K-12 Comprehensive Reading/Literacy Plan

Transcription

K-12
Comprehensive
Reading/Literacy Plan
2014-2015
Office of Instructions & Interventions
Brian G. Kingsley, Acting Chief Academic Officer
School Board of Broward County, Florida
School Board of Broward County, FL 8/10/14
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Table of Contents
1. Reading Plan Contact Information
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2. Introduction and Background
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2. Leadership: District Level
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3. Leadership: School Level
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4. Professional Development
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5. Elementary Student Achievement and Instruction
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6. Middle School Achievement and Instruction
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7. High School Achievement and Instruction
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8. Appendices
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Data Driven Reading Coach Process Chart
FL DOE Literacy Coach Model
FL DOE Coaching Flexibility Memo
GR K-2 Curriculum /Assessment Decision Tree
GR 3-5 Curriculum /Assessment Decision Tree
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Contact Information
The district contact should be the person ultimately responsible for the plan. This person
will be the Department of Education’s contact for the K-12 Comprehensive ResearchBased Reading Plan. Please designate one contact for your district.
District Name:
District Contact:
Contact Address:
Contact E-mail:
Contact Telephone:
Contact Fax:
Broward County Public Schools
Mildred Grimaldo, Director, Instruction & Interventions, Literacy
600 Southeast Third Avenue, 10th Floor, Ft. Lauderdale, FL 33301
[email protected]
754-321-1866
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2014-15 K-12 Comprehensive Research-Based Reading Plan Guidance
Introduction and Background
The purpose of this guidance document is to help each district revise their K-12
Comprehensive Research-Based Reading Plan pursuant to Section 1011.62, Florida
Statutes (F.S.) and Rule 6A-6.053, Florida Administrative Code (FAC). In 2006, funds
for reading became an allocation through the Florida Education Finance Program (FEFP).
In order to receive this reading funding, districts must write a K-12 Comprehensive
Research-Based Reading Plan ensuring that:
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Leadership at the district and school level is guiding and supporting the initiative.
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The analysis of data drives all decision-making.
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Professional development is systemic throughout the district and is targeted at
individual teacher needs as determined by analysis of student performance data.
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Measurable student achievement goals are established and clearly described.
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Appropriate research-based instructional materials and strategies are used to
address specific student needs.
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Provide for an additional hour per day of intensive reading instruction beyond the
normal school day for each day of the entire school year for the students in each
of the 100 lowest-performing elementary schools based on the state reading
assessment.
This online plan serves as a useful source of information to stakeholders. The plan should
accurately depict and detail the role of administration (both district and building level),
professional development, assessment, curriculum, and instruction in the improvement of
student learning. This information should be reflected for all schools and grade levels,
including charter schools, alternative schools, and juvenile justice facilities.
The guidelines provided for districts, schools, principals, and teachers within the K-12
Comprehensive Research-Based Reading Plan are aligned with the critical components of
the Multi-tiered System of Supports framework, including data-based problem-solving,
utilizing student-centered response to instruction/intervention data to make educational
decisions. Key elements of a multi-tiered system involve: 1) providing effective core
instruction for all students; 2) administering high quality assessments to monitor progress
and identify students and systems in need of intervention; 3) instructional use of a wide
variety of complex texts to challenge student vocabulary and comprehension learning;
and, 4) designing and implementing interventions that are matched to student needs.
Through the implementation of the K-12 Comprehensive Research-Based Reading Plan,
Florida schools continue to build proficiency in the implementation of an effective multitiered system of supports meeting the needs of all students.
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Charter Schools
Please note that charter schools must be given the opportunity to participate in the
district plan. Charter schools that choose to participate in the plan must meet the
requirements and guidance outlined in this document; however, they may meet these
requirements through methods that differ from those in the district plan. For example, if
an entire school district uses one core reading program in their elementary schools, and
the elementary charter school chooses to use another state-adopted core program, this is
acceptable.
One plan must be submitted for each district that includes those charter schools that
choose to participate
The following statements summarize the district and charter school responsibilities. The
following must be documented:
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District’s offer of invitation to charter schools to participate in the plan
District’s assurance that they will monitor charter schools for fidelity to the plan
Charter school’s agreement to implement the plan with fidelity OR charter
school’s decision not to participate
Charter school’s agreement to be monitored by the school district for fidelity to
the plan
As with any school in the district, charter schools will not receive a set amount of
funding through the reading allocation based upon their student enrollment but will
be subject to the district prioritization of funds based on need. If charter schools
decline to participate, the funds that would have been directed to them remain in the
district to serve low performing schools.
All charter schools must be listed as “opt out” on Charts C, F, or I or have the
appropriate information listed in those charts.
Reading and Literacy Coaches
Reading/literacy coaches have been an integral part of the success of the statewide
reading initiatives. The role of the reading coach has been defined in Rule 6A-6.053,
FAC. While it is not required that every school be provided a reading/literacy coach,
district leadership must allocate resources to hire reading/literacy coaches for the
schools determined to have the greatest need based on:
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student performance data
experience and expertise of the administration and faculty in reading assessment,
instruction, and intervention
receptiveness of administration and faculty to the coaching model
All schools utilizing reading/literacy coaches during the 2014-2015 school year must
implement the Just Read, Florida! reading/literacy coach model. The coach model
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formed the basis for the state funded reading coach grants in 2004-2005 and is further
delineated in the Appendix.
Districts must ensure that the number of state, federal, or locally funded reading coaches
is prioritized based on school need. All coaches, regardless of their funding source, must
report their time to the Progress Monitoring and Reporting Network (PMRN) on a
biweekly basis. Principals will be required to log onto the PMRN prior to the start of
school to enroll their reading/literacy coach(es). Coaches will not be able to use the
system until they have been enrolled by their principal. Principals will also be required to
provide the funding source(s) for each coach at the time of enrollment. Throughout the
school year, principals and district reading contacts should regularly review reading
coach log entries in order to support the role of the coach.
Any reading/literacy coach who is funded through the Research-Based Reading
Instruction Allocation in the FEFP as part of the K-12 Comprehensive Reading Plan must
be a full-time coach. Reading/literacy coaches who split their time between two schools
are considered full-time coaches. This includes coaches who are only partially funded
through the Research-Based Reading Instruction Allocation in the FEFP. While it is
recommended that reading coaches not be assigned a regular classroom teaching
assignment, they are expected to work frequently with students in whole and small
group instruction in the context of modeling and coaching in other teachers’
classrooms.
Extended Day
Section 1011.62(9)(a), Florida Statutes requires that for the 2012-2013, 2013-2014, and
2014-15 fiscal years, in each school district that has one or more of the 100 lowestperforming elementary schools based on the state reading assessment, priority shall be
given to providing an additional hour per day of intensive reading instruction beyond the
normal school day for each day of the entire school year for the students in each school.
Students enrolled in these schools who have level 5 assessment scores may participate in
the additional hour of instruction on an optional basis. Exceptional student education
centers shall not be included in the 100 schools. The intensive reading instruction
delivered in this additional hour shall include: research-based reading instruction that has
been proven to accelerate progress of students exhibiting a reading deficiency;
differentiated instruction based on student assessment data to meet students’ specific
reading needs; explicit and systematic reading development in phonemic awareness,
phonics, fluency, vocabulary, and comprehension, with more extensive opportunities for
guided practice, error correction and feedback; and the integration of social studies,
science, and mathematics text reading, text discussion, and writing in response to reading.
The added hour must be taught by teachers and reading specialists who are effective in
teaching reading.
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Leadership
District Level Leadership
Many of the school buildings within a district look the same, but the needs of teachers
and students within those buildings are diverse. District level administrators must look at
schools on an individual basis and distribute resources based on students’ and teachers’
level of need. To describe the district system for monitoring reading instruction that
differentiates school level services, please address the following:
District Level Questions
1. What are your measurable district goals for student achievement in reading for the
2014-15 school year?
The vision of Broward County Public Schools (BCPS) as reflected in the Strategic
Plan 2012-2015 is to educate students to succeed in tomorrow’s world. To this end,
the District is committed to educating all students to reach their highest potential and
to raise student achievement to ensure that all students graduate from high school,
college and career ready. The District’s Strategic Plan provides a framework to
achieve these goals through high quality instruction, continuous improvement, and
effective communication to ensure students are learning to their fullest potential and
are well prepared for the full implementation of the Florida Standards during the
2014-15 school year.
The learning/readiness goals for Broward County Public Schools for this period
(2012-2015) are:
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Grades K-2 - Increase number of students meeting promotion criteria in
grades K-2 by 10%
Grade 3 – Increase reading proficiency (Level 3+) from 52% to 84%
Grade 5 – Increase middle school readiness reading proficiency (Level 3+)
from 43% to 69%
Grade 8 – Increase high school readiness reading proficiency (Level 3+) from
41% to 57%
Grade 12 – Increase four-year graduation rate from 76% to 90%
College and Career Readiness (CCR) – Increase graduates who meet
college/career readiness indicators from 67% to 80%
2. How will the district assure (a) systematic and explicit instruction, based on data and
(b) use of text-based vocabulary and comprehension instruction, with an emphasis on
complex text?
The full implementation of the Florida Standards in grades K-12 during the 2014-15
school year focuses on text complexity and close analytical reading and a deeper and
more rigorous and systematic implementation of all of the standards for reading
literary and informational text, writing, speaking and listening, inquiry-based
research, language, and literacy in history/social studies, science and technical
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subjects to support all of the Career and College Readiness Anchor Standards for
students in Grades K-12.
The Offices of Academics, Instruction & Interventions, School Performance and
Accountability, Talent Development, and School Support work in concert to provide
direct support to schools and monitor progress toward the achievement of the goals of
the District’s Strategic Plan for high quality instruction, continuous improvement and
effective communication.
The District monitors the fidelity of instruction through data analysis of student
achievement data, data from literacy “look-fors” aligned with the literacy
expectations of the curriculum or discipline-specific literacy, and data on targeted
instructional practices collected using the Marzano Model of Causal Teacher
evaluation and iObservation. In addition, school and district leadership make
observation visits, and district assessments such as the Benchmark Assessment Test
(BAT), the Florida Assessments for Instruction in Reading (FAIR), and other
assessments provide additional progress-monitoring data.
The District’s K-12 Comprehensive Reading Plan outlines the “Look Fors” of Just
Read, Florida’s Ten Guiding Principles for Close Reading:
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Make close reading and rereading of texts central to instruction, rather than
ancillary.
Provide scaffolding that does not preempt or replace text.
Ask text dependent questions from a range of question types.
Emphasize students’ supporting answers based upon evidence from the text.
Provide extensive research and writing opportunities (claims and evidence).
Offer regular opportunities for students to share ideas, evidence and research.
Offer systematic instruction in vocabulary.
Ensure wide reading from complex text that varies in length.
Provide explicit instruction in applied grammar and conventions.
Cultivate students’ independence.
3. *In addition to using texts from core, supplemental, and intervention programs, how
will the district assure that schools increase the amount and variety of increasingly
complex texts, use multiple texts which includes but is not limited to various accounts
of a subject told in different mediums, as part of instruction that focuses on complex
vocabulary and comprehension tasks?
Broward County Public Schools is committed to building extensive informational
text/non-fiction print and digital libraries for all literacy learning classrooms in grades
K-12. The District will continue to build a bank of informational texts to pair with the
themes, topics and essential questions in core instructional courses across different
content areas, especially in science and social studies/history and design
Comprehension Instructional Sequence lessons on varying topics to pair with and/or
extend these texts for reading intervention and content area reading classrooms.
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In many cases, finding, analyzing and aligning additional complex texts to current
reading instruction are readily available in the ancillary materials in current text
adoptions (such as the primary sources documents library for World History and US
History). Additional sources for complex texts are available in the District’s
curriculum portal, BEEP, including informational databases (such as the Gale Group
Opposing Viewpoints or SIRS Researcher), the American Memory Project at the
Library of Congress, in public library collections, and through Destiny, the online
catalog of resources in Broward County Public Schools.
4. *How will students analyze media literacy including the various mediums: print
media, still photography, radio/audio, television/film, and the internet in reading and
content area subject areas?
The District supports multimedia-based instruction, with multiple exposures to
complex print and digital texts through various mediums through the following
initiatives:
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Innovations for Learning: During the 2013-14 school year, the district
implemented a K-1 learning model and partnership focused on the student
application of 21st century skills featuring the implementation of mobile devices
during literacy instruction, full-time literacy coaches to support implementation,
tutors to facilitate student learning, and highly effective teachers equipped with
the resources and strategies to create engaging and relevant learning
environments, laying the necessary foundation to close the literacy achievement
gap.
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Digital 5: During the 2013-14 school year, the district implemented Digital 5, an
initiative in 27 elementary schools in which grade 5 instruction is implemented in
a fully one-to-one digital and personalized learning environment. Students use
digital tools, strategies, and devices for learning, access their instructional
materials, and collaborate with other students and their teachers using a learning
management system, Schoology. Digital 5 will continue into the 2014-15 school
year at the original 27 schools and expand to an additional 27 schools.
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Digital Learning Initiative: During the 2014-15, the District will expand the
Digital 5 learning initiative into grade 6 language arts and math classrooms and
English language arts in grade 9. Pending funding for additional learning devices,
Broward plans to expand Digital 6 to all language arts and mathematics to all
grades in middle school, and create a digital (blended) learning environment for
all intensive reading classrooms in grades 6-10.
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Digital DLA (Developmental Language Arts-ESOL Reading): During the 201314 school year, Title III grant funds were used to purchase additional learning
devices for 14 middle and high school Developmental Language Arts-ESOL
Reading courses to move English Language Learners towards a personalized
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learning environment incorporating digital tools, learning strategies, and web
based applications to develop and strengthen listening, speaking, reading and
writing skills.
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Inquiry-Based Learning: In all classrooms, across all disciplines, students are
encouraged to pursue inquiries initiated in their content area classes, especially in
social studies/history, science and technical subjects. Using complex
informational and literary texts, students write to sources, research to build and
present knowledge, extend literacy skills through speaking and listening activities
and the development of academic language, access digital resources in the
District’s Curriculum Portal, including the multimedia databases (such as Gale
Group Opposing Viewpoints). Students use the research process model, FINDS,
for extensive writing and research to incorporate complex texts and instructional
tasks across all content areas.
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Project-Based Learning: The District has been committed for nearly 10 years to
project-based learning through technology, using digital tools, strategies, and
resources to support and extend the core curriculum.
5. *How will the district facilitate improvement in the intensity of interventions for
schools that are not making academic improvements as determined by student
performance data and confirmed by administrative observations?
The District’s mission is “educating today’s students to succeed in tomorrow’s
world.” To achieve this goal, Broward County Public Schools focus on the
differentiated needs of every student, in every classroom, in every school. Literacy
development is the foundation of all learning, and our goal is to successfully
implement and sustain a multi-tiered system of student supports to ensure College and
Career Readiness for all students. Fidelity of implementation must focus on
accelerating and maximizing student academic achievement through the application
of data-based problem solving and effective leadership at all levels. The
implementation of a multi-tiered system of supports is integrated, aligned, and
provides a sustainable system of service.
The District’s Multi-Tiered System of Supports/Response to Intervention (MTSS/RtI)
process guides school Collaborative Problem Solving Teams (CPST) in implementing
a tiered approach to instructional delivery that includes fidelity of instruction using a
comprehensive core reading program and interventions of increasingly higher
intensity, based on the differentiated needs of students. This multi-tiered approach to
providing services and interventions to students at increasing levels of intensity is
based on progress monitoring and data analysis. Problem solving at all tier levels is a
cyclical process that involves analyzing the data to identify the problem and
determine why the problem is occurring, implementing an instructional plan to target
specific differentiated student needs, and evaluating the plan to ensure effective
response to the intervention.
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Elementary:
As part of Tier 1 universal core instruction, all elementary students participate in a
dedicated, daily, 90-minute uninterrupted reading block, embedded within a 120minute literacy block of instruction. This instructional block includes an explicit
whole group lesson from the Comprehensive Core Reading Program (CCRP) and
complex informational and non-fiction texts aligned with the complexity of text as
identified for the grade level band in Appendix B of the Common Core Exemplars. It
also includes small group differentiated initial instruction and independent and peer
collaborative application of skills/strategies in literacy centers. This initial instruction
is explicit, systematic, scaffolded, differentiated, guided by data analysis, and focused
on the six essential components of reading (oral language, phonemic awareness,
phonics, fluency, vocabulary, comprehension) and the Florida Standards. Elementary
students identified as struggling readers (Tier 2 and Tier 3) participate in additional
daily immediate intensive intervention (iii) instruction that focuses on the specific
differentiated needs of students and provides more intense reading instructional time
that extends beyond the 90-minute reading block for which a double or triple dose of
targeted instruction may be needed. This intervention continues until the reading
deficiency is remedied.
Secondary:
Tier 1 literacy instruction at the secondary level includes English language arts and
literacy in social studies, science and technical subjects. Daily reading intervention
(Tier 2 and Tier 3) for secondary students includes whole group explicit instruction
from the Comprehensive Intervention Reading Program (CIRP) and complex
informational and non-fiction texts aligned with the complexity of text as identified
for each grade level band in Appendix B of the Common Core Exemplars. It also
includes small group differentiated instruction, independent reading practice
monitored by the teacher, and instruction in the Language Arts Florida Standards.
Students that are reading below level have a variety of instruction and intervention
needs, and schools must recognize that no single program or strategy will be
successful for the remediation of all students. Teachers need to draw from a variety of
effective reading strategies that are grounded in scientifically based reading research
and proven successful in the remediation of struggling adolescent literacy learners.
Any student, including those with disabilities, who does not meet specific levels of
performance in reading for each grade must be provided with additional districtapproved assessments to determine the nature of the student’s difficulty, areas of
academic need, and strategies for appropriate intervention. Utilizing the Multi-Tiered
System of Supports/Response to Intervention (MTSS/RTI) process, the teacher must
develop and implement, in consultation with the student’s parent, a Progress
Monitoring Plan (PMP) targeting the area of deficiency to assist the student that
includes in achieving the components of the middle school success plan. Schools
must progress monitor students scoring below proficiency levels on the district
approved standard assessment a minimum of three times per year. This includes a
baseline, midyear, and end of year assessment. Research-based instructional activities
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that have been shown to be successful with low- performing students must be used. If
a middle grades student scores Level 1 or Level 2 on FCAT reading or on the state’s
new assessments of the English Language Arts Florida Standards assessments
required under s. 10008.22, the following year the student must enroll in and
complete a remedial or content area course in which remediation strategies are
incorporated into course content delivery. The District may require low-performing
students to attend remediation programs held before or after regular school hours or
during the summer if transportation is provided.
The elementary, middle and high sections of the K-12 Comprehensive Reading Plan
outline in detail a comprehensive and systematic design for instruction to support
reading/literacy learners who are below level, on level and above level including
recommended before, during, and post-reading instruction, strategies for
differentiating instruction to meet student needs, and assessment. The newly revised
Elementary and Secondary Multi-Tiered System of Supports for Literacy provide
concise and easy reference tools that highlight the key components of the district’s
Comprehensive K-12 Reading Plan to support Multi-Tiered System of
Supports/Response to Intervention (MTSS/RtI) process for students in grades K-12.
6. How and when will the district provide principals with the information contained in
the K-12 Comprehensive Research-Based Reading Plan?
At the beginning of each school year the District posts the completed and FDOE
approved Comprehensive K12 Reading Plan on the District's Curriculum and
Instructional Management Portal, the District’s website, and in the literacy
conferences of the district’s email communications system (CAB). A “What's New”
memo and a narrated Brainshark presentation are deployed and posted to the
Principal’s Memo Finder outlining the key points and changes in the District’s plan as
well as any changes at the state level that will impact the District’s plan.
7. *If the district has an elementary school identified on the list of 100 lowest
performing schools, how will the district ensure the provision of an additional hour of
intensive reading instruction beyond the normal school day to meet the needs of their
school’s population?
Students attending schools identified as one of the lowest 100 elementary schools,
receive an additional hour per day of research-based reading instruction aligned with
the Comprehensive Core Reading Program; differentiated instruction based on
assessment data to meet students' specific reading needs; and explicit instruction as
needed in the essential reading components (phonemic awareness, phonics, fluency,
vocabulary, and comprehension) with more extensive opportunities for guided
practice, error correction, and feedback, the integration of social studies, science, and
mathematics text reading, text discussion, and writing in response to reading. An
integrated curriculum with exemplar, model lessons focused on science and social
studies content is deployed weekly to these schools for instructional delivery
provided by teachers or reading specialists who have been identified for the extended
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day instruction. Schools have a select menu of options including the integration of
iReady, Achieve3000, Lucy Calkins Units of Practice and/or literacy mobile labs with
audio books to increase vocabulary and listening comprehension.
District Level Reading Coach Questions
8. How will the district provide leadership and support in defining the role of the
reading coach for school administrators, teachers, and reading coaches?
Please create your District Data Driven Reading Coach Process Chart, detailing the
way of work for administrators, teachers, and reading coaches in your district. This
chart will be uploaded through the online system. You will find a sample in the
Appendix.
Please be sure to address the following: Florida State Standards implementation, text
complexity, and multi-strategy instructional approaches such as the comprehension
instructional sequence.
For a reading coach to be effective, the role of the coach must be clear to school
administration, teachers, and the coach. The role of the coach is specified in section
1011.62 (9) (c) 3 (F.S.), noting that highly qualified reading coaches specifically
support teachers in making appropriate instructional decisions based on student data,
and in improving teacher delivery of effective reading instruction, intervention, and
reading in the content areas based on student need.
9. What is the total number of reading coaches (funded through any source) that served
the district for the 2013-14 school year?
Broward County funded one reading/literacy coach or reading resource specialist for
every Broward County elementary, middle, high, and center school during the 201314 school year. 108 were funded directly from the FEFP and the district funded the
remaining coaching positions so that every school was served with at least one
literacy coach.
10. What is the total estimated number of reading coaches (funded through any source)
that will be serving the district for the 2014-15 school year?
Broward County will continue to provide at least one reading/literacy coach for each
one of the District’s public elementary, middle, high, and center schools during the
2014-2015 school year. As many positions as possible will be funded from the FEFP
and the district schools' budgets will fund the remaining coaching positions.
Additional literacy coaches and literacy interventionists, in addition to one coach per
school, will be deployed if and as funding allows following a prioritized level of
service.
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11. How will the district and schools recruit and retain highly qualified reading teachers
and reading coaches?
Several district departments work collaboratively to recruit and retain highly qualified
teachers, including the Office of Talent Development, which includes Leadership
Development, Teacher Development and Professional Development Support, along
with the Office of Instruction & Interventions. Broward actively supports the
development of highly-qualified teachers and offers a full array of online, distance
learning, and face-to-face professional learning opportunities focused on meeting the
needs of all educators, including the New Educator Support System (NESS), Reading
Endorsement and Next Generation Content Area Professional Development
(NGCAR-PD.
The District, in collaboration with the New Teacher Center, a national non-profit
dedicated to improving student learning by accelerating the effectiveness of new
teachers and school leaders, has implemented a research-based credentialing program
for developing the knowledge and skills of school-based and district coaches to more
effectively execute their roles to achieve the goals of the Strategic Plan. More than
200 coaches completed year one of the two-year credentialing program during the
2013-14 school year and will continue with year two during the 2014-15 school year.
Participation is by application and approval of the coach’s principal or cadre director
and a new cohort of coaches will begin year one of the program during the 2014-15
school year. Literacy Coaches will still serve the District following the Just Read,
Literacy Coaching model, and their practices will be enhanced and more effective
through the credentialing process.
12. How will the district determine allocation of reading coaches based on the needs of
schools?
Priorities for ensuring that the needs for reading/literacy coach support is maximized for
all Broward County Public Schools for the school year 2014-15 will be based on the
following:
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All district public schools will be provided one dedicated reading/literacy coach
or reading resource specialist who will follow the Florida reading/literacy
coaching model, using the coaching cycle of modeling, co-planning, and coteaching to facilitate literacy professional learning for the school, and serve as the
school-based support for high quality instruction, continuous improvement, and
effective communication in alignment with the District’s Strategic Plan.
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Per the Florida DOE Coaching Flexibility Memo, all literacy/reading coaches
may teach one period per day in a model/demonstration classroom providing
opportunities for teachers to observe, co-teach, and/or participate in Lesson Study
to improve instruction.
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Schools may be identified for additional coaches or reading interventionists to
support literacy teaching and learning based on the availability of funding and
priority of needs, such as support for schools identified as one of Florida’s lowest
100 elementary schools or support for schools identified as high need by District
criteria or by the Florida Differentiated Accountability Plan.
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Support for schools may be identified for targeted or differentiated needs in terms
of time sensitive and/or specific tasks needed at beginning of the school year,
during progress monitoring assessment periods, during Benchmark Assessment
Testing, (BAT), or to meet other critical and time-sensitive needs.
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Support for new teachers or teachers identified based on data from classroom
observations using the Marzano model of causal teacher evaluation.
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School Level Leadership
The School Level Leadership Section is designed to drive changes in instruction at the
school level. These changes should occur in conjunction with the School Improvement
Plan at each school, which may be found at: https://www.flsiponline.com/.
1. How are Reading Leadership Teams used to create capacity of reading knowledge
within the school and focus on literacy concerns across the school? Please consider
focusing on the following items:
Support for Instruction to Improve Literacy
• Ensuring that text complexity along with close reading and rereading of texts
is central to lessons.
• Providing scaffolding that does not preempt or replace text reading by
students.
• Developing and asking text dependent questions from a range of question
types.
• Emphasizing students supporting their answers based upon evidence from the
text.
• Provide extensive research and writing opportunities (claims and evidence).
The school principal will recruit a cross section of highly qualified teachers,
administrators, staff and stakeholders who have strong backgrounds in literacy and
who demonstrate a willingness to support and build school literacy culture through
collegiality and focused work in Professional Learning Communities (PLCs) and
study groups.
The Literacy Leadership Team members should be drawn from the reading/literacy
coach, media specialist, department chairpersons and/or team leaders, Florida
Standards cadre of experts, content area teachers, especially those that have
completed NGCAR-PD, classroom teacher-leaders, English Language Learner (ELL)
and Exceptional Student Education (ESE) school-based liaisons, and literacy
stakeholders drawn from the community. Literacy Leadership Team members must
demonstrate a long-term, professional commitment to the goals of the District
Strategic Plan focused on increasing student achievement through improving literacy
instruction and practices, aligning instruction to the Florida Standards, and the
district’s Multi-Tiered System of Supports/Response to Intervention (MTSS/RtI)
process.
The District provides guidance and a model for improvement through the District
Improvement and Assistance Plan (DIAP) that schools use to guide them in
identifying goals and strategies for their individual School Improvement Plans (SIP).
The DIAP outlines an 8-step model of support for instruction to improve literacy that
is focused on:
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Ensuring that text complexity along with close reading and rereading of texts
is central to lessons;
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Providing scaffolding that does not preempt or replace text reading by
students;
Developing and asking text dependent questions from a range of question
types;
Emphasizing students supporting their answers based upon evidence from the
text;
Providing extensive research and writing opportunities (claims and evidence).
The school’s Literacy Leadership Teams supports the literacy goals and objectives for the
School Improvement Plan (SIP) and the school’s professional learning goals through
Professional Learning Communities (PLCs), Study Groups, and Lesson Study, schoolwide literacy initiatives, collaborative problem solving and the Response to
Instruction/Intervention. The Literacy Leadership Team should endeavor to build a
culture of academic rigor and literacy achievement through ongoing professional learning
for teachers, administrators, and community stakeholders.
The Literacy Leadership Team should:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Engage in regular, ongoing, literacy professional learning;
Support the implementation of the Florida for English Language Arts and
Literacy in History/Social Studies, Science, and Technical Subjects;
Support the work of the school’s Multi-Tiered System of Support/Response to
Instruction/Intervention (MTSS/RtI) process;
Participate in Professional Learning Communities and Study Groups;
Use data to analyze the effectiveness of instruction and redesign instruction
and resources to meet the student’s instructional and intervention needs;
Monitor and support the implementation of the Comprehensive Core Reading
Programs (CCRP) or Comprehensive Intensive Reading Programs (CIRP) and
scientifically based reading instruction and strategies with fidelity;
Participate in ongoing literacy dialogues with school stakeholders;
Develop and support initiatives that promote College and Career Readiness
and literacy;
Support classroom or school-based action research;
Support or participate in classroom demonstrations and modeling of researchbased literacy strategies, inquiry-based research and integrated curriculum;
Support the development of model/demonstration classrooms;
Mentor and support other teachers;
Lead and support Professional Learning Communities (PLCs), Study Groups,
and Lesson Study;
Facilitate and lead literacy professional learning for the school.
2. *How does the reading coach provide professional learning opportunities for the
following?
Elementary:
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•
•
•
All instructional staff?
Reading intervention teachers?
Guidance counselors, including the facilitation of reading intervention services?
The elementary reading resource specialist/literacy coach is a literacy leader at the
school who embraces the Just Read, Florida coaching model through a cycle of
support focused on co-planning, co-teaching and modeling, analyzing data to inform
instruction, and advocating and serving a pivotal role in leading professional learning
at the school through Professional Learning Communities (PLCs) and Lesson Study.
This coaching model extends to all school stakeholders, including all instructional
staff, reading intervention teachers, guidance counselors, ESE and ESOL support
facilitators, media specialists, and other support staff. The reading/literacy coach
facilitates or supervises school-based professional development aligned the
Elementary Literacy Master Plan to build capacity in implementing the
comprehensive core reading program and supplemental reading programs with
fidelity and to use data and formative assessment to inform instruction. The
elementary reading resource specialist works as a critical partner in the school’s
Multi-Tiered System of Supports (MTSS) Collaborative Problem-Solving Team
(CPST) in the screening, diagnosis, progress monitoring, and placement of students in
the targeted literacy instruction and intervention that best meets the students’ needs.
Secondary:
• All instructional staff?
• Reading intervention teachers?
• Guidance counselors, including the facilitation of reading intervention services?
The secondary literacy coach is a literacy leader at the school who embraces the Just
Read, Florida coaching model through a cycle of support focused on co-planning, coteaching and modeling, analyzing data to inform instruction, and advocating and
serving a pivotal role in leading professional learning at the school through
Professional Learning Communities (PLCs) and Lesson Study. This coaching model
extends to all school stakeholders, including all instructional staff, reading
intervention teachers, guidance counselors, ESE and ESOL support facilitators, media
specialists, and other support staff. The literacy coach works as a critical partner in
the school’s Multi-Tiered System of Supports/Response to Intervention (MTSS/RtI)
Process in the screening, diagnosis, progress monitoring, and placement of students in
the targeted literacy instruction and intervention that best meets the students’ needs.
In addition, the secondary literacy coach supports the development of a cadre of
content area teachers across multiple disciplines who implement research-based
reading strategies and literacy instruction within their content area classrooms, using
the Comprehension Instructional Sequence (CIS) as a model for close analytical
reading of complex text and the Next Generation Content Area Reading Professional
Development (NGCAR-PD).
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Literacy coaches in both elementary and secondary schools support and supervise the
development of teachers who have completed the reading endorsement add-on to
certification program.
3. *How is this occurring in schools where no reading coach is available?
There is no district public school in the Broward County Public Schools district that
does not have a dedicated, full-time instructional (literacy) coach or reading resource
specialist.
4. All students should have regular access to grade level appropriate text. How are texts
reviewed and selected for complexity? How are ‘stretch texts’ provided and
appropriately used in all courses/grades, particularly in reading intervention?
Texts are selected based on the quantitative, qualitative and reader and task
considerations model of text complexity as defined in Appendix A of the Common
Core State Standards, including the new research on text complexity published in the
supplemental research for Appendix A (which was updated in 2012).
Literacy Coaches/Reading Resource Specialists, teachers and administrators have
engaged in professional learning and will continue to develop knowledge and skills in
analyzing text using the Qualitative Dimensions of Text Complexity rubric and in
using quantitative tools, such as the Lexile Analyzer, for identifying grade level
appropriate and “stretch texts.” Interdisciplinary units of practice have been written
and deployed to support and extend the implementation of the elementary
comprehensive core reading program, HMH Journeys in grades K-5. Comprehension
Instructional Sequence (CIS) lessons have been developed to support and extend
reading intervention at the secondary level. Document-Based Questions (DBQs), a
model based on historical thinking using primary source documents is used
extensively in secondary social studies classrooms.
In many cases, finding, analyzing and aligning additional complex texts to current
reading instruction are readily available in the ancillary materials in current text
adoptions (such as the primary sources documents library for World History and US
History). Additional sources for complex texts are available in the District’s
curriculum portal, including informational databases (such as the Gale Group
Opposing Viewpoints or SIRS Researcher), the American Memory Project at the
Library of Congress, in public library collections, and through Destiny, the online
catalog of resources in Broward County Public Schools.
5. *How will the principal ensure that vocabulary and comprehension instruction builds
student capacity to successfully engage in close reading so that the amount of close
reading instruction can increase across the school day?
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The principal, as the instructional leader of the school, supports the goals and
directives of the District’s Comprehensive K-12 Reading Plan and the School
Improvement Plan in alignment with the goals of the District’s Strategic Plan.
Vocabulary and comprehension instruction are vital and critical components of the
literacy development of children at the primary (K-2), intermediate (3-5), and
secondary (6-12) level during and after mastering foundation level literacy skills.
Through classroom visits and observations, data chats with teachers, collaborative
work with the school reading resource specialist/literacy coach in leading the school's
Reading Leadership Team, the principal supports, monitors, and ensures the
implementation with fidelity of the District's literacy curriculum; supports teacher
development of effective reading instruction through school-based PLCs, reading
coach support, and initiatives to support increased rigor to meet grade level
expectations for college and career readiness such as the close reading of complex
text to build vocabulary and comprehension skills:
Specifically, the principal supports these goals in elementary classrooms:
• Integrated Units of Study incorporating close reading of complex texts across
science and social studies themes
• Daily 5 model, authentic reading and writing activities in which students 1) read
to self, 2) work on writing, 3) do word work, 4) read to someone and 5) listen to
reading) and CAFE (Comprehension, Accuracy, Fluency, and Expand
Vocabulary) which provides the content to the Daily 5 structure, to help ensure
that students will meet the goals of Language Arts Florida Standards.
Specifically, the principal supports these goals in secondary classrooms:
• Implementation of close reading strategies and protocols such as the
Comprehension Instructional Sequence (CIS)
• Expanding capacity and building a cadre of teachers who have completed
NGCAR-PD
• Collaboration across different content areas to share discipline specific literacy
strategies that enhance vocabulary building and comprehension of all content,
such as Document Based questions in social studies
• Vocabulary focus across all content areas such as word of the day/week, academic
vocabulary focus and vocabulary instruction focused on Greek/Latin roots and
structural analysis
The principal supports the school media specialist in promoting motivational reading
programs such as school-wide book clubs, family literacy nights, media events, book
passes, visiting authors, motivational bulletin boards, book drives, Partners in
Excellence, Reading Across Broward, Just Read, Florida initiatives, and other
activities that encourage literacy.
6. For schools identified as one of the 100 lowest-performing elementary schools, how
will school level leadership ensure that intensive reading instruction during the
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additional hour of instruction meets the following characteristics outlined in Section
1011.62(1)(f), F. S.?
The intensive reading instruction delivered in this additional hour shall include:
• Research-based reading instruction that has been proven to accelerate progress
of students exhibiting a reading deficiency;
• Differentiated instruction based on student assessment data to meet students’
specific reading needs;
• Explicit and systematic reading development in phonemic awareness, phonics,
fluency, vocabulary, and comprehension, with more extensive opportunities
for guided practice, error correction and feedback; and,
• The integration of social studies, science, and mathematics text reading, text
discussion, and writing in response to reading.
Principals, as the literacy leaders of the school, will ensure fidelity of
implementation the goals for the additional hour of instruction in the district’s
lowest 100 elementary schools. The Office of School Performance and
Accountability (OSPA), comprised of a Chief Officer and eleven Directors who
provide direct support to schools in level specific Cadres and Innovation Zones,
support and monitor principals and schools in the implementation of district goals
and initiatives.
Students attending schools identified as one of the lowest 100 elementary schools,
receive an additional hour per day of research-based reading instruction aligned with
the Comprehensive Core Reading Program; differentiated instruction based on
assessment data to meet students' specific reading needs; and explicit instruction as
needed in the essential reading components (phonemic awareness, phonics, fluency,
vocabulary, and comprehension) with more extensive opportunities for guided
practice, error correction, and feedback, the integration of social studies, science, and
mathematics text reading, text discussion, and writing in response to reading. An
integrated curriculum with exemplar, model lessons focused on science and social
studies content is deployed weekly to these schools for instructional delivery
provided by teachers or reading specialists who have been identified for the extended
day instruction. Schools have a select menu of options including the integration of
iReady, Achieve3000, Lucy Calkins Units of Practice and/or literacy mobile labs with
audio books to increase vocabulary and listening comprehension.
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Professional Development
Professional development for all teachers, coaches and administrators must be
provided to ensure that all district educators are grounded in the essential components
of reading instruction. Providers of professional development (internal and external)
must base training in reading instruction on scientifically-based reading research.
Professional development options must be provided to address the following:
•
Implementation of all instructional materials, all reading programs, and strategies
based on scientifically-based reading research, including early intervention,
classroom reading materials, and accelerated programs. Immediate intensive
intervention (iii) should also be addressed.
•
Instruction in the use of screening, diagnostic, and classroom-based progress
monitoring assessments, as well as other procedures that effectively identify
students who may be at risk of reading failure or who are experiencing reading
difficulties.
Further, for professional development to be considered comprehensive, it must address
the body of knowledge grounded in scientifically-based reading research and must be in
alignment with the National Staff Development Council Standards (NSCD) and Florida’s
Professional Development System Evaluation Protocol.
In order to assure that each individual teacher has the level of intensity needed for
professional growth based on student achievement data, professional development must
be individualized. All teachers, paraprofessionals and substitutes, and even mentors can
benefit from differentiated professional development – providing more information for
less experienced teachers and advanced activities for those who are at a mentor level.
Provide the district professional development schedule for ALL reading professional
development, including those funded through the FEFP and non-FEFP reading
allocation, for the 2014-2015 school year through Chart A. 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 A and should reflect courses that are aligned with the 2011 Reading
Endorsement. Delete charts that reference old courses as they should no longer be
offered. Address the Reading Endorsement professional development first in your charts.
To create and edit all professional development charts for Chart A, use the link
provided within this section online. Please indicate whether you are accepting a
previously approved chart or creating/revising a new chart by clicking the
appropriate radio button on Chart A.
1. How will the professional development provided to district supervisors be delivered
at the school level?
Chart A
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2. How will the district assure that administrators and reading/literacy coaches provide
follow up on literacy professional development (e.g., Florida Standards
implementation, text complexity, comprehension instructional sequence, close
reading, etc.)?
Broward County Public Schools has adopted new comprehensive intervention reading
program, National Geographic Learning Inside (for middle school students) and Edge
(for high school students to be implemented beginning the 2014-15 school year. Both
Inside and Edge provide intervention instruction, strategies, and scaffolded supports
for comprehending complex texts of increasingly complexity. Included in each unit is
a full length, on-grade level, complex text for close reading. Additional complex texts
have been for Comprehension Instructional Sequence and/or text sets to extend
instruction of the main selections in each Comprehensive Intervention Reading
Program.
Professional development during the spring and summer of 2014 will be focused on
the Language Arts Florida Standards through the new Comprehensive Intervention
Reading Program instructional materials as well as current and new Supplemental
Intervention Reading Program instructional materials. A half-day orientation to the
new standards and the new materials will be facilitated for all middle school reading
teachers, coaches, and literacy administrators in May 2014. This initial three-hour
session will provide an overview of the National Geographic Inside intensive reading
curriculum as a recommended prerequisite to the comprehensive 2-day professional
learning for 2014-15.
Two full-day reading coach sessions will be offered targeting the specialized support
of reading/literacy coaches in the implementation of the new standards and
instructional materials. This focus will continue throughout the new school year,
focusing on targeted strategies each month.
A month long literacy institute in June will offer 4 concurrent two-day professional
learning institutes for middle school reading teachers and 4 concurrent two-day
professional learning institutes for high school reading teachers. Teachers will engage
and participate in model lessons aligned to the standards using close reading
strategies for unlocking complex text. These are aligned to the Florida Standards
Language Arts and will include professional learning and implementation aligned
with the text complexity, close reading, and the other qualities of college and career
readiness for literacy. Teachers with build foundational knowledge in meeting the
needs of adolescent literacy learners. The learning will include modeled lessons,
demonstration of the rotational model of instruction for building student’s literacy
skills and independence, and the implementation of the close reading grade level
passages. Teachers will debrief and discuss how instruction will be implemented in
their own classrooms. The session will include in-depth training and practice with the
online resources and digital tools for learning in anticipation of the middle and high
school intensive reading digital learning initiative.
All secondary schools will be implementing the new Florida Assessments for
Instruction in Reading – Florida Standards (FAIR – FS) beginning with the 2014-15
school year. Professional development on the new FAIR- FS and how to effectively
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use FAIR – FS and other formative assessment data for planning and implementing
targeted instruction will begin during July 2014 and continue throughout the new
school year.
The Comprehension Instructional Sequence has been a focus for instruction in
Broward County Public Schools since 2011. It is incorporated into intensive reading
instructional practices through the reading adoption as well as Next Generation
Content Area Reading Professional Development (NGCAR-PD) in content area
classrooms. To date, 321 teachers, including the Literacy Coaches at the middle and
high school, have completed the Next Generation Content Area Reading Professional
Development (NGCAR-PD) Teacher Academy. The District’s goal is to build a cadre
of content area teachers across multiple disciplines who implement research-based
reading strategies and literacy instruction within their content area classrooms,
whether they serve as a reading teacher of record for Level 1 or 2 students or not. The
skills and strategies embraced by the NGCAR-PD teacher enhance learning in any
classroom as instruction focuses on close analytic reading and text evident writing.
Teachers facilitate scaffolded instruction using the gradual release model that does
not preempt students engaged in the actual work of reading and grappling with
complex texts in their content areas of instruction.
The District is developing a cadre of NGCAR-PD district-level trainers, including
secondary reading/literacy coaches and teacher-leaders in Social Studies, Military
Science, Career and Technical Education, and the Arts through a partnership with
those departments, to support the development of cohorts of secondary content area
teachers to implement NGCAR-PD at their schools. To support this effort and to
train new reading coaches who assumed their positions since the first train the trainer
in 2011, the Just Read, Florida office will facilitate a new NGCAR-PD Train-theTrainer in Broward in June 2014 using new NGCAR-PD resources updated to reflect
the Language Arts Florida Standards.
The Office of School Performance and Accountability (OSPA), comprised of a Chief
Officer and eleven Directors who provide direct support to schools in level specific
Cadres and Innovation Zones, support and monitor principals and schools in the
implementation of district goals and initiatives including the implementation of the
new Florida Standards Language Arts through new instructional materials and
formative assessment including the Florida Assessments for Instruction in Reading –
Florida Standards (FAIR – FS) and the district’s interim assessments.
Monthly reading coach sessions during the 2014-15 school year will support by
focusing on follow-up professional development and monitoring of school needs. The
coaches’ sessions will identify targeted needs and will provide modules and resources
for support that coaches will implement in their school-based PLCs. The district's
curriculum portal, http://www.definingthecore.com, will continue to serve as the
portal for accessing these and other resources.
3. Does your district offer Next Generation Content Area Reading Professional
Development (NGCAR-PD)?
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Yes. Broward County Public Schools is focused on the development of a NGCARPD cadre for every secondary school in the District. Almost 300 teachers, including
the Literacy Coaches at the middle and high school, have completed the Next
Generation Content Area Reading Professional Development (NGCAR-PD) Teacher
Academy.
4. How is your district building capacity through NGCAR-PD to provide reading
intervention in content area classes for secondary students in need of reading
intervention per Section 1003.4156, 1003.428, and 1003.4282, F. S.?
The District has been developing a cadre of NGCAR-PD district-level trainers,
including secondary reading/literacy coaches and teacher-leaders in Social Studies,
Arts, Music, Science, Military Science, and Career and Technical Education, through
a partnership with those departments, to support the development of cohorts of
secondary content area teachers to implement NGCAR-PD at their schools. This
year, three NGCAR-PD teacher academies were offered including a social studies
focused one for social studies teachers, an arts focused one targeted for art and music
teachers, and a general teacher academy for all content area teachers.
The District’s goal is to build a cadre of content area teachers across multiple
disciplines who implement research-based reading strategies and literacy instruction
within their content area classrooms, whether they serve as a reading teacher of
record for FCAT Level 2 students or not.
The goal of building school capacity through NGCAR-PD is not just to offer
intensive reading placement options for level 1 and 2 students who may qualify for
content reading intervention with a NGCAR-PD teacher. The skills and strategies
embraced by the NGCAR-PD teacher enhance learning in any classroom as
instruction focuses on close analytic reading and text evident writing. Teachers
facilitate scaffolded instruction using the gradual release model that does not preempt
students engaged in the actual work of reading and grappling with complex texts in
their content areas of instruction.
5. How will the district support implementation of Next Generation Content Area
Reading – Professional Development (NGCAR-PD)?
The district is supporting the implementation of ongoing NGCAR-PD by developing
discipline specific teacher trainers with the literacy expertise to facilitate NGCAR-PD
targeted for specific content teachers (e.g. social studies). Two NGCAR-PD Trainthe-Trainers area scheduled for summer/June 2014, one facilitated by JRF staff and
one by BCPS district trainers to develop new teacher leaders and coaches who missed
the FDOE/JRF facilitated train-the-trainer in 2011. A summer NGCAR-PD Teacher
Academy is also planned in conjunction with professional development for the
reading and English Language Arts adoption. District literacy supervisors have been
working with principal leadership teams to inform them of the benefits of NGCARPD for their schools to encourage more school-based cadres of teachers to complete
the NGCAR-PD bundle.
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6. Please list and describe professional development that teachers will receive to support
research-based content area literacy practices within English/Language Arts,
History/Social Studies, Science, and Technical Subjects.
All literacy professional development including reading endorsement, NGCAR-PD
and content and discipline specific literacy professional development in Broward
County Public Schools infuses the Language Arts Florida Standards (LAFS), text
complexity and close analytic reading strategies using the Comprehension
Instructional Sequence (CIS), and inquiry-based integrated research. Reading/literacy
coaches and Literacy Leadership Teams at schools have been directed to embrace
NGCAR-PD and to support all teachers in implementing the Comprehension
Instructional Sequence (CIS) and NGCAR-PD literacy strategies at their schools.
Content area teachers support discipline-specific strategies that apply to their specific
academic discipline. For example, secondary social studies supports close analytic
reading of complex text with a discipline specific protocol for reading historical texts
called “Document-Based Questions” (DBQs).
The District has produced elementary and secondary targeted professional learning
modules for each of the Common Core Six Shifts, including and especially focused
on text complexity, text-based discussions and text-evident writing, in the form of
webinars and/or Brainshark presentations which are posted on the District’s
Definingthecore.com website. The presentations serve as fully inclusive professional
development modules with narrated PowerPoint presentations, downloadable
attachments that include guided discussion questions, exemplar lessons, video
modules of best practices captured in the district’s classrooms, and activities for
applying the professional learning module resources to one’s own practice.
7. Does your district conduct transcript reviews of college coursework for application
towards the District Add-On Reading Endorsement?
Broward currently does not review transcripts for college coursework for Reading
Endorsement. Broward County Public Schools does accept state approved college
credit for the Reading Endorsement through Certification.
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Elementary Student Achievement and Instruction
https://app1.fldoe.org/Reading_Plans/Narrative/Print.aspx?Secti...
District: Broward
It is the philosophy of the Just Read, Florida! Office to use scientifically-based reading research
(SBRR), including that found in the National Reading Panel Report (2001) and Preventing Reading
Difficulties in Young Children (1998). Research shows that children benefit from reading instruction
that includes explicit and systematic instruction in skills and strategies and opportunities to apply
those skills and strategies while reading text.
Schools must offer daily classroom instruction in reading in a dedicated, uninterrupted block of time
of at least 90 minutes. All reading instruction is based on the ELA Florida Standards, individual
either the ELA Common Core State Standards or NGSS, student needs, and curricular guidelines. In
addition to, or as an extension of, the 90 minute reading block, the classroom teacher, special
education teacher, or reading resource teacher will provide immediate intensive intervention (iii) on a
daily basis to children as determined by the analyzed results of progress monitoring and other forms
of assessment.
While reading instruction during the reading block explicitly and systematically supports reading
development, reading instruction also needs to relate to the overall English Language Arts literacy
program using both an integrated and interdisciplinary approach:
1. 1) Integrated approach to the language arts strands and skills (reading, writing, listening,
speaking): Schools will integrate opportunities for students to apply the composite use of
these skills they are learning in order to further strengthen their overall literary development.
2. 2) Interdisciplinary approach: The English Language Arts program needs to attain a balance
of literature and informational texts in history, social studies, science content. This
interdisciplinary approach to literacy is based on extensive research that establishes the need
for students to be proficient in reading complex informational text independently in a variety
of content areas in order to be college and career ready by the time they graduate.
3. 3) Simultaneous use of both approaches: The English Language Arts literacy program will
incorporate the integration of reading, writing, listening, and discussing as students relate to
various interdisciplinary texts during instruction, partner work, and independent practice.
Using this integrated, interdisciplinary approach requires systematic student engagement in complex
cognitive tasks with a wide variety of different types of texts. Teachers will also need to incorporate
texts of varying levels of complexity into their literacy instruction, providing various instructional
opportunities for students to read, write, discuss, and listen to text for different specific purposes.
This includes but is not limited to focusing on:
new and increasingly more complex text structures (sequence, comparison and/or contrast,
cause/effect, problem/solution, etc.)
vocabulary and concepts on social studies and science topics
how to extract information from complex informational text
how to use text evidence to explain and justify an argument in discussion and writing
how to analyze and critique the effectiveness and quality of an author’s writing style,
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presentation, or argument
paired use of texts for students to engage in more complex text analyses
independent reading and writing practice to:
relate to increasingly more complex text structures
use content-area vocabulary and concepts
develop fluency and prosody
strengthen and finish mastering literacy skills and strategies
All students need opportunities to engage in integrated, interdisciplinary instruction with complex
cognitive tasks that challenge them to apply their foundational skills toward high-level thinking as
they relate to complex texts. Availability and access to texts of various types, topics, and complexity
levels is necessary for such instruction to occur. Consequently, districts and schools will need to
consider how they will differentiate challenging learning opportunities for low-performing and
high-performing students alike, ensuring that each student can engage in various complex cognitive
tasks that develop such capacities as:
general and discipline-specific academic vocabulary (oral language/written)
high-level comprehension and critical literary analysis skills (oral/reading)
student question generation, inquiry, and research processes
To operate an integrated and interdisciplinary English Language Arts program that differentiates
student learning needs as well as cognitive challenges, district and school personnel will need to
assess the type, amount, and complexity of the texts locally available for differentiated use in literacy
instruction and independent student reading practice. School and classroom inventory will need to
include a wide range of diverse text that support each of the standards and meet the instructional
needs of all students.
PROVIDING TARGETED INSTRUCTION
State Board Rule 6A-6.053 reflects that the following performance-based flexibility options may be
utilized by districts to provide targeted instruction according to student needs:
Elementary schools meeting all of the following criteria are not required to implement a
Comprehensive Core Reading Program:
A current school grade of an A or B,
AYP in reading met for all subgroups,
90% of students meeting high standards in reading (an FCAT score of Level 3 or above).
For students in grades four and five scoring Level 4 or 5 on FCAT reading, districts should offer
enrichment programs, steeped in content, that continue to develop the child’s reading skills. These
students are not required to receive instruction from a Comprehensive Core Reading Program, nor
are they required to receive 90 minutes of reading instruction.
Districts implementing this flexibility must report the reading instruction that will be provided to
these students, including the time allotted for reading instruction in questions 6 and 7.
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All information provided in this section should detail how you will meet the reading needs of all
student subgroups identified under No Child Left Behind.
1 * Each district will be given one school user log-in password so that each school may enter
their own information into Chart C by using the web-based template. It is recommended that
districts create a timeline for school users to enter this information for their school. Districts
will be able to review and revise the school based information before submitting Chart C on
April 4, 2014. School level users should select all applicable adopted reading instructional
materials from the lists provided and add any other materials in the text boxes. Information
regarding materials specifically for ESE and ELL students should be listed in the text box
labeled ‘Other.’ To review and edit all school information for Chart C before submitting, use
the link provided within this section online.
Chart C
2.1 List your Comprehensive Core Reading Programs (CCRP). Comprehensive Core Reading
Programs are the instructional tools used to provide high quality instruction in K-5
classrooms. Describe how teachers will align instruction in K-2 to meet the Florida Standards
for English Language Arts.
The district's Multi-Tiered System of Supports (MTSS)/Response to Intervention (RtI)
process will guide school Collaborative Problem Solving (CPS) teams with implementing a
tiered approach to instructional delivery that includes fidelity of instruction using the
Comprehensive Core Reading/Language Arts Program (CCRP) and supplemental reading
interventions of increasingly higher instructional intensity. This multi-tiered approach to
providing initial and intervention instruction to students at increasing levels of intensity is
based on students' needs as evidenced through analysis of formative diagnostic and progress
monitoring data. Collaborative problem solving at all tier levels (1, 2, and 3) is a cyclical
process that involves analyzing data to identify the problem and determine why the problem is
occurring, implementing an instructional plan to target specific differentiated student needs,
and evaluating the instructional plan to ensure effective response to the initial and intervention
instruction.
As part of Tier 1 universal instruction, all students will be provided a daily, 120-minute block
of literacy/language arts instruction that includes a 90-minute block of uninterrupted reading
instruction following the high quality, explicit, and systematic initial instructional plan of the
Houghton Mifflin Harcourt Journeys Common Core 2014 Comprehensive Core
Reading/Language Arts Program (CCRP). The Journeys CCRP is state adopted and meets the
criteria of a scientifically, research-based reading/language arts series that fully incorporates
the Language Arts Florida Standards. Full implementation of the Language Arts Florida
Standards for Kindergarten began in the fall of 2011, in the fall of 2012 for first and second
grades beginning in the fall of 2012, and in the fall of 2013 for grades three, four, and five,
which accompanied the new reading/language arts instructional program, K-5.
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In addition to implementing the new reading/language arts program that fully incorporates the
Language Arts Florida Standards, additional supplemental instructional resources including
informational texts and mentor writing texts of greater complexity with accompanying
instructional lesson plans have been provided to all elementary schools. These supplemental
instructional resources support the integration of reading, writing, speaking, and listening
standards in an interdisciplinary approach to literacy instruction through science, social
studies, and mathematics content.
The Journeys CCRP provides comprehensive lesson plans for both whole and small group
instruction using an explicit, systematic, and interactive instructional design focused on the
six essential components of reading (oral language, phonemic awareness, phonics, fluency,
vocabulary, and comprehension) and writing. The Journeys CCRP provides guidance to
teachers in delivering differentiated instruction for diverse learners with lesson plan sequences
coordinated to move instructional delivery from cognitively simple skills and strategies to
more complex skills and strategies. Just as the skill and strategy levels increase in complexity,
the variety of text genres increase from the simple to more complex levels. Techniques such
as modeling, previewing and predicting, visualizing, summarizing, clarifying, and direct
instruction in strategic reading are embedded throughout the program.
Lesson plans for whole group instruction that include the introduction of skills and strategies,
embedded teacher modeling opportunities, systematic and explicit lesson sequences, guided
and independent application, and review of skills and strategies with frequent re-teaching
opportunities are also provided in the Journeys CCRP. Whole group instruction focuses on the
introduction of skills and strategies embedded in the context of grade-level resources for the
teacher to provide scaffolded support as needed by all students.
Multi-week interdisciplinary, inquiry-based units of study and project-based learning units
have also been provided to teachers as exemplar model frameworks for designing their own
study units using all resources available to them across a variety of print and digital formats.
These inquiry-based and project-based units provide opportunities for students to deepen their
learning through close analytical reading, writing to text sources, and applying research
process skills to a wide range of content topics that will support in broadening their
knowledge, improving their reading comprehension, and developing their writing skills.
Small group instructional lesson plans that are aligned to the whole group lessons and
differentiated to meet the needs of on-level learners, advanced learners, below-level learners,
and English language learners are also provided in the Journeys CCRP. Integrated within the
small group lesson plans is a scope and sequence that provides teachers guidance in delivering
strategy and skill instruction based on the specific differentiated needs of all students. Daily
lessons for small group incorporate the use of leveled readers, decodable texts, and
vocabulary readers to provide numerous reading opportunities for application and mastery of
skills and strategies within and across a variety of reading contexts that include multiple
genres. A variety of both informal and formal literacy assessment opportunities are included
in the Journeys CCRP and recommended on the district's Elementary Multi-Tiered System of
Supports for Literacy Learners Plan to monitor students’ progress and match students with
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appropriately-leveled text for independent, instructional, and challenging reading experiences.
To achieve mastery of the science and social studies Next Generation Sunshine State
Standards and align instruction to the Language Arts Florida Standards, literacy instruction is
provided through an interdisciplinary approach across all content areas using the Journeys
CCRP, its supplemental resources, and all additional content-specific supplemental resources
currently available in schools. Teachers provide rigorous instruction in the essential
components of reading (oral language, phonemic awareness, phonics, fluency, vocabulary, and
comprehension); high-level reasoning using critical thinking skills through close analytical
reading of complex text; writing to sources using claims and evidence from the text; and
presentation tasks involving speaking, listening, language, research, and digital media tools.
Teachers infuse the science and social studies Next Generation Sunshine State Standards and
the Language Arts Florida Standards in daily instruction using a gradual release of
responsibility model that moves students towards independence with complex, grade-level
content area and literary texts.
The instructional focus of literacy includes, but is not limited to the following.
• Structure student learning opportunities around the conceptual framework of the Daily 5 that
helps students develop the daily habits of reading, writing, and working independently to
build the foundation for a lifetime of literacy independence.
• Structure literacy instruction around the CAFE (Comprehension, Accuracy, Fluency, and
Expanding vocabulary) model to include individualized student goal setting through
one-on-one conferencing, visually displaying student goals, grouping students for instruction
of similar goals, and targeting whole-class instruction on emerging student needs.
• Use complex informational text for instruction at a ratio matching the Language Arts Florida
Standards (50% informational text to 50% literary text).
• Make the close reading of texts central to lessons—rather than ancillary—and focus on texts
that elicit close reading and re-reading for understanding.
• Provide effective instructional scaffolding that enables all students to access complex texts
directly without preempting or replacing a text by translating its contents for students.
• Provide a gradual release of responsibility towards decreasing teacher scaffolding and
increasing student independence as demanded for success on accountability measures such as
summative statewide literacy assessments.
• Ask text-dependent questions that require students to cite strong and thorough textual
evidence to demonstrate they follow the details of what is explicitly stated as well as make
inferences from the text, ensuring valid claims are based on evidence in the text.
• Provide extensive writing opportunities for students to draw evidence from texts (i.e., write
to sources) to support logical inferences and reasoning, present careful analyses, and construct
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objective summaries of information.
• Ensure that questions and learning tasks require careful comprehension of the text before
asking for further connections, evaluation, or interpretation.
• Support students in writing arguments and analyses using valid reasoning and relevant
evidence.
• Engage students in literacy learning tasks in which they integrate multiple sources of
information presented in diverse formats and media.
• Engage students in research to answer substantive questions (including those that are
student-generated), investigate and solve a problem, narrow or broaden an inquiry, and
synthesize multiple resources.
• Ensure that word study focuses on students using a variety of strategies to acquire and use
academic and content-specific words sufficient for reading, writing, speaking, and listening.
The following technology and digital tool resources are available in the district’s BEEP
Teacher Portal, but are not limited to:
• K-12 Comprehensive Research-Based Reading Plan
• Support for English Language Learners (ELL)
• Destiny Instructional Resources
• A+ Rise Strategies
• Compass Learning and Destination Learning
• netTrekker Academic Search Engine
• Discovery Education Streaming Multimedia/Video Library
• Virtual Counselor
• Learning Village Portal
• Online Textbooks
Learning Village Portal K-5 Reading Resources, but are not limited to:
• Instructional Lesson Plans
• Florida Assessments for Instruction in Reading – Florida Standards (FAIR-FS) Resources
• LEARN Video Tutorials and Resources
• Next Generation Sunshine State Standards for Science and Social Studies and Florida
Standards for Language Arts and Math – Project CPALMS Link
• Extended Learning Opportunities
• Strategies for Success in Reading and Writing
• Curriculum Frameworks
• Common Core State Standards Links
• Elementary Multi-Tiered System of Supports for Literacy Learners Plan
• Response to Intervention (RtI) Guidance
• District Assessment Chart
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Student Portal, but are not limited to:
• Online Textbooks
• Online Databases (e.g., Multimedia Encyclopedias, World Book, Infotrac)
• Sun Sentinel Online Newspaper
• Homebound Instructional Lessons
• Online Dictionary
• Links to Online Learning Sites (e.g., TumbleBooks Library and TeachingBooks.Net)
• eTutor
The following digital classroom tools allow the teacher to provide explicit, visual modeling of
instruction that serves to provide engaging and meaningful learning opportunities for students.
Teachers also use Promethean or Smart Flipcharts with their Interactive Whiteboards to make
learning more interactive and explicit for students.
• Interactive Whiteboards (Promethean or SMART)
• LCD/Video Projector
• Document Camera
• Student Interactive Responders
• Electronic Readers (e.g., iPods, Kindles, other e-Book Readers)
• Tablet PCs
• Wireless Laptops and Desktop Computers
• iPads
• iPod Touches
• MP3 Players
An inviting and engaging literacy environment supports literacy learning for all students and
includes the following components.
• Designated areas for whole group direct and modeled instruction, small group differentiated
instruction, and literacy centers for independent and/or collaborative literacy learning
• Designated areas for teachers to use digital tools and strategies to enhance instruction such
as interactive whiteboards, LCD projectors, document cameras, and student interactive
responders
• Designated areas for students to use digital tools, eBooks, computers, iPads, iPod Touches,
and/or MP3 players for accessing digital content and online resources
• Classroom libraries of quality literary and informational texts, of varying levels of
complexity to build background knowledge, engage students in reading for pleasure and
information, and to explore for self-selected independent reading
• Classroom walls that reflect the community culture of the teacher and students, providing
engaging, high interest visual tools for learning; displays of student work; interactive word
walls; and motivating art, photographs, and other visual materials
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• Folders, notebooks, or portfolios of student work products
• Student work that reflects teacher constructive feedback and exemplary work as displayed
publically on bulletin boards or classroom walls
• Frequent rotation in the display of meaningful student work
• Student book reviews and reflections of text displayed to peak the interest of peers
• Neatly organized teacher tools, including textbooks, supplemental resources, and other
print/paper resources displayed or filed for retrieval and/or safe storage
2.2 List all research based materials that will be used to provide reading intervention during the
one hour extended day in the event the district has a school identified on the list of 100 lowest
performing elementary schools. Describe how intervention in extended day will align with
reading instruction provided during the school day.
Student data, from the administration of screening, progress monitoring, and diagnostic
formative literacy assessment measures as recommended on the district's Elementary MultiTiered System of Supports for Literacy Learners Plan and the electronic Progress Monitoring
Plan (PMP), are analyzed by teachers to guide them in developing reading and writing
instructional plans that are relevant and intensive, and designed to specifically target the
individual differentiated needs of their students. Literacy resources used in the classroom
during the normal school day, such as the Comprehensive Core Reading/Language Arts
Program (CCRP), Comprehensive Intervention Reading Programs (CIRP), and Supplemental
Intervention Reading Programs (SIRP), are extended for use beyond the school day to
maintain consistency of instruction.
Reading intervention instruction is provided daily to all struggling readers during the normal
school day, beyond and in addition to, the daily 90-minute initial reading block. This
intervention instruction is delivered in small group and is based on the targeted differentiated
needs of students. For students attending schools that are identified as one of Florida's 100
lowest-performing elementary schools based on the statewide literacy assessment, an
additional hour per day of intensive reading instruction will be provided beyond the normal
school day. The intensive reading instruction delivered in this additional hour shall include
research-based reading instruction that has been proven to accelerate progress of students
exhibiting a reading deficiency; differentiated instruction based on literacy assessment data to
meet students’ specific reading needs; explicit and systematic reading development in the
essential reading components (oral language, phonemic awareness, phonics, fluency,
vocabulary, and comprehension) with more extensive opportunities for guided practice, error
correction, and feedback; and the integration of social studies, science, and mathematics
content area text reading, text discussion, and writing in response to reading. An integrated
curriculum using scientific, research-based resources will be implemented and delivered by
highly qualified teachers or reading/literacy specialists/interventionists who have been
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identified as effective in teaching reading.
Supplemental reading resources can be used to differentiate instruction for all students across
the continuum of instructional intensity levels of Tier 1 (initial universal core), Tier 2
(strategic intervention), and Tier 3 (intensive intervention). When data show that students
need additional explicit and systematic intensive instruction in a specific component of
reading (i.e., oral language, phonemic awareness, phonics, fluency, vocabulary, or
comprehension) supplemental intervention resources can be used as an extension beyond the
universal Tier 1 initial core instruction of the Comprehensive Core Reading/Language Arts
Program (CCRP). As part of Tier 2 (strategic) or Tier 3 (intensive) intervention instruction,
the following Supplemental Intervention Reading Programs (SIRP) are recommended for use
in providing targeted differentiated intervention support to meet the specific needs of
struggling readers.
Elements of Reading: Vocabulary is an oral vocabulary instructional program, designed for
kindergarten through third grade students. This intervention program is based on the research
of Drs. Isabel Beck and Margaret G. McKeown. Elements of Reading: Vocabulary is one
component of a modular reading program series published by Steck-Vaughn, an imprint of
Harcourt Achieve. Each of the individual components of this modular reading program,
Elements of Reading (Vocabulary, Fluency, Comprehension, Phonemic Awareness, and
Phonics), have been flexibly designed to implement separately or in combination to
supplement initial reading instruction, based on the targeted differentiated needs of students.
Great Leaps is implemented as an intervention for kindergarten through third grade students
needing supplemental support in reading fluency instruction. The program consists primarily
of student practice lessons, with an instructor manual that includes assessment guidelines.
Teachers, volunteers, or paraprofessionals work individually with students using timed
readings to employ immediate error corrections that incorporate the modeling of correct
responses. Independent research conducted in 2000, and reviewed by the Florida Center for
Reading Research (FCRR), showed that Great Leaps produced statistically significant gains in
fluency for students with learning disabilities. FCRR has carefully reviewed Great Leaps and
determined it is consistent with current scientifically based reading research in design and
content, and that independent research was found to be encouraging with regard to the
efficacy of Great Leaps for improving students’ reading fluency development.
QuickReads is used as an intervention program targeting fluency instruction. Specifically
designed to improve students’ reading fluency, the QuickReads program additionally contains
strong elements of comprehension, vocabulary, and background knowledge building.
QuickReads consists of expository passages that are short informational texts covering a
variety of topics in science and social studies. Ninety-eight percent of the words in
QuickReads are a combination of high-frequency words and words with a grade-appropriate
set of phonic/syllabic patterns. Additional content-related words are also included. The
instructional content and principles of QuickReads are soundly based on the research findings
conducted by Hiebert and Fisher, 2002. This study was designed to test the effectiveness of
the QuickReads program in a California school district, and statistical analyses of the results
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identified a strong, consistent effect on reading fluency development.
Road to the Code is a phonological awareness program designed for small group and large
group intervention instruction for primary grade-level students. Over the years, the Road to
the Code program has been modified and expanded based on the knowledge of successful
methods such as Say-It-and-Move-It (Elkonin, 1973), and on instructional implementation
evaluations. Results of one particular research study demonstrated that by the end of grades
one and two, students were better readers than their counterparts who did not participate in the
program.
Soar to Success is a reading intervention program designed for students reading below grade
level in third through eighth grades. Delivered in a small group setting, Soar to Success
provides specialized, structured instructional lessons to struggling readers and is based on
extensive research addressing the effective application of reading comprehension strategies.
The core principle of Soar to Success is the reciprocal teaching model, with rich dialogue
exchanges between teachers and students that focus on using the cognitive comprehension
strategies of clarifying, predicting, summarizing, and questioning.
Wilson Fundations is based on the adaptation of the research-based Wilson Reading System
program designed for students in kindergarten through third grades. Systematic and explicit
phonics and word study instruction is emphasized in the Wilson Fundations program and is
presented in a cumulative and scaffolded format incorporating assessment, instruction, and
practice opportunities. Home Support Packets are included to encourage parental involvement
and bridge the home-school connection. Materials include a detailed teacher’s manual, a
CD-ROM that contains lesson demonstrations, and manipulatives for use in multi-sensory and
interactive learning opportunities.
Rigby Newcomer (ELL) Kits – Levels I, II, III provide practice with basic classroom
language, academic language, thematic concepts, phonemic awareness/phonics skills, and
beginning literacy skills for students in kindergarten through fifth grades. This supplemental
resource complements any program for English language learners and supports independent
practice. Each kit contains a teacher’s guide, language-learning masters, oral language
development audio, Rigby Newcomer books, picture cards, reading strategy cards, and an
interactive language and phonics CD-ROM.
Oxford Let’s Go Series (ELL) combines a carefully controlled, grammar-based syllabus with
practical language for newcomers to the English language in kindergarten through fifth
grades. Functional dialogues, interactive games, and pair work activities introduce the
alphabet, basic phonics, and simple language structures. The components of the program
include teacher’s books, student books (Levels 1-6), workbooks, an audio CD, and tests.
English In My Pocket (ELL) is a 16-week program that provides opportunities and support for
students to develop English language skills through interactive rhymes, chants, songs, books,
and games involving visual, auditory, and kinesthetic activities. This program targets the
needs of students in kindergarten through second grades and includes eight thematic units that
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provide intensive, engaging instruction, serving as a bridge to more advanced languagelearning programs.
When literacy assessment data indicate that a student is not making adequate progress despite
differentiated instruction, the school-based Collaborative Problem Solving (CPS) team meets
to analyze the problem and design an intensive intervention instructional plan that includes
the implementation of a Comprehensive Intervention Reading Program (CIRP). CIRPs
typically provide explicit instructional lesson plans that address multiple essential components
of reading (i.e., oral language, phonemic awareness, phonics, fluency, vocabulary, and
comprehension), employing explicit and systematic instruction beyond the Comprehensive
Core Reading/Language Arts Program (CCRP). A CIRP, however, may not provide as
powerful and explicitly intensive instruction in a single targeted reading component (i.e., oral
language, phonemic awareness, phonics, fluency, vocabulary, or comprehension) as a
Supplemental Intervention Reading Program (SIRP), which is designed to focus instruction
on one or two single component(s) of reading. Both SIRPs and CIRPs can be used together to
meet the needs of struggling readers as part of the instructional continuum of Tier 2 (strategic)
and Tier 3 (intensive) intervention. In addition to the abundant resources included in the
CCRP implemented to deliver initial instruction, the following CIRPs are recommended for
use in providing targeted differentiated intervention support to meet the specific needs of
struggling readers.
Accelerated Literacy Learning (A.L.L.) is a comprehensive and intensive early intervention
program designed for students in first and second grades who are performing in the lowest
20th percentile of their class in reading. The daily comprehensive instructional plan for A.L.L.
includes appropriate administration of early reading assessments, the analysis of assessment
data to guide differentiated instructional planning, and the delivery of targeted instruction that
best meets the needs of struggling readers. Similar to Reading Recovery, A.L.L. was
originally designed for implementation in a one-on-one, pullout delivery format with a
reading/literacy interventionist, but has been adapted for implementation more efficiently in
classrooms, with services offered to a greater number of struggling readers. A.L.L. has been
adapted for classroom use to include differentiated instruction delivered in small-group
settings to effectively serve more at-risk students and empower classroom teachers to provide
reading skill and strategy instruction that focuses on developing appropriate strategy talk
related to the cueing systems through scaffolded student support.
Fast Track Reading is comprehensive and intensive intervention program for struggling
readers in fourth through eighth grades. The primary goal of the program is to rapidly
accelerate the achievement of struggling readers toward reaching grade level proficiency. Fast
Track Reading is not a stand-alone program, as it is intended for use in conjunction with a
comprehensive core reading/language arts program. Fast Track Reading is divided into the
following three strands: word work (including phonics and word study), fluency, and
comprehension. This program includes a multitude of teacher aides and support features.
There are numerous magazine passages for students to read that are written on six different
reading levels and include both fiction and nonfiction texts.
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Leveled Literacy Intervention (LLI) is a small-group, comprehensive and intensive
intervention program designed to help teachers provide powerful, daily, small-group literacy
instruction for the lowest achieving students at their grade level. LLI developers, Irene
Fountas and Gay Su Pinnell, have closely examined the literacy learning of thousands of
students, documenting the effectiveness of guided reading through forty years of research
across instructional settings, demographics, instructional needs, and methodologies. Solid
research has provided the foundation for the program’s design and continued research
implementing LLI has contributed to the program’s efficacy (Center for Research in
Educational Policy, 2010). Through systematically designed lessons and original, engaging
leveled books, LLI supports learning in both reading and writing, and helps students expand
their knowledge of language and words and how they work. The primary goal of LLI is to
bring students to grade level achievement in reading. Lessons across the seven grade-level
systems progress from level A (beginning reading in kindergarten) through level Z (represents
competencies at the middle and secondary school level) on the Fountas and Pinnell Text Level
Gradient™. LLI is designed for use with small groups of students who need intensive support
to achieve grade-level competency.
Units of Study in Opinion, Information, and Narrative Writing is a comprehensive and
intensive instructional program that provides grade-by-grade lesson plans for teaching writing
through a workshop model, based on the research of Lucy Calkins and her colleagues from
the nationally recognized Reading and Writing Project. For decades, Lucy Calkins has led this
project at Teachers College piloting, refining, adapting, and developing a kindergarten through
eighth grade system of writing instruction. This sequence of units in narrative, opinion, and
information writing is aligned with the Language Arts Florida Standards and provides a
coherent, systematic curriculum reflecting data-based responsive instruction that has been
designed utilizing thirty-five years of research and development.
The Wilson Reading System is a highly structured systematic reading intervention program
that supports struggling readers in third through twelfth grades with learning the structure of
words and language. This intensive intervention program provides for the development of
total word construction, employing interactive and multi-sensory instruction that focuses on
the development of fluent decoding and encoding (spelling) of words. Wilson Reading Level
A resources include age-appropriate reading material for younger students, while Wilson
Reading Level B resources include age-appropriate reading material for older students.
3 How will your district assure that reading intervention provided to students performing below
grade level addresses both student acceleration and remediation?
As part of the district’s transition to the Language Arts Florida Standards and meeting the
college and career readiness objectives and goals that all students will read complex text
independently and proficiently, the district-facilitated extensive professional learning and
support for teachers, support staff, and administrators on text complexity and close analytical
reading during the 2011-12, 2012-13, and 2013-14 school years and will continue to facilitate
during the 2014-15 school year and beyond. To help schools build exposure to complex texts
needed for high-level comprehension instruction and complex cognitive tasks, the district is
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using the Three Part Model of Text Complexity as outlined in Appendix A of the Common
Core State Standards to identify supplemental complex texts for instruction. This model
includes the Quantitative Dimensions of Text Complexity, the Qualitative Dimensions of Text
Complexity, and Reader and Task Considerations.
Taken together, they define a three-part model for determining how easy or difficult a
particular text is to read and comprehend, with the grade-by-grade specifications for
increasing text complexity in successive years of schooling as defined by the Language Arts
Florida Standards. The district and schools use this model to identify complex texts to
enhance learning with paired texts of different genres and to create lesson sequences of close
analytical reading experiences for more rigorous instruction across all content areas.
The district supports and provides professional learning specific to the following “Ten
Guiding Principles for Close Analytical Reading” as provided by the Office of Just Read,
Florida!
• Make close reading and rereading of texts central to instruction, rather than ancillary
• Provide scaffolding that does not preempt or replace text
• Ask text-dependent questions from a range of question types
• Emphasize supporting answers based upon evidence from text
• Provide extensive research and writing opportunities (claims and evidence)
• Offer regular opportunities for students to share ideas, evidence, and research
• Offer systematic instruction in vocabulary
• Ensure wide reading from complex text that varies in length
• Provide explicit instruction in applied grammar and conventions
• Cultivate students’ independence
Extensive professional learning opportunities on implementing the Language Arts Florida
Standards have been provided to school-based reading/literacy coaches, support staff,
administrators, and classroom teachers. Professional learning opportunities will continue to be
provided to all elementary level teachers with full implementation of the Language Arts
Florida Standards in both the primary and intermediate grades (K-5). School-based
reading/literacy coaches provide mentoring to teachers through coaching practices and
facilitation of Lesson Study and Professional Learning Communities (PLC) focusing on
implementation of the Language Arts Florida Standards. In addition to understanding the
Language Arts Florida Standards, guidance has been provided to support the selection and
implementation of more rigorous instruction using more complex texts across a wide variety
of genres.
Schools have been provided supplemental resources with accompanying exemplar lesson
plans to guide teachers in adjusting their instructional practice to provide close analytical
reading experiences using a wide range of texts with greater complexity. With full
implementation of the Language Arts Florida Standards in kindergarten, first, and second
grades, all primary-level teachers received the Buzz About IT! Supplemental interactive read
aloud program developed by Dr. Nell K. Duke, a leading educational researcher in reading
and writing informational text in the primary grades. The Buzz About IT! Program is a
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collection of strategically selected informational trade books and interactive lesson plans that
address a wide variety of nonfiction text features and text structures. The program supports
teachers with modeling proficient reading of text and facilitating interactive discussion that
supports the analytical understanding of the text content, which includes taking the
information extracted from the text to a variety of written formats capturing explanation and
justification as evidenced in the text. The detailed lesson plans guide teachers with increasing
the rigor of their instructional delivery using the provided texts, and further supports teachers
in developing their ability to transfer this integrated instructional practice to any piece of
complex informational text.
Additional resources have been provided to kindergarten, first, and second grade teachers to
help them align instruction to the Language Arts Florida Standards using collections of both
literature and informational texts as mentor texts for modeling both close analytical reading
and effective writing techniques of accomplished authors. Thematic book bundles in a variety
of genres along with content-rich texts in science, social studies, and mathematics have also
been provided to support teachers with integrating the literacy standards through
interdisciplinary instruction. These additional resources provide teachers the support to
integrate instruction by incorporating reading, writing, speaking, listening, and language into
all instructional practice including cross-discipline learning.
The Comprehensive Core Reading/Language Arts Program (CCRP) Houghton Mifflin
Harcourt Journeys Common Core 2014 continues to be implemented district-wide in all
elementary K-5 classrooms. As part of the Journeys CCRP resources, supplemental leveled
print readers and digital texts have been provided for teachers and students to access a wider
range and variety of more complex texts. Additionally, Houghton Mifflin Harcourt has
provided a supplemental set of 30 trade books for every district teacher. These texts provide a
balance of literary and informational texts with increasing levels of text complexity to be used
during daily interactive read aloud between teachers and students. Once these texts are shared
through whole group read aloud, it is strongly encouraged that the texts become part of the
classroom library for students to select and read independently, increasing their exposure to
and use of more complex texts.
In conjunction with the Journeys literacy core and supplemental resources, several multi-week
integrated, interdisciplinary units of inquiry study and project-based learning units have been
provided to all K-5 teachers as exemplar model frameworks. Every district K-5 teacher was
provided the opportunity to attend extensive summer 2013 professional development, under
the facilitation of a district literacy staff developer, to learn how to use multiple print and
digital classroom resources to comprehensively design their own integrated, interdisciplinary
study units collaboratively with their instructional peers within primary and intermediate
grade-banded sessions of K-2 and 3-5.
A supplement to the Journeys CCRP is an online leveled reader database supported by
Houghton Mifflin Harcourt that provides teachers and students electronic access to a vast,
diversified collection of texts in a variety of genres that are searchable by reading level, genre,
and content topic. The district’s web-based library information system Destiny also provides
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24/7 access to both print and digital resources in a similar format. Through the Destiny
system, students and staff can access supplemental resources such as eBooks, magazines,
newspapers, and multi-media interactive digital content via district subscriptions to online
databases such as Discovery Education, World Book, Gale Group, and TumbleBooks. These
web-based research databases provide robust and differentiated literacy resources for both
literary and informational text to support instructional and learning opportunities for teachers
to model close analytical reading, the application of reference and research skills, and the use
of text resources for writing in a variety of genres and for different purposes to evidence what
has been read. These additional instructional opportunities provide scaffolded support through
modeling proficient reading, writing, speaking, listening, language use, and critical thinking
behavior as students become more proficient in these practices independently and
collaboratively with their peers.
A vital component of an effective literacy program is to provide students time to self-select
reading material with guidance for determining appropriate texts. The relationship between
successful reading achievement and the amount of time students read is clearly supported by
research, “The more students read, the higher they achieve” (Samuels and Wu, 2008;
Anderson, Wilson, & Fielding, 1988; Anderson, Hiebert, Scott, & Wilkerson, 1985; Elley &
Mangubhai, 1983; Ingham, 1981; Taylor, Frye, & Maruyama, 1990). Increasing the time
students spend reading supports fluency, vocabulary, and comprehension development.
Students will more likely be motivated to read independently if text is self-selected and of
interest. When opportunities to self-select texts are provided to students, they often choose to
read texts of higher complexity because of their interest in the topic/content. Classroom
libraries and school media centers host a wide range and selection of reading materials to
support a variety of student interest levels, thus increasing intrinsic motivation to read.
There are several district-supported reading incentive programs that are currently being
implemented throughout Broward County Public Schools. The Accelerated Reader (AR)
technology program, a computer-based reading management and motivational system
designed to complement any comprehensive core reading/language arts program, is a very
popular incentive initiative. As part of the AR program, schools maintain a collection of trade
books that offer students a variety of texts in which to choose for reading. Each AR book is
accompanied by an AR quiz, providing students the opportunity to demonstrate their
understanding of the selected text. Students receive immediate feedback based on quiz
performance. The number of quizzes taken and scores achieved are recorded in the school’s
electronic AR database, providing student data for teachers and administrators to analyze time
spent reading, number of books read, and quiz score results, which can all be correlated to
student reading achievement data.
Additional district-sponsored incentive programs, generally organized by school library media
specialists, are the Florida Reading Association Award (FRAA) program for kindergarten,
first, and second grade students and the Sunshine State Young Readers Award (SSYRA)
program for third, fourth, and fifth grade students. Through these programs students are
encouraged to read books from a state-selected list and cast a vote for their favorite book,
along with other elementary school peers throughout the state. Some schools also participate
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in book battles associated with the FRAA and SSYRA books. Reading Across Broward is yet
another district-supported reading motivational program that offers incentive awards and is
recognized annually by the superintendent of schools. The Book IT! Program, sponsored by
Pizza Hut, provides a venue for classroom teachers to distribute free pizza certificates based
on books read. Classroom teachers also implement additional reading motivation programs
personalized to their classroom instructional plan, such as daily reading log challenges.
To encourage students and increase motivation, most schools conduct periodic book fairs and
coordinate school-wide reading days where special community guests, parents, and volunteers
are invited to the school to read with students. School library media specialists conduct
additional literacy events throughout the year, such as book talks, readers’ theatre, read
alouds, poetry readings, story telling contests, book clubs, author visits, student author nights,
and distance learning opportunities. All reading incentive programs provide a venue for
guiding students to select appropriate texts that will individually challenge them, based on
ability and interest, and nurture their love for reading and learning.
4 Schools must diagnose specific reading difficulties of students who do not meet specific levels
of reading performance as determined by the district school board to determine the nature of
the student's difficulty and strategies for appropriate intervention and instruction.
Create an Assessment/Curriculum Decision Tree (Chart D1) to demonstrate how
assessment data from progress monitoring and other forms of assessment will be used to
determine specific reading instructional needs and interventions for students in grades K-2.
The chart must include:
Name of assessment(s)
Targeted audience
Performance benchmark used for decision-making
Assessment/curriculum connection
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.
* District contacts will create and upload Chart D1 using the link provided within this section
online. There are two samples for Chart D1 (Assessment/Curriculum Decision Tree) located
at https://app1.fldoe.org/Reading_Plans/. Last year's chart is available at your district's public
view page. If your district wishes to use this chart it must be uploaded into this year's plan.
Please upload the desired file
You will need to save this section using the button below at the bottom of this section before
uploading the chart.
Chart D1 - Elementary Assessment Curriculum Decision Tree Last Uploaded:4/23/2014
3:40:01 PM
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5
Schools must diagnose specific reading difficulties of students scoring at Level 1 and Level 2
on FCAT Reading to determine the nature of the student's difficulty and strategies for
appropriate intervention and instruction.
Create an Assessment/Curriculum Decision Tree (Chart D2) to demonstrate how
determine specific reading instructional needs and interventions for students in grades 3-5(6).
The chart must include:
Name of assessment(s)
Targeted audience
Performance benchmark used for decision-making
Assessment/curriculum connection
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.
* District contacts will create and upload Chart D2 using the link provided within this section
online. There are two samples for Chart D1 (Assessment/Curriculum Decision Tree) located
at https://app1.fldoe.org/Reading_Plans/. Last year's chart is available at your district's
public view page.. If your district wishes to use this chart it must be uploaded into this year's
plan. Please upload the desired file.
You will need to save this section using the button below at the bottom of this section before
uploading the chart.
Chart D2 - Elementary Assessment Curriculum Decision Tree Last Uploaded:4/23/2014
3:44:49 PM
6 How will the district assure that all elementary schools have an uninterrupted 90 minute
reading block for core reading instruction, and, as needed, additional time for immediate
intensive intervention (iii)?
All elementary students must participate in a dedicated, daily, minimal 90-minute
uninterrupted reading block of initial reading instruction that is encapsulated within a
120-minute daily literacy/language arts block. The 90-minute reading block provides time
daily for delivery of explicit whole group instruction; small group differentiated initial
instruction; and independent and peer collaborative application of skills/strategies through
strategically designed literacy activities that incorporate interactive reading, writing, speaking,
listening, and language experiences. Additional language arts instruction will be scheduled
during the remaining 30 minutes of the daily 120-minute literacy/language arts block.
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The Journeys Common Core 2014 Comprehensive Core Reading/Language Arts Program
(CCRP) will be used as a resource along with other classroom print and digital resources to
deliver high quality, explicit, and systematic initial instruction for all students. The Journeys
CCRP is scientifically research based, addresses the six essential components of reading
instruction (oral language, phonemic awareness, phonics, fluency, vocabulary, and
comprehension) and writing instruction, and provides for full implementation of the Language
Arts Florida Standards. Tier 1 initial instruction utilizing the Journeys CCRP and other print
and digital classroom resources will provide the foundation for learning by supporting all
students in the general universal core curriculum.
Immediate intensive intervention involves children receiving instruction in reading that is
more intensive than what they have been receiving during their initial 90-minute block of
reading. This Tier 2 (strategic) and Tier 3 (intensive) level of instruction provides services and
interventions to students at increasing levels of intensity based on progress monitoring and
formative data analysis specific to student needs. Immediate intensive interventions, provided
by a highly-qualified teacher certified to teach reading to elementary level students, may be
delivered in small groups or one-on-one until the deficiency is remedied. The intervention
may be offered during school as a second dose of instruction as well as after school through
an extended day as a triple dose of instruction.
District personnel (including directors in School Performance and Accountability, Strategic
Achievement, and the Literacy Department within the Division of Instruction and
Interventions) review and monitor fidelity of implementation delivering initial instruction
during the uninterrupted reading block and additional time designated for intervention
instruction as identified in The district’s K-12 Comprehensive Research-Based Reading Plan
and in individual school-based School Improvement Plans.
Although the Language Arts Florida Standards are divided into six distinct strands: Reading
for Literature (RL), Reading for Informational Text (RI), Reading Foundational Skills (RF),
Writing (W), Speaking and Listening (SL), and Language (L), the reading, writing, speaking,
listening, and language processes of communication are closely connected and integrated
throughout instruction and application. As students read, they write about the texts they are
reading. All reading and writing rest on fundamental skill sets that include foundational skills
of phonemic awareness, phonics/word recognition, and fluency as well as more complex skills
of citing evidence, analyzing content, using correct grammar, acquiring and applying
vocabulary, conducting discussions, and reporting findings from text sources. Students are
provided ongoing opportunities to apply the composite use of these skills through integrated
application to further strengthen their overall literacy development in all content areas through
an interdisciplinary approach that incorporates science, social studies, and mathematics
content.
7 How will all students receive motivating, high-quality, explicit, and systematic reading
instruction according to their needs during the 90 minute uninterrupted reading block?. If
districts are choosing to implement the flexibility options regarding the 90 minute reading
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block provided in the introduction to this section, please include a description of
implementation of these options here.)
Implementing high quality initial instruction is the foundation for developing reading
proficiency in all students. As part of Tier 1 universal core instruction, all students will be
provided a daily, 90-minute block of uninterrupted reading/literacy instruction as part of a
larger 120-minute literacy/language arts block. The Journeys Common Core 2014
Comprehensive Core Reading/Language Arts Program (CCRP) will be utilized as an
instructional resource tool along with other classroom print and digital resources to deliver
high quality, explicit, and systematic initial core instruction for all students.
As a scientifically research-based CCRP, Journeys provides comprehensive lesson plans for
both whole and small group instruction using an explicit, systematic, and interactive
instructional design. A scope and sequence is provided in Journeys, which strategically maps
out instruction for all six essential components of reading (oral language, phonemic
awareness, phonics, fluency, vocabulary, and comprehension) and writing to integrate full
implementation of the Language Arts Florida Standards.
The Journeys CCRP provides guidance to teachers in delivering differentiated instruction for
diverse learners with lesson plan sequences coordinated to move instructional delivery from
cognitively simple skills and strategies to more complex skills and strategies. Just as the skill
and strategy levels increase in complexity, the variety of text genres increase from easier to
more complex levels. Techniques such as modeling, previewing and predicting, visualizing,
summarizing, and direct instruction in strategic reading and writing are embedded throughout
the program.
Lesson plans for whole group instruction that include the introduction of skills and strategies,
embedded teacher modeling opportunities, systematic and explicit lesson sequences, guided
and independent application, and review of skills and strategies with frequent re-teaching
opportunities are also provided in the Journeys CCRP. Whole group instruction focuses on the
introduction of skills and strategies embedded in the context of grade-level resources for the
teacher to provide scaffolded support as needed by all students.
Small group instructional lesson plans that are aligned to the whole group lessons and
differentiated to meet the needs of on-level learners, advanced learners, below-level learners,
and English language learners are also provided in the Journeys CCRP. Integrated within the
small group lesson plans is a scope and sequence that provides teachers guidance in delivering
strategy and skill instruction based on the specific differentiated needs of all students. Daily
lessons for small group incorporate the use of leveled readers, decodable texts, and
vocabulary readers to provide numerous reading opportunities for application and mastery of
skills and strategies within and across a variety of reading contexts that include multiple
genres and content topics.
A variety of formative literacy assessment opportunities, both informal and formal, are
included in the Journeys CCRP and can be used regularly to monitor students’ progress and
match students with appropriately-leveled text for independent, instructional, and challenging
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reading experiences.
It is recommended that the 90-minute initial core reading block be divided into approximately
30 minutes of whole group instruction followed by 60 minutes of small group differentiated
instruction, but this recommended model should be modified to best meet the teaching and
learning needs of students. During small group instruction, students are grouped flexibly
according to shared instructional needs and abilities, and are re-grouped, as their instructional
needs change. Group size, allocated instructional time, and instructional content varies among
groups, as these configurations are all based on differentiated student needs. Time should be
adjusted so that additional instruction is provided for all struggling readers.
Integral to the Journeys CCRP is an explicit, systematic, and interactive instructional design
focused on the six essential components of reading instruction (oral language, phonemic
awareness, phonics, fluency, vocabulary, and comprehension) as detailed below.
Oral Language
Oral language is an important link in the process of developing effective learning and thinking
skills, providing a foundation for the proficient development of other language-based skills,
including reading, writing, speaking, and listening. It is through speech that children learn to
organize their thinking and focus their ideas (Lyle, 1993). A variety of oral language based
activities are incorporated throughout the Journeys CCRP, including peer interactions, guided
practice, summarizing and retelling, picture chats, and interactive discussions. These activities
are designed to build and strengthen vocabulary, increase communication skills, and foster
connections with language in print form.
Phonemic Awareness
Phonemic awareness, or manipulating phonemes in words, is a necessary prerequisite for
successful phonics instruction and learning the decoding process. In an extensive
meta-analysis of 52 studies, the National Reading Panel (2000) determined that teaching
children phonemic awareness was highly effective under a variety of teaching conditions,
grades, and age levels, significantly improving reading more than instruction that lacked
explicit lessons in phonemic awareness. Phonemic Awareness instruction in the Journeys
CCRP is based on this research and supports following attainment in beginning levels of
understanding and skill that is driven primarily by instruction and practice in the use of
phonemic decoding strategies in reading (Perfetti, Beck, Bell, & Hughes, 1987; Wagner, et al.,
1997).
Phonics
Phonics instruction focuses on the acquisition of letter-sound correspondences and their
application in reading and spelling. In the Journeys CCRP, phonics is taught sequentially and
cumulatively with multiple opportunities for applying the skills into reading decodable text as
well as authentic text of varied genres. The Journeys CCRP includes daily lessons to ensure
that students are explicitly taught the process of blending individual sounds into words, and
includes phonics instruction based on scientific research showing that systematic, explicit
phonics instruction is a valuable and essential part of a successful reading program (Chall,
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1996; Foorman, Francis, Fletcher, Schatschneider, & Mehta, 1998).
Fluency
Fluency in reading is the ability to read text accurately and with proper expression at an
appropriate rate. According to the Report of the National Reading Panel (2000), fluency is one
of several critical elements necessary for the effective development of reading
comprehension. When text is read in a laborious and inefficient manner, it poses difficulty for
a reader to remember what has been read, and to relate the ideas expressed in the text to his or
her background knowledge. The ability to process text accurately and effortlessly requires an
effective application of blending words together quickly and recognizing high-frequency
words with automaticity. Instructional lesson plans for phonemic awareness, phonics, and
automaticity of word recognition, the key foundational elements of fluency development, are
embedded in the Journeys CCRP. Frequent opportunities are provided through the Journeys
CCRP for teachers to model fluent reading by proficiently applying strategies through daily
interactive read aloud and shared reading experiences. Additional activities that include
readers’ theatre, choral reading, echo reading, electronic book recordings, and repeated
readings are also provided through the Journeys CCRP.
Vocabulary
Instructional plans focusing on the understanding of word meanings, applying strategies for
making vocabulary connections, and recognizing the link between vocabulary and
comprehension are embedded into each daily reading lesson throughout all parts of the initial
instructional reading block. According to Donald Bear (2005), research supports explicit and
systematic vocabulary instruction involving the active study of words before, during, and after
reading text. The Journeys CCRP provides daily opportunities for students to learn
vocabulary through extensive reading in rich contexts; oral language development; multiple
encounters with words; and direct instruction of key ideas, concepts, and connections to other
words.
Comprehension
Comprehension is the primary component of reading instruction that directly relates to the
understanding of text. It includes making sense of words, connecting ideas between text and
prior knowledge, and constructing and organizing meaning from print. Readers must be able
to understand the meaning of the literal words read and create a broader understanding of the
meaning implied from the text (Kintsch, 1998). The process of comprehension is strategic and
interactive, involving the ability to apply, synthesize, and interact with what is being read
(Adams, 1998; Harvey & Goudvis, 2000; Moats, 2000). The Report of the National Reading
Panel (2000) identified several strategies that have been shown to provide a firm scientific
basis for improving reading comprehension. These strategies include monitoring
comprehension, using graphic organizers, answering questions, generating questions,
recognizing text structures and text features, and summarizing information from text and
graphics. The Journeys CCRP features systematic and explicit comprehension instruction,
using these strategies. The instructional plans of the Journeys CCRP are designed to support
the building of background knowledge and the application of metacognitive skills and
multi-level questioning toward the development of comprehension that supports higher-level,
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more complex thinking. Direct comprehension instruction is provided through explicit
explanations of strategies, teacher modeling, and guided practice. Students are provided
multiple opportunities to apply these strategies through scaffolded teacher support within
leveled text during small group instruction and independent reading.
High-quality, explicit, and systematic reading and writing instruction to meet the needs of all
students will incorporate the following research-based strategies.
• The district’s Multi-Tiered System of Supports (MTSS)/Response to Intervention (RtI)
process guides school Collaborative Problem Solving (CPS) teams in implementing a tiered
approach to instructional delivery. The model focuses on a continuum of support and
instruction of increasingly higher intensity, through a multi-tiered approach, including fidelity
of implementation using the Comprehensive Core Reading/Language Arts Program (CCRP),
supplemental print and digital classroom resources, and supplemental interventions.
Instruction is based on students’ needs as evidenced through analysis of formative diagnostic
and progress monitoring data. Collaborative problem solving within and across all tiers is a
cyclical process that involves the following steps: using data to define the problem, analyzing
data to determine why the problem is occurring, implementing a plan to target specific student
needs, and evaluating the plan to ensure positive response to the initial or intervention
instruction.
• Teaching and learning utilizes research-based strategies that are systematic, explicit,
scaffolded, differentiated, relevant, and print rich, addressing literacy growth in all six of the
essential components of reading instruction (oral language, phonemic awareness, phonics,
fluency, vocabulary, and comprehension) and writing instruction.
• Instruction focuses on helping students develop engagement in and personal intrinsic
motivation for learning as well as to appreciate and understand the purpose of literacy
development, such as viewing reading as a social act to be shared with others; connecting
literacy activities with real worlds outside of school; using reading as an opportunity to
explore personal interests; reading widely for a variety of purposes; becoming comfortable
with a variety of written forms and genres; and recognizing that reading is essential for
lifelong learning and successful citizenship in a global society.
• Teachers embed Language Arts Florida Standards into instruction naturally through
integration of curriculum, avoiding isolated delivery of “test prep”. Instruction includes
teacher modeling during guided and independent learning activities. Assessment is formative
and includes higher order text-dependent questions with rigorous, complex tasks.
• Teachers create literacy/print-rich learning environments with varied informational (content
area) and literary text resources, which provide a range of reading levels that are challenging
and complex.
• Academic learning time is both engaging and motivating, and includes daily reading,
writing, and collaborative discussion (speaking and listening) across all content areas, in
every classroom.
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• Teachers vary strategies used to motivate learners and adjust instruction to meet the
individual, differentiated needs of students.
• Daily instruction includes strategies that support students by setting a purpose for reading,
activating and building prior knowledge, and making connections within and across texts.
• Daily instruction includes “Think Alouds”, or mental modeling, in which the teacher
foresees the challenges that students will have unlocking the text before, during, and after
reading. The teacher models the thinking process used to overcome those challenges.
• Teachers across all content areas provide students, including striving readers, instruction that
is immersed in rich, deep, and rigorous literature.
• Teachers provide daily opportunities to engage students in oral language activities where
verbalization is used to develop word knowledge, language skills, and reflection on meaning
through class discussions, interactive read alouds, teacher think alouds, and collaborative peer
interactions.
• Teachers model fluent reading daily, and engage students to develop fluency through
activities such as repeated readings, guided reading, paired reading, choral reading, echo
reading, whisper reading, and readers’ theater.
• Teachers provide both direct (explicit) and indirect (implicit) instruction daily to support
vocabulary development through wide and extensive independent reading, instruction in
specific content words to enhance comprehension of texts containing targeted words,
instruction in independent word-learning strategies, and application in word consciousness
and word-play activities to motivate and enhance learning.
• Comprehension-monitoring strategies, such as using sticky notes, making notes in the
margin, highlighting selectively, and making personal connections to text, are incorporated
within all reading activities. Comprehension-monitoring strategies help students visualize, ask
questions, stay focused, make inferences, and remember what is read.
• Teachers utilize varied structures for independent and collaborative instruction including
whole group, small group, student pairs, and one-on-one settings.
• Teachers model how to summarize by synthesizing main ideas and information both within
and across texts.
• Teachers incorporate the use of graphic organizers into before, during, and after reading
experiences to demonstrate visual representations of relationships and connections between
knowledge, concepts, or ideas.
• Teachers provide daily opportunities for students to generate and answer their own
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questions, assume responsibility for learning, clarify information, and infer beyond literal
interpretations of the text.
• Teachers help students develop self-monitoring “fix-up” strategies when experiencing
difficulty with vocabulary and comprehension. Some self-monitoring strategies include
activating prior knowledge, making connections with text, making predictions, asking and
answering questions, adjusting reading rate for understanding, visualizing, retelling, looking
for text patterns, and looking for clues in conventions of print.
• Teachers explicitly instruct and model strategies for effectively reading science, social
studies, and mathematics informational texts, and provide students multiple opportunities to
apply the strategies through guided and independent reading.
• Teachers provide increased opportunities to build background knowledge and engage in
hands-on experiences.
• Teachers provide increased exposure to text that positively highlights a variety of cultures.
Schools Granted a Waiver for an Alternative Comprehensive Core Reading Program
Students at schools that have been granted a waiver to use an alternative comprehensive core
reading program participate in a daily, 90-minute block of uninterrupted reading instruction
within a 120-minute literacy/language arts block where literacy instruction is balanced
through the use of a leveled book system and quality literature. Oral language, phonemic
awareness, vocabulary, grammar, fluency, phonics, and comprehension are developed through
participation in daily interactive read alouds, modeled reading and writing, shared reading and
writing, interactive reading and writing, guided reading and writing, direct skills instruction,
literacy centers, and writer’s workshop.
For small group differentiated instruction, students are flexibly grouped according to shared
instructional needs and abilities, and then regrouped as their instructional needs change.
Group size, allocated instructional time, instructional content, and instructional intensity vary
among the differentiated small groups. Students are matched with books from a variety of
genres at their appropriately identified instructional and independent reading levels, as they
apply instructed skills and strategies during guided and independent reading activities. Time is
adjusted so that additional instruction is provided for struggling readers and writers.
8 In K-5, students in need of an intensive reading intervention should be part of the instructional
core program for activities such as a read aloud, think aloud, comprehension strategy
instruction, and oral language/vocabulary instruction. In small group teacher directed
instruction immediate intensive intervention (iii) should be provided on a daily basis to
children as determined by progress monitoring and other forms of assessment. In addition to
or as an extension of the ninety (90) minute reading block, instruction in a smaller group size
should focus on generalizing the newly acquired reading skills to progressively more complex
text. How will students targeted for immediate intensive intervention receive services?
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As part of Tier 1 universal core instruction, all students including struggling readers receive
daily initial instruction (ii) in reading during a dedicated, uninterrupted reading block of at
least 90 minutes duration that is part of a larger 120-minute literacy/language arts block. The
Houghton Mifflin Harcourt Journeys Common Core 2014 Comprehensive Core
Reading/Language Arts Program (CCRP), is an instructional resource tool used in addition to
other classroom print and digital resources to deliver initial reading instruction. The Journeys
CCRP includes lesson plans for delivering both whole group and small group differentiated
high quality reading instruction that is explicit, systematic, and scaffolded to meet the
individual needs of all students. Small groups are flexible, as instructional focus and
participants are closely monitored using frequent formative progress monitoring and
diagnostic data analysis to regroup students for targeted instruction as needed.
As part of the Multi-Tiered System of Supports (MTSS)/Response to Intervention (RtI)
process, when literacy assessment data indicate that students are not making adequate
progress, the school Collaborative Problem Solving (CPS) team meets to analyze the problem
and design an intensive instructional intervention plan targeted to meet students’ specific
needs. In addition to the initial core instruction (ii) provided through a CCRP, struggling
readers who exhibit a substantial deficiency in reading are provided additional daily
immediate intensive intervention (iii) instruction until the deficiency is remedied. Tier 2 or
Tier 3 immediate intensive intervention (iii) instruction focuses on the specific differentiated
needs of students and provides more intense reading instructional time that extends beyond
the initial 90-minute reading block as a double or triple dose of targeted instruction. “The
purpose of providing extra instructional support time is to help children achieve levels of
literacy that will enable them to be successful through their school careers and beyond”
(Snow, Burns, & Griffin, 1998, p. 247).
The reading progress of all students is monitored frequently, at a minimum of three times per
year to include a baseline, mid-year, and end-of-year literacy assessment, although it is
strongly encouraged that students be monitored more frequently at a minimum of four times
per year (approximately once a quarter). Struggling readers, exhibiting substantial deficiencies
in reading, receive immediate intensive intervention (iii) instruction that includes more
frequent and ongoing progress monitoring and diagnostic evaluation. The Literacy Leadership
Team at each school site, consisting of administrators, reading/literacy coaches,
reading/literacy specialists, reading/literacy interventionists, curriculum facilitators, and
teacher leaders, collaborates with classroom teachers to analyze student formative diagnostic
and progress-monitoring literacy assessment data that are used to guide effective instructional
decisions for targeting the specific needs of all students, including struggling readers.
To address the specific needs of struggling readers, the CCRP is complemented with
additional reading instructional resources at each school site, such as Comprehensive
Intervention Reading Programs (CIRPs) and Supplemental Intervention Reading Programs
(SIRPs). The CIRPs and SIRPs are designed specifically for targeting the wide range of
differentiated needs students with reading deficiencies exhibit, and provide support to teachers
with the delivery of an explicit, systematic, and intensive instructional reading plan.
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District curriculum and program specialists have carefully reviewed a variety of SIRPs and
CIRPs to support the CCRP. These supplemental intervention resources are listed on the
district’s Elementary Multi-Tiered System of Supports for Literacy Learners Plan. The plan is
used to organize research-based programs according to the essential components of reading
and student instructional reading levels to provide schools guidance in the selection of
appropriate immediate intensive interventions (iii). The recommended supplemental
intervention resources have received favorable research-based reviews by the Florida Center
for Reading Research (FCRR) and/or the What Works Clearinghouse, and are supported by
scientifically valid evidence indicating the programs are highly effective for addressing the
deficiencies of struggling readers. Some of the recommended SIRPs and CIRPs include
Accelerated Literacy Learning (A.L.L.); Destination Reading; Elements of Reading:
Vocabulary; Fast Track Reading; Great Leaps; Leveled Literacy Intervention; Phonics for
Reading; QuickReads; Road to the Code; Soar to Success; Super QAR (Question and Answer
Relationship); Units of Study in Opinion, Information, and Narrative Writing; Wilson
Fundations; Wilson Reading System; and Words Their Way.
Our most fragile students who have been retained two times at the same grade level and are
spending their third year in that same grade level are provided a more intensive, explicit,
systematic, and scaffolded instructional plan. For these identified students, initial core
instruction is delivered using an alternative Comprehensive Core Reading/Language Arts
Program (CCRP) that differs from the CCRP used during the previous school year. Several
alternative CCRPs have been reviewed by the Florida Center for Reading Research. The
reviewed alternative CCRPs that have been identified for implementation with students who
are spending their third year at the same grade level include Macmillan/McGraw-Hill
Treasures, SRA/Open Court Kaleidoscope, Voyager Passport, and Wilson Reading System. If
Voyager Passport is selected for use as the alternative CCRP, the Houghton Mifflin Harcourt
Journeys Common Core 2014 CCRP must be used in conjunction as a supplemental resource,
as the Voyager Passport program is not as comprehensive as the other stand-alone alternative
CCRPs listed above.
Additional classroom support for struggling readers may be provided by interventionists,
resource teachers, ESOL teachers, ESE teachers, speech/language pathologists, and highlyqualified paraprofessionals within the classroom, when implementation of the intervention
warrants that delivery method.
For struggling readers just as for all learners, emphasis on the sophistication of what students
read and the skills with which they read are important to their development toward
proficiency. In addition to the interventions listed above it is imperative to provide students
with grade-appropriate connected texts to apply their learned skills and strategies. When using
higher-leveled texts with struggling readers, teachers must provide adjusted scaffolded
support to assist students with accessing these texts for reading and understanding by
gradually releasing responsibility to students as they develop their independence. Through the
year the expectation is that students will use progressively more complex text to apply their
learned skills and strategies. Whatever students are reading, they must also show a steadily
growing ability to make fuller use of text, that includes increasing the number of connections
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among ideas and between texts, and considering a wider range of textual evidence.
9 * How will teachers provide student access to leveled classroom libraries of both literary and
informational text focused on content area concepts implemented during the 90 minute
reading block as a meaningful extension of the foundational skills taught through the core
reading program? Include the following: how these leveled classroom libraries are utilized;
how the books will be leveled; and the process for matching students to the appropriate level
of text.
Classroom libraries with leveled text collections that include both print and digital multimedia
format resources in a variety of fiction and nonfiction texts are a significant component of all
reading/language arts programs. An effective classroom library offers students a wide range
and selection of resources that support a variety of student interests, reading ability levels, text
complexity levels across different genres, thematic and content related topics, and culturallyrelevant texts that reflect the diversity of students within the classroom. The library media
specialist works collaboratively with reading and content area teachers to create text sets or
collections of books around a topic of inquiry at varying levels of complexity that are checked
out to the teacher for an extended period of time and/or for a particular unit of study.
Students who participate in a substantial amount of voluntary reading demonstrate positive
attitudes toward reading, eagerly applying their reading skills and strategies to a variety of
text (Allington, 2001; Calkins, 1996; Greaney, 1980; Krashen, 1994). The amount of time
students read independently correlates significantly with successful reading achievement
(Anderson, Hiebert, Scott, & Wilkerson, 1985; Anderson, Wilson, & Fielding, 1988; Elley &
Mangubhai, 1983; Ingham, 1981; Samuels and Wu, 2008; Taylor, Frye, & Maruyama, 1990),
therefore, a well-organized classroom library is vital to offering students daily opportunities
for access to a variety of reading material specific to their interest and readability levels
(Neuman, 1999; Reutzel & Fawson, 2002; Routman, 2003).
The Houghton Mifflin Harcourt Journeys Common Core 2014 Comprehensive Core
Reading/Language Arts Program (CCRP) incorporates a collection of leveled readers that
include an appropriate balance of both authentic fiction and nonfiction text designated for use
during the initial 90-minute reading block, beyond into the 120-minute literacy/language arts
block, and throughout the remainder of the instructional school day. The leveled reader
collection contains a substantial amount of nonfiction texts that tie directly to science and
social studies content. To expand upon the literature collections contained in the Journeys
CCRP, schools are encouraged to provide additional resources to expand upon the size and
content of their classroom library collections. Additional resources should serve to balance the
variety of texts included in the classroom library, and be selected based upon varied reading
levels, genres, and content focus to provide adequate inventory that will appropriately match
the differentiated needs of all students.
An additional source for supplementing classroom library collections is to establish and
continue building upon a school-wide centralized, community resource room that consists of a
wide variety of quality authentic reading resources organized by reading levels, interests,
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genres, and topics. School resource rooms provide teachers access to additional texts that can
be added to classroom libraries and frequently rotated with other texts on a regular basis.
Teachers also borrow text resources from the school media center to enhance the variety and
quality of texts in an established classroom library. Frequently rotating the resources in the
classroom library provides students access to new material of increasingly more complex
texts to meet the demands of progressive reading abilities and interests students develop over
the course of a school year.
The Houghton Mifflin Harcourt online, leveled reader database, accessible by all teachers
through the Broward Enterprise Education Portal (BEEP), is used as a digital technology
extension to the physical classroom library print collection. This electronic online resource
provides a new and varied avenue for leveled reader access, expanding and enhancing the
collection of texts digitally that were previously not available to classrooms.
Students are provided daily access to classroom library resources for self-selecting a variety
of reading material. The classroom library serves students well when designated as a literacy
center during the daily reading/literacy block, allowing students to access and explore
authentic texts as they read and use the texts as resources for writing both independently and
collaboratively with their peers. Teachers are highly encouraged to provide students access to
the classroom library throughout the remainder of the school day, beyond the reading/literacy
block. Open access to the classroom library offers additional opportunities for students to
independently read to apply skills and strategies learned during previous instructional
experiences and to use the text sources in their writing.
An inviting environment, a greater balance of varied genres within the literature and
informational text categories, and the strategic organization of texts provided in a classroom
library are critical to its success. Displaying texts in an attractive manner is inviting and
supports the motivation of students to visit the classroom library and self-select reading
material. Including a balance of literature and informational text through varied genres within
each category ensures that students have access to a wide range of reading materials.
Organization is key to providing students easier access to texts, as they search and make
appropriate selections for reading that will not only support successful reading opportunities,
but will additionally provide just the right challenges designed to effectively meet the
differentiated literacy needs of all students in the classroom.
The abilities of students vary widely in their strengths and weaknesses as readers, therefore,
not every text is suitable for all students. Whether a text is easy or difficult for a student
depends on one or more characteristics inherent to the text and the reader. Some of the
characteristics that need to be taken into consideration when organizing texts for choice are
reading levels, genre, topics/content, vocabulary, text structures, and text features. Students
are provided access to texts that are appropriate for them to self-select based on differentiated
reading levels, interests, background knowledge required to understand content, and the
abilities to apply previously learned skills and strategies in context.
A portion of the classroom library contains a collection of texts organized by reading levels.
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Leveling texts based on readability levels provides guidance to students in choosing
appropriate books written at their independent reading level, which helps to ensure success
during independent reading experiences. In addition to leveled text collections, the classroom
library contains collections of authentic texts organized by topics/content, providing students
the opportunity to choose reading material based on their personal interest. Higher-level texts
that interest students often provide incentive for a challenging read, and should be encouraged
for exploration.
Teachers collect and analyze frequent formative progress-monitoring data from both informal
and formal reading/literacy assessments such as running records, informal reading
inventories, and diagnostic literacy assessments. Teachers use the progress-monitoring data to
accurately identify independent, instructional, and challenging reading level texts for students
when guidance is needed.
10 * How will all elementary teachers incorporate reading and literacy instruction into the
various subject areas to extend and build text-based discussions in order to deepen
content-area understandings? Include detail regarding how teachers will address the Florida
Standards in all content classrooms. In addition, describe how content area texts will be
integrated into the 90 minute reading block to address literacy standards.
Elementary level teachers are responsible for teaching all disciplines, including the core
content areas of social studies, science, and mathematics. During instruction in these content
areas while focusing on content-specific Next Generation Sunshine State Standards, teachers
will model the infusion of the Florida Standards for language arts and mathematics into the
content of social studies, science, and mathematics in order to extend and build on interactive
discussions that will deepen understanding of the content areas. Students will interact with the
content area text before, during, and after reading to make predictions, build on prior
knowledge, determine word meaning, deepen vocabulary development, and apply higher level
critical thinking to reason, visualize, ask questions, infer, make connections, and summarize.
By modeling the infusion of literacy standards within content area expository text, teachers
will be able to build background and vocabulary in multiple genres and support
comprehension specific to nonfiction writing (text features, text structures, topics/subtopics,
key facts, etc.). Teachers will also provide multiple opportunities for written response both
within and across the content areas, including synthesizing information on graphic organizers,
summarizing in content-area notebooks, and writing content-related expository essays.
Professional learning will be offered throughout the year with a focus on promoting
understanding of the reading and writing process to infuse literacy standards in content area
texts. A project-based interdisciplinary approach using the Florida research process model,
FINDS, will assist teachers with integration of curriculum and technology by applying
effective reading and writing instruction across all content areas.
The Houghton Mifflin Harcourt Journeys Common Core 2014 Comprehensive Core
Reading/Language Arts Program (CCRP) contains content related material that addresses the
Next Generation Sunshine State Standards specific to the content areas of science and social
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studies along with the Florida Standards for mathematics through interactive read-alouds,
weekly anchor text selections in the student text, paired weekly selections, big books, and
leveled readers. The Journeys CCRP includes Reading Adventure Magazine selections and
read aloud trade book collections as additional resources to support the development of
content-area knowledge.
Schools are encouraged to build reading resource rooms with supplemental, leveled readers
that include an increased collection of nonfiction topics that support content-area curriculum.
The district’s adoption of leveled readers for both social studies and science provides
additional reading resources to reach diversified learners. The social studies adoption has
included the Time for Kids deluxe set grades 1-5 with leveled readers to enhance the reading
program. The science adoption has provided for online access to Houghton Mifflin Harcourt
HSP Science grades K-5 leveled readers for the Florida Science Fusion program. Classroom
teachers include content area resources while teaching small groups during the 90-minute
reading block as well as during whole group read alouds and content-area instruction in
science, social studies, and mathematics.
11 * How will students analyze media literacy including the various mediums: print media, still
photography, radio/audio, television/film, and the internet in reading and content area subject
areas?
Literacy in the 21st century requires that students develop the habits of inquiry and the skills
of expression needed to be critical thinkers, effective communicators, and active citizens of
the world (National Association of Media Literacy, 2007). To become media literate, students
must be able to analyze, synthesize, evaluate, and effectively communicate information across
various mediums, print and digital. The Language Arts Florida Standards address media
literacy across the strands of reading, writing, speaking, listening, and language through the
Reading Standards for Literature (Cluster 3, Integration of Knowledge), Reading Standards
for Informational Text (Cluster 3, Integration of Knowledge), Writing Standards (Cluster 3,
Research to Build and Present Knowledge), Speaking and Listening Standards (Cluster 2,
Presentation of Knowledge and Ideas), and Language Standards (Clusters 1-3). Through
interdisciplinary, inquiry-based units of study and the integration of the FINDS research
process, K-5, students participate in learning activities that require increasingly cognitive
complexity and demand. Library media specialists work in collaboration with classroom
teachers to support project-based learning by infusing the use of online academic databases,
digital tools, and resources. Through the use of inquiry-based, cross-curricular units of study,
students will analyze information and media in any form and effectively communicate using a
variety of media and technology.
12 * To strengthen and deepen text comprehension, how will writing from sources be supported
during the 90 minute reading block? Describe how students will have consistent access to
texts that appropriate for researching information.
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Knowledge in writing informs understanding in reading and what children understand as
readers supports their development as writers. Writing activities in response to reading are
incorporated into the 90-minute reading block and beyond into the 120-minute
literacy/language arts block as well as throughout the school day to provide students the
opportunity to apply skills, strategies, and techniques related to the six components of reading
instruction (oral language, phonemic awareness, phonics, fluency, vocabulary, and
comprehension). The Houghton Mifflin Harcourt Journeys Common Core 2014
Comprehensive Core Reading/Language Arts Program (CCRP) includes lesson plans with a
writing component used to specifically aid comprehension before, during, and after reading as
students write about what they read in a variety of genres for both literary and informational
texts.
Before reading, students build background by writing what they already know on a topic,
draw pictures and label to support visualization, collect words with concept maps in word
journals to enhance vocabulary, and/or write a prediction about what might happen during
reading. Writing is then used during reading to encourage students with staying actively
engaged in the text. Students can confirm predictions, summarize what has happened so far,
create questions about parts they may find confusing, write opinions about characters or
actions, or take notes to support question and answer relationships. Students construct written
responses after reading to create visual displays of their understanding through the use of
graphic organizers and digital tools to support or revise their predictions, to explain their
thinking, to use new vocabulary words in a different context, and to make direct connections
with the text.
A sample of writing strategies that serve as responses to reading include, but are not limited to
the following.
• Asking and Answering Text-Dependent Questions
• Two or Three Column Notes
• Margin Notes
• Coding Text
• Graphic Organizers
• Journals and Learning Logs
• Summarizing Notes
• Synthesizing Information for Multimedia, Oral Presentations, or Project-Based Inquiry
Learning
• Journals and Learning Logs
• Assessments and Research Projects
Literacy center plans included in the Journeys CCRP embed writing activities such as
innovations on the core student text, extensions that cross genres, and research writing aligned
to the Florida research process model, FINDS, to build background and vocabulary that
supports the reading and writing connection. Writing opportunities take students back to the
text source to evidence their written response based on what they read.
Additional writing experiences are provided through daily writing workshop, which is
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scheduled outside of and beyond the 90-minute reading block. During writing workshop,
students are instructed in the process of writing that includes the following components.
• Instructional Lessons through Read Alouds using Mentor Texts
• Modeled, Shared, and Guided Writing
• Planning and Prewriting
• Writing
• Conferring with Peers and/or Teacher
• Revising
• Editing
• Publishing
• Sharing as Authors
During the time students are writing, the teacher circulates the classroom to conference
one-on-one and support students based on their differentiated instructional needs.
13 * * How will the district and schools provide an altered instructional day as a means of further
increasing instructional intensity for those K-3 students who have received intensive
intervention for 2 or more years, have been retained for a total of two years, and still
demonstrate a reading deficiency? Describe how the altered instructional day is organized and
designed to further intensify instruction and, thereby, meet the reading needs of these students
throughout the school year. FS 1008.25 (6) (b)Students who have received intensive
remediation in reading or English Language Arts for 2 or more years but still demonstrate a
deficiency and who were previously retained in Kindergarten, grade 1, grade 2, or grade 3 for
a total of 2 years. Intensive instruction for students so promoted must include an altered
instructional day that includes specialized diagnostic information and specific reading
strategies for each student. The district school board shall assist schools and teachers to
implement reading strategies that research has shown to be successful in improving reading
among low-performing readers.]
The instructional day will be altered for students who are twice retained, have received
intensive intervention for two or more years, and continue to demonstrate a deficiency in
reading. Students meeting this criteria will participate in initial core whole and small group
instruction during the daily 90-minute reading block, and will also receive daily small group
intensive intervention instruction delivered beyond and as an extension of the 90-minute
reading block. Both small group instructional times will be delivered utilizing a smaller
teacher to student ratio affording the teacher the opportunity to provide for more targeted
differentiated teaching and learning experiences based on specific student needs. It is strongly
encouraged that teachers frequently schedule one-on-one instruction with the student to
personalize instruction that meets the unique needs of the student.
A diagnostic assessment as recommended on the district’s Elementary Multi-Tiered System of
Supports for Literacy Learners Plan will be administered at the beginning of the school year
to identify student strengths and weaknesses for each of the six essential components of
reading (i.e., oral language, phonemic awareness, phonics, fluency, vocabulary, and
comprehension) and writing. This baseline diagnostic data will be analyzed to inform
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immediate intensive intervention instructional planning that will target the student’s most
deficient areas of need in reading and writing.
The intervention implemented should be comprehensive and intensive incorporating a
combination of reading and writing instructional components with accompanying systematic
and explicit lesson plans. Formative ongoing progress monitoring assessments as
recommended on the district’s Elementary Multi-Tiered System of Supports for Literacy
Learners Plan will be administered frequently throughout the course of instruction and
analyzed to determine the impact of intervention on student achievement, ensuring that
teaching and learning experiences provided continue to directly target and meet the student
needs.
Cooperative learning through peer collaboration is a vital component to student success.
Employing cooperative learning practices across a variety of content areas, elementary level
students realized significantly higher achievement in reading vocabulary, reading
comprehension, language expression, and math computation than peers in traditional
classroom environments (Stevens & Slavin, 1995). Every effort should be made to
strategically place struggling learners with more-able peers to work collaboratively,
encouraging interactive discussion that leads to more critical thinking as an alternative to
traditional independent and isolated work. Developing positive relationships with peers in this
respect will support increased confidence and motivation for learning.
14
What supportive reading opportunities will be provided before school, after school, and
during summer school, including mentoring and tutoring? Include criteria for student
eligibility and how these opportunities are linked to reading instruction provided during the
school day.
District and school site designees for the Third Grade Summer Reading Camp must create a
reading camp schedule that facilitates intensive reading intervention for all third grade
students scoring a Level 1 on FCAT 2.0 Reading. The plans for the Third Grade Summer
Reading Camps are due April 4, 2014 for the Just Read, Florida! Office to review and provide
feedback by April 25, 2014. For more guidance on Third Grade Summer Reading Camps and
to submit the district’s Summer Reading Camp Plan, visit http://www.justreadflorida.com
/camps/. Florida Statute 1011.62 has been revised to recommend Summer Reading Camps for
K-2 and 4-5 students. Describe any plans to offer Summer Reading Camps to this extended
group of students.
Based on the number of students requiring additional support in reading and writing
instruction, each school site has the flexibility to independently maintain and operate before,
during, and after school mentoring and tutoring activities. Attendance eligibility for tutoring
and mentoring activities is left to the discretion of the school-based administrator.
The need for extended learning services and interventions for students is based on the analysis
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of summative outcome and formative progress monitoring and diagnostic data. The Literacy
Leadership Team at each school collaborates with staff to analyze student literacy assessment
data to identify their student population eligible for participation in tutoring and mentoring
activities. Through the Multi-Tiered System of Supports (MTSS)/Response to Intervention
(RtI) process a collaborative problem solving method will be employed to further analyze
student literacy assessment data to guide in developing reading and writing teaching and
learning experiences that are relevant and intensive, and designed to implement a tiered
approach to instructional delivery that includes interventions of increasingly higher intensity
based on students’ needs that are not being met during the initial universal core instructional
reading block. Schools may select from any of the program recommendations on the district’s
Elementary Multi-Tiered System of Supports for Literacy Learners Plan. Priority for services
is for struggling readers and writers who have not achieved reading proficiency on the
statewide literacy assessment or whose progress monitoring data indicates a need for
intervention instruction. The intervention, intensity level, and instructional time are
individually determined to meet each student’s differentiated needs.
Reading resources used in the classroom during the school day, such as the Comprehensive
Core Reading/Language Arts Program (CCRP), Comprehensive Intervention Reading
Programs (CIRP), and Supplemental Intervention Reading Programs (SIRP), are extended for
use in tutoring and mentoring activities that occur beyond the school day. Extending the use
of these resources and accompanying intensive skill and strategy instruction into tutoring and
mentoring activities provides consistency of learning that links directly from the classroom
instruction delivered during the normal school day to supplemental instruction delivered
beyond the school day.
For students attending schools that are identified as one of Florida’s 100 lowest-performing
elementary schools based on the statewide literacy assessment, an additional hour per day of
intensive reading/literacy instruction is provided beyond the normal school day. The intensive
research-based reading instruction delivered during this additional hour is proven to accelerate
the progress of students exhibiting a reading deficiency; differentiated based on assessment
data to meet students’ specific reading needs; explicit and systematic for each of the essential
reading components (oral language, phonemic awareness, phonics, fluency, vocabulary, and
comprehension) and writing with more extensive opportunities for guided practice, error
correction, and feedback. An integrated curriculum of social studies, science, and/or
mathematics content-area text reading, text discussion, and writing in response to reading is a
major component. Delivering this intensive instruction are highly qualified teachers or
reading/literacy specialists/interventionists who have been identified as effective in teaching
reading/literacy.
Schools identified as being in need of improvement under the School Improvement Grant
(SIG), provide extended learning opportunities throughout the year. Identified schools work
with the district’s Office of Strategic Achievement to design, implement, and fund an
extended-day program that is focused on literacy learning to complement and extend
instruction that targets specific student needs as evidenced by data and is aligned with the
district’s Multi-Tiered System of Supports (MTSS)/Response to Intervention (RtI) model.
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Students scoring Level 1 on the statewide literacy assessment meet the criteria for eligibility
to participate in the Third Grade Summer Reading Camp. The curriculum implemented during
the Third Grade Summer Reading Camp includes a comprehensive intervention reading
program utilizing an extensive collection of leveled readers. Explicit and systematic lesson
plans are provided for each of the leveled readers, and focus on the essential components of
reading instruction in oral language, phonics, fluency, vocabulary, and comprehension. The
leveled reader resources include a balance of fiction and nonfiction authentic texts that address
a wide range of student readability levels, providing ample resources for use during daily
intensive small group differentiated guided reading instruction and skill and strategy
application during frequent independent and peer-supported reading opportunities. Heavy
emphasis is placed upon students effectively learning and applying comprehension skills and
strategies across a variety of fiction and nonfiction text types. Also embedded in the
curriculum is an instructional focus on the statewide literacy assessment benchmarks, with the
provision of an additional opportunity to meet promotion criteria by the end of the Third
Grade Summer Reading Camp program.
15 Please list the qualifications for reading intervention teachers in elementary schools, summer
reading camps, and one hour extended day programs.
The qualifications for teachers providing reading intervention instruction in elementary
schools, third grade summer reading camp, and one hour extended-day programs include a
highly qualified status with state certification to teach students reading at the elementary level
(e.g., elementary education certification, primary education certification, reading certification,
reading endorsement, etc.). Additionally, teachers are required to have taught elementary level
reading one school year within the past three years and must have received a highly effective
or effective rating on their final Instructional Practice Score to be considered for placement in
the Third Grade Summer Reading Camp instructional position.
16.1 * Which assessments are administered to determine reading instructional needs for the
following students populations:
Non-English speaking ELL?
English Language Learner (ELL) students in grades 3-12 who score Fluent English Speaker
on the IDEA Oral Language Proficiency Test are administered the Kaufman Test of
Educational Achievement II Brief Form (KTEA-II) as part of the entry requirements into the
English for Speakers of Other Languages (ESOL) program. This test generates reading and
writing scores and can be used to determine reading achievement. All ELLs are administered
the same assessments as non-ELLs to determine reading intervention placement. Schools
must also conduct a programmatic assessment at the time of registration. Gathering
information regarding student educational background and prior academic achievement will
provide a basis for appropriate placement and scheduling. In addition, ELLs are administered
the Comprehensive English Language Learning Assessment (CELLA) which contains a
separate reading section.
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Schools may also administer the assessments that accompany the following specific
supplementary materials used for instruction with ELLs, if these materials are still available at
the school.
• Rigby: English In My Pocket
• Rigby: Newcomer Kits
• Rigby: In Step Readers
• Hampton Brown: Reading Basics
• Oxford University Press: Let's Go Series
16.2 Severe speech/auditory impaired.
Schools servicing students exhibiting severe speech impairments follow the assessment
guidelines as listed in the District's Elementary Struggling Reader Chart and may be
administered the Diagnostic Assessments of Reading (DAR) as the major diagnostic
assessment tool. Students with severe auditory impairments may be administered the
Diagnostic Assessments of Reading (DAR) and the Test of Auditory Processing Skills 3.
16.3 Severe visually impaired.
Reading programs implemented with the blind and the visually impaired elementary students
are the same programs designated for use by each of the students’ established boundary
school and include those programs recommended on the District's Elementary Struggling
Reader Chart. Certain programs used in the lower elementary grades are too visual in nature
for a student reading Braille. When teaching Braille students, the teacher of the visually
impaired incorporates reading strategies while teaching the Braille code. Some reading
programs that can be modified for use with visually impaired students include the Wilson
Reading System and Great Leaps.
Assessments administered to the blind and the visually impaired elementary students to
determine reading instructional needs are the same assessments designated for use by each of
the students’ established boundary school, and include those assessments recommended on
the District's Elementary Struggling Reader Chart.
Students with low vision can access any assessment and supplementary intervention with the
use of magnification. Some tests cannot be modified for Braille students due to the visual
nature of the questions used, therefore, a student who is blind cannot utilize all the
assessments and supplementary interventions implemented by the school. Some reading
assessments that can be modified for use with students who are blind include the Basic
Reading Inventory of Phoneme Segmentation; Informal Reading Inventory (IRI); Rigby PM
Benchmark; Developmental Reading Assessment (DRA); Diagnostic Assessments of Reading
(DAR); Fast Track Reading; Just Read, Florida! Third Grade Reading Assessment Portfolio,
and the Qualitative Reading Inventory (QRI).
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16.4 Grades 4 and 5 transfer students who do not have any FCAT 2.0 Reading scores and/or no
standardized reading assessment scores. Note: If no scores are available, an appropriate
assessment should be administered to determine the overall reading ability of the student and
to identify appropriate placement.
When fourth and fifth grade students enter the Broward County Public School system without
statewide (Florida) reading/literacy assessment data or nationally recognized standardized
assessment data it is imperative they be assessed to determine appropriate placement that will
best meet their literacy development needs. This baseline data can be obtained by
administering one of the following district-approved formative literacy assessments - Informal
Reading Inventory (IRI); Developmental Reading Assessment (DRA); Rigby PM Benchmark
Assessment; Benchmark Assessment System (BAS); Houghton Mifflin Harcourt Florida
Journeys Common Core 2014 Benchmark Test; or the Florida Assessments for Instruction in
Reading - Florida Standards (FAIR-FS).
17 What alternate assessment is used for promotion of third grade students scoring Level.
on FACT Reading?
Alternative good cause assessments used to promote third grade students scoring Level 1 on
the statewide literacy assessment include the Stanford Achievement Test-10 (SAT-10), Just
Read, Florida! Third Grade Reading Assessment Portfolio, Broward County Assessment for
Promotion (BCAP), and Benchmark Assessment Test (BAT, mid-year promotion assessment
administered in early fall).
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70
Middle School Assessment, Curriculum, and Instruction
The goal of the K-12 Comprehensive Reading Plan is to ensure that students are reading
at or above grade level. Students entering the middle grades who are not reading on
grade level have a variety of reading intervention and learning needs. A single program
or strategy is not sufficient for remediation, and, likewise, remediation is not sufficient
for low-performing middle school students. In addition to focusing on the development
of foundational skills, instruction needs to engage students in complex cognitive tasks
that challenge students to apply their foundational skills. This application needs to
include high-level thinking opportunities for students to grapple with and construct
meaning from complex texts. Such instruction expands literacy development beyond
foundational skills to include such capacities as:
•
•
•
•
General academic and discipline-specific vocabulary
High-level comprehension such as argumentation
Critical literary analysis
Student question generation, inquiry, and research processes
In order to simultaneously offer reading intervention and cognitive challenges, middle
school reading instruction needs to incorporate the use of an integrated and
interdisciplinary approach:
1. Integrated approach to the language arts strands and to skill application:
Middle schools will integrate opportunities for students to apply the composite
use of the language skills -- reading, writing, listening, speaking -- that they are
learning in order to further strengthen their overall literary development.
2. Interdisciplinary approach: Middle school literacy instruction needs to attain a
balance of literature and informational texts that relate to history, social studies,
and science content. This interdisciplinary approach to literacy is based on
extensive research that establishes the need for students to become proficient in
reading complex informational text independently in a variety of content areas in
order to develop college- career readiness by the time they graduate.
3. Simultaneous use of both approaches: Middle school literacy instruction will
incorporate the integration of reading, writing, listening, and discussing as
students relate to various increasingly complex interdisciplinary texts throughout
the school year.
Using this integrated, interdisciplinary approach requires systematic student engagement
in complex cognitive tasks with a wide variety of different types of texts. Teachers will
also need to incorporate texts of varying levels of complexity into their instruction,
providing various instructional opportunities for students to read, write, discuss, and
listen to text for different specific purposes. This includes but is not limited to focusing
on:
• New and more complex text structures (single structures as well as multiple
organizational text patterns)
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•
•
•
•
•
•
Academic and domain-specific vocabulary and concepts on social studies and
science topics
How to extract information from complex informational text
How to use text evidence to explain and justify an argument in discussion and
writing
How to analyze and critique the effectiveness and quality of an author’s writing
style, presentation, or argument
Paired use of texts for students to engage in more complex text analyses
Independent reading and writing practice to:
o Relate to increasingly more complex text structures
o Use content-area vocabulary and concepts
o Develop literacy skills with increasingly complex text
The availability and access to texts of various types, topics, and complexity levels are
necessary for integrated, interdisciplinary instruction to occur. Consequently, districts
and schools will need to consider how to differentiate instruction in order to meet the
varied learning needs of middle school students so that they can successfully engage in a
variety of complex cognitive tasks. Differentiated opportunities develop student
capacities such as:
•
•
•
•
General and discipline-specific academic vocabulary
High-level comprehension skills
Critical literary analysis skills
Student question generation, inquiry, and research skills
To operate such an integrated and interdisciplinary middle school literacy program,
district and school personnel will need to assess the type, amount, and complexity of the
texts locally available for differentiated use in literacy instruction and independent
student reading practice. School and classroom inventories will need to include a wide
range of diverse texts that support each of the standards and meet the instructional needs
of all students.
All information provided in this section should reflect that you will meet the
reading needs of all student subgroups identified under No Child Left Behind.
1. Each district will be given one school user log-in password so that each school may
enter their own information into Chart F by using the web-based template. It is
recommended that districts create a timeline for school users to enter this information
for their school. Districts will be able to review and revise the school-based
information before submitting Chart F on April 4, 2014. School level users should
select all adopted reading instructional materials from the lists provided and add any
other materials in the text boxes. Information regarding materials specifically for ESE
and ELL students should be listed in the text box labeled ‘Other.’ To review and
edit all school information for Chart F before submitting, please use the link
provided within this section online.
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*2. The goal of a middle grades reading program is to provide a variety of methods and
materials to develop strategies and critical thinking skills in reading. This goal
applies to the following students:
a) students with reading performance below grade level: For these students,
acceleration is just as important as remediation. Describe how your district
will assure that reading intervention services provide both acceleration
and remediation to meet the needs of low-performing students and
facilitate their college-career readiness by high school graduation.
b) students with reading performance on or above grade level: Describe how
your district will assure that the reading development of students
performing on or above grade level will continue to progress toward
college-career readiness by high school graduation.
The District has now fully transition to the Language Arts Florida Standards. The
new standards place an increasing emphasis on helping students to independently
read the range and complexity of texts required to be college and career ready.
The goals of the District’s Strategic Plan are to improve student performance by
focusing on raising academic rigor in teaching and learning among all staff and
students, and preparing all students for global competitiveness. Rigor, relevance,
engagement, and results must be tied to every lesson in every classroom, for
students who are performing above, at, or below grade level expectations. As we
embrace the new standards, our goal is that our students demonstrate
independence; build strong content knowledge; respond to varying demands of
audience, task, purpose, and discipline; comprehend as well as critique; value
evidence; use technology and digital media strategically and capably; and
understand other perspectives and cultures as college and career ready young men
and women.
Instructional practices across all classrooms, above, at, and below level reading
proficiency should reflect the shifts of rigor demanded for college and career
readiness as reflected in the Language Arts Florida Standards:
•
•
•
•
•
Use complex informational text for instruction at a ratio matching the
Language Arts Florida Standards (60% informational text to 40% literary
text).
Make the close reading of texts central to lessons—rather than ancillary—and
focus on texts that elicit close reading and re-reading for understanding.
Provide effective instruction scaffolding that enable all students to access
complex texts directly without preempting or replacing a text by translating its
contents for students.
Provide a gradual movement towards decreasing scaffolding and increasing
independence as required for grade level proficiency towards college and
career readiness.
Ask text-dependent questions that require students to cite strong and thorough
textual evidence to demonstrate that they follow the details of what is
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•
•
•
•
•
•
•
explicitly stated as well as make inferences from the text, ensuring that valid
claims square with all the evidence in the text.
Provide extensive writing opportunities for students to draw evidence from
texts (i.e., write to sources) supporting logical inferences, evaluate reasoning,
themes, purposes, and rhetorical features, presenting careful analyses, welldefended claims, and clear objective summaries of information.
Ensure that questions and learning tasks require careful comprehension of the
text before asking for further connections, evaluation, or interpretation.
Students should demonstrate understanding of what they read before engaging
their opinions, appraisals, or interpretations.
Support students in writing arguments and analyses of substantive works
using valid reasoning and relevant evidence.
Engage students in literacy learning tasks in which they integrate multiple
sources of information presented in diverse formats and media, including
quantitative, visual, and oral media sources.
Engage students in extensive research at least once a quarter to answer
substantive questions (including those that are student-generated), investigate
and solve a problem, narrow or broaden an inquiry, and synthesize multiple
resources.
Ensure that word study focuses on students using a variety of strategies to
acquire and use academic and domain-specific words sufficient for reading,
writing, speaking, and listening at the college and career readiness level,
including figurative, connotative, and technical meanings, and multiple
meaning words.
Model instruction using the gradual release model that moves students
towards independence with complex, grade level texts.
a) Specifically, middle school students reading below grade level must be taught
by teachers with high expectations for rigor, relevance, engagement and
results. Middle school teachers must support all students in using literacy
strategies across all content areas as tools for “reading and writing to learn.”
Reading instruction across all content areas support students’ literacy
development, enhances academic and discipline-specific vocabulary,
comprehension and critical thinking and reasoning skills, and supports the
comprehension and mastery of increasingly complex text and content
knowledge through reading, writing, listening and speaking, and language.
The Next Generation Content Area Professional Development (NGCAR-PD)
initiative, which started primarily in the high schools, is now a focus in
building capacity for literacy across the content areas in middle school
classrooms.
The District has just adopted National Geographic Learning/Cengage
Learning Inside as the middle school Comprehensive Intervention Reading
Program (CIRP). Inside incorporates authentic texts written by famous
authors, incorporating a cross section of genres and styles of text, literary
fiction and nonfiction. It engages learners through authentic, essential
questions, pairs informational texts and literature in text sets to deepen
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inquiry, and incorporates a complex, grade level text selection for close
analytic reading within each unit. The District curriculum department has
development a bank of Comprehension Instructional Sequence (CIS) lesson
plans, using texts at an increasing level of complexity as reflected by the
“stretch text” Lexile levels in Appendix A of the Common Core State
Standards. The CIS provides additional instruction for students reading below
grade level to ensure scaffolded support for them to build literacy
independence to comprehend and analyze grade level texts.
The new CIRP adoption of Inside facilitates the placement of students in
multi-grade reading classes, and the District has identified placement criteria
and developed a scheduling process to encourage schools to place multi-grade
students in M/J Intensive Reading classes, targeted to meet specific student
needs, for the purpose of accelerating them to grade level proficiency and out
of intensive reading. This will be a new process for many middle schools
which have embrace middle school teaming for many years.
b) Specifically, middle school students reading on or above grade level need to
build deep knowledge across the disciplines. They must learn through
domain-specific texts in science, social studies, and technical subjects and
rather than just referring to the text, they are expected to learn from what they
read in their content area classes. Students write from sources using evidence
to inform their writing or as the basis for argument. While the narrative still
has an important role, students develop skills through written arguments that
respond to the ideas, events, facts, and arguments presented in the texts they
read. Students continue to build academic vocabulary to access grade level
complex texts and discipline specific content.
Some middle schools provide “reading for all” or advanced reading and/or
critical thinking/research classes for students reading at or above grade level
(FCAT 2 Levels 3-5). The literacy curriculum for these students incorporates
complex literary fiction and nonfiction texts using close reading strategies or
Socratic Seminars as the foundation for increasing critical thinking and
facilitating high quality instruction in vocabulary and comprehension skills.
Students examine complex text and the teacher facilitates text-based inquiry
around the text, pushing students to deeper levels of inquiry with open-ended,
text-based discussions and writing instead of answers. Students study literary
fiction and nonfiction using Junior Great Books, texts aligned with the
exemplars in Appendix B of the Common Core State Standards, engaging and
culturally relevant texts reflecting a wide diversity of perspectives and points
of view, and/or texts worthy of close analytic reading drawn from
contemporary and classic authors. Through complex, age-appropriate
literature and non-fiction text, students engage in the shared inquiry method of
discussion. In addition to quality young adult literature, novel study engages
students in authentic and meaningful experiences with biographies,
autobiographies, historical novels, textbooks, and other non-fiction and
content-area texts that help students build background knowledge and support
content learning across the curriculum with increasingly complex text. The
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focus on close analytic reading of complex texts help students develop the
essential skills of reading deeply, thinking critically, listening intently, and
speaking and writing persuasively.
Students are expected to complete short and/or extended literacy/research
projects each semester incorporating a cross section of Language Arts Florida
Standards in reading, writing, speaking and listening, and language. Through
critical reading, writing, thinking, speaking, listening, and research, students
engage in rigorous writing and research using print and multimedia resources,
digital tools and strategies, project based learning, through extended
interdisciplinary literacy sequences. Students may pursue inquiries initiated in
their content area classes, especially in social studies/history, science and
technical subjects. Using complex informational and literary texts, students
write to sources, research to build and present knowledge, extend literacy
skills through speaking and listening activities and the development of
academic language, access digital resources in the District’s Curriculum
Portal, including the multimedia databases (such as Gale Group Opposing
Viewpoints), and use the Florida Research Process Model, FINDS, for
extensive writing and research to incorporate complex texts and instructional
tasks across all content areas to supplement instruction using the core
textbooks.
*3. To effectively use assessment data, districts and schools with carefully crafted
protocols are prepared to efficiently differentiate student reading needs and offer an
appropriate array of intervention options that meet various individual student learning
needs. To develop and utilize these local protocols, districts and schools need to
address state legislation that informs local policies.
Section 1003.4156, F. S., requires middle school students who score at Level 1 or Level 2
on FCAT 2.0 Reading to receive intervention services in the following courses:
• An intensive reading course and/or
• A content area course that is taught by a content-area teacher who has participated
in content-area reading professional development, such as NGCAR-PD/CAR-PD,
that builds teacher capacity to deliver scientifically-based content-area literacy
practices that support low-performing students.
Middle school students who score at Level 1 or Level 2 on FCAT 2.0 Reading and have
intervention needs in the areas of foundational reading skills (e.g. decoding, fluency)
must have extended time for reading intervention:
• Students two or more years below grade level should receive a double block of
time for reading to provide a sufficient amount of the following:
o Remediation in foundational reading skills
o Supportive opportunities to apply foundational skills
o Acceleration in vocabulary development and comprehension skills in
relating to increasingly complex texts
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•
Students less than two years below grade level may receive these services during
the school day or before/after school with teacher support.
Intervention should include on a daily basis:
• Whole group explicit and systematic instruction
• Small group differentiated instruction
• Independent reading practice monitored by the teacher
• Infusion of reading and language arts benchmarks specific to the subject area
blocked with the intensive reading course (biology, world history, etc.)
• A focus on increasingly complex literary and informational texts (exposition,
argumentation/persuasive, functional/procedural documents, etc.).
Middle school students scoring Level 1 or Level 2 on FCAT 2.0 Reading who do not
have intervention needs in the areas of foundational reading skills (e.g. decoding,
fluency) may be served in content area intervention classes. These teachers must meet
one of the following requirements:
•
•
•
•
Content Area Reading Professional Development (CAR-PD)
Next Generation Content Area Reading-Professional Development (NGCARPD),
Reading Endorsement
K-12 Reading Certification
In implementing this legislation, make sure that the classroom infrastructure (class size,
materials, etc.) is adequate to implement the necessary array of intervention service
options. These interventions should include the following characteristics:
•
•
•
•
•
Whole group explicit and systematic instruction
Small group differentiated instruction
Independent reading practice monitored by the teacher (applicable to the reading
intervention course)
Infusion of content area literacy practices specific to science, social studies and
technical subjects in the Florida Standards.
A focus on increasingly complex literary and informational texts (exposition,
Schools must progress monitor students scoring at Level 1 and 2 on FCAT 2.0 Reading a
minimum of three times per year in order to appropriately plan for subsequent instruction
and ensure student learning progress over time. This progress monitoring should include
a Baseline, Midyear, and End of the Year Assessment.
Schools must diagnose specific reading deficiencies of students scoring at Level 1 and
Level 2 on FCAT Reading. Although formal diagnostic assessments provide specific
information about a student’s reading deficiencies, many progress monitoring tools and
informal teacher assessments can provide very similar information in a more efficient
manner. The only reason to administer a formal diagnostic assessment to any student is to
determine the specific deficit at hand so that teachers can better inform instruction to
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meet the needs of students who continue to struggle in reading. The decision to deliver a
formal diagnostic assessment should be the result of an in-depth conversation about
student instructional and assessment needs by the teacher, reading coach, and reading
specialist.
Each identified struggling reader must be provided instruction that best fits his or her
needs. Districts must establish criteria beyond FCAT 2.0 Reading for placing students
into different levels of intensity for reading intervention to be certain that students are
sufficiently challenged but not frustrated in relating to text of varying complexity. It is
recommended that districts implement a placement process that includes a variety of
considerations with protocols, such as the following:
•
•
Historical assessment data results, including prior FCAT scores:
o Level 2 students who scored at Level 3 or above during previous school years
require instructional support that focuses on accelerating development in
academic vocabulary and high-level comprehension, ensuring that student
development keeps pace with increases in text complexity that occurs from
grade to grade. Further assessment is required to determine whether
remediation is needed.
o Students who have historically scored below Level 3 in numerous past years
will require intervention focused on both remediation and acceleration.
Further assessment is required to determine the appropriate proportion of
remediation and acceleration for each student.
Assessment using grade-level passages: Administer oral reading and
comprehension questions of a grade-level passage:
o Independent student oral reading: For Level 1 or Level 2 students who
struggle to read a grade level passage aloud, distinguish the impact that each
students’ decoding issue has on his or her text comprehension in order to
determine remediation needs:
 Does the student successfully monitor basic comprehension of the
grade-level text in spite of some decoding challenges?
 Does the student struggle to decode the grade-level passage, and does
this negatively impact his or her grade-level text understanding?
o Comprehension questions: Level 1 or Level 2 students who have difficulty
accurately answering several basic comprehension questions (e.g., main idea,
details, etc.), summarizing the passage, or identifying text evidence that
supports the author’s claim will require systematic remediation in such skills
as text structure, summarization, and comprehension monitoring using explicit
instructional strategies such as text-marking/coding.
For the various student profiles referenced above, all will require accelerated instruction
in academic vocabulary and high-level comprehension using complex texts to ensure
their college- career readiness. Research suggests that fluency is not a strong
predictor of a student’s ability to comprehend text in middle grades and high school.
Therefore, caution is recommended in using fluency data as a primary determinant for
placement in reading intervention in the upper grades.
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Additional guidelines for determining student placement in reading intervention can be
found through using the Just Read, Florida! Student Reading Placement Chart at:
http://info.fldoe.org/justread/educators/Secondary_Reading_Placement_Chart.pdf.
End-of-year assessments should be used to determine specific areas of student reading
difficulty and reading intervention placement.
Complete an Assessment/Curriculum Decision Tree (Chart G) to demonstrate how
determine specific interventions for students at each grade level. The chart must include:
• Name of assessment(s)
• Targeted audience
• Performance benchmark used for decision-making
• Assessment/curriculum connection
• 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.
*District contacts will create and upload Chart G using the link found within this section
online. A sample for Chart G (Assessment/Curriculum Decision Tree) can be found in the
Appendix. Last year's chart is available at your district's public view page. If your district
wishes to use this chart it must be uploaded into this year’s plan. Please upload the
desired file.
*4. How will the district ensure that middle school students in need of decoding and text
reading efficiency have sufficient time to receive the intervention services that they
need?
Students entering middle school that are not reading on grade level have a variety of
reading intervention needs. No single program or strategy will be successful in the
remediation of all of these students’ needs. Schools must facilitate instruction based
on students’ needs and skills, as evidenced by student data. The District’s MultiTiered System of Supports/Response to Intervention (MTSS/RTI) process guides
school Collaborative Problem Solving Teams (CPST) in implementing a tiered
approach to instructional delivery that includes fidelity of instruction with the core
programs and interventions of increasingly higher intensity, based on students’ needs.
This multi-tiered approach to providing instruction and interventions at increasing
levels of intensity is based on progress monitoring and data analysis. Problem solving
at all tiers is a cyclical process that involves using the data to define the problem,
analyzing the data to determine why it is occurring, implementing a plan to target
specific student needs, and evaluation to ensure positive response to the instruction
and/or intervention.
As part of Tier 1 instruction, all students are instructed in using literacy strategies
across all content areas as a tool for “reading and writing to learn.” Reading
instruction across all content areas support students’ literacy development, enhances
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vocabulary, comprehension and critical thinking and reasoning skills, and supports
the comprehension and mastery of increasingly complex text and content knowledge.
As part of Tier 2 instruction, all students who are reading below grade level (currently
FCAT Reading Level 1 or 2) participate in a daily single or double block of
uninterrupted reading instruction with a highly qualified teacher who is either
Reading Certified or Reading Endorsed. Students who have been identified with
intervention needs in the areas of decoding and/or text reading efficiency are placed
in Intensive Reading instruction for an extended block of instruction of at least 90
minutes per day, 5 days per week. Students are placed in the specific Intensive
Reading program that best meets their need based on data and the criteria for each
placement is outlined in detail on the Curriculum Decision Trees and corresponding
placement charts.
The Comprehensive Intervention Reading Programs (CIRP), National Geographic
Learning/Cengage Learning Inside, in middle school provides explicit instruction for
whole and small groups that include introduction of skills, modeling, teaching,
independent and guided application, and review of skills and concepts. Strategies
such as modeling, previewing and predicting, visualizing, summarizing, asking and
generating questions, and direct instruction in strategic reading are embedded
throughout each program. Integral to both programs is an explicit, systematic, and
interactive instructional design focused on the six essential elements of reading as
defined by the National Reading Panel that includes oral language, phonemic
awareness, phonics, fluency, vocabulary, and comprehension. With the
implementation of the Language Arts Florida Standards, reading informational text,
reading literary text, writing, speaking and listening, and language are a focus of
instruction in addition to foundation level skills that may be needed for these students.
The most intensive Level 1 students who have intervention needs that impact all areas
of reading as defined by the National Reading Panel and the State of Florida (oral
language, phonemic awareness, phonics, fluency, vocabulary and comprehension) are
placed into Intensive Reading Plus, a double block of intervention instruction daily to
address severe deficits that impact all those areas of reading. These students are
provided extensive and intensive intervention in word study, applying decoding
strategies to text, building fluency as accuracy increases, vocabulary and
comprehension strategies, infusing standards-based strategies with scaffolded support
across texts of increasing complexity. Instruction is interactive and multi-sensory,
and includes age-appropriate reading materials for older students.
Level 1 and 2 students who have mastered basic decoding and encoding skills but still
have significant intervention needs in phonics (especially with multisyllabic words)
and fluency may be scheduled into a double or an extended block of instruction using
the resources of the Comprehensive Intervention Reading Program (CIRP) Inside
myNGConnect, which provides interactive support through a Comprehension Coach
and selection readings, fluency models, and close reading support for building
fluency. Supplemental Intervention Reading Programs (SIRP) include Wilson Just
Words, REWARDS, Reading Horizons, and other supplemental interventions to
support targeted needs on applying decoding strategies to text, word study with
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multisyllabic words, building fluency as accuracy increases, vocabulary and
comprehension strategies, and infusing benchmark strategies with scaffolded support
across texts of increasing complexity.
The implementation of the Comprehensive Intensive Reading Program (CIRP) and
Supplemental Intervention Reading Programs (SIRP) provide guidance to teachers in
delivering differentiated instruction for diverse learners within the reading block. The
programs contain integral instructional sequences coordinated by strands of
instruction and are carefully planned to spiral through cognitively simple to more
complex skills. Each program provides practice opportunities for mastery of skills
and strategies. Each program provides rigorous instruction in vocabulary,
comprehension strategies, and high-level reasoning and critical thinking skills using
authentic reading, writing, and presentation tasks. Language Arts Florida Standards
benchmark strategies are infused with scaffolded support using increasingly complex
grade level content area and literary texts.
Daily lesson plans are focused around essential questions and provide teachers
guidance in facilitating strategy and skill instruction across multiple text selections,
both literary and informational. Relevant, contemporary literature engages adolescent
learners and provides opportunities to access increasingly more challenging text. A
variety of assessments, both informal and formal, are included in both programs and
are used regularly to monitor students’ progress and identify targeted instructional
needs.
When targeted supplemental instruction does not yield desired results, the school’s
Multi-Tiered System of Supports/ Response to Intervention (MTSS/RTI) Process will
identify more targeted interventions for Tier 3 students following Florida’s Formula
for Effective and Powerful Instruction. This may include additional instruction
through extended learning opportunities, push-in or pull out tutoring, or a change in
the focus, format, frequency of instruction, or a change in the size of instructional
group to best meet the Tier 3 student’s specific learning needs.
Tier 2 and Tier 3 Literacy Interventions:
Fluency:
In addition to the supplemental intervention reading programs (SIRP) identified on
the MultiTiered System of Support Literacy Learner Plan, the National Reading Panel
(2000) found that classroom practices that encourage repeated oral reading with
feedback lead to meaningful improvement in students’ fluency. Recommended
fluency routines for mddle school classrooms that do not require specialized
programs and materials include:
•
•
•
Modeling: Teacher reads aloud to model the expression and prosody (phrasing,
expression, and intonation).
Choral Reading: Students read in unison following the teacher’s phrasing,
expression, and intonation.
Echo Reading: Students echo the teacher’s phrasing, expression, and intonation.
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•
•
•
•
•
•
Listening while Reading: Students listen to a recording while following the text in
print.
Paired Reading: Students read aloud to an adult or peer, for practicing prosody
(phrasing, expression, and intonation).
Reading Recording: Students use recording tools to record their own reading,
listen and analyze it, and repeat readings to develop accuracy and rate.
Timed Repeated Readings: Students establish specific targeted goals to increase
their reading rate with good accuracy with texts they have previously read.
Reader’s Theater: Students read and/or perform individual or choral parts in
dramatic texts (such as poetry, plays).
NOTE: Round Robin Reading is NOT a recommended practice for secondary
reading or content area classrooms under any circumstance.
Vocabulary:
the MultiTiered System of Support Literacy Learner Plan, teachers help build
vocabulary and comprehension skills by immersing students in rich and varied
language experiences, word study, playing with words, and making words their own
through authentic reading, writing, speaking, and listening activities. Teachers should
model daily the use of targeted, complex language in natural contexts. Explicit and
systematic vocabulary routines and word study that do not require specialized
•
•
•
•
•
•
Vocabulary notebooks
Vocabulary study cards
Vocabulary graphic organizers (such as Frayer Models and Semantic Maps)
Word sorts
Word games
Word walls and word wall activities
Comprehension:
The Comprehension Instructional Sequence (CIS) is a research-based sequence of
instruction that supports deeper engagement with complex, grade level texts. Students
will deeply process and comprehend a literary or informational text through reading
and rereading, generating questions and answers based on the text, and participating
in extended text discussions.
Screening Assessments and Progress Monitoring Plan:
The District will implement the Florida Assessments for Instruction in Reading –
Florida Standards (FAIR-FS) in all secondary schools net year. All Level 1, Level 2,
(and in some cases Level 3) middle school students are administered a screening at
the beginning of the year and progress monitored three times a year using the Florida
Assessment for Instruction in Reading (FAIR-FS). Grade Level Lexiled Passages in
the FAIR Toolkit and the NAEP Fluency Rubric are used as additional screening
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assessments. Annual growth in reading is demonstrated by the Reading Gains Lexile
Test, the Florida Assessments for Instruction in Reading (FAIR), district and
classroom based formative assessments, and end of year results on the state approved
language arts assessment.
Middle Grades Placement Options:
Under specific conditions outlined below, students who do not need instruction in
decoding and text reading efficiency may be served in content area reading. The
content area teacher will be the reading teacher of record and will provide students
with additional reading instruction using reading strategies embedded within the
content area curriculum. If the student meets the criteria for placement in content area
reading, the teacher of record must be Reading Certified, Reading Endorsed, or have
completed CAR-PD or NGCAR-PD.
Students in middle school should be placed in the highest level of program in which
student data suggests the student can succeed. In some cases, the student’s formal
assessment data, such as FCAT score, does not provide the full picture of a student’s
strengths and their needs, and the reading coach may need to administer an additional
diagnostic assessment or administer a previously administered assessment again to
determine the best placement for the student. The school’s Literacy Leadership Team
reviews placement criteria to ensure the proper placement of students in programs
that will challenge them and best meet their reading intervention needs. Schools are
allowed some flexibility, but they may not bend state mandates to meet school
scheduling parameters.
5. How will students be provided with access to both leveled and authentic literary and
informational texts representing a range of levels, interests, genres, and cultures
within the reading program to develop independent reading capacity? Include the
following information:
a) How daily independent reading, monitored by the teacher, will be incorporated
into all reading classrooms;
b) How classroom libraries will be utilized;
c) The process for leveling books; and
d) The process for matching students with the appropriate level of text.
a) Daily Independent Reading:
Allowing students choices in their reading material increases student’s motivation for
reading and provides them the opportunity to apply their knowledge to self-selected
texts. Exposure to themed non-fiction and fiction texts – or text sets - through teacher
read-aloud, small group and independent reading, book passes and book talks, peer
book reviews and recommendations, supports content area learning, helps students
build background knowledge, vocabulary, knowledge, and comprehension skills.
Teachers engage students in reading independently or in small or whole groups and
monitor the reading of text by having regular discussions about the text, having the
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students keep a journal/reading log that the teacher reviews regularly, asking students
to share during author’s chair, literature circles, and by reading with students daily.
Students engage in text-based discussions in whole groups, small groups, and via
individual conferencing with students. The teachers records anecdotal data and
remarks using “Status of the Class”, “Clipboard Cruising” or other teacher monitoring
and conferencing strategy. Students keep reader response logs, literature
notebooks/journals or use online tools such as blogs or wikis in which students
respond to text. Students think critically about what they have read and analyze
frequently within and across genres (i.e. from a news article to a song lyric). They
may complete multimedia analyses and responses (using Comic Life or iMovie, for
example), complete literary analyses (of character, setting, plot, theme, etc.), or
analyze text structure or pattern of text organization, or how an author’s use of words
change to meet rhetorical purposes. Learning Logs or reflective journals are saved
and archived in student folders or portfolios for ongoing review and monitoring of
student progress towards mastery of benchmark instruction.
b) Classroom Libraries:
National Geographic Learning/Cengage Learning Inside has authentic literature built
into the program. Classroom libraries are selected based on Lexile score, interest
level, essential questions, theme and grade level appropriateness, and they include
culturally relevant selections to reflect the diversity of students in the classroom.
Literacy coaches, reading teachers, language arts teachers, and content area teachers
collaborate on the shared use of the novels and informational texts in school
collections to enhance literacy instruction and content area literacy in science and
social studies.
Classroom libraries include print and multimedia resources that appeal to young
adolescents with varying interest and reading ability levels and reflect texts in varying
levels of complexity, across different genres, including culturally relevant texts that
reflect the diversity of students within the classroom, including literary fiction and
nonfiction. The classroom includes a library of books, magazines, newspapers, print
and multimedia resources that appeal to adolescents with varying interest and reading
ability levels, where students can explore and read during small group and
independent reading to support students’ individual interests and needs. The materials
in the classroom library should be attractively displayed and inviting to students.
When available, students should be able to use digital devices (such as tables, eBook
readers, or computers) to access print and multimedia content.
The classroom library includes but is not limited to:
•
•
•
•
Books, especially and including culturally relevant texts that reflect the diversity
of the students in the classroom
Magazines
Newspapers
Digital devices - such as tablets, eBook readers, or computers - to access print and
multimedia content
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•
•
•
•
•
Text Sets - Themed non-fiction and fiction texts compiled by the teacher and/or
media specialist to support a specific curriculum topic or theme
Texts for teacher read-aloud
Texts for small group and independent reading
Texts for book passes and book talks
Structures and systems for book reviews and recommendations - such as bulletin
board/chart papers, reading recommendation displays, or online literacy blogs and
Wikispaces
The media specialist works collaboratively with reading and content area teachers to
create text sets or collections of books around a theme or topic of inquiry at varying
levels of complexity that are checked out to the teacher for an extended period of time
and/or for a particular unit of study. To encourage students and increase motivation,
the media specialist sponsors book clubs, book fairs and other literacy events
including reader’s theater, poetry readings, author visits, and literacy contests, and
other incentive programs.
c) Leveling Books for Text Complexity:
The District and schools use the Three Part Model of Text Complexity as outlined in
Appendix A of the Common Core State Standards to identify supplemental complex
texts for instruction to identify and align additional complex texts to current reading
instruction are readily available in the ancillary materials in current text adoptions
(such as the primary source documents library for world history and US history).
Additional sources for complex texts are available in the District’s curriculum portal,
BEEP, including informational databases (such as the Gale Group Opposing
Viewpoints or SIRS Researcher), the American Memory Project at the Library of
Congress, in public library collections, or school collections available through
Destiny, the online catalog of resources in Broward County Public Schools. Teachers
model fluent reading and motivate students to read independently through read alouds
with engaging and relevant adolescent literature.
d) Matching Students to Text:
The Comprehensive Intervention Reading Program National Geographic Inside
includes a Lexile Level placement and reading gains assessments that provide
quantitative measures of text complexity (Lexile Levels). These assessments help
teachers match students to texts that they can read independently as well as to “stretch
texts” at higher Lexile Levels as demanded by the Common Core State Standards.
Teachers and the school Library Media Specialist facilitate book talks and engaging
conversations about books and texts regularly and students offer book reviews and
make recommendations to peers. Students and teachers engage in book talks, book
passes, reviews, presentations, and recommendations, across multiple formats,
including posting to the Florida DOE By Teens, For Teens website.
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*6. How will students analyze media literacy including the various mediums: print media,
still photography, radio/audio, television/film, and the internet in reading and content
area subject areas?
National Geographic Learning/Cengage Learning Inside has multimedia literacy
across multiple media built into the program. Much of National Geographic’s
extensive collection of images and multimedia are available for students in the
program’s student portal myNGConnect’s Digital Library Viewer. The projection
ready images and video spark discussion about Essential Questions. Each unit in
National Geographic Learning/Cengage Learning Inside opens with a compelling
digital image to spark discussion and inquiry and to apply close reading strategies to
digital images and multimedia content. Online and print resources include graphic
novels and other graphic texts, and digital content.
The District created Comprehension Instructional Sequence (CIS) lessons and related
Articles of the Week are drawn primarily from print and multimedia content access
through digital newspapers and magazines and other Internet based content.
initiatives:
Digital Learning Initiative: During the 2014-15, the District will expand the Digital 5
learning initiative into grade 6 language arts and math classrooms Grades 6, 7 and 8
Reading classrooms. The Digital Learning Initiative will provide a one-to-one
learning device for every student to access curriculum content and resources and to
engage in production of learning using digital tools, strategies, and resources.
Digital DLA (Developmental Language Arts-ESOL Reading): During the 2013-14
school year, Title III grant funds were used to purchase additional learning devices
for 14 middle and high school Developmental Language Arts-ESOL Reading courses
to move English Language Learners towards a personalized learning environment
incorporating digital tools, learning strategies, and web based applications to develop
and strengthen listening, speaking, reading and writing skills.
social studies/history, science and technical subjects. Using complex informational
and literary texts, students write to sources, research to build and present knowledge,
extend literacy skills through speaking and listening activities and the development of
academic language, access digital resources in the District’s Curriculum Portal,
including the multimedia databases (such as Gale Group Opposing Viewpoints).
Students use the research process model, FINDS, for extensive writing and research
to incorporate complex texts and instructional tasks across all content areas.
Problem/Project-Based Learning: The District has been committed for nearly 10 years
to project-based learning through technology, using digital tools, strategies, and
resources to support and extend the core curriculum. Project-based learning is a
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critical component of the reading curriculum for below level (Intensive) and on and
above grade level (Development Reading and reading for all classes.)
The following technology and digital tool resources are available in the district’s
Student Portal, but are not limited to:
• Student interactive learning management platforms such as Schoology or Moodle
• Online textbooks including interactive programs such as myNGConnect
• Online Supplemental Intervention Reading Programs (SIRP) such as Achieve
3000, Reading Plus, Reading Horizons
• Online databases (e.g., Multimedia Encyclopedias, World Book, Infotrac)
• Sun Sentinel online newspaper
• Homebound instructional lessons
• Online interactive dictionary
• Links to online learning sites such as TumbleBooks Library and
TeachingBooks.Net)
• eTutor
The following digital classroom tools allow the teacher to provide explicit, visual
modeling of instruction that serves to provide engaging and meaningful learning
opportunities for students. Teachers may also use Promethean or Smart Flipcharts
with their Interactive Whiteboards to make learning more interactive and explicit for
students.
• Interactive Whiteboards (such as Promethean or SMART)
• LCD/Video Projector
• Document Camera
• Student Interactive Responders
• Electronic Readers (e.g., iPods, Kindles, other e-Book Readers)
• Tablets or iPads
• Wireless Laptops and Desktop Computers
• MP3 Players
An inviting and engaging literacy environment supports literacy learning for all
students and includes the following components.
• Designated areas for whole group direct and modeled instruction, small group
differentiated instruction, and literacy centers for independent and/or
collaborative literacy learning
• Designated areas for teachers to use digital tools and strategies to enhance
instruction such as interactive whiteboards, LCD projectors, document cameras,
and student interactive responders
• Designated areas for students to use digital tools, eBooks, computers, iPads, iPod
Touches, and/or MP3 players for accessing digital content and online resources
*7. Students’ college-career readiness is dependent upon high quality learning
opportunities in content area and elective classrooms. What practices are in place to
ensure that content-area instruction builds student capacity to think as they read
subject area texts, extending and building text-based discussions in order to deepen
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content-area understandings? Describe how teachers are implementing text-based
content area instruction in:
•
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English/Language Arts
History/Social Studies
Science
Technical Subjects
Broward County Public Schools will continue to facilitate the Next Generation
Content Area Reading Professional Development (NGCAR-PD) Teacher Academy to
build a cadre of content area teachers across multiple disciplines, especially and
including English Language Arts, History, Science and Technical Subjects and STEM
who implement research-based reading strategies and literacy instruction within their
content area classrooms, whether they serve as a reading teacher of record for FCAT
Level 2 students or not.
Science and Career and Technical Education, through a partnership with those
departments, to support the development of cohorts of secondary content area teachers
to implement NGCAR-PD at their schools. The goal of building school capacity
through NGCAR-PD is not just to offer intensive reading placement options for level 2
students who may qualify for content reading intervention with a NGCAR-PD teacher.
The skills and strategies embraced by the NGCAR-PD teacher enhance learning in any
Teachers facilitate scaffolded instruction using the gradual release model that does not
preempt students engaged in the actual work of reading and grappling with complex
texts in their content areas of instruction.
County Public Schools infuses Language Arts Florida Standards, text complexity and
close analytic reading strategies using the Comprehension Instructional Sequence
(CIS), and inquiry-based integrated research. Reading/literacy coaches and Literacy
Leadership Teams at schools have been directed to embrace NGCAR-PD and to
support all teachers in implementing the Comprehension Instructional Sequence (CIS)
and NGCAR-PD literacy strategies at their schools. Content area teachers support
discipline-specific strategies that apply to their specific academic discipline. For
example, secondary social studies supports close analytic reading of complex text with
a discipline specific protocol especially for reading historical texts called “DocumentBased Questions” (DBQs).
8. Explain how the school will address writing from sources as a means to strengthen
and deepen text comprehension, increase domain-specific knowledge, and provide
meaningful writing opportunities:
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How will writing from sources be supported in reading intervention courses to
accelerate student literacy development? Describe how students will have
consistent access to appropriate texts for gathering and researching information.
How will writing from sources be incorporated across the curriculum in contentarea courses? Describe how content-area courses will provide frequent
opportunities for students to engage in short research projects to research and
write on various content-area topics.
Students who have difficulty and/or don’t like reading often have difficulty and/or
don’t enjoy writing. Students must make connections between the reading of the text
and writing about what they are reading to support students in “writing to learn.”
Daily instruction includes extensive writing opportunities for students to draw
evidence from texts (i.e., write to sources) support logical inferences, evaluate
reasoning, themes, purposes, and rhetorical features, present careful analyses, welldefended claims, and clear objective summaries of information. Research has
demonstrated that the best strategy for helping students improve their writing skills is
to give them plenty of opportunities to read well written texts that serve as models for
their own writing development.
Students write from sources using evidence to inform or as the basis for an argument.
While the narrative still has an important role, students develop skills through written
arguments that respond to the ideas, events, facts, and arguments presented in the
texts they read. Students build academic vocabulary to access grade level complex
texts. By focusing strategically on comprehension of pivotal and commonly found
words (such as “discourse,” “generation,” “theory,” and “principled”) and less on
esoteric literary terms (such as “onomatopoeia” or “homonym”), teachers constantly
build students’ ability to access more complex texts across the content areas.
The integrated and interdisciplinary focus of literacy of the Language Arts Florida
Standards is supported with short and/or extended literacy/research projects each
semester incorporating a vertical and horizontal alignment of standards. Through
critical reading, writing, thinking, speaking, listening, and research, students engage
in rigorous writing and research using print and multimedia resources, digital tools
and strategies, project based learning, through extended interdisciplinary literacy
sequences. Students may pursue inquiries initiated in their content area classes,
especially in social studies/history, science and technical subjects. Using complex
present knowledge, extend literacy skills through speaking and listening activities and
the development of academic language, access digital resources in the District’s
Curriculum Portal, including the multimedia databases (such as Gale Group Opposing
Viewpoints), and use the Florida research process model, FINDS, for extensive
writing and research to incorporate complex texts and instructional tasks across all
content areas to supplement instruction using the core textbooks.
The reading/literacy coach’s role is to ensure that this model of interdisciplinary
literacy in reading, writing, speaking, listening and language occurs not just in
reading intervention classes but across all content area classrooms. Reading/literacy
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coaches provide reading/writing staff development on a regular basis to all teachers
and support staff to support student improvement of writing standards and career and
college readiness writing skills as identified on the Language Arts Florida Standards
for Writing. Reading, writing, listening, speaking, language, and literacy in
history/social studies, science, and technical subjects are equal partners in a
comprehensive program of literacy learning.
The District recommends the following research-based practices to improve student
writing. These practices support achievement of Language Arts Florida Standards for
Writing. Some of these recommendations are from the 2010 published report from the
Carnegie Corporation entitled, “Writing to Read: Evidence How Writing Can
Improve Reading.”
Carnegie report recommended practices:
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Have students write extensive responses to a text: including personal reactions as
well as analyzing and interpreting the text
Have students write summaries of a text: including writing synopses, completing
outlines or graphic organizers that were subsequently converted to summaries
Have students write notes about a text: including unstructured directives for notetaking and formal note-taking using outlines or columned notes, or concept maps
Have students answer questions about a text in writing or create and answer
written questions about a text: especially when students have to verify answers
from the text (Text-Dependent Questions)
District recommended daily instructional practices:
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Incorporate writing across all disciplines with a writing portfolio reflecting work
from English/language arts, reading, science, social studies, and technical
subjects.
Model writing using a document camera or overhead. Don’t just talk about
strategies without modeling and demonstrating them.
Diagnose student needs and focus mini-lessons based on student strengths and
weakness as evident in writing assignments and other written work.
Keep a running list of strategies taught that students have learned; share with
other teachers so that students can build a specific set of useful strategies to add to
their “writing toolbox.”
Have students revise previously written pieces rather than always assigning new
pieces – revising an essay or a writing assignment from English Language
Arts/reading or written work in the content areas (science, social studies, technical
subjects) over the course of a semester or school year can be a powerful learning
experience for students.
Assign writing less; instruct in writing more using the writing process. Provide
instructional time to teach, model, peer review, and edit.
It is more effective to let students write many shorter pieces than a few big ones.
Journal writing increases the quantity of student writing, providing opportunity to
improve writing over time. It gives students opportunities to write about what
they know, what they are processing cognitively, and to write responding to text.
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Teachers should incorporate writing strategies instruction using a mini-lesson
format
Group students for instruction based on needs. One size does not fit all.
Provide meaningful instruction that is informative to both teacher and student.
Personalize instruction based on the needs of students.
Empower students to think critically and personally about writing.
Integrate writing assessments with reading, research, and media.
Provide opportunities for writing for varied purposes and types.
Create a classroom community of readers, writers, speakers and listeners in which
students read quality works that serve as writing models; they write using texts as
models or inspiration points for their own writing; they share writing orally with
peers in pairs, small and large groups; and they listen and provide feedback in the
form of questions and respectful comments for the writer’s consideration.
*9. What supportive reading opportunities will be provided before school, after school,
and during summer school, including mentoring and tutoring? Include criteria for
student eligibility and how these opportunities are linked to reading instruction
provided during the school day.
Schools offer varying before and after school programs and Saturday camps for
students who need more instruction to achieve mastery of Language Arts Florida
Standards. Teachers may meet with small groups before or after school for tutorials
and differentiated instruction using specific program materials. After-school and
Saturday camps are offered for students who need additional reading instruction to
prepare for the state assessments. Tutoring programs are aligned to meet the needs of
students differentiated needs. Schools use assessment data to allow students correct
placement in tutoring programs to support each student’s area of deficit. Each
tutoring program looks different from school to school based on the needs of the
students. Mentoring programs are aligned to meet the needs of students’ differentiated
needs. Schools-site administrators may choose any of the program recommendations
on the Struggling Readers Chart.
The need for extended learning services and interventions for students is based on
progress monitoring and data analysis. Schools use the Multi-Tiered System of
Supports/Response to Intervention (MTSS/RtI) Process for implementing a tiered
approach to instructional delivery that includes interventions of increasingly higher
intensity based on students' needs, such as students whose instructional needs are not
being met during the regular instructional reading block. Schools may select from any
of the program recommendations on the MultiTiered System of Supports Literacy
Learner Plan. Priority for services is for students who have not achieved reading
proficiency or whose progress monitoring or ongoing progress monitoring data from
FAIR and other assessments such as the district’s Benchmark Assessment Tests
(BATs) indicates need. However, the intervention, intensity and time are individually
determined to meet each student's needs.
Schools identified as being in need of improvement under the School Improvement
Grant (SIG), provide extended learning opportunities throughout the year. Identified
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schools work with the District’s Accountability Department to design, implement,
and fund an extended day program that is focused on literacy learning to complement
and extend instruction that targets specific student needs as evidenced by data,
aligned with the District’s Multi-Tiered System of Supports/Response to Intervention
(MTSS/RtI) Process.
Children’s Services Council, public libraries, and other community organizations
provide after-school academic programs. At the Broward County Boys and Girls
Clubs, certified teachers work with small groups and individuals in reading
instruction. This program coordinates their efforts with the student’s home school,
sharing data and providing feedback to the teacher at the student’s school. Individual
schools provide extended hours activities using a variety of materials, depending on
their needs.
10. Which assessments are administered to determine reading intervention placement for
the following student populations?
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Non-English speaking ELL
Severe speech/auditory impaired
Severe visually impaired
Grades 6 and above transfer students who do not have any FCAT 2.0 Reading
scores and/or other standardized reading scores. NOTE: If no scores are
available, an appropriate assessment should be administered to determine the
overall reading ability of the student and to identify appropriate placement.
ELLs in grades 3-12 who score Fluent English Speaker on the IDEA Oral
Language Proficiency Test are administered the Kaufman Test of Educational
Achievement II Brief Form (KTEA-II) as part of the entry requirements into the
ESOL program. This test generates Reading and Writing scores and can be used
to determine reading achievement. All ELLs are administered the same
assessments as non-ELLs to determine reading intervention placement. Schools
must also conduct a programmatic assessment at the time of registration.
Gathering information about the student's educational background and prior
academic placement achievements will provide a basis for appropriate placement
and scheduling. Also, schools may administer the assessments that accompany the
specific supplementary materials used for instruction with ELLs. In addition,
ELLs are administered the Comprehensive English Language Learning
Assessment (CELLA) which contains a separate reading section.
For more information about best practices for instruction with English Language
Learners, contact the ESOL department.
Students with severe speech impairments follow the Multi-Tiered System of
Supports/Response to Intervention (MTSS/RTI) Process and use the Diagnostic
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Assessments of Reading (DAR). For students with severe auditory impairments,
the District uses the DAR and Test of Auditory Processing Skills 3.
For more information about best practices for instruction with auditory/speech
impairments, please contact the ESE department.
Assessments administered to the blind and the visually impaired students to
determine reading instructional needs are the same assessments used by the
boundaried school the student is attending including those from the Struggling
Reader Chart. Students with low vision can access any assessment and
supplementary intervention with the use of magnification. Some tests cannot be
modified for Braille students due to the visual nature of the questions used.
Therefore a student who is blind cannot utilize all the assessments and
supplementary interventions used in the school. Some assessments that can be
modified are: Basic Reading Inventory of Phoneme Segmentation by Johns,
Informal Reading Inventory (IRI) by Burns & Roe, and Diagnostic Assessments
of Reading (DAR).
For more information about best practices for instruction with vision impairments,
please contact the ESE department.
Students arriving in Florida's public schools for the first time, or students who
have been in private schools and returning to the District’s public schools, will
first have their records reviewed. Students will be screened using the Florida
Assessment for Instruction in Reading (FAIR) or other comprehensive literacy
screening assessment. A Grade Level Lexiled Passage and the NAEP Fluency
Rubric may be used as additional screening assessments to confirm reading needs
and potential placement in reading intervention. Detailed placement criteria,
including cut scores for each assessment, are outlined in detail on the District’s
Decision Tree and corresponding placement charts. Schools may also administer
the National Geographic Learning/Cengage Learning Inside placement test or
benchmark assessment tests if needed.
If a student with disabilities whose IEP identifies a deficit in reading due to the
impact of their disability, the full DAR should be administered.
For more information about students arriving in District schools for the first time,
please contact the Guidance department.
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High School Assessment, Curriculum, and Instruction
The goal of the K-12 Comprehensive Reading Plan is to ensure that students are reading
at or above grade level. A single program or strategy is not sufficient for remediation;
therefore, it is necessary to implement a combination of research-based programs and
strategies that have been proven successful in the remediation of older struggling readers.
Likewise, remediation is not sufficient to meet the learning needs of low-performing high
school students who are simultaneously preparing for graduation and college/career
readiness. In addition to focusing on basic literacy skills, instruction needs to engage
students in complex cognitive tasks that challenge them to apply their literacy skills
toward high-level thinking while relating to complex text. Such instruction expands
literacy development beyond basic skills to include capacities that better prepare them for
both graduation and college/career coursework such as:
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general academic and discipline-specific vocabulary, including technical terms
extracting and using information from informational and technical texts
high-level comprehension, including argumentation
critical literary analysis
student question generation, inquiry, and research skills that include validation
and corroboration of complex information
In order to simultaneously offer reading intervention and cognitive challenges, high
school reading instruction needs to incorporate the use of an integrated and
interdisciplinary approach:
1. Integrated approach to the language arts strands and skills: High schools will
integrate opportunities for students to apply the composite use of the language arts
skills – reading, writing, listening, speaking – that they are learning in order to
further strengthen their overall literary development.
2. Interdisciplinary approach: High school literacy instruction needs to attain a
balance of literary and informational texts that relate to history, social studies, and
science content. This interdisciplinary approach to literacy is based on extensive
research that establishes the need for students to beome proficient in reading
complex informational text independently in a variety of content areas in order to
develop college-career readiness by the time they graduate.
3. Simultaneous use of both approaches: High school literacy instruction will
incorporate the integration of reading, writing, listening, and discussing as
students relate to various increasingly complex interdisciplinary texts throughout
the school year.
Using this integrated, interdisciplinary approach requires systematic student engagement
in complex cognitive tasks with a wide variety of different types of texts. Teachers will
also need to incorporate texts of varying levels of complexity into their instruction,
providing various instructional opportunities for students to read, write, discuss, and
listen to text for different specific purposes. This includes but is not limited to focusing
on:
• new and more complex text structures (single structures as well as multiple
organizational text patterns)
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academic and domain-specific vocabulary and concepts on social studies and
science topics
how to extract information from complex informational text
how to use text evidence to explain and justify an argument in discussion and
writing
how to analyze and critique the effectiveness and quality of an author’s writing
style, presentation, or argument
paired use of texts for students to engage in more complex text analyses
independent reading and writing practice to:
• relate to increasingly more complex text structures
• use content-area vocabulary and concepts
• develop literacy skills with increasingly complex text
The availability and access to texts of various types, topics, and complexity levels are
necessary for integrated, interdisciplinary instruction to occur. Consequently, districts
and schools will need to consider how to differentiate instruction in order to meet the
varied learning needs of high school students so that they can successfully engage in a
variety of complex cognitive tasks. Differentiated opportunities develop student
capacities such as:
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general and discipline-specific academic vocabulary
high-level comprehension skills
critical literary analysis skills
student question generation, inquiry, and research skills on complex topics
To operate such an integrated and interdisciplinary high school literacy program, district
and school personnel will need to assess the type, amount, and complexity of the texts
locally available for differentiated use in literacy instruction and independent student
reading practice. School and classroom inventories will need to include a wide range of
diverse texts that support each of the Florida Standards and meet the instructional needs
of all students. To provide the type of reading, discussion, and writing opportunities
necessary for college-career readiness, these text inventories need to include the
following:
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informational texts of numerous types such as exposition, argumentation,
persuasive essays, functional documents, procedural texts, speeches, biographies,
etc. These informational texts need to contain information on various contentarea topics such as history, social studies, and science.
literary texts of different genres such as historical fiction, mythology, poetry,
drama, fantasy, humor, legend, etc.
All information provided in this section should reflect that will meet the reading
needs of all student subgroups identified under No Child Left Behind.
1. Each district will be given one school user log-in password so that each school may
enter their own information into Chart I by using the web-based template. It is
recommended that districts create a timeline for school users to enter this information
for their school. Districts will be able to review and revise the school based
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information before submitting Chart I on April 4, 2014. School level users should
select all adopted reading instructional materials from the lists provided and add any
other materials in the text boxes. Information regarding materials specifically for ESE
and ELL students should be listed in the text box labeled ‘Other.’ To review and
edit all school information for Chart I before submitting, please use the link
provided within this section online.
*2. The goal of a high school reading program is to provide a variety of methods and
materials to develop strategies and critical thinking skills in reading. This goal
applies to the following students:
a) students with reading performance below grade level: For these students,
acceleration is just as important as remediation. Describe how your district will
assure that reading intervention services provide both acceleration and
remediation to meet the needs of low-performing students and facilitate their
college-career readiness by high school graduation.
b) students with reading performance on or above grade level: Describe how your
district will assure that the reading development of students performing on or
above grade level will continue to progress toward college-career readiness by
high school graduation.
The District has now fully transition to the Language Arts Florida Standards. The new
standards place an increasing emphasis on helping students to independently read the
range and complexity of texts required to be college and career ready. The goals of
the District’s Strategic Plan are to improve student performance by focusing on
raising academic rigor in teaching and learning among all staff and students, and
preparing all students for global competitiveness. Rigor, relevance, engagement, and
results must be tied to every lesson in every classroom, for students who are
performing above, at, or below grade level expectations. As we embrace the new
standards, our goal is that our students demonstrate independence; build strong
content knowledge; respond to varying demands of audience, task, purpose, and
discipline; comprehend as well as critique; value evidence; use technology and digital
media strategically and capably; and understand other perspectives and cultures as
college and career ready young men and women.
Instructional practices across all classrooms, above, at, and below level reading
proficiency should reflect the shifts of rigor demanded for college and career
readiness as reflected in the Language Arts Florida Standards:
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Use complex informational text for instruction at a ratio matching the Language
Arts Florida Standards (70% informational text to 30% literary text).
Make the close reading of texts central to lessons—rather than ancillary—and
focus on texts that elicit close reading and re-reading for understanding.
Provide effective instruction scaffolding that enable all students to access
complex texts directly without preempting or replacing a text by translating its
contents for students.
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Provide a gradual movement towards decreasing scaffolding and increasing
independence as required for grade level proficiency towards college and career
readiness.
Ask text-dependent questions that require students to cite strong and thorough
textual evidence to demonstrate that they follow the details of what is explicitly
stated as well as make inferences from the text, ensuring that valid claims square
with all the evidence in the text.
Provide extensive writing opportunities for students to draw evidence from texts
(i.e., write to sources) supporting logical inferences, evaluate reasoning, themes,
purposes, and rhetorical features, presenting careful analyses, well-defended
claims, and clear objective summaries of information.
Ensure that questions and learning tasks require careful comprehension of the text
before asking for further connections, evaluation, or interpretation. Students
should demonstrate understanding of what they read before engaging their
opinions, appraisals, or interpretations.
Support students in writing arguments and analyses of substantive works using
valid reasoning and relevant evidence.
Engage students in literacy learning tasks in which they integrate multiple sources
of information presented in diverse formats and media, including quantitative,
visual, and oral media sources.
Engage students in extensive research at least once a quarter to answer substantive
questions (including those that are student-generated), investigate and solve a
problem, narrow or broaden an inquiry, and synthesize multiple resources.
Ensure that word study focuses on students using a variety of strategies to acquire
and use academic and domain-specific words sufficient for reading, writing,
speaking, and listening at the college and career readiness level, including
figurative, connotative, and technical meanings, and multiple meaning words.
Model instruction using the gradual release model that moves students towards
independence with complex, grade level texts.
a) Specifically, high school students reading below grade level must be taught by
teachers with high expectations for rigor, relevance, engagement and results.
High school teachers must support all students in using literacy strategies
across all content areas as tools for “reading and writing to learn.” Reading
instruction across all content areas support students’ literacy development,
enhances academic and discipline-specific vocabulary, comprehension and
critical thinking and reasoning skills, and supports the comprehension and
mastery of increasingly complex text and content knowledge through reading,
writing, listening and speaking, and language. The Next Generation Content
Area Professional Development (NGCAR-PD) initiative continues to be a
strong focus in building capacity for literacy across the content areas in high
school content area classrooms.
The District has just adopted National Geographic Learning/Cengage
Learning Edge as the high school Comprehensive Intervention Reading
Program (CIRP). Edge incorporates authentic texts written by famous authors,
incorporating a cross section of genres and styles of text, literary fiction and
nonfiction. It engages learners through authentic, essential questions, pairs
informational texts and literature in text sets to deepen inquiry, and
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incorporates a complex, grade level text selection for close analytic reading
within each unit. The District curriculum department has development a bank
of Comprehension Instructional Sequence (CIS) lesson plans, using texts at an
increasing level of complexity as reflected by the “stretch text” Lexile levels
in Appendix A of the Common Core State Standards. The CIS provides
additional instruction for students reading below grade level to ensure
scaffolded support for them to build literacy independence to comprehend and
analyze grade level texts.
The new adoption of Edge facilitates the placement of students in multi-grade
reading classes, and the District has identified placement criteria and
developed a scheduling process to encourage schools to place multi-grade
students in High School Intensive Reading classes, targeted to meet specific
student needs, for the purpose of accelerating them to grade level proficiency
and out of intensive reading.
The District has identified informational, non-fiction texts on varying topics to
pair with the themes and topics in the texts in the Comprehensive Intervention
Reading Program (CIRP) for grades 9-10, National Geographic
Learning/Cengage Learning Edge and in the Supplemental Intervention
Reading Programs (SIRP) for grades 11-12, Ten Steps to Improving College
Reading Skills and Ten Steps to Advancing College Reading Skills. In
addition, Comprehension Instructional Sequence (CIS) lesson plans were
developed for supplementing and extending both the CIRP instruction and
content area instruction. Additional supplemental texts and CIS model lessons
are planned for development during the 2014-15 school year.
In addition, students participating in the Culturally Relevant Literacy Initiative
(Scholastic ID, after Alfred Tatum) build text lineages with literary role
models that help students to define self, counter some of the larger (negative)
out-of-school forces in their lives, believe in themselves, and build road maps
of positive action. They are given opportunities through frequent, daily
writing to have their own voices be heard, write reflectively and critically to
texts they have read, and participate in short term and extended research
projects about social justice topics they explore through their reading.
b) Specifically, high school students reading on or above grade level need to
build deep knowledge across the disciplines. They must learn through
domain-specific texts in science, social studies, and technical subjects and
rather than just referring to the text, they are expected to learn from what they
read in their content area classes. Students write from sources using evidence
to inform their writing or as the basis for argument. While the narrative still
has an important role, students develop skills through written arguments that
respond to the ideas, events, facts, and arguments presented in the texts they
read. Students continue to build academic vocabulary to access grade level
complex texts and discipline specific content.
Students are expected to complete short and/or extended literacy/research
projects each semester incorporating a cross section of Language Arts Florida
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Standards in reading, writing, speaking and listening, and language. Through
critical reading, writing, thinking, speaking, listening, and research, students
engage in rigorous writing and research using print and multimedia resources,
digital tools and strategies, project based learning, through extended
interdisciplinary literacy sequences. Students may pursue inquiries initiated in
their content area classes, especially in social studies/history, science and
technical subjects. Using complex informational and literary texts, students
write to sources, research to build and present knowledge, extend literacy
skills through speaking and listening activities and the development of
academic language, access digital resources in the District’s Curriculum
Portal, including the multimedia databases (such as Gale Group Opposing
Viewpoints), and use the Florida Research Process Model, FINDS, for
extensive writing and research to incorporate complex texts and instructional
tasks across all content areas to supplement instruction using the core
textbooks.
*3. To effectively use assessment data, districts and schools with carefully crafted
protocols are prepared to efficiently differentiate student reading needs and offer an
appropriate array of intervention options that meet various individual student learning
needs. To develop and utilize these local protocols, districts and schools need to
address state legislation that informs local policies.
Section 1003.4282, Florida Statutes, requires students in the ninth grade cohort
beginning in 2013-14, who score at Level 1 or Level 2 on FCAT Reading 2.0, to
receive intervention services in the following courses:
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an intensive reading course and/or
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a content area reading intervention course that is taught by a content-area teacher
who has participated in content-area reading professional development, such as
NGCAR-PD/CAR-PD, that builds teacher capacity to deliver scientifically-based
content-area literacy practices that support low-performing students..
Section 1003.428, Florida Statutes, requires students in the ninth grade cohorts for
2011-12, and 2012-13 who score at Level 1 on FCAT Reading 2.0 to complete an
intensive reading course. Those students who score at Level 2 must be placed in an
intensive reading course or a content area reading intervention course.
A student in the 2011-12 and 2012-13 ninth grade cohort who score at Level 1 or
Level 2 on FCAT 2.0 Reading but did not score below Level 3 in the previous 3 years
may be granted a 1-year exemption from the reading remediation requirement;
however, the student must have an approved academic improvement plan already in
place, signed by the appropriate school staff and the student's parent, for the year for
which the exemption is granted.
Passing scores on FCAT and concordant scores on other assessments may not be used
to exempt students from required intervention. Districts may use flexibility to provide
intervention to students in grades 11 and 12 who have met the graduation
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requirement. Courses that may be used to provide reading intervention to 11th and
12th grade students include Reading For College Success, English 4-College Prep, or
Intensive Reading. Each of these three courses focus on the goal of providing
instruction that enables students to develop and strengthen reading comprehension of
complex grade level texts and developing independent cognitive endurance while
reading. Other commonalities include a focus on understanding vocabulary in
context, analysis of affix meanings in academic terminology, recognizing various
rhetorical structures, identifying main idea, inferences, purpose, and tone within texts.
While all three courses require the reading of both fiction and nonfiction texts,
Reading for College Success provides a specific focus on informational text while
English 4 provides a specific focus on literature.
High school students who score at Level 1 or Level 2 on FCAT Reading and who
have intervention needs in the areas of foundational reading skills (e.g. decoding,
fluency) must have extended time for reading intervention:
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Students two or more years below grade level should receive a double block of
time for reading to provide a sufficient amount of the following:
o remediation in foundational reading skills
o supportive opportunities to apply these skills
o acceleration in academic vocabulary development and high-level
comprehension of increasingly complex text
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Students less than two years below grade level may receive these services during
the school day or before/after school with teacher support.
Teachers of intensive reading courses should be highly qualified to teach reading or
should be working toward that status (pursuing the reading endorsement of K-12
reading certification). It is important that the classroom infrastructure (class size,
materials, etc.) is adequate to implement the necessary array of reading intervention
service options. These interventions should include the following characteristics:
whole group explicit and systematic instruction
small group differentiated instruction
independent reading practice monitored by the teacher (applicable to reading
intervention course)
• infusion of reading and language arts benchmarks specific to the subject area
blocked with the intensive reading course (biology, world history, etc.)
• a focus on increasingly complex literary and informational texts (exposition,
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Beginning with the 2013-14 ninth grade cohort, students who score at Level 1 who do
not have intervention needs in the areas of foundational reading skills (e.g. decoding,
fluency) may be served in content area reading intervention classes. Districts may
also continue to serve students scoring at Level 2 on FCAT Reading who do not have
intervention needs in the areas of foundational reading skills (e.g. decoding, fluency)
in content area reading intervention classes. Teachers of these classes must meet one
of the following requirements:
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Content Area Reading Professional Development (CAR-PD)
Next Generation Content Area Reading-Professional Development (NGCARPD)
Reading Endorsement
K-12 Reading Certification
Schools must progress monitor students scoring at Level 1 and 2 on FCAT 2.0
Reading a minimum of three times per year in order to appropriately plan for
subsequent instruction and ensure student learning progress over time. This progress
monitoring should include a Baseline, Midyear, and End of the Year Assessment.
Schools must diagnose specific reading deficiencies of students scoring at Level 1
and Level 2 on FCAT Reading. Although formal diagnostic assessments provide
specific information about a student’s reading deficiencies, many progress monitoring
tools and informal teacher assessments can provide very similar information in a
more efficient manner. The only reason to administer a formal diagnostic assessment
to any student is to determine the specific deficit at hand so teachers can better inform
instruction to meet the needs of students who continue to struggle in reading. The
decision to deliver a formal diagnostic assessment should be the result of an in-depth
conversation about student instructional and assessment needs by the teacher, reading
coach, and reading specialist.
Each identified struggling reader must be given the instruction that best fits his or her
needs. Districts must establish criteria beyond FCAT 2.0 Reading for placing students
into different levels of intensity for reading intervention classes. It is recommended
that districts implement a placement process that includes a variety of considerations
with protocols, such as the following:
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Historical assessment data results, including prior FCAT scores:
o Level 2 students who scored at Level 3 or above during previous school years
require instructional support that focuses on accelerating development in
academic vocabulary and high-level comprehension, ensuring that student
development keeps pace with increases in text complexity that occurs from
grade to grade. Further assessment is required to determine whether
remediation is needed.
o Students who have historically scored below Level 3 in numerous past years
will require intervention focused on both remediation and acceleration.
Further assessment is required to determine the appropriate proportion of
remediation and acceleration for each student
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Assessment using grade-level passages: Administer oral reading and
comprehension questions of a grade-level passage:
o Independent student oral reading: For Level 1 or Level 2 students who
struggle to read a grade level passage aloud, distinguish the impact that each
students’ decoding issues have on his or her text comprehension in order to
determine remediation needs:
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Does the student successfully monitor basic comprehension of the
grade-level text in spite of some decoding challenges?
Does the student struggle to decode the grade-level passage, and does
this negatively impact his or her grade-level text understandings?
o Comprehension questions: Level 1 or Level 2 students who have difficulty
accurately answering several basic comprehension questions (e.g., main idea,
details, etc.), summarizing the passage, or identifying text evidence that
supports the author’s claim will require systematic remediation in such skills
as text structure, summarization, and comprehension monitoring using explicit
instructional strategies such as text-marking/coding.
For the various student profiles referenced above, all will require accelerated instruction
in academic vocabulary and high-level comprehension using complex texts to ensure
their college-career readiness. Research suggests that fluency is not a strong predictor of
a student’s ability to comprehend text in middle grades and high school. Therefore,
caution is recommended in using fluency data as a primary determinant for placement in
reading intervention in the upper grades.
Additional guidelines for determining student placement in reading intervention can be
found through using the Just Read, Florida! Student Reading Placement Chart at:
http://info.fldoe.org/justread/educators/Secondary_Reading_Placement_Chart.pdf.
End-of-year assessments should be used to determine specific areas of student reading
difficulty and reading intervention placement.
Complete an Assessment/Curriculum Decision Tree (Chart J) to demonstrate how
determine specific interventions for students at each grade level. The chart must include:
• Name of assessment(s)
• Targeted audience
• Performance benchmark used for decision-making
• Assessment/curriculum connection
• 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.
*District contacts will create and upload Chart J using the link found within this section
online. A sample for Chart J (Assessment/Curriculum Decision Tree) can be found in the
Appendix. Last year's chart is available at your district's public view page. If your district
wishes to use this chart it must be uploaded into this year’s plan. Please upload the
desired file.
4. Describe the reading intervention that your high schools will be providing for 11th and
12th grade students, including both those students who still need to meet the FCAT
Reading graduation requirement and those 12th grade students who have met the
graduation requirement through the use of concordant scores. Keep in mind that
districts have great flexibility in how these juniors and seniors who have met the
graduation requirement with a Level 2 score on FCAT Reading are served. These
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students may be served through reading courses, content area courses without a
specific professional development requirement, or reading instruction before or after
school.
Students in grades 11 and 12 who have not yet met high school graduation
requirement for college and career readiness with the reading proficiency cut score
(currently FCAT Level 3 or above or a concordant score on the ACT (19) or SAT
(430), and/or a qualifying score on the Post Educational Readiness Test, P.E.R.T.
(104) need rigorous instruction with a strong vocabulary, comprehension, reasoning,
and critical thinking focus, infusing Language Arts Florida Standards and College and
Career Readiness strategies with scaffolded support across highly complex and
challenging grade level content area and literary texts. Students are provided guided
support in applying these skills and strategies to their content area texts, inquiry and
research projects, and other authentic reading, writing, and presentation tasks with a
college and career focus.
Students use Ten Steps to Improving College Reading Skills and Ten Steps to
Advancing College Reading Skills, by Townsend Press as core texts. Additional texts
include The Real ACT, Princeton Review’s Cracking the Act, Principle Woods
Impact, students' textbooks in other core subjects, digital texts in the District’s
Curriculum Portal, including the multimedia databases (such as Gale Group’s
Opposing Viewpoints or ), and complex texts such as those identified in Appendix B
of Common Core Standards for English Language Arts and Literacy in History/Social
Studies, Science and Technical Subjects.
Students complete short and/or extended literacy/research projects each semester
incorporating a cross section of Common Core State Standards in reading, writing,
speaking and listening, and language. Through critical reading, writing, thinking,
speaking, listening, and research, students engage in rigorous writing and research
using print and multimedia resources, digital tools and strategies, project based
learning, through extended interdisciplinary literacy sequences. Students may pursue
inquiries initiated in their content area classes, especially in social studies/history,
science and technical subjects. Using complex informational and literary texts,
students write to sources, research to build and present knowledge, extend literacy
skills through speaking and listening activities and the development of academic
language, access digital resources in the District’s Curriculum Portal, including the
multimedia databases (such as Gale Group, SIRS Researcher, or World Book
Advanced), and use the Florida research process model, FINDS, for extensive writing
and research to incorporate complex texts and instructional tasks across all content
areas to supplement instruction using the core textbooks.
Progress monitoring in 11th and 12th grade reading intervention is conducted through
in-program assessments, the district’s Benchmark Assessment Tests, released items
and practice tests for the FCAT, ACT, and SAT, reading/writing and research tasks
aligned with Florida Standards, and the Florida Assessments for Instruction in
Reading (FAIR). Annual growth in reading is demonstrated by pre and post
assessments, FAIR, FCAT, ACT, SAT and/or PERT results. The progress monitoring
schedule is outlined on the High School Assessment Chart.
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In addition, the District purchased SpringBoard ELA Senior English, the College
Board’s recommended College Readiness program for FCAT Level 2 students in
grade 12, targeted for seniors who do not meet the college and career readiness cut
point on the PERT (104) or the concordant college readiness scores of ACT (19) or
SAT (430). For these students with an FCAT 2.0 Level 2 score, SpringBoard ELA
Senior English serves as both as the student’s state mandated senior English course
and state mandated reading intervention. SpringBoard is a comprehensive curriculum
that encompasses all of the standards and elements of literacy as defined by the
Common Core State Standards, and extensive professional development with
SpringBoard will focus on integrated and interdisciplinary approach incorporating
reading, writing, listening, speaking, academic vocabulary and research, using
multiple media resources as much as possible through increasingly complex
interdisciplinary texts throughout the school year.
*5. How will the district ensure that high school students in need of decoding and text
reading efficiency have sufficient time to receive the intervention services that they
need?
Students entering high school that are not reading on grade level have a variety of
reading intervention needs. No single program or strategy will be successful in the
remediation of all of these students’ needs. Schools must facilitate instruction based
on students’ needs and skills, as evidenced by student data. The District’s MultiTiered System of Supports/Response to Intervention (MTSS/RtI) process guides
school Collaborative Problem Solving Teams (CPST) in implementing a tiered
approach to instructional delivery that includes fidelity of instruction with the core
programs and interventions of increasingly higher intensity, based on students’ needs.
This multi-tiered approach to providing instruction and interventions at increasing
levels of intensity is based on progress monitoring and data analysis. Problem solving
at all tiers is a cyclical process that involves using the data to define the problem,
analyzing the data to determine why it is occurring, implementing a plan to target
specific student needs, and evaluation to ensure positive response to the instruction
and/or intervention.
As part of Tier 1 instruction, all students are instructed in using literacy strategies
across all content areas as a tool for “reading and writing to learn.” Reading
instruction across all content areas support students’ literacy development, enhances
vocabulary, comprehension and critical thinking and reasoning skills, and supports
the comprehension and mastery of increasingly complex text and content knowledge.
As part of Tier 2 instruction, all students who are reading below grade level (currently
FCAT Reading Level 1 or 2) participate in a daily single or double block of
uninterrupted reading instruction with a highly qualified teacher who is either
Reading Certified or Reading Endorsed. Students who have been identified with
intervention needs in the areas of decoding and/or text reading efficiency are placed
in Intensive Reading instruction for an extended block of instruction of at least 90
minutes per day, 5 days per week. Students are placed in the specific Intensive
Reading program that best meets their need based on data and the criteria for each
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placement is outlined in detail on the Curriculum Decision Trees and corresponding
placement charts.
The Comprehensive Intervention Reading Programs (CIRP), National Geographic
Learning/Cengage Learning Edge, in high school provides explicit instruction for
whole and small groups that include introduction of skills, modeling, teaching,
independent and guided application, and review of skills and concepts. Strategies
such as modeling, previewing and predicting, visualizing, summarizing, asking and
generating questions, and direct instruction in strategic reading are embedded
throughout each program. Integral to both programs is an explicit, systematic, and
interactive instructional design focused on the six essential elements of reading as
defined by the National Reading Panel that includes oral language, phonemic
awareness, phonics, fluency, vocabulary, and comprehension. With the
implementation of the Language Arts Florida Standards, reading informational text,
reading literary text, writing, speaking and listening, and language are a focus of
instruction in addition to foundation level skills that may be needed for these students.
The most intensive Level 1 students who have intervention needs that impact all areas
of reading as defined by the National Reading Panel and the State of Florida (oral
language, phonemic awareness, phonics, fluency, vocabulary and comprehension) are
placed into Intensive Reading Plus, a double block of intervention instruction daily to
address severe deficits that impact all those areas of reading. These students are
provided extensive and intensive intervention in word study, applying decoding
strategies to text, building fluency as accuracy increases, vocabulary and
comprehension strategies, infusing standards-based strategies with scaffolded support
across texts of increasing complexity. Instruction is interactive and multi-sensory and
includes age-appropriate reading materials for older students.
Level 1 and 2 students who have mastered basic decoding and encoding skills but still
have significant intervention needs in phonics (especially with multisyllabic words)
and fluency may be scheduled into a double or an extended block of instruction using
the resources of the Comprehensive Intervention Reading Program (CIRP) Edge
myNGConnect, which provides interactive support through a Comprehension Coach
and selection readings, fluency models, and close reading support for building
fluency. Supplemental Intervention Reading Programs (SIRP) include REWARDS,
Reading Horizons, and other supplemental interventions to support targeted needs on
applying decoding strategies to text, word study with multisyllabic words, building
fluency as accuracy increases, vocabulary and comprehension strategies, and infusing
benchmark strategies with scaffolded support across texts of increasing complexity.
The implementation of the Comprehensive Intensive Reading Program (CIRP) and
Supplemental Intervention Reading Programs (SIRP) provide guidance to teachers in
delivering differentiated instruction for diverse learners within the reading block. The
programs contain integral instructional sequences coordinated by strands of
instruction and are carefully planned to spiral through cognitively simple to more
complex skills. Each program provides practice opportunities for mastery of skills
and strategies. Each program provides rigorous instruction in vocabulary,
comprehension strategies, and high-level reasoning and critical thinking skills using
authentic reading, writing, and presentation tasks. Language Arts Florida Standards
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benchmark strategies are infused with scaffolded support using increasingly complex
grade level content area and literary texts.
Daily lesson plans are focused around essential questions and provide teachers
guidance in facilitating strategy and skill instruction across multiple text selections,
both literary and informational. Relevant, contemporary literature engages adolescent
learners and provides opportunities to access increasingly more challenging text. A
variety of assessments, both informal and formal, are included in both programs and
are used regularly to monitor students’ progress and identify targeted instructional
needs.
When targeted supplemental instruction does not yield desired results, the school’s
Multi-Tiered System of Supports/ Response to Intervention (MTSS/RTI) Process will
identify more targeted interventions for Tier 3 students following Florida’s Formula
for Effective and Powerful Instruction. This may include additional instruction
through extended learning opportunities, push-in or pull out tutoring, or a change in
the focus, format, frequency of instruction, or a change in the size of instructional
group to best meet the Tier 3 student’s specific learning needs.
During the 2014-15 school year the District will expand the Digital 5 learning
initiative into grade 9 language arts and math classrooms Grades 9-10 Reading
classrooms. The Digital Learning Initiative will provide a one-to-one learning device
for every student to access curriculum content and resources and to engage in
production of learning using digital tools, strategies, and resources and accessing
specific resources for supporting the struggling intensive reading learner including the
Comprehension Coach in myNGConnect and other digital tools and resources.
Tier 2 and Tier 3 Literacy Interventions:
Fluency:
the MultiTiered System of Support Literacy Learner Plan, the National Reading Panel
(2000) found that classroom practices that encourage repeated oral reading with
feedback lead to meaningful improvement in students’ fluency. Recommended
fluency routines for mddle school classrooms that do not require specialized
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Modeling: Teacher reads aloud to model the expression and prosody (phrasing,
expression, and intonation).
Choral Reading: Students read in unison following the teacher’s phrasing,
expression, and intonation.
Echo Reading: Students echo the teacher’s phrasing, expression, and intonation.
Listening while Reading: Students listen to a recording while following the text in
print.
Paired Reading: Students read aloud to an adult or peer, for practicing prosody
(phrasing, expression, and intonation).
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Reading Recording: Students use recording tools to record their own reading,
listen and analyze it, and repeat readings to develop accuracy and rate.
Timed Repeated Readings: Students establish specific targeted goals to increase
their reading rate with good accuracy with texts they have previously read.
Reader’s Theater: Students read and/or perform individual or choral parts in
dramatic texts (such as poetry, plays).
NOTE: Round Robin Reading is NOT a recommended practice for secondary
reading or content area classrooms under any circumstance.
Vocabulary:
the MultiTiered System of Support Literacy Learner Plan, teachers help build
vocabulary and comprehension skills by immersing students in rich and varied
language experiences, word study, playing with words, and making words their own
through authentic reading, writing, speaking, and listening activities. Teachers should
model daily the use of targeted, complex language in natural contexts. Explicit and
systematic vocabulary routines and word study that do not require specialized
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Vocabulary notebooks
Vocabulary study cards
Vocabulary graphic organizers (such as Frayer Models and Semantic Maps)
Word sorts
Word games
Word walls and word wall activities
Comprehension:
The Comprehension Instructional Sequence (CIS) is a research-based sequence of
instruction that supports deeper engagement with complex, grade level texts. Students
will deeply process and comprehend a literary or informational text through reading
and rereading, generating questions and answers based on the text, and participating
in extended text discussions.
Screening Assessments and Progress Monitoring Plan:
The District will implement the Florida Assessments for Instruction in Reading –
Florida Standards (FAIR-FS) in all secondary schools net year. All Level 1and Level
2 high school students are administered a screening at the beginning of the year and
progress monitored three times a year using the Florida Assessment for Instruction in
Reading (FAIR-FS). Grade Level Lexiled Passages in the FAIR Toolkit and the
NAEP Fluency Rubric are used as additional screening assessments. Annual growth
in reading is demonstrated by the Reading Gains Lexile Test, the Florida Assessments
for Instruction in Reading (FAIR), district and classroom based formative
assessments, and end of year results on the state approved language arts assessment.
High School Placement Options:
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Under specific conditions outlined below, students who do not need instruction in
decoding and text reading efficiency may be served in content area reading. The
content area teacher will be the reading teacher of record and will provide students
with additional reading instruction using reading strategies embedded within the
content area curriculum. If the student meets the criteria for placement in content area
reading, the teacher of record must be Reading Certified, Reading Endorsed, or have
completed CAR-PD or NGCAR-PD.
Students in high school should be placed in the highest level of program in which
student data suggests the student can succeed. In some cases, the student’s formal
assessment data, such as FCAT score, does not provide the full picture of a student’s
strengths and their needs, and the reading coach may need to administer an additional
diagnostic assessment or administer a previously administered assessment again to
determine the best placement for the student. The school’s Literacy Leadership Team
reviews placement criteria to ensure the proper placement of students in programs
that will challenge them and best meet their reading intervention needs. Schools are
allowed some flexibility, but they may not bend state mandates to meet school
scheduling parameters.
*6. Within the reading program, how will students be provided with access to authentic
literary and informational texts representing a range of levels, interests, genres,
cultures, and topics – including science and social studies content -- to develop
independent reading capacity? Include the following information:
a) How daily independent reading, monitored by the teacher, will be incorporated
into all reading classrooms;
b) How classroom libraries will be utilized;
c) The process for leveling books; and
d) The process for matching students with the appropriate level of text.
a) Daily Independent Reading:
Allowing students choices in their reading material increases student’s motivation
for reading and provides them the opportunity to apply their knowledge to selfselected texts. Exposure to themed non-fiction and fiction texts – or text sets through teacher read-aloud, small group and independent reading, book passes and
book talks, peer book reviews and recommendations, supports content area learning,
helps students build background knowledge, vocabulary, knowledge, and
comprehension skills.
Teachers engage students in reading independently or in small or whole groups and
monitor the reading of text by having regular discussions about the text, having the
students keep a journal/reading log that the teacher reviews regularly, asking
students to share during author’s chair, literature circles, and by reading with
students daily. Students engage in text-based discussions in whole groups, small
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groups, and via individual conferencing with students. The teachers records
anecdotal data and remarks using “Status of the Class”, “Clipboard Cruising” or
other teacher monitoring and conferencing strategy. Students keep reader response
logs, literature notebooks/journals or use online tools such as blogs or wikis in which
students respond to text. Students think critically about what they have read and
analyze frequently within and across genres (i.e. from a news article to a song lyric).
They may complete multimedia analyses and responses (using Comic Life or
iMovie, for example), complete literary analyses (of character, setting, plot, theme,
etc.), or analyze text structure or pattern of text organization, or how an author’s use
of words change to meet rhetorical purposes. Learning Logs or reflective journals
are saved and archived in student folders or portfolios for ongoing review and
monitoring of student progress towards mastery of benchmark instruction.
b) Classroom Libraries:
National Geographic Learning/Cengage Learning Edge has authentic literature built
into the program. Classroom libraries are selected based on Lexile score, interest
level, essential questions, theme and grade level appropriateness, and they include
culturally relevant selections to reflect the diversity of students in the classroom.
Literacy coaches, reading teachers, language arts teachers, and content area teachers
collaborate on the shared use of the novels and informational texts in school
collections to enhance literacy instruction and content area literacy in science and
social studies.
Classroom libraries include print and multimedia resources that appeal to young
adolescents with varying interest and reading ability levels and reflect texts in
varying levels of complexity, across different genres, including culturally relevant
texts that reflect the diversity of students within the classroom, including literary
fiction and nonfiction. The classroom includes a library of books, magazines,
newspapers, print and multimedia resources that appeal to adolescents with varying
interest and reading ability levels, where students can explore and read during small
group and independent reading to support students’ individual interests and needs.
The materials in the classroom library should be attractively displayed and inviting
to students. When available, students should be able to use digital devices (such as
tables, eBook readers, or computers) to access print and multimedia content.
The classroom library includes but is not limited to:
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Books, especially and including culturally relevant texts that reflect the diversity
of the students in the classroom
Magazines
Newspapers
Digital devices - such as tablets, eBook readers, or computers - to access print
and multimedia content
Text Sets - Themed non-fiction and fiction texts compiled by the teacher and/or
media specialist to support a specific curriculum topic or theme
Texts for teacher read-aloud
Texts for small group and independent reading
Texts for book passes and book talks
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Structures and systems for book reviews and recommendations - such as bulletin
board/chart papers, reading recommendation displays, or online literacy blogs
and Wikispaces
The media specialist works collaboratively with reading and content area teachers
to create text sets or collections of books around a theme or topic of inquiry at
varying levels of complexity that are checked out to the teacher for an extended
period of time and/or for a particular unit of study. To encourage students and
increase motivation, the media specialist sponsors book clubs, book fairs and other
literacy events including reader’s theater, poetry readings, author visits, and literacy
contests, and other incentive programs.
c) Leveling Books for Text Complexity:
The District and schools use the Three Part Model of Text Complexity as outlined
in Appendix A of the Common Core State Standards to identify supplemental
complex texts for instruction to identify and align additional complex texts to
current reading instruction are readily available in the ancillary materials in current
text adoptions (such as the primary source documents library for world history and
US history). Additional sources for complex texts are available in the District’s
curriculum portal, BEEP, including informational databases (such as the Gale
Group Opposing Viewpoints or SIRS Researcher), the American Memory Project at
the Library of Congress, in public library collections, or school collections available
through Destiny, the online catalog of resources in Broward County Public Schools.
Teachers model fluent reading and motivate students to read independently through
read alouds with engaging and relevant adolescent literature.
d) Matching Students to Text:
The Comprehensive Intervention Reading Program National Geographic Inside
includes a Lexile Level placement and reading gains assessments that provide
quantitative measures of text complexity (Lexile Levels). These assessments help
teachers match students to texts that they can read independently as well as to
“stretch texts” at higher Lexile Levels as demanded by the Common Core State
Standards.
Teachers and the school Library Media Specialist facilitate book talks and engaging
conversations about books and texts regularly and students offer book reviews and
make recommendations to peers. Students and teachers engage in book talks, book
passes, reviews, presentations, and recommendations, across multiple formats,
including posting to the Florida DOE By Teens, For Teens website.
The District has implemented a Culturally Relevant Literacy Initiative for engaging
high school students who are currently disengaged or vulnerable to not meeting
college and career readiness/graduation requirements. This initiative is modeled
after Dr. Alfred Tatum’s work with adolescent boys at the University of Chicago’s
African-American Male Summer Literacy Institute. The literacy initiative focuses
on students reading, writing, researching, and connecting with the world through
culturally relevant and highly engaging young adult books and shorter, complex
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texts encompassing classic and contemporary authors. The purpose of the initiative
is to provide textual role models to help students believe in themselves as smart,
creative, capable human beings, build resiliency against the forces that can
negatively impact their in and out of school lives, and inspire them to explore the
world and engage with others for positive action and social good. The initiative
provides culturally relevant texts reflecting African-American, Hispanic, and
Indigenous Americans scenarios, and is targeted towards encouraging students,
especially adolescent males to read, write, think critically, and act positively.
Students are provided opportunities to build “textual lineages” of “enabling,
transformational texts” through motivating, engaging and critical literacy tasks.
These literary resources help students define self and counter some of the larger
(negative) out-of-school forces in their lives and help them to build their own “text
lineages” with literary role models that help students believe in themselves and
build road maps of positive action. Through frequent, daily writing, students have
the opportunity for their own voices to be heard. Students are held accountable for
full participatory literacy learning across four platforms: Define Self, Become
Resilient, Engage Others, and Build Capacity.
*7. How will students analyze media literacy including the various mediums: print media,
still photography, radio/audio, television/film, and the internet in reading and content
area subject areas?
National Geographic Learning/Cengage Learning Edge has multimedia literacy
across multiple media built into the program. Much of National Geographic’s
extensive collection of images and multimedia are available for students in the
program’s student portal myNGConnect Digital Library Viewer. The projection ready
images and videos spark discussion about Essential Questions. Each unit in National
Geographic Learning/Cengage Learning Edge opens with a compelling digital image
to spark discussion and inquiry and to apply close reading strategies to digital images
and multimedia content. Online and print resources include graphic novels and other
graphic texts, and digital content.
Students in SpringBoard’s Senior Level English explore major themes and genres
through related audio/video content from television and file. The District created
Comprehension Instructional Sequence (CIS) lessons and related Articles of the
Week are drawn primarily from print and multimedia content access through digital
newspapers and magazines and other Internet based content.
The Culturally Relevant Literacy Initiative based on the work of Dr. Alfred Tatum
uses Scholastic ID includes a comprehensive library of compelling and engaging
multimedia presentations that serve to introduce topics to students, spark discussion
and inquiry, and motivate students to engage in productive writing and research.
initiatives:
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Digital Learning Initiative: During the 2014-15, the District will expand the
Digital 5 learning initiative into grade 9 language arts and math classrooms
Grades 9-10 Reading classrooms. The Digital Learning Initiative will provide a
one-to-one learning device for every student to access curriculum content and
resources and to engage in production of learning using digital tools, strategies,
and resources.
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Digital DLA (Developmental Language Arts-ESOL Reading): During the 201314 school year, Title III grant funds were used to purchase additional learning
devices for 14 middle and high school Developmental Language Arts-ESOL
Reading courses to move English Language Learners towards a personalized
learning environment incorporating digital tools, learning strategies, and web
based applications to develop and strengthen listening, speaking, reading and
writing skills.
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social studies/history, science and technical subjects. Using complex
present knowledge, extend literacy skills through speaking and listening activities
and the development of academic language, access digital resources in the
District’s Curriculum Portal, including the multimedia databases (such as Gale
Group Opposing Viewpoints). Students use the research process model, FINDS,
for extensive writing and research to incorporate complex texts and instructional
tasks across all content areas.
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Problem/Project-Based Learning: The District has been committed for nearly 10
years to project-based learning through technology, using digital tools, strategies,
and resources to support and extend the core curriculum. Project-based learning is
a critical component of the reading curriculum for below level (Intensive) and on
and above grade level (Development Reading and reading for all classes.)
The following technology and digital tool resources are available but are not limited
to:
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Student interactive learning management platforms such as Schoology or Moodle
Online textbooks including interactive programs such as myNGConnect
Online Supplemental Intervention Reading Programs (SIRP) such as Achieve
3000, Reading Plus, Reading Horizons
Online databases (e.g., Multimedia Encyclopedias, World Book, Infotrac)
Sun Sentinel online newspaper
Homebound instructional lessons
Online interactive dictionary
Links to online learning sites such as TumbleBooks Library and
TeachingBooks.Net)
eTutor
The following digital classroom tools allow the teacher to provide explicit, visual
modeling of instruction that serves to provide engaging and meaningful learning
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opportunities for students. Teachers may also use Promethean or Smart Flipcharts
with their Interactive Whiteboards to make learning more interactive and explicit for
students.
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Interactive Whiteboards (such as Promethean or SMART)
LCD/Video Projector
Document Camera
Student Interactive Responders
Electronic Readers (e.g., iPods, Kindles, other e-Book Readers)
Tablets or iPads
Wireless Laptops and Desktop Computers
MP3 Players
An inviting and engaging literacy environment supports literacy learning for all
students and includes the following components.
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Designated areas for whole group direct and modeled instruction, small group
differentiated instruction, and literacy centers for independent and/or
collaborative literacy learning
Designated areas for teachers to use digital tools and strategies to enhance
instruction such as interactive whiteboards, LCD projectors, document cameras,
and student interactive responders
Designated areas for students to use digital tools, eBooks, computers, iPads, iPod
Touches, and/or MP3 players for accessing digital content and online resources.
*8. Students’ college-career readiness is dependent upon high quality learning
opportunities in content-area and elective classrooms. How will all content area and
elective teachers (a) teach students to think as they read in subject area classrooms
and (b) extend and build text-based discussions in order to deepen content-area
understandings? Describe how teachers are implementing text based content area
instruction in:
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English/Language Arts
History/Social Studies
Science
Technical Subjects
Broward County Public Schools will continue to facilitate the Next Generation
Content Area Reading Professional Development (NGCAR-PD) Teacher Academy to
build a cadre of content area teachers across multiple disciplines, especially and
including English Language Arts, History, Science and Technical Subjects and STEM
who implement research-based reading strategies and literacy instruction within their
content area classrooms, whether they serve as a reading teacher of record for FCAT
Level 2 students or not.
114
Science and Career and Technical Education, through a partnership with those
departments, to support the development of cohorts of secondary content area teachers
to implement NGCAR-PD at their schools. The goal of building school capacity
through NGCAR-PD is not just to offer intensive reading placement options for level 2
students who may qualify for content reading intervention with a NGCAR-PD teacher.
The skills and strategies embraced by the NGCAR-PD teacher enhance learning in any
Teachers facilitate scaffolded instruction using the gradual release model that does not
preempt students engaged in the actual work of reading and grappling with complex
texts in their content areas of instruction.
County Public Schools infuses Language Arts Florida Standards, text complexity and
close analytic reading strategies using the Comprehension Instructional Sequence
(CIS), and inquiry-based integrated research. Reading/literacy coaches and Literacy
Leadership Teams at schools have been directed to embrace NGCAR-PD and to
support all teachers in implementing the Comprehension Instructional Sequence (CIS)
and NGCAR-PD literacy strategies at their schools. Content area teachers support
discipline-specific strategies that apply to their specific academic discipline. For
example, secondary social studies supports close analytic reading of complex text with
a discipline specific protocol especially for reading historical texts called “DocumentBased Questions” (DBQs).
*9. Explain how the school will address writing from sources as a means to strengthen
and deepen text comprehension, increase domain-specific knowledge, and provide
meaningful writing opportunities.
•
How will writing from sources be supported in reading intervention courses to
accelerate student literacy development? Describe how students will have
consistent access to appropriate texts for researching and synthesizing
information?
•
How will writing from sources be incorporated across the curriculum in contentarea courses? Describe how content-area courses will provide frequent
opportunities for students to engage in short research projects to research and
write on various content-area topics?
Students who have difficulty and/or don’t like reading often have difficulty and/or
don’t enjoy writing. Students must make connections between the reading of the text
and writing about what they are reading to support students in “writing to learn.”
Daily instruction includes extensive writing opportunities for students to draw
evidence from texts (i.e., write to sources) support logical inferences, evaluate
reasoning, themes, purposes, and rhetorical features, present careful analyses, welldefended claims, and clear objective summaries of information. Research has
demonstrated that the best strategy for helping students improve their writing skills is
to give them plenty of opportunities to read well written texts that serve as models for
their own writing development.
115
Students write from sources using evidence to inform or as the basis for an argument.
While the narrative still has an important role, students develop skills through written
arguments that respond to the ideas, events, facts, and arguments presented in the
texts they read. Students build academic vocabulary to access grade level complex
texts. By focusing strategically on comprehension of pivotal and commonly found
words (such as “discourse,” “generation,” “theory,” and “principled”) and less on
esoteric literary terms (such as “onomatopoeia” or “homonym”), teachers constantly
build students’ ability to access more complex texts across the content areas.
The integrated and interdisciplinary focus of literacy of the Language Arts Florida
Standards is supported with short and/or extended literacy/research projects each
semester incorporating a vertical and horizontal alignment of standards. Through
critical reading, writing, thinking, speaking, listening, and research, students engage
in rigorous writing and research using print and multimedia resources, digital tools
and strategies, project based learning, through extended interdisciplinary literacy
sequences. Students may pursue inquiries initiated in their content area classes,
especially in social studies/history, science and technical subjects. Using complex
present knowledge, extend literacy skills through speaking and listening activities and
the development of academic language, access digital resources in the District’s
Curriculum Portal, including the multimedia databases (such as Gale Group Opposing
Viewpoints), and use the Florida research process model, FINDS, for extensive
writing and research to incorporate complex texts and instructional tasks across all
content areas to supplement instruction using the core textbooks.
The reading/literacy coach’s role is to ensure that this model of interdisciplinary
literacy in reading, writing, speaking, listening and language occurs not just in
reading intervention classes but across all content area classrooms. Reading/literacy
coaches provide reading/writing staff development on a regular basis to all teachers
and support staff to support student improvement of writing standards and career and
college readiness writing skills as identified on the Language Arts Florida Standards
for Writing. Reading, writing, listening, speaking, language, and literacy in
history/social studies, science, and technical subjects are equal partners in a
comprehensive program of literacy learning.
The District recommends the following research-based practices to improve student
writing. These practices support achievement of Language Arts Florida Standards for
Writing. Some of these recommendations are from the 2010 published report from the
Carnegie Corporation entitled, “Writing to Read: Evidence How Writing Can
Improve Reading.”
Carnegie report recommended practices:
•
•
Have students write extensive responses to a text: including personal reactions as
well as analyzing and interpreting the text
Have students write summaries of a text: including writing synopses, completing
outlines or graphic organizers that were subsequently converted to summaries
116
•
•
Have students write notes about a text: including unstructured directives for notetaking and formal note-taking using outlines or columned notes, or concept maps
Have students answer questions about a text in writing or create and answer
written questions about a text: especially when students have to verify answers
from the text (Text-Dependent Questions)
District recommended daily instructional practices:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Incorporate writing across all disciplines with a writing portfolio reflecting work
from English/language arts, reading, science, social studies, and technical
subjects.
Model writing using a document camera or overhead. Don’t just talk about
strategies without modeling and demonstrating them.
Diagnose student needs and focus mini-lessons based on student strengths and
weakness as evident in writing assignments and other written work.
Keep a running list of strategies taught that students have learned; share with
other teachers so that students can build a specific set of useful strategies to add to
their “writing toolbox.”
Have students revise previously written pieces rather than always assigning new
pieces – revising an essay or a writing assignment from English Language
Arts/reading or written work in the content areas (science, social studies, technical
subjects) over the course of a semester or school year can be a powerful learning
experience for students.
Assign writing less; instruct in writing more using the writing process. Provide
instructional time to teach, model, peer review, and edit.
It is more effective to let students write many shorter pieces than a few big ones.
Journal writing increases the quantity of student writing, providing opportunity to
improve writing over time. It gives students opportunities to write about what
they know, what they are processing cognitively, and to write responding to text.
Teachers should incorporate writing strategies instruction using a mini-lesson
format
Group students for instruction based on needs. One size does not fit all.
Provide meaningful instruction that is informative to both teacher and student.
Personalize instruction based on the needs of students.
Empower students to think critically and personally about writing.
Integrate writing assessments with reading, research, and media.
Provide opportunities for writing for varied purposes and types.
Create a classroom community of readers, writers, speakers and listeners in which
students read quality works that serve as writing models; they write using texts as
models or inspiration points for their own writing; they share writing orally with
peers in pairs, small and large groups; and they listen and provide feedback in the
form of questions and respectful comments for the writer’s consideration.
*10. What supportive reading opportunities will be provided before school, after school,
and during summer school, including mentoring and tutoring activities? Include
criteria for student eligibility and how these opportunities are linked to reading
instruction provided during the school day.
117
Schools offer varying before and after school programs and Saturday camps for
students who need more instruction to achieve mastery of Language Arts Florida
Standards. Teachers may meet with small groups before or after school for tutorials
and differentiated instruction using specific program materials. After-school and
Saturday camps are offered for students who need additional reading instruction to
prepare for the state assessments. Tutoring programs are aligned to meet the needs of
students differentiated needs. Schools use assessment data to allow students correct
placement in tutoring programs to support each student’s area of deficit. Each
tutoring program looks different from school to school based on the needs of the
students. Mentoring programs are aligned to meet the needs of students’ differentiated
needs.
The need for extended learning services and interventions for students is based on
progress monitoring and data analysis. Schools use the Multi-Tiered System of
Supports/Response to Intervention (MTSS/RtI) Process for implementing a tiered
approach to instructional delivery that includes interventions of increasingly higher
intensity based on students' needs, such as students whose instructional needs are not
being met during the regular instructional reading block. Schools may select from any
of the program recommendations on the MultiTiered System of Supports Literacy
Learner Plan. Priority for services is for students who have not achieved reading
proficiency or whose progress monitoring or ongoing progress monitoring data from
FAIR and other assessments such as the district’s Benchmark Assessment Tests
(BATs) indicates need. However, the intervention, intensity and time are individually
determined to meet each student's needs.
Schools identified as being in need of improvement under the School Improvement
Grant (SIG), provide extended learning opportunities throughout the year. Identified
schools work with the District’s Accountability Department to design, implement,
and fund an extended day program that is focused on literacy learning to complement
and extend instruction that targets specific student needs as evidenced by data,
aligned with the District’s Multi-Tiered System of Supports/Response to Intervention
(MTSS/RtI) Process.
Children’s Services Council, public libraries, and other community organizations
provide after-school academic programs. At the Broward County Boys and Girls
Clubs, certified teachers work with small groups and individuals in reading
instruction. This program coordinates their efforts with the student’s home school,
sharing data and providing feedback to the teacher at the student’s school. Individual
schools provide extended hours activities using a variety of materials, depending on
their needs.
*11. Which assessments are administered to determine reading intervention placement
for the following student populations:
•
•
•
Non-English speaking ELL students
Severe speech/auditory impaired
Severe visually impaired
118
•
Grades 9 and above transfer students who do not have any FCAT 2.0 Reading
score and/or other standardized reading scores. NOTE: If no scores are available,
an appropriate assessment should be administered to determine the overall reading
ability of the student and to identify appropriate placement.
ELLs in grades 3-12 who score Fluent English Speaker on the IDEA Oral Language
Proficiency Test are administered the Kaufman Test of Educational Achievement II
Brief Form (KTEA-II) as part of the entry requirements into the ESOL program. This
test generates Reading and Writing scores and can be used to determine reading
achievement. All ELLs are administered the same assessments as non-ELLs to
determine reading intervention placement. Schools must also conduct a programmatic
assessment at the time of registration. Gathering information about the student's
educational background and prior academic placement achievements will provide a
basis for appropriate placement and scheduling. Also, schools may administer the
assessments that accompany the specific supplementary materials used for instruction
with ELLs. In addition, ELLs are administered the Comprehensive English Language
Learning Assessment (CELLA) which contains a separate reading section.
For more information about best practices for instruction with English Language
Learners, contact the ESOL department.
Assessments of Reading (DAR). For students with severe auditory impairments, the
District uses the DAR and Test of Auditory Processing Skills 3.
Assessments of Reading (DAR). For students with severe auditory impairments, the
District uses the DAR and Test of Auditory Processing Skills 3.
For more information about best practices for instruction with auditory/speech
impairments, please contact the ESE department.
Assessments administered to the blind and the visually impaired students to
determine reading instructional needs are the same assessments used by the
boundaried school the student is attending including those from the Struggling Reader
Chart. Students with low vision can access any assessment and supplementary
intervention with the use of magnification. Some tests cannot be modified for Braille
students due to the visual nature of the questions used. Therefore a student who is
blind cannot utilize all the assessments and supplementary interventions used in the
school. Some assessments that can be modified are: Basic Reading Inventory of
Phoneme Segmentation by Johns, Informal Reading Inventory (IRI) by Burns & Roe,
and Diagnostic Assessments of Reading (DAR).
For more information about best practices for instruction with vision impairments,
please contact the ESE department.
119
Students arriving in Florida's public schools for the first time, or students who have
been in private schools and returning to the District’s public schools, will first have
their records reviewed. Students will be screened using the Florida Assessment for
Instruction in Reading (FAIR) or other comprehensive literacy screening assessment.
A Grade Level Lexiled Passage and the NAEP Fluency Rubric may be used as
additional screening assessments to confirm reading needs and potential placement in
reading intervention. Detailed placement criteria, including cut scores for each
assessment, are outlined in detail on the District’s Decision Tree and corresponding
placement charts. Schools may also administer the National Geographic
Learning/Cengage Learning Edge placement test or benchmark assessment tests if
needed.
If a student with disabilities whose IEP identifies a deficit in reading due to the
impact of their disability, the full DAR should be administered.
For more information about students arriving in District schools for the first time,
please contact the Guidance department.
120
Broward County Public Schools K-‐12 Reading/Literacy Plan 2014-‐15 Appendices School Board of Broward County, FL 8/10/14
121
122
2014-15
Data Driven Literacy Coaching
BCPS: Three Year Strategic Plan
Goal 1: High Quality
Instruction
Goal 2: Continuous
Improvement
Goal 3: Effective
Communication
Teachers
Reading Coaches
Administrators
Language Arts
Florida Standards
Data Driven Instruction/
Formative Assessments
Multi-Strategy
Instructional Approaches
Progress Monitoring
Multi-Tiered System of
Supports/Response to
Intervention (MTSS/RtI)
Curriculum Rigor
Proactive Intervention
and Remediation
Text Dependent Instruction:
Interdisciplinary Units of
Practice
& Comprehension
School Board
of Broward County, FL 8/10/14
Instructional Sequence (CIS)
Professional Development/
Professional Learning
Communities (PLCs)
Modeling, Co-Teaching,
Co-Planning
Targeted Group/Individual
Coaching Support
Student Engagement
Personalized/Technology
Infused Learning Paths
Yes
No
Were changed practices
observed?
Were effective processes
implemented into Continue
Support
practice? 123 support
new
teacher
current
teacher
124
Just Read, Florida! Reading/Literacy Coach Model
The reading/literacy coach will serve as a stable resource for professional development
throughout a school to generate improvement in reading and literacy instruction and
student learning.
Coaches will support and provide initial and ongoing professional development to
teachers in:
9 each of the major reading components, as needed, based on an analysis of student
performance data.
9 administration and analysis of instructional assessments.
9 providing differentiated instruction and intensive intervention based on
assessments.
Coaches will:
9 model effective instructional strategies for teachers.
9 co-teach in classrooms.
9 facilitate study groups.
9 train teachers in data analysis and using data to differentiate instruction.
9 coach and mentor colleagues.
9 provide daily support to classroom teachers.
9 work with teachers to ensure that research-based reading programs
(comprehensive core reading programs, supplemental reading programs and
comprehensive intervention reading programs) and strategies are implemented
with fidelity and adjusted to meet the needs of all students.
9 help to increase instructional density to meet the needs of all students.
9 help lead and support reading leadership teams at their school(s).
9 continue to increase their knowledge base in best practices in reading instruction,
intervention, and instructional reading strategies.
9 report their time bi-weekly using the coach’s log on the Progress Monitoring and
Reporting Network (PMRN).
While the reading coach should not be assigned a regular classroom teaching assignment,
they are expected to work with students in whole and small group instruction in the
context of modeling, co-teaching, and coaching in other teachers’ classrooms. This
should be the primary function of the coach and occur as frequently as possible, given the
relative impact on teacher knowledge and practice compared to other roles and duties of
the coach. A coach may be utilized as a part-time coach in two different schools and still
be considered a full-time coach.
The reading coach is responsible for working with all teachers (including ESE, content
area, and elective areas) in the school they serve; however, they must prioritize their
time to those teachers, activities, and roles that will have the greatest impact on student
learning, namely coaching and mentoring in classrooms.
125
The reading/literacy walkthroughs that are discussed in the K-12 Comprehensive
Reading Plan require that the principal or a designated administrator conduct the
walkthrough. Coaches should not be asked to perform administrative functions that will
confuse their role for teachers. Districts are highly encouraged to limit the time
reading/literacy coaches spend administering or coordinating assessments, as these tasks
prohibit them from providing professional development to teachers.
QUALIFICATIONS (Districts are free to add to these basic qualifications) Coaches are
expected to have experience as successful classroom teachers. Coaches are expected to
exhibit knowledge of scientifically based reading research, special expertise in quality
reading instruction and infusing reading strategies into content area instruction, and data
management skills. They should have a strong knowledge base in working with adult
learners. Coaches should be excellent communicators with outstanding presentation,
interpersonal, and time management skills. The coach must have a minimum of a
bachelor’s degree and advanced coursework in reading is highly recommended. It is
strongly encouraged that the coach become endorsed or K-12 certified in the area of
reading or be working toward endorsement or K-12 certification. The coach should be
employed the entire teacher contract year or for an extended contract period where
necessary to provide adequate planning time for professional development activities.
126
FLORIDA DEPARTMENT OF EDUCATION
STATE BOARD OF EDUCATION
Dr. Eric J. Smith
Commissioner of Education
T. WILLARD FAIR, Chairman
Members
DONNA G. CALLAWAY
DR. AKSHAY DESAI
ROBERTO MARTÍNEZ
PHOEBE RAULERSON
KATHLEEN SHANAHAN
LINDA K. TAYLOR
May 12, 2008
TO:
District School Superintendents
FROM:
Dr. Frances Haithcock
SUBJECT:
Flexibility Provided to Districts Regarding Reading/Literacy Coaches for 2008-09
The implementing legislation for the 2008-09 General Appropriations Act (GAA) provides
flexibility in the use of the funds from research-based reading instruction categorical if a district
school board finds and declares in a resolution adopted at a regular meeting of the school board
that the funds are urgently needed to maintain school board specified academic classroom
instruction. The school board may consider and approve an amendment to the school district
operating budget transferring the identified amount of the categorical funds to the appropriate
account for expenditure.
While flexibility is provided in the use of the reading categorical funds, the requirements for the
K-12 Comprehensive Reading Plan are still in effect. According to the Rule 6A-6.053 (K-12
Comprehensive Research-Based Reading Plan):
(6)(b) “The district must ensure that the number of schools served by state, federal, or
locally funded reading/literacy coaches is maintained or increased over the previous year
and prioritized based on school need.”
In order to provide districts with the greatest amount of flexibility in meeting this requirement,
districts may:
1. Assign a coach to teach a class period of reading each day, as long as that classroom is
used as a model and teachers are provided the opportunity to observe and debrief on a
daily basis. The coach must provide professional development as their full time role.
DR. FRANCES HAITHCOCK
CHANCELLOR OF PUBLIC SCHOOLS
325 W. GAINES STREET • SUITE 514 • TALLAHASSEE, FL 32399-0400 • (850) 245-0509 • www.fldoe.org
127
Memorandum to District School Superintendents
Page 2
2. Assign a coach to serve two schools.
3. Provide coaching services to a school that previously had a full time site-based coach
through other means, such as district coaches or peer coaching.
Districts are encouraged to work with the Just Read, Florida! office to ensure maximum
flexibility, while still meeting the requirements of the K-12 Comprehensive Reading Plan. For
questions or concerns, please contact the Just Read, Florida! office at 850-245-0503.
FH/el
128
Chart D1 – Broward County Public Schools
Grades K-2 Assessment/Curriculum Decision Tree Using the Florida Assessments for Instruction in Reading - FS
Kindergarten Curriculum and Assessment Decision Tree
FAIR-FS Screening
(Administered 3 times per year)
All APs: Phonological
Awareness
AP1 & 2: Letter Sounds
AP3:Word Reading
=
Vocabulary Pairs
Following Directions
Probability of LIteracy
Success (PLS)
Red, Yellow, or Green
Success Zone
FAIR-FS Comprehension
Listening
Comprehension (LC)
Sentence Comprehension
Analyze performance to determine
instructional needs in comprehension
using Florida Assessments for Instruction
in Reading expectation criteria.
*
Analyze performance to determine
instructional needs in comprehension
using Percentile Rank score
FAIR-FS Diagnostics
(Students scoring in Red or Yellow Success Zone-may be administered 3 times per year)
Print Awareness (PrA)
OPTIONAL
Letter Name Knowledge
(LNK)
Phoneme Blending
(PAB)
Use data from the profile of scores to
inform instruction and determine level of
intensity using the If/Then Chart.
Phoneme Deletion Word
Parts/Initial
(PD-I)
* Key:
= End assessment if
student’s performance does
not meet expectation criteria
and use data to plan
instruction.
Broward County Public Schools, Chart D1, 4/23/14
Letter Sound ConnectionInitial
(LSC-I)
Letter Sound ConnectionFinal
(LSC-F)
Word Building–Initial
Consonants
(WB-IC)
Word Building – Final
Consonants
(WB-FC)
Word Building – Medial
Vowels
(WB-MV)
129
1
Draft 1st Grade Curriculum and Assessment Decision Tree
FAIR-FS Screening
Vocabulary Pairs
Following
Directions
Word Reading
(WR)
=
Probability of Literacy Success (PLS)
Success Zone
Reading Comprehension (RC)
{Alternative Listening
Comprehension (LC)}
*
Analyze performance to
determine instructional needs in
fluency (rate and accuracy) and
comprehension using Florida
Assessments for Instruction in
Reading expectation criteria.
FAIR-FS Diagnostic
Letter Sound Knowledge
(LSK)
Phoneme Blending
(PAB)
Phoneme Deletion Initial (PD-I)
Phoneme Deletion Final (PD-F)
Word Building –
Consonants (WB-C)
Word Building –
Vowels (WB-V)
* Key:
= End assessment if
student’s performance does not
meet expectation criteria and use
data to plan instruction.
Word Building-CVC/CVCe
(WB-CVC CVCe)
Word Building Blends
(WB-B)
130
2
2nd Grade Curriculum and Assessment Decision Tree
FAIR-FS Screening
Vocabulary Pairs
Following
Directions
Word Reading
Spelling
=
Success Zone
Reading Comprehension (RC)
Analyze performance to
determine instructional needs in
fluency (rate and accuracy) and
comprehension using Florida
Assessments for Instruction in
Reading expectation criteria.
FAIR-FS Diagnostic
Phoneme Deletion-Initial
(PD-I)
Phoneme Deletion-Final
(PD-F)
Word Building
Consonants
(WB-C)
* Key:
= End assessment if
student’s performance
does not meet expectation
criteria and use data to
plan instruction.
Word Building- CVC and
CVCe
(WB-CVC, CVCe)
Word Building Blends/
Vowels
(WB-B/V)
Multisyllabic Word
Reading (Multi)
intensity using the If/Then Chart .
131
3
Progress
Monitoring
Assessments
Kindergarten2nd Grade
Administer
FAIR-FS
Date(s)
If
Then
Programs/Materials/Strategies
Assessment
Period 1:
August/
September 2014
Student’s Probability of
Literacy Success (PLS)
score is at or above 85%
(Green Success Zone)
and Listening/Reading
Comprehension score is
4 or above
Continue with enhanced instruction that
follows a developmental reading
continuum including instruction with
higher level comprehension,
vocabulary, oral language, phonics and
fluency at the word and/or connected
text level.
Comprehensive Core Reading/Literacy
Program
Houghton Mifflin Harcourt Journeys Common
Core 2014
Assessment
Period 2:
January-March
2015
Assessment
Period 3:
April-May 2015
Daily small group differentiated instruction
targeted to meet student’s instructional needs.
Supplemental Resources
See Broward County Public Schools MultiTiered System of Supports for Literacy Learners
Plan for list of district-recommended
supplemental strategic and intensive
reading/literacy intervention programs, which
may be used to enhance and enrich the core
program.
132
score is 16-84% (Yellow
Success Zone)
Administer Sentence Comprehension &
Diagnostic Inventory. Because there is
a wide discrepancy between students
scoring in the yellow success zone, use
the profile* of screening and diagnostic
scores to determine the level of daily
differentiated intervention required for
students.
Note: Students scoring in the Yellow
Success Zone will need to receive
intensified interventions (more time
and smaller group size) in addition to
or an extension of the 90-minute
reading block.
Program
Core 2014
Daily intervention instruction in addition to or as
an extension of the 90-minute reading block.
program.
*Use Ongoing Progress Monitoring (OPM) or the
ELA Formative Assessment System to monitor
student progress between Assessment Periods.
133
5
score is below 16% (Red
Success Zone)
Administer Sentence Comprehension &
Diagnostic Inventory. Use the profile*
of scores to determine the level of daily
differentiated intervention required for
students. Provide more intensity
through additional time, smaller group
size, and more targeted instruction.
Program
Core 2014
Daily intervention instruction in small group or
individualized in addition to or as an extension
of the 90-minute reading block.
program.
*Use Ongoing Progress Monitoring (OPM) or the
ELA Formative Assessment System to monitor
student progress between Assessment Periods.
For
pro
For students who have not responded to a specific reading intervention delivered with fidelity and with the initial intensity (time and group size)
provided, reading intervention instruction and/or materials will be changed based on student data.
134
6
Grades 3-5(6) Assessment/Curriculum Decision Tree Using the Florida Assessments for Instruction in Reading - FS
Grades 3-10
Assessment/Curriculum Decision Tree
FAIR-FS Screening
Word Recognition Task
Reading
Comprehension
=
Success Zone
Vocabulary Knowledge
Task
Diagnostic Task
Syntactic Knowledge Task
Consider performance to determine
instructional needs in syntax using
Florida Assessments for Instruction
in Reading expectation criteria. See
If/Then Chart.
Optional Open Response Diagnostic Tasks
(Optional for students scoring in Red, Yellow, or Green Success Zone)
Oral Reading Fluency (ORF)
Use data from Screening & Diagnostic to inform
instruction. See If/Then Chart.
Oral Response Reading
Comprehension Questions
instruction. Use responses from this section to guide
day-to-day instruction and individualized feedback to
studentt.
Written Response
instruction. Use responses from this section to guide
day-to-day instruction and individualized feedback to
studentt.
Wirting Fluency
Rubric/Checklist Scoring
Consider using the ELA Formative Assessment System to monitor
progress in each of the targeted skills and standards between
Assessment Periods.
Broward County Public Schools, Chart D2, 042314
135
1
Progress
Monitoring
Assessments
Grade 3
Administer
FAIR-FS to
students who
have been
identified with
a reading
deficiency as
determined by
district selected
assessment
criteria.
Date(s)
If
Assessment Period 1:
August/
September 2014
Student’s
Probability of
Literacy Success
(PLS) score is at
or above 85%
(Green Success
Zone)
January-March 2015
April-May 2015
Grades 4-5(6)
Administer
FAIR-FS for
students
scoring below
expectations on
the state
accountability
assessment.
Then
Green Success Zone*
• Consider individual student’s strengths and
weaknesses in decoding, vocabulary, and
comprehension for targeting small group
instruction.
• Provide current levels of instruction in the highlevel reasoning skills, vocabulary, and reading
comprehension strategies required to meet grade
level standards
Green Success Zone
Program
Core 2014
See Broward County Public Schools MultiTiered System of Supports for Literacy
Learners Plan for list of district-recommended
program.
136
Student’s
Probability of
Literacy Success
(PLS) score is
84% or less
(Yellow or Red
Success Zone)
Students receive the Syntactic Knowledge score.
Use this score along with the WRT & VKT scores
to form a profile† to determine the appropriate
programs/materials/strategies to meet student
needs.
Program
Core 2014
WRT, VKT, SKT scores are above 30th percentile
Provide enhanced instruction in the high-level
reasoning skills, vocabulary, and reading
comprehension strategies required to meet grade level targeted to meet student’s instructional needs.
standards.
WRT is below 30th percentile
• Assess fluency (rate, accuracy and expression)
through having the student orally read a passage.
If the student reads fluently, then work on
comprehension strategies.
• If the student struggles with reading fluently, then
work on strategies addressing fluency (rate and
accuracy).
• If the student has a high error rate, provide
instruction in basic phonics (letter/sound patterns,
syllable types, etc.)
VKT is below 30th percentile
• Provide instruction in base/root words and
prefixes/suffixes.
• Provide other intensive vocabulary
instruction.
Daily intervention instruction in small group or
individualized in addition to or as an extension of
the 90-minute reading block.
See Broward County Public Schools Multi-Tiered
System of Supports for Literacy Learners Plan for
list of district-recommended supplemental
strategic and intensive reading/literacy
intervention programs, which may be used to
enhance and enrich the core program.
*Use Ongoing Progress Monitoring (OPM) or the ELA
Formative Assessment System to monitor student
progress between Assessment Periods.
SKT is below 30th percentile
• Provide explicit instruction in sentence
construction and determining how clauses and
ideas relate to one another throughout a text.
*Consider use of the Open Response task to further
assist in determining student misconceptions and
instructional needs.
137
3
**Note: The 30th percentile cut point used in this
document is given as a guide to estimate the level of
instructional support necessary for student success.
This cut point may need to be refined within each
school and district depending on local circumstances
such as available resources and student performance.
The 30th percentile cut point will be reevaluated by the
Florida Center for Reading Research and Just Read,
Florida! after data is collected with the new end-ofyear outcome assessment.
For students who have not responded to a specific reading intervention delivered with fidelity and with the initial intensity (time and group size)
provided, reading intervention instruction and/or materials will be changed based on student data.
138
4
Chart G: Broward County Middle School Assessment/Curriculum Decision Tree 2014-15
Instruction & Interventions, Department of Literacy School Year 2014-15
Revised: 05/21/14
1
139
Assessment / Curriculum Decision Tree for Reading Improvement Grades 6-8
using the Florida Assessments for Instruction in Reading-Florida Standards
Screening
Assessments
Dates
IF
THEN
Administer the
Florida Assessments
for Instruction in
Reading - Florida
Standards
(FAIR-FS) to
students scoring
below expectations
on the state
accountability
assessment (currently
FCAT Level 1 or 2
Reading)
Assessment
Period 1:
August/
September 2014
Probability of
Literacy Success
(PLS) score is 84%
or less (Yellow or
Red Success Zone)
Students are assessed
on the Syntactic
Knowledge Task.
Intensive Reading Courses
and
New or transfer
students: FAIR
screening
assessments may
be given at any
time during the
school year; they
do not have to be
during one of the
FAIR Assessment
windows.
Administer (one time
only for 2014 -15
school year) the
National Geographic
Lexile Leveled
Placement Test
and
Assessment
Period 2:
December 2014/
January 2015
Assessment
Period 3:
April 2015
Administer Lexiled
Leveled Passage
applying NAEP
Fluency Rubric when
deficits in decoding
and text reading
efficiency indicated
Use the PLS score
with WRT, VKT,
SKT scores to form a
profile to determine
the appropriate
strategies and
interventions needed.
WRT, VKT, SKT
are above 30th
percentile
Student’s scores
indicate sufficient
decoding (WRT) and
oral language skills
(VKT, SKT)
WRT scores are
below 30th
percentile:
Assess fluency (rate,
accuracy and
expression) by
having student orally
read a passage
(Lexiled Leveled
Passage applying
NAEP Fluency
A
Significant
Decoding
Deficits
NGL Inside
Fundamentals
or Wilson
Reading
B
Reading
intervention
NGL Inside A
NGL Inside B
Rewards and
Rewards Plus
or
Just Words
C
Reading
Intervention
NG Inside B
NG Inside C
Novel Study
Research
Process Model
Junior Great
Books
D
NGCAR-PD
Content
Reading
Intervention
Match letters to intervention columns:
Provide enhanced
instruction in the
high-level reasoning
skills, vocabulary, and
reading
comprehension
strategies required to
meet grade level
standards.
If the student reads
fluently (level 3-4)
then work on
comprehension
strategies.
If the student
struggles with reading
fluently (Level 1-2)
then work on
strategies addressing
Middle School (key below for levels)
A. CRITERION #1 FCAT Level 1 (Extended Time)
Reading Comprehension Task < 10 %
Word Recognition Task Percentile Rank < 10 %
Vocabulary Recognition Task < 10 % %
Syntactic Knowledge Task <10 %
Lexile range: BR – 485L
B. CRITERION #2 FCAT Level 1 or 2 (Extended Time)
Lexile range: 360L – 735L
C. CRITERION #3 FCAT Level 1 or 2 (Single Block)
Reading Comprehension Task 30-84%
Word Recognition Task Percentile Rank 30-84%
Vocabulary Recognition Task 30-84%
Syntactic Knowledge Task 30-84%
Lexile range: 610L – 840L Level B or 770L – 960L level C
Revised: 05/21/14
2
140
Rubric).
fluency (rate and
accuracy).
If the student has a
high error rate,
provide instruction in
basic phonics
(letter/sound patterns,
syllable types, etc.)
VKT is below 30th
percentile:
Provide instruction in
base/root words and
prefixes/suffixes.
Provide other
intensive vocabulary
instruction.
SKT is below 30th
percentile:
Provide explicit
instruction in sentence
construction and
determining how
clauses and ideas
relate to one another
throughout a text.
D. CRITERION #4 FCAT Level 2 (Single Block)
Reading Comprehension Task > 70-99 %
Word Recognition Task Percentile Rank 60- 99 %
Vocabulary Recognition Task 60- 99 %
Syntactic Knowledge Task 60- 99 %
Lexile range: 875L - 1220+L
NAEP Fluency Rubric 3-4
Extended time is for students with needs in decoding and text
reading efficiency.
Use Ongoing
Progress Monitoring
(OPM) or the ELA
Formative
Assessment System
to monitor student
progress between
Assessment Periods.
For students who have not responded to a specific reading intervention delivered with fidelity and with the initial intensity (time
and group size) provided, reading intervention instruction and/or materials will be changed based on student data.
Revised: 05/21/14
3
141
Materials/Activities Chart
Grades 6-8
PHONOLOGICAL
AWARENESS
PROGRAMS/MATERIALS
• FAIR-FS – Screening Tasks:
- Word Recognition Task (WR)
- Vocabulary Knowledge Task (VK)
- Phonics Inventory (Toolkit)
ACTIVITIES
• NGL Inside Fundamentals
Core Literacy Library:
Teaching Reading Sourcebook,
Honig, Diamond, Gutlohn
• NGL Inside Level A
• Supplemental Intervention Reading Programs (SIRP) including:
• NGL Inside: Phonics & Reading Placement Test
• Core Literacy Assessing Reading Multiple
nd
Measures (2 Ed): Phoneme Segmentation
(pp.33-40)
REFERENCES
rd
o REWARDS Secondary (3 Ed)
o Wilson Reading
o Just Words
Explicit Instruction, Anita
Archer
nd
• Diagnostic Assessments of Reading, 2 Ed
(DAR-2)
• NGL Inside embedded assessments
PHONICS
- Word Recognition (WR)
- Vocabulary Knowledge (VK)
• NGL Inside Fundamentals
• NGL Inside Level A
• NGL Inside: Phonics Reading Placement Test
nd
Measures (2 Ed):
- Phonics Surveys (pp.41-52) or
- High-Frequency Word Survey (pp. 63-67)
o
o
o
o
o
rd
REWARDS Secondary (3 Ed)
Wilson Reading
Just Words
Reading Horizons (T)
Reading Plus
Archer
When Kids Can’t Read, What
Teachers Can Do, Kylene
Beers
nd
(DAR-2)
Revised: 05/21/14
4
142
Grades 6-8
PROGRAMS/MATERIALS
FLUENCY
- Reading Comprehension (RC)
• NGL Inside Level A or B
• Explicit and systematic fluency routines such as;
o Repeated Readings
• FAIR-FS – Diagnostic Tasks:
- Oral Reading Fluency (Rate)
- Accuracy, Expression, NAEP)
o Choral/Whisper/Paired Readings
• Supplemental Intervention Reading Programs (SIRP) such as:
nd
Measures (2 Ed): MASI-R Oral Reading
Fluency (pp. 77-119)
REFERENCES
Archer
o Just Words
rd
o REWARDS Secondary (3 Ed)
o REWARDS Plus Social Studies or Science
o Q-Reads
• Scholastic Reading Inventory (SRI)
• Reading Level Gains Test (Lexile Framework)
nd
o Jamestown Reading
o Reading Horizons (T)
(DAR-2)
o Reading Plus (T)
o iReady Common Core (T&P)
- Reading Comprehension
VOCABULARY
ACTIVITIES
o Achieve 3000 (T)
• NGL Inside Level A, B, C
• Explicit and systematic vocabulary routines and word study:
- Syntactic Knowledge (SK)
- Open Response Diagnostic Assessment
- Writing Constructed Response
o Multiple Meanings
o Greek/Latin Roots/Affixes
o Contest Clues
o Structural/Syntactic Word Study
nd
Measures (2 Ed): Core Vocabulary Screening
(pp. 120-146)
• Comprehension Instructional Sequence (CIS)/Close Reading
• Benchmark/Interim Assessments
o Academic word study
o Just Words
(DAR-2)
o Vocabulary Through Morphemes
o Townsend Press Vocabulary
nd
o Word Generation http://wg.serpmedia.org
Teaching Reading and
Sourcebook, Honig, Diamond,
Gutlohn
Bringing Words to Life, Isabel
Beck, Margaret McKeown,
Linda Kucan
Teaching the Critical
Vocabulary of the Common
Core: 55 Words that Make or
Break Student Understanding,
Marilee Sprenger
Project CRISS
NGCAR-PD
o Achieve 3000
o PWImpact
Revised: 05/21/14
5
143
Grades 6-8
PROGRAMS/MATERIALS
COMPREHENSION
- Vocabulary KnowlInside (VK)
ACTIVITIES
• NGL Inside Level A or B
• Explicit and systematic reading instruction & metacognition:
- Syntactic KnowIedge (SK)
- Text Complexity Analysis
nd
Measures (2 Ed): Core Reading Maze
Comprehension Test (pp. 150-180)
o Close, analytic reading complex texts
o Comprehension Instructional Sequence (CIS)
o Extended text discussions
o Text based writing (reactions, analysis, & interpretations, claims and
arguments)
o Inquiry Based Research/FINDS
o Summarizing & paraphrasing
o Unstructured & formal note-taking
nd
(DAR-2)
o Self-selected reading, literary fiction and nonfiction, culturally relevant
literacy
o Townsend Press Ten Steps to Improving College Reading Skills or Ten
Steps to Advancing College Reading Skills
REFERENCES
I Read It, But I don’t Get It:
Comprehension Strategies for
Adolescent Readers, Cris
Tovani
Deeper Reading, Kelly
Gallagher
Readicide, Kelly Gallagher
Reading Apprenticeship, West
Ed
Notice and Note, Kylene
Beers
Project CRISS
NGCAR-PD
o iReady Common Core
o Achieve 3000
o PWImpact
• FAIR-FS:
- Writing Fluency – CBM metrics
WRITING
• Text-based Writing Response scored using a
writing scoring rubric
• Writing sample w/ corrective feedback
• Teacher-student writing conferences
• Writing Portfolio Review
• NGL Inside Level A, B, C
• Explicit and systematic writing instruction & metacognition:
o Daily writing routines
o Writing Process and Writer’s Workshop
o Text based writing (reactions, analysis, & interpretations)
Write Like This, Kelly
Gallagher
Fearless Voices, Alfred Tatum
Lessons that Change Writers,
Nanci Atwell
Project CRISS
NGCAR-PD
o Comprehension Instructional Sequence (CIS)/Close Reading
o Mentor texts as models for writing (narrative, expository, argument)
o Writing porfolios
Revised: 05/21/14
6
144
Progress
Monitoring
Assessments
Date
If
Then
Interventions/Materials/Levels
Florida
Assessments for
Instruction in
Reading – Florida
Standards
(FAIR-FS)
AP1
Fall 2014
Diagnose phonics
deficits using full
Diagnostic
Assessments of
Reading (DAR)
Comprehensive Intervention Program – Intensive
Reading Plus (Double block)
National Geographic Inside Fundamentals
or Wilson Reading
and
AP3
Spring 2015
6th -8th grade
students are Level
1 and have severe
phonemic
awareness and
decoding deficits
that impact all
areas of reading
AP2
Winter 20142015
Reading Gains
Lexile Test
and National
Geographic Inside
Lexile Level
Placement Test
BR – 485L
and
in program
assessments
and if available,
WADE Wilson
in-program
assessments
or
REWARDS
in-program
assessments
Student-‐teacher ratio 15:1.
Provide intensive intervention in all areas of reading.
Infuse Language Arts Florida Standards Foundation skills
with scaffolded support across texts of increasing
complexity to build literacy independence.
Supplemental Materials
National Geographic myNGConnect
National Geographic Text Sets
Wilson Fluency
Just Words
REWARDS
Read Naturally
Reading Advantage A-B
Outer Edge Series
Classroom Libraries
Additional texts
Literary Fiction/non-Fiction, Culturally Relevant texts,
digital texts, classroom libraries and text sets
Revised: 05/21/14
7
145
Progress
Monitoring
Assessments
Date
If
Then
Florida
Assessments for
Instruction in
Reading – Florida
Standards
(FAIR-FS)
AP1
Fall 2014
6th – 8th grade
students are Level
1 or 2 and have
some deficits in
text reading
efficiency and
decoding
Comprehensive Program – Intensive Reading
(Extended Block)
National Geographic Learning Inside Level A
w/ REWARDS and REWARDS Plus Social
Studies or Just Words
and
AP3
Spring 2015
Provide intensive
intervention in
word study/
recognition with
multisyllabic
words, applying
decoding strategies
to text, building
fluency as accuracy
increases, and
focusing on
vocabulary and
comprehension
strategies. Infuse
Language Arts
Florida Standards
strategies with
scaffolded support
across texts of
increasing
complexity.
AP2
Winter 20142015
Reading Gains
Lexile Test
and
in program
assessments
National
Geographic Inside
Lexile Level
Placement Test
360L – 735L
Level A
Oral Reading <
90% or
Gr Level Lexiled
Passages Accuracy
< 80% and
NAEP Fluency
Rubric 1-2
Student-‐teacher ratio 22:1
Fluency
• Oral reading strategies (paired, repeated readings)
• Jamestown Reading Fluency
• Q-Reads
• REWARDS/REWARDS Plus Social Studies
• Vocabulary Through Morphemes
Vocabulary and Comprehension:
• Vocabulary strategies
• Close, analytic reading complex texts
• Comprehension Instructional Sequence (CIS)
• Extensive text evident writing (claims and arguments)
• Academic word study
• Self selected reading/novel study
• Classroom Libraries
• Literary and Informational Texts at a level matching
Language Arts Florida Standards Text Complexity
Additional texts:
• Literary Fiction/non-Fiction
• Culturally Relevant texts
• Informational texts for Inquiry Based projects/Research
Process Model (FINDS)
• Digital texts, classroom libraries and text sets.
Revised: 05/21/14
8
146
Progress
Monitoring
Assessments
Date
If
Then
Florida
Assessments for
Instruction in
Reading – Florida
Standards
(FAIR-FS)
AP1
Fall 2014
6th – 8th grade
students are Level
1 or 2 and have
some deficits in
text reading
efficiency and
decoding
Comprehensive Program – Intensive Reading
(Single Block)
National Geographic Learning Inside Level B, C
w/ Novel Study/ Research Process Model
and
AP3
Spring 2015
Provide intensive
intervention in
word study/
recognition with
multisyllabic
words, applying
decoding strategies
to text, building
fluency as accuracy
increases, and
focusing on
vocabulary and
comprehension
strategies. Infuse
Language Arts
Florida Standards
strategies with
scaffolded support
across texts of
increasing
complexity.
AP2
Winter 20142015
Reading Gains
Lexile Test
and
in program
assessments
National
Geographic Inside
Lexile Level
Placement Test
610L – 840L
Level B
770L – 960L
Level C
Informal Reading
Inventory
Oral Reading <
95% or
Gr Level Lexiled
Passages Accuracy
> 80% and
NAEP Fluency
Rubric 3
Student-‐teacher ratio 22:1
Vocabulary Through Morphemes
Additional texts:
Revised: 05/21/14
9
147
Progress
Monitoring
Assessments
Date
If
Then
Florida
Assessments for
Instruction in
Reading – Florida
Standards
(FAIR-FS)
AP1
Fall 2014
6th – 8th grade
students are FCAT
Level 2 and do not
have deficits in
decoding or text
reading efficiency
Comprehensive Program – Developmental
Reading and/or NGCAR-PD
and
AP3
Spring 2015
Provide rigorous
instruction to
develop academic
vocabulary,
comprehension,
and critical
thinking through
authentic reading,
writing, and
research tasks.
Infuse Language
Arts Florida
Standards with
gradual release
across complex,
grade level literary
fiction and
nonfiction texts to
build literacy
independence.
AP2
Winter 20142015
Reading Gains
Lexile Test
and
in program
assessments
National
Geographic Inside
Lexile Level
Placement Test
875L – 1220L
Informal Reading
Inventory Oral
Reading > 95%
Gr Level Lexiled
Passages Accuracy
> 90% and
NAEP Fluency
Rubric 4
• National Geographic Learning Inside Level C and/or
• Novel Study using literary fiction/non-fiction, text
sets, and/or
• Junior Great Books
Vocabulary Through Morphemes
Additional texts:
• Use content area texts and other complex print and
multimedia informational and literary resources to
students build background and content area knowledge
across all disciplines.
Revised: 05/21/14
10
148
Progress
Monitoring
Assessments
Date
If
Then
End of Year
Florida Language
Arts Assessment
AP1
Fall 2014
When targeted
supplemental
instruction does
not yield desired
results.
Schools use the
Multi-Tiered
System of
Supports/Response
to Intervention
(MTSS/RTI)
process to identify
more targeted
interventions for
students following
Florida’s Formula
for Effective and
Powerful
Instruction
Use of in-class intervention materials:
AND
Florida
Assessments for
Instruction in
Reading – Florida
Standards
(FAIR-FS)
and
Reading Gains
Lexile Test
AP2
Winter 20142015
AP3
Spring 2015
or anytime
student data
demonstrates that
additional
interventions are
needed
Interventions may include additional instruction through
extended learning opportunities, push-in or pull out
tutoring, or a change in the focus, format, frequency and/or
size of instructional group to best meet the student’s
specific learning needs.
and
ongoing/
in-program
assessments
Revised: 05/21/14
11
149
Progress
Monitoring
Assessments
Date
If
Then
End of Year
Florida Language
Arts Assessment
AP1
Fall 2014
Students have not
responded to a
specific reading
intervention
delivered with
fidelity with the
initial intensity
(time and group
size) provided
during the prior
school year.
Schools use the
Multi-Tiered System
of Supports/Response
to Intervention
(MTSS/RTI) process
to identify more
targeted interventions
for students
following Florida’s
Formula for Effective
and Powerful
Instruction
AND
Florida
Assessments for
Instruction in
Reading – Florida
Standards
(FAIR-FS)
and
Reading Gains
Lexile Test
AP2
Winter 20142015
AP3
Spring 2015
or anytime
student data
demonstrates that
additional
interventions are
needed
Appropriate reading intervention materials based on
student data and teacher recommendation. Students not
making progress in reading intervention will not be
served with the same materials two years in a row.
and
ongoing/
in-program
assessments
Revised: 05/21/14
12
150
Chart J: Broward County High School Assessment/Curriculum Decision Tree 2014-15
Revised: 05/19/14
1
151
Assessment / Curriculum Decision Tree for Reading Improvement Grades 9-12
using the Florida Assessments for Instruction in Reading
Screening
Assessments
Dates
IF
THEN
Administer the
Florida Assessments
for Instruction in
Reading - Florida
Standards
(FAIR-FS) to
students scoring
below expectations
on the state
accountability
assessment (currently
FCAT Level 1 or 2
Reading)
Assessment
Period 1:
August/
September 2014
If student’s
Probability of
Literacy Success
(PLS) score is 84%
or less (Yellow or
Red Success Zone)
WRT, VKT, SKT
scores are above 30th
percentile:
Provide enhanced
instruction in the
high-level reasoning
skills, vocabulary, and
reading
comprehension
strategies required to
meet grade level
standards.
Intensive Reading Courses
and
(NOTE If needed
for new or transfer
students: FAIR
screening
assessments may
be given at any
time during the
school year; it does
not have to be
during one of the
FAIR Assessment
windows.)
Administer (one time
only for 2014 -15
school year) the
National Geographic
Lexile Leveled
Placement Test
and
Administer Lexiled
Leveled Passage
applying NAEP
Fluency Rubric when
deficits in decoding
and text reading
efficiency indicated
Assessment
Period 2:
December 2014/
January 2015
Assessment
Period 3:
April 2015
Students receive the
Syntactic Knowledge
score.
Use this score along
with the WRT &
VKT scores to form
a profile† to
determine the
appropriate
programs/materials/s
trategies to meet
student needs.
If a student’s scores
indicate sufficient
decoding (WRT) and
oral language skills
(VKT, SKT)
WRT scores are
below 30th percentile:
Assess fluency (rate,
accuracy and
expression) by having
student orally read a
passage (Lexiled
Leveled Passage
applying NAEP
Fluency Rubric).
A
Significant
Decoding
Deficits
NGL
Fundamentals
or Wilson
Reading
B
Reading
intervention
Edge A (9)
Edge B (10) w/
Rewards/Plus
C
Reading
Intervention
Edge B (9)
Edge C (10)
D
NGCAR-PD
Content
Reading
Intervention
Match letters to intervention columns:
A. CRITERION #1 FCAT Level 1 (Extended Time)
“Stretch” Lexile range: BR – 450L -725L
B. CRITERION #2 FCAT Level 1 or 2 (Extended Time)
“Stretch” Lexile range: 770L – 980L
• If the student reads
fluently (level 3-4)
then work on
comprehension
strategies.
C. CRITERION #3 FCAT Level 1 or 2 (Single Block)
Vocabulary Recognition Task < 85 %
Syntactic Knowledge Task < 85 %
Grade Level Lexiled Passages Accuracy >80% if Maze < 15%
“Stretch” Lexile range: 955L-1155L
• If the student struggles
with reading fluently
(Level 1-2) then work
on strategies
addressing fluency
(rate and accuracy).
D. CRITERION #4 FCAT Level 2 (Single Block)
Reading Comprehension Task > 85 %
Vocabulary Recognition Task < 85 %
NAEP Fluency Rubric 3-4
“Stretch” Lexile range: 1080L-1355L
High School (key below for levels)
Revised: 05/19/14
2
152
• If the student has a
high error rate, provide
instruction in basic
phonics (letter/sound
patterns, syllable
types, etc.)
Extended time is for students with needs in decoding and text reading
efficiency.
VKT is below 30th
percentile:
• Provide instruction in
base/root words and
prefixes/suffixes.
• Provide other intensive
vocabulary instruction.
SKT is below 30th
percentile:
• Provide explicit
instruction in sentence
construction and
determining how
clauses and ideas
relate to one another
throughout a text.
Use Ongoing Progress
Monitoring (OPM) or the
ELA Formative
Assessment System to
monitor student progress
between Assessment
Periods.
For students who have not responded to a specific reading intervention delivered with fidelity and with the initial intensity (time
and group size) provided, reading intervention instruction and/or materials will be changed based on student data.
Revised: 05/19/14
3
153
Grades 3-10
PHONOLOGICAL
AWARENESS
PROGRAMS/MATERIALS
• FAIR-FS1 – Screening Tasks:
• NGL Inside or Edge: Phonics & Reading
Placement Test
Measures (2nd Ed): Phoneme Segmentation
(pp.33-40)
ACTIVITIES
REFERENCES
• NGL Edge Fundamentals
• NGL Edge Level A
o REWARDS Secondary (3rd Ed)
o Wilson Reading
o Just Words
• Diagnostic Assessments of Reading, 2nd Ed
(DAR-2)
• NGL Edge embedded assessments
PHONICS
• NGL Edge: Phonics Reading Placement Test
Measures (2nd Ed):
- Phonics Surveys (pp.41-52) or
- High-Frequency Word Survey (pp. 63-67)
• NGL Edge Fundamentals
• NGL Edge Level A
o
o
o
o
o
REWARDS Secondary (3rd Ed)
Wilson Reading
Just Words
Reading Horizons (T)
Reading Plus
(DAR-2)
Revised: 05/19/14
4
154
Grades 3-10
PROGRAMS/MATERIALS
FLUENCY
REFERENCES
• NGL Edge Level A or B
• Explicit and systematic fluency routines such as;
o Repeated Readings
• FAIR-FS1 – Diagnostic Tasks:
- Oral Reading Fluency (Rate)
- Accuracy, Expression, NAEP)
o Choral/Whisper/Paired Readings
Measures (2nd Ed): MASI-R Oral Reading
Fluency (pp. 77-119)
o REWARDS Secondary (3rd Ed)
o REWARDS Plus Social Studies or Science
o Q-Reads
o Jamestown Reading
(DAR-2)
- Reading Comprehension
o Reading Horizons (T)
o Reading Plus (T)
o Achieve 3000 (T)
• NGL Edge Level A, B, C
• Explicit and systematic vocabulary routines and word study:
1
VOCABULARY
ACTIVITIES
o Multiple Meanings
o Greek/Latin Roots/Affixes
o Contest Clues
o Structural/Syntactic Word Study
Measures (2nd Ed): Core Vocabulary Screening
(pp. 120-146)
• Comprehension Instructional Sequence (CIS)/Close Reading
• Benchmark/Interim Assessments
o Academic word study
o Vocabulary Through Morphemes
(DAR-2)
o Word Generation http://wg.serpmedia.org
o Townsend Press Vocabulary
nd
o Townsend Press Ten Steps to College Reading Skills
o Achieve 3000
o PWImpact
o Scholastic ID (Alfred Tatum)
Revised: 05/19/14
5
155
Grades 3-10
PROGRAMS/MATERIALS
COMPREHENSION
1
- Text Complexity Analysis
ACTIVITIES
• NGL Edge Level A or B
• Explicit and systematic reading instruction & metacognition:
o Close, analytic reading complex texts
o Comprehension Instructional Sequence (CIS)
o Extended text discussions
o Text based writing (reactions, analysis, & interpretations, claims and arguments)
Measures (2nd Ed): Core Reading Maze
Comprehension Test (pp. 150-180)
o Inquiry Based Research/FINDS
o Self-selected reading, literary fiction and nonfiction, culturally relevant literacy
(DAR-2)
REFERENCES
o Townsend Press Ten Steps to Improving College Reading Skills or Ten
Steps to Advancing College Reading Skills
o iReady Common Core
o Achieve 3000
o PWImpact
• FAIR-FS:
- Writing Fluency – CBM metrics
WRITING
• Text-based Writing Response scored using a
writing scoring rubric
• Writing sample w/ corrective feedback
• Teacher-student writing conferences
• Writing Portfolio Review
• NGL Edge Level A, B, C
• Explicit and systematic writing instruction & metacognition:
o Daily writing routines
o Writing Process and Writer’s Workshop
o Text based writing (reactions, analysis, & interpretations)
o Mentor texts as models for writing (narrative, expository, argument)
o Writing porfolios
o Write Like This (Kelly Gallagher)
Revised: 05/19/14
6
156
Progress
Monitoring
Assessments
Date
If
Then
Florida
Assessments for
Instruction in
Reading – Florida
Standards
(FAIR-FS)
AP1
Fall 2014
Diagnose phonics
deficits using full
Diagnostic
Assessments of
Reading (DAR)
and
AP3
Spring 2015
9th -10th grade
students are Level
1 and have severe
phonemic
awareness and
decoding deficits
that impact all
areas of reading
Comprehensive Intervention Program – Intensive
Reading Plus (Double block)
National Geographic Edge Fundamentals or
Wilson Reading
Student-‐teacher ratio 15:1.
Provide intensive intervention in all areas of reading.
Infuse Language Arts Florida Standards Foundation skills
with scaffolded support across texts of increasing
complexity to build literacy independence.
AP2
Winter 20142015
Reading Gains
Lexile Test
and National
Geographic Inside
Lexile Level
Placement Test
BR – 640L
and
and
in program
assessments
WADE Wilson inprogram
assessments
or
REWARDS inprogram
assessments
• National Geographic myNGConnect
• National Geographic Text Sets
• Wilson Fluency
• REWARDS
• Read Naturally
• Reading Advantage A-B
• Outer Edge Series
• Achieve 3000
Additional texts
Literary Fiction/non-Fiction, Culturally Relevant texts,
digital texts, classroom libraries and text sets
Revised: 05/19/14
7
157
Progress
Monitoring
Assessments
Date
If
Then
Florida
Assessments for
Instruction in
Reading – Florida
Standards
(FAIR-FS)
AP1
Fall 2014
AP3
Spring 2015
Provide intensive
intervention in all
areas of reading
especially decoding
multisyllabic words
and fluency. Infuse
Language Arts
Florida Standards
with scaffolded
support across
literary fiction and
nonfiction texts of
increasing
complexity to build
literacy
independence.
Comprehensive Intervention Reading Program:
Edge Level A (9th) Edge Level B (10th ) with
REWARDS and REWARDS Plus Science
Student-teacher ratio: 22:1
and
9th or 10th grade
students are
Level 1 or 2 and
have some
deficits in text
reading
efficiency and
decoding
AP2
Winter 20142015
Reading Gains
Lexile Test
and
in program
assessments
National
Geographic Inside
Lexile Level
Placement Test
520L – 915L
Level A
Informal Reading
Inventory
Oral Reading <
90% or
Gr Level Lexiled
Passages Accuracy
< 80% and
NAEP Fluency
Rubric 1-2
National Geographic Edge myNGConnect
National Geographic Edge Classroom Libraries/Text Sets
Fluency:
• Oral reading strategies (paired, repeated readings)
• Jamestown Reading Fluency
• Q-Reads
• REWARDS/REWARDS Plus Science
• Scholastic ID: Culturally Relevant Literacy Initiative
• Achieve 3000
Additional texts:
Revised: 05/19/14
8
158
Progress
Monitoring
Assessments
Date
If
Then
Florida
Assessments for
Instruction in
Reading – Florida
Standards
(FAIR-FS)
AP1
Fall 2014
AP3
Spring 2015
Provide rigorous
instruction to
develop academic
vocabulary,
comprehension,
and critical
thinking through
authentic reading,
writing, and
research tasks.
Infuse Language
Arts Florida
Standards with
gradual release
across complex,
fiction and
nonfiction texts of
increasing
complexity to build
literacy
independence.
Comprehensive Intervention Reading
Program: Edge Level B or C (9th/10th)
and
9th -10th grade
students are
Level 1 or 2 and
do not have
deficits in
decoding or text
reading
efficiency that
seriously impact
reading
AP2
Winter 20142015
Reading Gains
Lexile Test
and
in program
assessments
National
Geographic Edge
Lexile Level
Placement Test
770L – 1065L
Level B
960L – 1220L
Level C
Informal Reading
Inventory
Oral Reading <
95% or
Gr Level Lexiled
Passages Accuracy
> 80% and
NAEP Fluency
Rubric 3
Required if Maze is
< 15
w/ Edge Novel Study/ Research Process Model Student‐teacher ratio 25:1
• Achieve 3000
Additional texts:
• Informational texts for Inquiry Based Projects/Research
• Digital texts, classroom libraries and text sets
Revised: 05/19/14
9
159
Progress
Monitoring
Assessments
Date
If
Then
Florida
Assessments for
Instruction in
Reading – Florida
Standards
(FAIR-FS)
AP1
Fall 2014
9th and 10th grade
students are FCAT
Level 2 and do not
have deficits in
decoding or text
reading efficiency
Comprehensive Intervention Reading
Program: Edge Level C (9th/10th)
and
AP3
Spring 2015
Provide rigorous
instruction to
develop academic
vocabulary,
comprehension,
and critical
thinking through
authentic reading,
writing, and
research tasks.
Infuse Language
Arts Florida
Standards with
gradual release
across complex,
fiction and
nonfiction texts of
increasing
complexity to build
literacy
independence.
AP2
Winter 20142015
Reading Gains
Lexile Test
and
in program
assessments
Informal Reading
Inventory Oral
Reading > 95%
Gr Level Lexiled
Passages Accuracy
> 90% and
NAEP Fluency
Rubric 4
Reading Lexile
Leveled Placement
Test
960L – 1220L+
w/ Edge Novel Study/ Research Process Model Student‐teacher ratio 25:1
• Achieve 3000
Additional texts:
Revised: 05/19/14
10
160
Progress
Monitoring
Assessments
Date
If
Then
Florida
Assessments for
Instruction in
Reading – Florida
Standards
(FAIR-FS)
AP1
Fall 2014
9th and 10th grade
students are FCAT
Level 2 and do not
have deficits in
decoding or text
reading efficiency
Follow course
description as
posted on
CPALMS
Content Area Reading (NGCAR-PD) Option
(9th/10th)
and
AP3
Spring 2015
AP2
Winter 20142015
Reading Gains
Lexile Test
and
in program
assessments
Informal Reading
Inventory Oral
Reading > 95%
Gr Level Lexiled
Passages Accuracy
> 90% and
NAEP Fluency
Rubric 4
Reading Lexile
Leveled Placement
Test
960L – 1220L+
Provide rigorous
instruction to
develop academic
vocabulary,
comprehension,
and critical
thinking through
authentic reading,
writing, and
research tasks.
Infuse Language
Arts Florida
Standards with
gradual release
across complex,
fiction and
nonfiction texts to
build literacy
independence.
Student‐teacher ratio 25:1
• Achieve 3000
Additional texts:
Revised: 05/19/14
11
161
Progress
Monitoring
Assessments
Date
If
Then
Florida
Assessments for
Instruction in
Reading – Florida
Standards
(FAIR-FS)
AP1
Fall 2014
11th and 12th grade
students that have
not met high
school graduation
requirements with
a passing score on
FCAT Reading
(Level 3+) or met
college readiness
scores on the ACT
(19), SAT (430) or
PERT (104).
Provide rigorous
instruction in
vocabulary,
comprehension,
high level
reasoning, and
critical thinking
skills through
authentic reading,
writing, and
presentation tasks.
Infuse Language
Arts Florida
Standards and
College and Career
Readiness
Standards of the
ACT/SAT using
highly complex,
grade level content
area and literary
texts to enhance
vocabulary and
develop
comprehension and
critical thinking
skills for reading
complex text
independently and
proficiently.
Intensive Reading 1: Improving Reading (11th)
Intensive Reading 2: Advancing Reading (12th)
English 4: Florida College Prep (12th)
AP2
Winter 20142015
AP3
Spring 2015
Student‐teacher ratio 25:1
Instructional Materials
Ten Steps to Improving College Reading Skills (Course 1)
Ten Steps to Advancing College Reading Skills (Course 2)
SpringBoard Senior Level English (Eng 4: FCP)
• Achieve 3000
Additional texts:
• The Real ACT, Cracking the ACT
• PW Impact
Revised: 05/19/14
12
162
Progress
Monitoring
Assessments
Date
If
Then
End of Year
Florida Language
Arts Assessment
AP1
Fall 2014
When targeted
supplemental
instruction does
not yield desired
results.
Schools used the
Multi-Tiered
System of
Supports/Response
to Intervention
(MTSS/RTI)
process to identify
more targeted
interventions for
students following
Florida’s Formula
for Effective and
Powerful
Instruction
AND
Florida
Assessments for
Instruction in
Reading – Florida
Standards
(FAIR-FS)
and
Reading Gains
Lexile Test
AP2
Winter 20142015
AP3
Spring 2015
or anytime
student data
demonstrates that
additional
interventions are
needed
Interventions may include additional instruction through
extended learning opportunities, push-in or pull out
tutoring, or a change in the focus, format, frequency and/or
size of instructional group to best meet the student’s
specific learning needs.
and
ongoing/
in-program
assessments
Revised: 05/19/14
13
163
Progress
Monitoring
Assessments
Date
If
Then
End of Year
Florida Language
Arts Assessment
AP1
Fall 2014
Students have not
responded to a
specific reading
intervention
delivered with
fidelity with the
initial intensity
(time and group
size) provided
during the prior
school year.
Schools used the
Multi-Tiered System
of Supports/Response
to Intervention
(MTSS/RTI) process
to identify more
targeted interventions
for students
following Florida’s
Formula for Effective
and Powerful
Instruction
AND
Florida
Assessments for
Instruction in
Reading – Florida
Standards
(FAIR-FS)
and
Reading Gains
Lexile Test
AP2
Winter 20142015
AP3
Spring 2015
or anytime
student data
demonstrates that
additional
interventions are
needed
Appropriate reading intervention materials based on
student data and teacher recommendation. Students not
making progress in reading intervention will not be
served with the same materials two years in a row.
and
ongoing/
in-program
assessments
Revised: 05/19/14
14
164
165
The School Board of Broward County, Florida
Patricia Good, Chair
Donna P. Korn, Vice Chair
Robin Bartleman
Ann Murray
Heather Brinkworth
Abby M. Freedman
Dr. Rosalind Osgood
Laurie Rich Levinson
Nora Rupert
Robert W. Runcie
Superintendent of Schools
"The School Board of Broward County, Florida, prohibits any policy or
procedure which results in discrimination on the basis of age, color, disability,
gender, national origin, marital status, race, religion, or sexual orientation."
166

K-12 Comprehensive Reading/Literacy Plan

Transcription

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