Reflective Visits, consisting of classroom walkthrough's and data review, will be conducted at every school.
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 district MTSS team collaborates with each school's MTSS team to ensure and analyze student response data from district progress monitoring and school based interventions. School based leadership and coaches will support the implementation of interventions through walkthrough's, lesson plans, data review sessions, to ensure successful interventions are taking place. This process guides decision making and adjustments to student interventions. The MTSS data review process helps to identify students in need of or students who may qualify for special education and related services. If interventions are successfully taking place, but the data does not show growth, the team will either determine if a different interventions is needed or if there is a need to seek consent to conduct evaluation to determine eligibility for ESE and other related services.
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?
To ensure all students are working towards mastery of the Florida Standards, the School District of Osceola County administers the STAR assessment, Ongoing Progress Monitoring, Unit Assessments provided by our core reading program, as well as district and teacher created formative assessments. These assessments are given multiple times to ensure success for the students. STAR is administered within the first week of school to get a baseline of data and start interventions immediately if needed. STAR is then given quarterly to all students and to those who are showing deficit, it is administered more often depending the level of intervention provided. Students can take the STAR assessment weekly if needed. This data is collected an monitored by the principal, assistant principal, MTSS team and both the literacy and MTSS coach at the school level. The Director of Curriculum and Instruction and the Superintendent of Elementary Curriculum and Instruction monitors all of the elementary school students' growth towards mastery of the standards.
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?
The School District of Osceola is using the STAR Reading Renaissance Assessment platform K-12 to identify and progress monitor students who are at risk for success as readers at their grade level. Each student report includes a learning progression with lessons tat target specific student need. Utilizing a consistent assessment/progress monitoring solution across the district allows for a tighter MTSS process. An MTSS coach works collaboratively with the school based Literacy Coach to facilitate appropriate interventions for students not making adequate progress. Additionally, the Assistant Superintendents for Curriculum and Instruction communicate with the the Superintendent concerning area of academic improvement for schools not making adequate progress as determined by student assessment data. The district and the schools jointly create a plan of action that increases monitoring and oversight of the school education program by the District. As soon as a student shows a deficit in learning, immediate and intensive interventions are implemented. If a student continues to show a lack academic growth the student will then be entered in the Multi Tiered System of Support (MTSS).
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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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?
The School District of Osceola is ensuring all classroom instruction is accessible to the full range of learners using Universal Design for Learning principals for effective instructional design and delivery by establishing an adaptive curriculum designed to overcome limitations by incorporating flexibility in the design and delivery of lessons. ELA material can be presented using a variety of media and print materials. Students ELA textbooks, library books, and reading tools are available in both print and digital formats. These digital formats include multiple presentation styles as well as, audio versions of all texts. The county's curriculum map allows students multiple methods of expression including traditional essays, digital presentation, multimedia projects, and assignment submitted through digital platforms.
Teachers match students to text based on levels as determined by DRA, STAR, and student interest. This will be monitored by literacy coaches, school based administrators as well as district administrators during Reflective Visits.
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.
The district has created a combination class where these fragile readers receive a minimum of 180 minutes of reading instruction per day with a highly qualified teachers. The day may be altered still by the need for targeted individual instruction from a reading specialist during the day. This time often happens several times a week before school, after school or during block. Students who fall in this category are addressed on an individual basis and are monitored weekly. These student will have frequent progress monitoring to ensure reading growth is taking place at eh intended pace and their individual needs are being met. This data will be used to drive the instructional need of these students. Any deficits in learning will be addressed with alternate curriculum and/or resources to fill in these instructional gaps.
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.

All schools offer before school, after school, in school or Saturday School opportunities to struggling students based on level 1 status or students scoring below the 56th percentile on STAR Reading. Schools use various supplemental reading materials such as Journey Write-in Reader, Journeys Reader Toolkit, Focused Reading Intervention iReady and leveled readers to meet the needs of students. Schools with 21st Century offer afterschool tutoring or enrichment activities in reading throughout the school year and summer.
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.

STAR will be used as the progress monitoring piece for students as it is standards based and reports the students' strengths and weaknesses based on the standards. Students will also be given district created formative assessments to monitor growth and inform instruction. All students will take these formative assessments 2-3 time per quarter to help teachers assess each student's level of mastery. Appropriate accommodations will be given as per student's IEP. Teachers will also be able to administer teacher created assessments and other reading assessments to gain any additional information to complete the student's reading profile. For students in grades 4 and 5 who do not have an ELA FSA score, they will be assessed using the STAR test to determine overall reading ability, in conjunction with the other assessments as needed.
ELL students are given the IDEA Proficiency Test and depending on their fluency score, students are given the California Achievement Test (CAT 5). All students are administered the ACCESS 2.0 as per state requirements.

Students with significant cognitive disabilities who take the FAA- Teachers use Unique Learning System Monthly check points and benchmark testing. Differentiated instruction assessed by level 1, 2, 3. Check points include a pre and post test every month. PCI- students are administered pre-post test in order to identify specific instruction and intervention.

Students with a severe speech impairment (i.e. severe articulation or speech fluency) - Speech Therapist utilize the following based on student eligibility criteria, data sheets, teacher input, standard assessment, observation, and developmental norms. Therapists, work on goals based on what is developmentally appropriate based on severity of needs. Depending on age, decoding and letter sound awareness. Therapeutic model is conducted during therapy session with goal of generalizing.

For students in grades 4 and 5 who do not have FSA ELA scores are administered the STAR assessment to determine where the student is performing in relationship to the Florida Standards. Teachers will administer teachers based assessments to gain additional information on the student.

Students who are deaf or hard-of-hearing -Teachers use STAR assessment to progress monitoring. Student receive appropriate access based on their individual needs.

Students with a severe visual impairment - Teacher utilize same screening tools and progress monitoring as of program student receives current instruction. Curriculum is made accessible via large print or braille based on students' needs. Expanded core curriculum screening tools identify specific skills that student needs. Varies on individual student needs.

10 Please list the qualifications for teachers who provide intervention in elementary schools.
Those providing reading interventions must have a minimum of a bachelor's degree and advanced coursework in reading is highly recommended. It is recommended the reading intervention teacher complete the Reading Endorsement or is K-12 certified in the area of reading or be working toward the Reading Endorsement. Reading Intervention teachers should score either innovating or applying on the Teacher Evaluation tool, as well as provide data to validate student achievement in ELA.
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.

Acceleration and remediation to meet the needs of low performing students will be assured through continual analysis of available student reading data from Reading Plus, Achieve 3000 and iReady. Reading Plus, Achieve 3000 and iReady data will continually be reviewed by teachers, site based coaches, and district level curriculum specialists to monitor and highlight the deficits as well as the growth and potential of the reading students, and therefore enable teachers to differentiate to the individual needs of the students. This data will be examined throughout the school year in conjunction with student work samples and classroom observations. Teachers will work with the literacy coaches and district curriculum specialists to determine areas of opportunity. Curriculum maps created by the district and the teachers have strategies and critical thinking skills as well as College and Career Readiness standards embedded in them to ensure that students are exposed to post-secondary expectations.
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?
All ELA and intensive reading classroom teachers have access to county adopted curriculum that includes print, digital, and audio versions of the text. The most recent textbook adoption (Florida Collections from Houghton Mifflin Harcourt) provided teachers with multiple novel sets that can be utilized as a part of a classroom library. In addition students have access to either the Achieve3000 or Reading Plus computer based program that adapts nonfiction text to the appropriate reading level for each individual student.

All secondary students have access to the HMH Florida Collections Curriculum. This includes an online version that is available from home or school on any web enabled device. The online version of the textbook enables students to have access to a digital copy of the book with enlargeable text as well as an audio edition. The ELA textbook adoption includes an interactive digital version that students can access from any web-enabled device.
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
ELA classroom students are interacting with both fiction and nonfiction texts by utilizing text-marking, close reading, text-dependent questioning, Kagan, and AVID strategies. Classroom teachers and literacy coaches will be monitoring student work on a continuous basis in order monitor student growth. Also, ELA classes will be conducting practice essay assessments 3-4 times a year. Classroom teachers, site based coaches, and district resource teachers will review student work and track progress. In social studies classrooms students are interacting with informational text through Achieve3000, using primary sources, seminal documents as standalone texts. Students are utilizing critical thinking skills in order to analyze connecting documents in the form of a Document Based Question (DBQ). DBQs will be conducted weekly and student work will be reviewed by classroom teachers and site based coaches. District level resource teachers will also be reviewing student work in order to ensure mastery of social studies content and standards. Science teachers are utilizing interactive notebooks in order to build content specific vocabulary. Science content is also being integrated into Reading classrooms to provide additional support for comprehension of content area text. Science teachers will be reviewing student work on an ongoing basis. Science and reading teachers will meet regularly in PLC to monitor for mastery of science content and revise strategies as necessary. Math teachers are using KWLs, graphic organizers, and group summarizing to encourage critical thinking. Site based literacy coaches and math coaches will work with classroom teachers to collect evidence from literacy based graphic organizers implemented throughout math classes. Elective teachers are also using informational texts and text-marking strategies provided through Achieve3000, Project Lead the Way, and AVID. Student work will be reviewed continually by elective teachers and site based coaches in order to monitor that research based reading strategies are being used and also monitor for mastery of content.
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.

The ELA textbook adoption includes an interactive digital version that students can access from any web-enabled device. In addition students have after school access to either the Achieve3000 or Reading Plus online programs. Students may access these at any time and are closely monitored by their reading/ELA teachers.
Additionally, all schools offer either 21st Century programs after school or morning tutoring. These programs provide additional assistance and more opportunities for small group or one to one intervention. During this time, teachers use additional resources, such as the iReady toolkit, to provide additional support in specific areas.
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.
With regard to unique populations, a variety of of screening and progress monitoring tools such as STAR and Insight and/or disability specific screeners administered by certified personnel are used to ensure that students instructional needs are addressed.

Non-English speaking (ELL) students:
In addition to Intensive Reading, students are placed in Developmental Language Arts which utilizes Everyday English Plus and Language Live. Select students with little to no language skills may also be placed in a Language Acquisition class. Students are also enrolled in a Language Arts classroom with reading strategies infused. Reading Plus and Achieve 3000 are also available to these students during and after school hours.

Student with significant cognitive disabilities who take the FAA
Teachers use PCI Reading Work checklists to pre-test students to help them place them at the correct instructional level. Teachers create Student Profiles for Unique Learning System to first determine their Levels - 1,2,3 - There are pre-test and post-test monthly checkpoints that identify needs and achievement for various reading components. Specific curriculum activities are provided for the teachers to remediate specific needs for each level. Some students with Milder cognitive levels are using SRA Reading Mastery or Corrective Reading. Teachers use Placement tests and then provide fluency tests and comprehension tests that are a part of the curriculum. Some of these students are also given STAR tests throughout the year.

Students with a severe speech impairment (i.e. severe articulation or speech fluency)
When there is a suspected speech sound disorder that is having a direct impact on the student’s educational performance a referral is made by the teacher, parent or in some cases the slp. Once the Speech therapist has conducted observations and reviewed the student’s information (hearing/vision/assessment information) they determine if a full evaluation is warranted. at that time a 503 is issued. If it is a parental request once hearing and vision have been screened and passed a 503 is issued. The SLP conducts the evaluation utilizing the appropriate test based on age and suspected disorder. The SLP also conducts observations, collects teacher input, background history (educational as well as medical if applicable), as well as grades and standardized assessment results. The information is then reviewed to determine if the student meets initial eligibility criteria set forth by the Florida Department of Education.
Students that have been diagnosed with a severe speech sounds disorder are required to take the same assessments as general education students. Determination of modified assessments and specific accommodations are based on the student’s Individual Education Plan.


Students who are deaf or hard-of-hearing:
For children with hearing loss the following screening and progress monitoring tools are used to determine evaluation and monitoring of progress: General Education
•Assessment tools that are used in the general education setting to determine if instruction is effective, such as: STAR testing, TEEN BIZ, KID BIZ, End of Quarter testing [EOQ], End of Course testing [EOC], and AR Reading.
•Teacher observations
•Teacher made tests and work samples
•Data provided by related service providers, for example speech-language pathologist, audiologist, sign language interpreter, and teacher of the deaf and hard of hearing is pertinent.
•Specifically, for children with hearing loss to the use of strategies are accompanied by supporting them with a variety of services and accommodations, (e.g., use of educational interpreters; monitoring of amplification and its' daily use; functional listening evaluation, and/or functional auditory screening.)

Students with a severe visual impairment:
Braille, auditory, and magnified text options are available for progress monitoring. In addition, students with a sever visual impairment have access to low vision devices and ESE resource teacher support.
Grades 6 and above transfer students who do not have FSA ELA scores and/or other standardized reading scores.
Cumulative folders can be screed for previous school's placement schedule and out of state test data. Students are also given a Levelset Test through Achieve3000 as well as STAR Reading progress monitoring.



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