2017-18 K-12 Comprehensive Research Based Reading Plans
District: UF/Lab School

Contact Information
•District Name:UF lab School
•District Contact:Christy Gabbard
•Contact Address:1080 SW 11th Street Gainesville FL 32601
•Contact Email:cgabbard@pky.ufl.edu
•Contact Telephone:352-392-1554
•Contact Fax:352-392-9559
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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 allocation allows P.K. Yonge DRS to serve K-12 students by maintaining highly qualified faculty who are dedicated to ensuring that our instructional program, at all tiers, is designed and implemented based on research-based practice in literacy instruction. Additionally, instructional design at Core (T1) and tiered interventions in literacy are appropriate.
3.1Who at the district level is responsible for collecting and reviewing student progress monitoring data?
As a single school, school district, the monitoring of student success in the elementary, middle, and high school literacy program at P.K. Yonge Developmental Research School occurs within the structure and implementation of our multi-tiered systems of support model. Formal evidence will be collected 3 times a year (fall, winter, and spring) by classroom teachers through curriculum based measurements to demonstrate that instruction is systematic, explicit, and based on student need.
Curriculum based measurements include DIBELS, Fox in the Box, Gates MacGinite Comprehension, Gates MacGinitie Vocabulary, Fountas and Pinnel Reading Levels, SAT 10 Vocabulary, and SAT 10 Comprehension at the elementary level. Curriculum based measurements may include as needed: course-based standards-aligned assessments, Gates MacGinite Comprehension, Gates MacGinitie Vocabulary, and additional district determined reading and writing assessments. This data will be reviewed by teachers, program development specialists, and administrators as a central focus of our quarterly Student Success Team meetings (SST). The overall system, including all student progress monitoring data, is collected and reviewed annually by a leadership team including the Director of Student and Family Services, Director of Program Development, P.K. Yonge Principal, and P.K. Yonge Director.
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.
As a single school, school district, the monitoring of student success in the elementary, middle, and high school literacy program at P.K. Yonge Developmental Research School occurs within the structure and implementation of our multi-tiered systems of support model. Formal evidence will be collected 3 times a year (fall, winter, and spring) by classroom teachers through curriculum based measurements to demonstrate that instruction is systematic, explicit, and based on student need.
Curriculum based measurements include DIBELS, Fox in the Box, Gates MacGinite Comprehension, Gates MacGinitie Vocabulary, Fountas and Pinnel Reading Levels, SAT 10 Vocabulary, and SAT 10 Comprehension at the elementary level. Curriculum based measurements may include as needed: course-based standards-aligned assessments, Gates MacGinite Comprehension, Gates MacGinitie Vocabulary, and additional district determined reading and writing assessments. This data will be reviewed by teachers, program development specialists, and administrators as a central focus of our quarterly Student Success Team meetings (SST).
3.3How often will student progress monitoring data be collected and reviewed by the district?
Student progress monitoring data, as described in 3.1 and 3.2, is collected and reviewed quarterly by school teams which include district leadership in order to make adjustments to services and core instruction as needed. Additionally, a district or K-12 school review of data occurs annually as we assess the impact of our overall program as well as support school-based teams in the design and planning for implementation related to literacy supports for all P.K. Yonge students grades K-12.
4 Who at the district level is responsible for ensuring the fidelity of students not progressing towards district goals receiving appropriate interventions?
The Director of Student and Family Services oversees the Multi-teired system of support at P.K. Yonge and works directly with Learning Community Leaders to ensure that students who are not responding to current instruction and progressing toward goals are receiving appropriate interventions.
5.1 Who at the district-level is responsible for ensuring classroom instruction is aligned to grade-level Florida Standards?
As a single school, school district the Director of Program Development and the K-12 Principal work in collaboration to ensure that classroom instruction is aligned to grade-level Florida Standards.
5.2What evidence will be collected to demonstrate that classroom instruction is aligned to grade-level Florida Standards?
Evidence includes but is not limited to:
Standards-aligned grading and reporting systems in SIS system (K-12)
Review of Learning Management System (Canvas) housing all 6-12 digital learning environments
Syllabi for all 6-12 courses of study
Interim and Summative Assessments for all 6-12 courses
Instructional Planning documents (including digital lesson planning artifacts) K-5 courses
5.3How often will this evidence be collected at the district level?
Evidence is collected on an ongoing basis throughout each school year and reviewed at a minimum, each nine weeks.
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?
As a one school, school district the Director of Program Development and Outreach in coordination with the Technology Integration Specialists at K-5 and 6-12 is responsible for ensuring that students have access to informational 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?
As a one school, school district the Director of Program Development and Outreach in coordination with the Technology Integration Specialists at K-5 and 6-12 is responsible for ensuring that students have access to informational text in a variety of mediums.
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?
As a one school, school district the Director of Program Development and Outreach,K-12 Principal, and Director of Student and Family Services are responsible for ensuring that classroom instruction is accessible to the full range of learners using UDL principles.
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 will be collected through planning documents including but not limited to documentation of instructional design through Waves of Innovation proposals, Teaching Portfolios submitted annually by each faculty member, and classroom walkthroughs conducted by internal and external peers.
7.3How often will this evidence be collected at the district level?
Evidence is collected through multiple methods on an ongoing basis.
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