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

Contact Information
•District Name:Seminole
•District Contact:Anna-Marie Cote
•Contact Address:400 East Lake Mary Blvd. Sanford, FL 32771
•Contact Email:anna-marie_cote@scps.us
•Contact Telephone:407-320-0504
•Contact Fax:407-320-0281
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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.
2017-18 K-12 Comprehensive Research-Based Reading Plan funds are allocated to support student achievement in relation to district goals by:
(1) determining staffing support for schools that include district and school instructional coaches and interventionists, (2) aligning district support for teachers' professional development needs and on-going coaching, (3) funding the required extra time for schools in the Lowest 300 Elementary Schools category, (4) providing funds for Summer Reading Camps operation, (5) providing progress monitoring resources, and (6) providing programs and materials.

The Reading Categorical funds are essential to providing students and teachers with the skills needed to master ELA standards and improve literacy. The expenditures are designed to support increased student literacy achievement by improving pedagogy, providing relevant, differentiated professional development, and securing resources teachers need to ensure students are supported to make academic gains leading to proficiency. The SCPS MTSS system includes intervention program, process, and outcome data so that student progress can be monitored and instruction can be adjusted as needed. School level MTSS teams work hard to identify root causes for lack of progress and make every effort to revise support so that time spent with students is effective and efficient.

It is important to recognize that Seminole County Public Schools deliberately and regularly coordinates funding expenditures from all fund sources to ensure students are receiving the maximum support available. The Superintendent's Leadership Team works together to look at all general fund sources, then again works together to review the additional options provided through federal funds for our most at-risk schools.
3.1Who at the district level is responsible for collecting and reviewing student progress monitoring data?
The Assessment and Accountability Department is responsible for collecting and analyzing student progress monitoring data. The Superintendent's Leadership Team (Superintendent; Deputy Superintendent; Chief Information Officer; Executive Directors for Elementary, Middle and High Schools; Executive Director of Exceptional Student Support Services, Executive Director of ePathways and Strategic Partnerships, Executive Director of Human Resources; Director of ESOL, World Languages and Student Access; Director of Teaching and Learning; Director of Staffing, Director of Leadership Pathways; Director of Federal Projects and Resource Development, and Coordinator of Assessment and Accountability) reviews performance on progress monitoring assessments quarterly. In addition to the academic progress monitoring data, the Superintendent's Leadership Team reviews quarterly attendance data (both student and teachers), discipline data, MTSS reports, advanced opportunity students placement and performance data and gifted identification data.

For the 2016-17 school year, the Superintendent assigned a specific school to each Cabinet member. School assignments were determined based on student performance at elementary, middle and high schools. Each leadership member supports the school principal by providing principal requested information and support. Leadership team members visit their schools and conduct classroom walk-throughs regularly. At the Superintendent's weekly Cabinet meeting, the leadership team members report their school's accomplishments and needs at least twice per month. Based on the reports, and in conjunction with the progress monitoring information, adjustments may be made in personnel, resources and/or professional development.

The Executive Directors for Elementary, Middle and High Schools meet with their principals monthly to review relevant data and determine needed support. Schools with positive trends in student achievement and in other factors share best practices. In addition, district staff visit schools regularly to meet with K-12 principals, teachers and instructional coaches to review progress monitoring data and provide support to identified teachers.

The Department of Teaching and Learning (DTL) staff also review student progress monitoring data regularly for the purpose of adjusting teacher training. DTL staff prioritize standards-based support and work with school-based Professional Learning Communities to differentiate teacher dialogues and training.
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.
Progress monitoring data that is collected at the district level includes data from the following systems/assessments:
-iReady progress monitoring system is utilized by students in kindergarten through fifth grade and students reading below level in grades six and seven.
-Common Nine Week Exams are standards based assessments aligned to the English Language Arts curriculum frameworks that are administered in sixth through tenth grade.
-Achieve 3000 progress monitoring is utilized by students reading below grade level at all middle and select high schools in grade 8-10.
-Reading Plus is used at select high school sites for students reading below grade level in grades 9-10.
3.3How often will student progress monitoring data be collected and reviewed by the district?
Progress monitoring data is collected and reviewed by the district as follows:
-iReady data is collected and reviewed weekly.
-Common Nine Week Exam standards based assessment data is collected and reviewed in October, January and March for sixth through tenth grade students.
-Achieve 3000 and Reading Plus data is collected and reviewed monthly.
4 Who at the district level is responsible for ensuring the fidelity of students not progressing towards district goals receiving appropriate interventions?
The Superintendent's Leadership Team (Superintendent; Deputy Superintendent; Chief Information Officer; Executive Directors for Elementary, Middle and High Schools; Executive Director of Exceptional Student Support Services, Executive Director of ePathways and Strategic Partnerships, Executive Director of Human Resources; Director of ESOL, World Languages and Student Access; Director of Teaching and Learning; Director of Staffing, Director of Leadership Pathways; Director of Federal Projects and Resource Development, and Coordinator of Assessment and Accountability) is responsible for ensuring the fidelity of students not progressing towards district goals receiving appropriate interventions. Specifically, the Executive Director of each school level, the Executive Director for Exceptional Support Services, and the Director of ESOL and World Languages work directly with principals and teachers to ensure students are being provided the appropriate interventions.
5.1 Who at the district-level is responsible for ensuring classroom instruction is aligned to grade-level Florida Standards?
All of the Superintendent's Leadership Team (Superintendent; Deputy Superintendent; Chief Information Officer; Executive Directors for Elementary, Middle and High Schools; Executive Director of Exceptional Student Support Services, Executive Director of ePathways and Strategic Partnerships, Executive Director of Human Resources; Director of ESOL, World Languages and Student Access; Director of Teaching and Learning; Director of Staffing, Director of Leadership Pathways; Director of Federal Projects and Resource Development, and Coordinator of Assessment and Accountability) is responsible for ensuring classroom instruction is aligned to grade-level Florida Standards. In particular, the Director of Teaching and Learning works with his Department and teachers and administrators from a variety of schools to prepare pacing guides, scope and sequence documents, instructional plans and sample model lessons.

The Teaching and Learning staff work with the Assessment and Accountability staff to align standards-based instructional resources with progress monitoring tools. In addition, the Teaching and Learning Staff implement the Coaching Cycle with designated teachers based on observations and administrator feedback.
5.2What evidence will be collected to demonstrate that classroom instruction is aligned to grade-level Florida Standards?
The evidence that will be collected to demonstrate that classroom instruction is aligned to grade-level Florida Standards is the progress monitoring data used throughout the district.
-iReady progress monitoring systems are utilized by students in kindergarten through fifth grade and below level students in grades six and seven.
-Common Nine Week Exams are standards based assessments aligned to the English Language Arts curriculum frameworks that are administered in sixth through tenth grade.
-Achieve 3000 progress monitoring is utilized by students reading below grade level at all middle and select high schools in grade 8-10.
-Reading Plus is used at select high school sites for students reading below grade level in grades 9-10.
-On going classroom walk-throughs by district and school-base staff.
5.3How often will this evidence be collected at the district level?
The progress monitoring evidence that will be collected to demonstrate that classroom instruction is aligned to grade-level Florida Standards will be collected as follows:
Progress monitoring data is collected and reviewed by the district as follows:
-iReady data is collected and reviewed weekly.
- Common Nine Weeks Exam standards based assessment data is collected and reviewed in October, January and March for sixth through tenth grade students.
-Achieve 3000 and Reading Plus data is collected and reviewed monthly.
-On going classroom walk-throughs by district and school-base staff conducted throughout the school 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?
All of the Superintendent's Leadership Team (Superintendent; Deputy Superintendent; Chief Information Officer; Executive Directors for Elementary, Middle and High Schools; Executive Director of Exceptional Student Support Services, Executive Director of ePathways and Strategic Partnerships, Executive Director of Human Resources; Director of ESOL, World Languages and Student Access; Director of Teaching and Learning; Director of Staffing, Director of Leadership Pathways; Director of Federal Projects and Resource Development, and Coordinator of Assessment and Accountability) is responsible for ensuring that schools have access to informational text for each content area is a variety of mediums. In particular, the Director of Teaching and Learning works with his Department staff, in conjunction with the Title I and ESOL Department staff, and teachers and administrators from from a variety of schools to identify and provide informational text for each content are in a variety of mediums, as well as provide appropriate professional development for differentiating, prepare pacing guides, provide scope and sequence documents, and develop instructional plans and sample model lessons. The Teaching and Learning staff work with the Assessment and Accountability staff to align standards-based instructional resources with progress monitoring tools.
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?
In addition to using texts from core, supplemental and intervention programs, the district will ensure that schools have access to a variety of increasingly complex texts in a variety of mediums (online, audio, visual, etc.) by continuing the collaborative process for reviewing and updating instructional plans/frameworks and embedding these resources in the instructional frameworks. The district has implemented several blended courses and continues to expand the offerings, in addition to providing access to Seminole County Virtual School and Florida Virtual School. The Director of Teaching and Learning also ensures texts and additional resource purchases include a variety of mediums.

The point of contact for ensuring that schools have access to a variety of increasingly complex texts in a variety of mediums (online, audio, visual, etc.) is the Director of Teaching and Learning. The Director of Teaching and Learning supervises the Coordinator of Elementary Reading and Curriculum and the Coordinator of Secondary Reading and Curriculum. These three individuals communicate with teachers, school administrators and reading coaches. All of these staff members work together when preparing and revising district instructional plans with their relevant grade levels and content area groups. By doing so, the expectations for using complex texts to teach complex comprehension tasks are infused in instructional plans beyond the specific reading curriculum and courses. In addition to the district providing materials that are referenced in the instructional plans, several electronic sites and resources are listed.

Seminole County has implemented a robust Content Area Reading Professional Development (CAR-PD) model that maximizes student use of informational text. Students have an opportunity to participate in courses served by CAR-PD teachers, and in some cases, blended with technology support programs.
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?
At the District Level, the Superintendent's Leadership Team (Superintendent; Deputy Superintendent; Chief Information Officer; Executive Directors for Elementary, Middle and High Schools; Executive Director of Exceptional Student Support Services, Executive Director of ePathways and Strategic Partnerships, Executive Director of Human Resources; Director of ESOL, World Languages and Student Access; Director of Teaching and Learning; Director of Staffing, Director of Leadership Pathways; Director of Federal Projects and Resource Development, and Coordinator of Assessment and Accountability) collaboratively ensures that all classroom instruction is accessible to the full range of learners using UDL principles. In addition, Instructional Technology Specialists, Curriculum Specialists, ESE and ESOL specialists work in collaboration with classroom teachers to ensure access to online academic databases, digital tools, and instructional resources that support and accommodate the needs of all students. The Department of Teaching and Learning provides Universal Design for Learning professional development opportunities to ensure district teachers on assignment embed and model UDL principals during training. School site administrators and reading coaches are responsible for monitoring the effective use of adopted materials in the classroom and access to digital resources. District and school level staff offer customized support to schools in the implementation of UDL in the classroom as needed.
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)?
All adopted core and supplemental resources are carefully evaluated to ensure that instructional resources meet universal design principles that provide multiple means of presentation, multiple means of action and expression, multiple means of usability and multiple means of engagement, as well as consideration of presentation (font type and size, video captioning, alt tags for images), navigation, (adjustable navigation tools, use of shorts cuts) accessibility (magnification, text-to-speech, switch scanning controls) and usability (easy user interface, clear table of contents, highlighters) to accommodate students with disabilities and limited English proficiency. Numerous school and classroom visits by the Superintendent, Board Members, Deputy Superintendent for Instruction, Executive Directors for Grade Levels and Exceptional Student Education, Reading Administrators, and school-based administrators, provide opportunities to observe that classroom instruction is accessible to the full range of learners using UDL principles. These first-hand observations throughout the school year are considered in conjunction with the district progress monitoring information.
7.3How often will this evidence be collected at the district level?
Evidence of effectiveness of UDL implementation will be evaluated by school and classroom visits as well as by reviewing achievement data for all student subgroups. School and classroom visits by the Superintendent, Board Members, Deputy Superintendent for Instruction, Executive Directors for Grade Levels and Exceptional Student Education, Reading Administrators, and school-based administrators are conducted throughout the school year. Progress monitoring data is collected as follows:
Progress monitoring data is collected and reviewed by the district as follows:
-iReady data is collected and reviewed weekly.
- Common Nine Weeks Exam standards based assessment data is collected and reviewed in October, January and March for sixth through tenth grade students.
-Achieve 3000 and Reading Plus data is collected and reviewed monthly.
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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