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

Contact Information
•District Name:Osceola
•District Contact:Stacy Burdette
•Contact Address:817 Bill Beck Blvd. Kissimmee, FL 34744
•Contact Email:burdetts@osceola.k12.fl.us
•Contact Telephone:407-870-4600
•Contact Fax:407-870-4845
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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 majority of the Reading Categorical Funds goes to the salaries of the Literacy Coaches, which are provided to every school in Osceola County. In a effort to streamline the efforts of the coaches, the district level coaches will work with the school based coaches to apply the principles of planning, teaching, and monitoring for achievement and learning. In the past, school based coaches received monthly professional development sessions to share with teachers. As research has indicated, the stand alone PD sessions do not support academic growth. Over the past two years, this has been a focus to change and enhance support for both teachers and school based coaches.
3.1Who at the district level is responsible for collecting and reviewing student progress monitoring data?
At the district level, data is reviewed by the Assistant Superintendents of Curriculum and Instruction, Directors of Curriculum and Instruction, and Content Area Resource Teachers.
Dr. Jane Respess, Assistant Superintendent of Elementary Curriculum and Instruction
Mr. Michael Allen, Assistant Superintendent of Middle School Curriculum and Instruction
Dr. Laura Rhinehart, Assistant Superintendent of High School Curriculum and Instruction
Mrs. Stacy Burdette, Director of Elementary Curriculum and Instruction
Mrs. Rene Clayton, Director of Middle School Curriculum and Instruction
Mrs. Evelith Omeda-Garcia, Director of High School Curriculum and Instruction
Mrs. Cheri Knoebel, Elementary Resource Teacher
Mrs. Christine Bradley, Elementary Resource Teacher
Mrs. Janine Braco, Middle School Resource Teacher
Mr. Roberto Morales, High School Resource Teacher
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.
In our K-5 elementary schools, the primary tool for progress monitoring collected at the district level is the i-Ready district level reports. Through these reports, the number of students who are expected to show proficiency on FSA can be identified, the standards students have demonstrated mastery and/or which standards need more support, and academic growth.
To ensure all students are working towards mastery of the Florida Standards, the School District of Osceola County additionally administers ongoing progress monitoring, and other district and teacher created formative assessments to drive instruction.

In middle schools, grades 6-8, the primary tool for progress monitoring collected at the district level is i-Ready district level reports. i-Ready reports are used to monitor progress toward target goals, determine the number of proficient students, and the number of students in need of interventions. In addition to i-Ready diagnostic testing, students are administered progress monitoring assessments intermittently. The number of students requiring interventions are monitored by district level school reports.
3.3How often will student progress monitoring data be collected and reviewed by the district?
Student data is reviewed monthly by the district. The assessments identified in the question above are given multiple times a year to ensure success for the students. i-Ready is administered with the first week of school to get a baseline of data and start interventions immediately if needed. It is then given quarterly to all students and to those showing deficit, it is administered more often depending on the level of intervention needed.
4 Who at the district level is responsible for ensuring the fidelity of students not progressing towards district goals receiving appropriate interventions?
The Assistant Superintendents and Directors of Curriculum and Instruction, as well as the district level resource teachers continually monitor students' growth towards master of the Florida Standards.
5.1 Who at the district-level is responsible for ensuring classroom instruction is aligned to grade-level Florida Standards?
The Assistant Superintendents and Directors of Curriculum and Instruction, as well as the district level resource teachers are the district level personnel responsible for monitoring the instructional alignment of grade level Florida Standards.
5.2What evidence will be collected to demonstrate that classroom instruction is aligned to grade-level Florida Standards?
The district level team conducts Reflective Visits at each school in the district using a monitoring tool to observe instruction, materials, and review student data.
5.3How often will this evidence be collected at the district level?
The number of reflective visits a school receives is determined on academic and instructional needs of the school as well the level of experience of the administrative team.
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?
Michelle Jarrett, the Library Media Supervisor will ensure school have access to text 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?
The Media Instructional Technology Department has provided all media centers will e-book collections. Additionally, students can access the e- reader platform via the website or application on a hand held device.
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 Assistant Superintendents and Directors of Curriculum and Instruction, as well as the district level resource teachers will be responsible for ensuring UDL principles are evident in classrooms.
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)?
During school reflective visits, curriculum resource teachers will gather evidence of UDL principles being utilized in classroom instructional planning and delivery. Evidence of UDL principles will be identified and embedded in curriculum pacing guide.
7.3How often will this evidence be collected at the district level?
Evidence will be collected during reflective visits and classroom observations by district level resource teachers.
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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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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