2017-18 K-12 Comprehensive Research Based Reading Plans
District: Brevard

Contact Information
•District Name:Brevard
•District Contact:Debbie Wood
•Contact Address:2700 Judge Fran Jamieson Way
•Contact Email:wood.debbie@brevardschools.org
•Contact Telephone:321-633-1000
•Contact Fax:321-633-3520
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District-Level Leadership
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Goals
2 Explain how expenditures from the allocation are expected to impact student achievement in relation to your district goals.
Expenditures from Brevard's K-12 Reading Plan allocation are used to fund literacy coaches and two district literacy facilitators. Literacy coaches are provided up to date professional development and resources to support all teachers as we move towards enhancing instructional practice in all classrooms with the goal of closing the achievement gap in Brevard Public Schools. Literacy facilitators support professional development, recruitment, and retention of literacy coaches. In addition, K-12 literacy facilitators provide implementation support for K-12 literacy core and intervention programs and routines throughout the district. Our allocation supports Brevard Public Schools' Strategic Plan by providing ongoing coaching support which is critical to increase educator effectiveness and build teacher capacity. John Hattie's work shows that increasing educator effectiveness will have a positive impact on student achievement.
3.1Who at the district level is responsible for collecting and reviewing student progress monitoring data?
Tara Taylor, Director of Elementary Leading and Learning
3.2What specific school-level progress monitoring data will be collected at the district level to determine that students are progressing toward the district goals stated above? Please specify which grade levels are associated with specific school-level progress monitoring tools discussed in this section.
Kindergarten: Brevard developed Kindergarten Literacy Screener (KLS)
1st & 2nd grade: Istation or i-Ready progress monitoring (based on school resources)
3rd-6th grade: FAIR-FS
District Developed Benchmark Assessments for ELA (BELAA) are optional, but widely used, in grades 1-6.
7th-12th grade: Students not showing mastery on the ELA portion of FSA will be progress monitored with FAIR-FS or Reading Plus Benchmark assessments.
All of the above data is readily accessed at the school and district level through Brevard's data management system, Performance Matters.
3.3How often will student progress monitoring data be collected and reviewed by the district?
Data will be collected and reviewed at a minimum of three times each year.
4 Who at the district level is responsible for ensuring the fidelity of students not progressing towards district goals receiving appropriate interventions?
Carol Mela, Coordinator of MTSS for Elementary Leading and Learning
5.1 Who at the district-level is responsible for ensuring classroom instruction is aligned to grade-level Florida Standards?
K. Jane Cline, Assistant Superintendent for Elementary Leading and Learning and Dr. Stephanie Soliven, Assistant Superintendent for Secondary Leading and Learning
5.2What evidence will be collected to demonstrate that classroom instruction is aligned to grade-level Florida Standards?
Brevard's annual teacher evaluation system, IPPAS, contains indicators in Dimension 3 (Instructional Delivery) that is monitored by both building level and district level administrators. Regular classroom walk-through data will be used as well.
5.3How often will this evidence be collected at the district level?
Annually through teacher evaluation submissions and ongoing through monthly principal PLC meetings and school walk-throughs with district leadership.
6.1 Who at the district level will be responsible for ensuring that schools have access to informational text for each content area in a variety of mediums?
Tara Taylor, Director of Elementary Leading and Learning; Barbara Rodrigues, Director of Secondary Leading and Learning (Middle School); Robin Novelli, Director of Secondary Leading and Learning (High School)
6.2In addition to using texts from core, supplemental and intervention programs, what will the district do to ensure that schools have access to informational text for each content area in a variety of mediums?
District resource teachers monitor the access to a variety of complex texts in a variety of mediums, aligned to their content area. The K-12 Media Resource Teacher and the Educational Technology Department provide additional resources to schools. Literacy Coaches provide ongoing support and guidance to teachers as they plan standards­ based instruction, including the use of complex texts from a variety of sources. Text sources available to schools include:

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

All of these resources bring an array of quality online texts and periodicals to digital life and provide 24/7 Web access at home and at school to meet the reading, comprehension, vocabulary, research, and critical thinking skill needs for K-12 students and teachers. Additionally, district resource teachers present model lessons highlighting the use of complex text from a variety of sources. These model lessons will be embedded in curriculum guides and/or shared electronically.
7.1 Who at the district level will ensure that the all classroom instruction is accessible to the full range of learners using UDL principles?
Dr. Tricia Frame, Director of FDLRS East
7.2What evidence will the district collect to demonstrate that all classroom instruction is accessible to the full range of learners using UDL principles for effective instructional design (planning) and delivery (teaching)?
School Best Practices for Inclusive Education (BPIE) Assessment is completed every three years for the state but in Brevard, each school completes the self-assessment each winter. A portion of that data specifically focuses on UDL. Brevard's ESE department will collect and review the data annually. Findings will be shared with school leaders and used to assist schools in improving their access for all students through the UDL principles.
7.3How often will this evidence be collected at the district level?
BPIE assessment is completed annually in Brevard.
8Provide documentation that the district contact for the K-12 Comprehensive Research-Based Reading Plan has met with the district contact for Exceptional Student Education (ESE) to discuss the alignment between the District's Special Programs and Procedures (SP&P) requirements and the district's 2017-2018 K-12 Comprehensive Research-Based Reading Plan, as well as documentation that the district contact for the K-12 Comprehensive Research-Based Reading Plan has met with the district ELL contact to discuss alignment with their district ELL plan as well.
Professional Development
1Provide the district professional development schedule for ALL reading professional development, including those funded through the FEFP and non-FEFP reading allocation, for the 2017-2018 school year through Chart PD. 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 PD 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 PD, use the link provided within this section online.
Chart PD
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ChartA
Reading/Literacy Coaches
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    Reading/Literacy Coaches

Please complete Chart RLC regarding reading/literacy coaches.
Chart RLC
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ChartRLC
Identification/Intervention Decision Trees
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.
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Districts will create three Identification/Intervention Decision Tree charts to demonstrate how assessment data from progress monitoring and other forms of identification will be used to determine specific reading instructional needs and interventions for students.

  • DT1 – Elementary (K-5)
  • DT2 – Middle (6-8)
  • DT3 – High (9-12)

The charts must contain the following information:

  • The grade level(s) of the student;
  • Name of assessment(s) or course(s);
  • Performance benchmark(s) on the assessment(s), or course(s), used to identify the need for intervention. One benchmark must clearly state the conditions for which the district uses to determine whether a student has a reading deficiency and will subsequently notify the student’s parent as required in Section 1008.25, F.S. FSA-ELA scores must be used for appropriate grade levels;
  • 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; and
  • DT1 must include information on how the Florida Kindergarten Readiness Screener will be used to plan intervention for students scoring in the following performance levels:
    1. Scaled score of 497-529
    2. Scaled score of 438-496
    3. Scaled score of 437 and below


* District contacts will create and upload these charts using the link provided within this section online. Although somewhat different, last year's charts are available at your district's public view page. If your district wishes to use these charts, they must be updated to reflect the new requirements.


Please upload the desired file for Chart DT1 (grades K-5), Chart DT2 (grades 6-8), and Chart DT3 (grades 9-12) using the link below.

Chart DT1 - Elementary School Identification/Intervention Decision Tree
Chart DT1 – Elementary School Identification/Intervention Decision Tree
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2Chart DT2 - Middle School Identification/Intervention Decision Tree
Chart DT2 - Middle School Assessment Curriculum Decision Tree
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3Chart DT3 - High School Identification/Intervention Decision Tree
Chart DT3 - High School Identification/Intervention Decision Tree
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Third Grade Summer Reading Camp
1Please complete Chart SRC regarding Summer Reading Camp.
Chart SRC
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ChartSRC
2Please upload your daily schedule for Summer Reading Camp
300-Lowest Performing Elementary Schools
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The Florida legislature requires the Just Read, Florida! office to submit a legislative report annually regarding the implementation of the additional hour of instruction for schools identified on the 2015-16 list of 300 lowest performing elementary schools (LPS).


Please click the 300 LPS survey link below to download and save the survey form for the 300 LPS served during the 2016-17 school year. Please respond to each question and provide evidence of an appropriate level of compliance for each section in the “District Comment” column of the survey. The submitted information will be used to compile the required legislative report for the 2016-17 school year.

The 300 LPS survey contains 12 questions that address the following:
  • District Information
  • Student Enrollment
  • Teachers
  • Reading Program/Materials
  • Assessment
  • Instruction
  • Staff Details
  • Instructional Time


The competed 300-LPS survey should be submitted/uploaded by Friday, May 26, 2017. Once you have completed the survey, please upload the file in the upload box below.

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Download 300 Lowest schools info spreadsheet
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This additional hour of instruction must be provided by teachers or reading specialists who are effective in teaching reading or by a K-5 mentoring reading program that is supervised by a teacher who is effective at teaching reading.


Please complete Chart 300L if your district has a school(s) on the list of 300 lowest-performing elementary schools.
Chart 300L
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