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

Contact Information
•District Name:Columbia
•District Contact:Beth Bullard
•Contact Address:372 West Duval Street Lake City, Fl. 32055
•Contact Email:bullardb@columbiak12.com
•Contact Telephone:386-755-8043
•Contact Fax:386-758-4966
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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.
The reading allocation is used to support instructional coaching at each school. The salaries of coaches are split-funded with federal projects. Coaches are used for modeling high impact instructional strategies, analyzing data and working with individual teachers and teams of teachers and school leadership teams to provide data driven instruction that will impact students achievement at every achievement level. Instructional coaches are also used to analyze and provide appropriate resources for students and teachers. providing specific, high quality professional development for teachers in each school is an expectation of all coaches. The reading allocation also funds reading intervention teacher salaries so that struggling students can take part in small group instruction on specific standards identified through diagnostic assessments. Third grade Summer Reading Camp is also supported with the reading allocation. The purpose of the camp is to support students who were identified below grade level on the FSA. It is the expectation that students in Summer Reading Camp will experience tremendous growth in reading and be able to move to grade 4 through success with the alternative assessment.
3.1Who at the district level is responsible for collecting and reviewing student progress monitoring data?
At the district level, progress monitoring data is collected mostly through Performance Matters and reports are available to schools within 15 minutes of submission. Data reports are downloaded and reviewed by the Superintendent, Assistant Superintendent for Elementary Education, Assistant superintendent of Secondary Education, Director of Instructional Services and the Coordinator of Assessment. Reports are reviewed by the district team and discussed with individual school-based administrators and with school based administrators collaboratively.
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.
Students in grades K-8 will be progress monitored using iReady assessments. Students in grade 9-10 will be monitored using unit assessments created through collaborative teacher groups and administered through Performance Matters.
3.3How often will student progress monitoring data be collected and reviewed by the district?
District/school data will be collected and reviewed for grades K-8 at the beginning of the year, mid-year and end of year. Data will be collected and reviewed for students in grades 9 and 10 at predetermined intervals that are established though district pacing guides.
4 Who at the district level is responsible for ensuring the fidelity of students not progressing towards district goals receiving appropriate interventions?
District/school data will be collected and reviewed for grades K-8 at the beginning of the year, mid-year and end of year. Data will be collected and reviewed for students in grades 9 and 10 at predetermined intervals that are established though district pacing guides.
5.1 Who at the district-level is responsible for ensuring classroom instruction is aligned to grade-level Florida Standards?
The district leadership team, made up of the Superintendent, the Assistant Superintendents and the Director of Instructional Services, works together to ensure that instructional material is aligned to Florida Standards. In addition, the district leadership team works with school based leadership teams, made up of school-based administrators, instructional coaches, media specialists, guidance counselors, and curriculum resource teachers, to ensure that progress monitoring assessments and classroom instruction is aligned to Florida Standards and meets the rigor necessary for student success.
5.2What evidence will be collected to demonstrate that classroom instruction is aligned to grade-level Florida Standards?
The district's Teacher Evaluation System provides a tool to collect data in this area. Progress monitoring data can be used as evidence of alignment between grade-level standards and classroom instruction. District leadership team walk-though documentation is another way evidence is collected. The Director of Instructional Services compiles lists of instructional material that is used for instruction in the classroom. All purchases must be approved.
5.3How often will this evidence be collected at the district level?
The district revises district curriculum maps and pacing guides annually, as well as having continuous involvement in the creation of standards-based progress monitoring assessments.
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?
This is a joint effort at the district level with participation from the Assistant Superintendent with a focus on secondary, the Assistant Superintendent with a focus on elementary and the Director of Instructional Services. District involvement in budgeting for the choices of instructional materials and technology resources will support the access to informational text for each content area in s variety of mediums.
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?
The district will ensure that schools have access to informational text by budgeting for online licenses or subscriptions for programs such as Discovery Ed, Streaming, Achieve 3000, Studies Weekly, Weekly Reader, local newspapers, appropriate level magazines and media center materials that involve information text materials. The district is also working toward 1:1 ratio for Chromebooks. Presently, the district is approximately 70% toward this goal. Additionally, school based administrators will check lesson plans to determine appropriate use of informational text.
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?
Walk through sessions are held at each school on a regular basis with district staff participating. A focus of the walkthough is the engagement of students at all achievement levels. District staff also ensures that adequate professional learning opportunities are available for UDL. The district staff includes the superintendent, assistant superintendents, directors associated with instruction and coordinators.
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)?
Evidence to demonstrate the planning for and delivery of instruction that reaches a full range of learners is collected through disaggregated state testing data, disaggregated progress monitoring data and teacher observation data collected throughout the school year.
7.3How often will this evidence be collected at the district level?
The state data is collected thorughout the year when considering students taking retake assessments. The progress monitoring data is collected at specific times during the school year; at least three times per year. The teacher observation data is collected throughout the year as school-based administrators conduct observations. The final teacher evaluation data is collected at the end of each school year.
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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