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

Contact Information
•District Name:Jefferson
•District Contact:Rachel Kravitz & Courtney Oliver
•Contact Address:50 Davis Road Montecello, FL 32344
•Contact Email:rkravitz@somersetjefferson.org
•Contact Telephone:850-997-3555
•Contact Fax:850-997-4773
1
District-Level Leadership
1
Goals
2 Explain how expenditures from the allocation are expected to impact student achievement in relation to your district goals.
The expenditures from the allocation are expected to positively impact student achievement by supporting instructional staff to improve proficiency rates, increase the percentage of students making learning gains, and reduce the achievement gap for our under-performing students.

This will be accomplished by focusing improvements in the following areas:
• Providing rigorous, standards-aligned curriculum in K-12 ELA and reading classrooms.
• Increasing standards-aligned, student-centered instruction through teacher professional development and coaching support.
• Increasing the utilization of targeted interventions and differentiated instruction through data training and analysis cycles
3.1Who at the district level is responsible for collecting and reviewing student progress monitoring data?
Data will be collected at the K-12 school level in classrooms and will be the responsibility of the Jefferson K-12 Leadership Team consisting of Cory Oliver (Principal), Andre Gainey (Assistant Principal), Rachel Kravitz (Curriculum Director), and Courtney Oliver (Curriculum Director) – henceforth referred to as the Jefferson K-12 Leadership team. Additional support and oversight will be provided by Somerset Inc. through the leadership of Bernardo Montero.
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.
The following is an outline of the curriculum and progress monitoring tools we will be utilizing for our ELA and reading classrooms.
• Pre-K
o SEEDS and ELLM/Plus (Florida Institute for Education)
• K-5:
o Main Curriculum: Wonders (McGraw-Hill)
o Progress Monitoring: iReady (Curriculum Associates)
o Supplementation/Differentiation/Intervention: WonderWorks (McGraw Hill) and Text, Talk, Read Aloud, Vocabulary (Scholastic), Primary Phonics (EPS) [only K-2]
• 6-12:
o Main Curriculum: SpringBoard (College Board) and Collections (Houghton-Mifflin)
o Progress Monitoring: iReady (Curriculum Associates)
o Differentiation/Intervention: USA Test Prep, Coach Florida Instruction and Florida Practice Coach 608 (Triumph Learning Coach)
3.3How often will student progress monitoring data be collected and reviewed by the district?
Although classroom level progress will be monitored on a monthly basis in order to drive instructional discussions, intervention groups, and RTI processes, there will be 3 school-wide progress monitoring benchmark check points (baseline, mid-year, and end of year).
4 Who at the district level is responsible for ensuring the fidelity of students not progressing towards district goals receiving appropriate interventions?
The Jefferson K-12 Leadership team will ultimately be responsible for reviewing the data of those students not meeting grade level goals or making expected progress. The team will then follow up with the classroom teacher(s) and any interventionists involved to problem solve and determine appropriate next steps. Additionally, the progress of students in the RTI process or receiving ESE services will be monitored by the ESE coordinator.
5.1 Who at the district-level is responsible for ensuring classroom instruction is aligned to grade-level Florida Standards?
ELA and Reading teachers and interventionists will have a vast network of support to assure that their planning and implementation of the standards-aligned curriculum is being carried out with fidelity and meeting the needs of their students. The team of support for ELA/reading teachers will encompass the following:
• Curriculum Directors: Teachers will submit their lesson plans to a common platform each week. Courtney Oliver and Rachel Kravitz will review the lesson plans of a subset of teachers each week – resulting in a thorough lesson plan check for each teacher at least once a month. Feedback and follow up will be provided where needed. Lesson plan checks will including assessing standards alignment, effective use of time, utilization of technology, learning through multiple modalities, and strategies for support of student subgroups (ESE, ELL, Socio-economic status, Race/Ethnicity)
• Somerset Inc. Curriculum Support teams: Somerset Inc. will be providing a supplementary level of coaching support by network-wide content support teams. These teams are made up of content experts in each of the core areas and grade-bands. Teams will visit every 6 weeks to provide hands-on professional development for instructional staff utilizing methods such as classroom observations and debriefs, lesson planning support, and model lesson implementation.
• Reading Coach (1 K-5, 1 6-12): The coaches will be the main point of contact for ELA/reading coaches and will be responsible for supporting teachers in the planning and execution of their lesson plans to assure that they are aligned to the standards and meet the needs of students. Coaches will be interacting with their teachers on a daily basis and use strategies such as the following to improve standards-aligned instruction (not an exhaustive list): observation/debrief cycles, co-planning sessions, model teaching, and connection to relevant resources.
5.2What evidence will be collected to demonstrate that classroom instruction is aligned to grade-level Florida Standards?
During the two-week teacher orientation in August, ELA/Reading teachers will attend professional development sessions focused on a variety of topics including standards-based planning and assessment as well as implementation practices for their specific curriculum. In addition, teachers will receive training on the technology they will have access to in their classrooms and through the school in order to support teaching through multiple modalities.

Throughout the school year ELA/Reading teachers will turn their lesson plans in on a weekly basis. The coaching and support for each teacher will be specific to their areas of growth. Any teachers struggling with standards-aligned planning and implementation will be given support by the curriculum directors, the Somerset Inc. curriculum support teams, as well as fellow staff members strong in planning to improve in this area.

The observation-debrief cycle will be implemented for all ELA/reading teachers. A common rubric will be used to guide coaching conversations. Evidence of standards-aligned instruction will be included within this rubric.

Data from formative and benchmark assessments will be utilized to evaluate the growth and achievement of students to determine if the instruction having its intended impact.
5.3How often will this evidence be collected at the district level?
This evidence will be collected on an ongoing basis. Formal collection of benchmarking data will occur 3 times a year.
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?
The Jefferson K-12 leadership team, in conjunction with the Somerset Inc. content teams, will ensure that all school have access to informational text for each content area in a 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?
When choosing the curricula for each contort area, access to informational texts in a variety of mediums was one of many selection criteria. This includes access to informational texts in non-ELA classrooms as well as content-based informational texts within ELA classrooms.
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?
The Jefferson K-12 leadership team along with the Somerset, Inc. curriculum support teams will be responsible for assuring that instruction meets the needs of all learners through utilization of the UDL principals. The ESE coordinator will also be involved in accessibility conversations to assure that teachers are meeting the needs of their ESE students and are complaint with all accommodations and modifications.
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)?
To assure students are able to access content and instruction through a variety of mediums, classrooms are being fitted with interactive technology. Additionally, students will have access to devices either by means of lap top, desk top, or iPad. Teachers will be provided initial training on these technologies at the two-week orientation and ongoing support from the Information Technology team at Somerset Inc. Also incorporated in the two-week orientation will be professional development sessions about classroom strategies and curricular supports congruent with UDL principles. Finally, the rubric used for teacher coaching conversations through the observation-debrief cycle will incorporate evaluation of instructional strategies aimed at meeting the needs of all learners.
7.3How often will this evidence be collected at the district level?
Evidence will be collected on a monthly basis through lesson plan review and observation-debrief cycles.
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
(This will open in a new browser)
ChartA
Reading/Literacy Coaches
1
    Reading/Literacy Coaches

Please complete Chart RLC regarding reading/literacy coaches.
Chart RLC
(This will open in a new browser)
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.
1

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
(This will open in a new browser)
2Chart DT2 - Middle School Identification/Intervention Decision Tree
Chart DT2 - Middle School Assessment Curriculum Decision Tree
(This will open in a new browser)
3Chart DT3 - High School Identification/Intervention Decision Tree
Chart DT3 - High School Identification/Intervention Decision Tree
(This will open in a new browser)
Third Grade Summer Reading Camp
1Please complete Chart SRC regarding Summer Reading Camp.
Chart SRC
(This will open in a new browser)
ChartSRC
2Please upload your daily schedule for Summer Reading Camp
300-Lowest Performing Elementary Schools
1

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.

(This will open in a new browser)
Download 300 Lowest schools info spreadsheet
(This will open in a new browser)
2

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
(This will open in a new browser)