District: Gilchrist
Leadership: District Level
Contact Information
•District Name:Gilchrist
•District Contact:Dr.James Surrency
•Contact Address:310 NW 11th Avenue, Trenton, FL 32693
•Contact Email:surrencyj@mygcsd.org
•Contact Telephone:352-463-3200
•Contact Fax:352-463-3276
1What are your district goals for student achievement in reading for the 2007-08 school year?
The district leadership will ensure that student achievement is a priority through the following goals: • A year’s growth in reading will be obtained by 80% of students in the district. • Measurement of student achievement goals will be clearly established and appropriate scientifically research-based instructional materials will be used to address specific student needs. • Professional development will be provided throughout the district and target individual teacher needs as determined by analysis of the student performance data. • Leadership and on-going monitoring would be provided by analyzing data and facilitating decisions for change based on the data analysis.
2How will the district ensure that the number of state, federal, or locally funded reading coaches is increased over the previous year and prioritized based on school need?
Every school in Gilchrist County has a reading coach and this will be maintained.
3What is the total estimated number of reading coaches (funded through any source) that will be serving the district for the 2007-08 school year?
There are four schools in Gilchrist County and each school will have a reading coach during the 2007-2008 school year.
4How will the district determine allocation of reading coaches based on the needs of schools?
All schools in Gilchrist County will have a reading coach. Even though Gilchrist County is a high performing district, many of our students at all four schools scored level 1 or 2 on FCAT. Based on this data, Reading Coaches need to be maintained at all four schools to ensure students receive appropriate intensive reading instruction.
5How will the district strongly encourage all principals and reading/literacy coaches to attend the Just Read, Florida! Leadership Conference and other professional development opportunities?
An administrator and the reading coach from each school are currently registered for the Just Read, Florida! Leadership Conference and will be encouraged to attend other professional development opportunities offered locally and by NEFEC.
6For 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 not to serve as an administrator, test coordinator, or to conduct bus/lunch duty (beyond duty service that is required of classroom teachers). Coaches are not resource teachers and should only be working with small groups of students when they are modeling for teachers. How will the district provide leadership and support in defining the role of the reading coach to school administration, teachers, and reading coaches?
The District Reading Contact will inform the district administration team and the principals of the duties and guidelines for the reading coach. This will be done at the Summer Administration Workshop in July. The District Reading Contact and principals will review coaches' logs and discuss and evaluate at monthly Administrative Team Meetings. Adjustments will be made if the reading coach's role is not being used effectively. Each principal will discuss the role of the reading coach at a faculty meeting at the beginning of the year and readdress it throughout the year if needed.
7.1In what roles will the coach serve at the school level?
The coach’s role will include professional development, classroom walk-throughs, conferencing, modeling lessons, coaching, student assessment, data analysis, meetings, knowledge building, and facilitation of reading materials.
7.2What portion of the coaches’ time will be spent in each of these roles (Please include those roles listed on the online coach’s log on the Progress Monitoring and Reporting Network)?
1. Professional Development- 10% 2. Planning- 5% 3. Modeling Lessons- 15% 4. Coaching- 15% 5. Coach-Teacher Conference- 15% 6. Student Assessment- 10% 7. Data Reporting- 5% 8. Data Analysis- 10% 9. Meetings- 5% 10. Knowledge Building- 5% 11. Managing Reading Materials- 5%
8What are the requirements/qualifications to become a reading/literacy coach?
Three years experience in the reading area and reading endorsed or working on reading endorsement
9What role will the coach play on the Reading Leadership Team?
The reading coach will be part of the Reading Leadership Team. The coach will provide results from school level progress monitoring and work with the leadership team to determine professional development needs of teachers. A plan of action will be developed with teachers to “close the gap” in student needs.
10How will the district establish or maintain a reading coach cadre?
The reading coaches will attend regularly scheduled reading coaches’ cadre meetings provided by NEFEC. The district will also maintain a reading coaches’ cadre through regularly scheduled meetings.
11How will the district evaluate the effectiveness and address areas of concern in regards to implementation of the reading coach model?
The district reading contact will review each coach’s online log and suggest needed adjustments to enable the reading coach’s time be used more effectively. The district reading contact will work with the principal and the reading coach through this process.
12.1How will the district ensure that all coaches, regardless of their funding source are using the online coach’s log on the PMRN?
The district reading contact will review each coach's bi-monthly online reading log.
12.2How will the district use the information obtained from this log to impact student achievement?
To help impact student achievement, the district reading contact will review each reading coach’s log and suggest needed adjustments to enable the reading coach’s time be used more effectively.
13How will the district monitor the implementation of the coaching model and assure communication between the district, school administration, and the reading coach throughout the year?
After looking at the reading coach’s log, the district contact will communicate this information to the school level administrator. The district contact and the school level administrator will work together to ensure the coaching model is being implemented effectively. The district will also provide regularly scheduled meetings with the coaches to evaluate the model.
14How will the district monitor the level of implementation of the K-12 Comprehensive Research-Based Reading Plan at the school and classroom level? Please include an explanation of the data that will be collected, how it will be collected, and the frequency of review.
The district will monitor the level of implementation of the K-12 Comprehensive Reading Plan initially through classroom walk-throughs, along with fidelity checks completed by district personnel. The principals and reading coaches will provide progress monitoring data to the District Administration Team on a monthly basis to be collaboratively reviewed. The District Reading Contact will meet with all reading coaches quarterly to monitor the implementation of the K-12 Comprehensive Research-Based Reading Plan.
15

According to s. 1011.62 (9), Florida Statute, each district school superintendent shall certify to the Commissioner of Education that the district school board has approved a comprehensive staff development plan that supports fidelity of implementation of instructional materials programs. The report shall include verification that training was provided and that the materials are being implemented as designed. Fidelity of implementation is of utmost importance when using research-based programs. The research evidence that most programs use to support the use of their program is based upon strict adherence to a particular model. Failure to utilize the programs under the same conditions as the original research will limit the success with the program.

When implementing both programmatic interventions and research-based strategies, it is extremely important to implement with fidelity. For programmatic interventions, this would include fidelity to both the time and class size recommendations that the publisher used in developing their evidence-base for the program. Given that there is no such thing as a “one size fits all” program, common sense and teacher judgment through analysis of formal and informal assessment should guide instructional adjustments to the program when it is determined that the desired effect may not be occurring for individual students.

How will the district ensure fidelity of implementation of all reading programs and strategies used at the school level and determine appropriate instructional adjustments?
District level personnel will participate in fidelity checks at each school quarterly. The District Reading Contact will meet with reading teachers and reading coaches to provide feedback and suggest appropriate instructional adjustments. The District Reading Contact will also meet with reading teachers periodically to ensure the K-12 Comprehensive Research-Based Reading Plan. The District Reading Contact will also meet with the School Leadership Team when the need arises.
16If it is determined that the K-12 Comprehensive Research-Based Reading Plan is not being implemented with fidelity, how will concerns be addressed?
After participating in fidelity checks, the District Reading Contact will work with the reading coaches to ensure reading programs are being appropriately implemented. The reading contact will work with the reading coaches and reading teachers to make instructional adjustments and develop a plan for improvement.
17.1How will the district ensure that all elementary schools have an uninterrupted reading block for core reading instruction and additional time for immediate intensive intervention (iii)?
The district will ensure that elementary schools will have an uninterrupted reading block for core reading and immediate intensive intervention by placing these requirements in the Student Progression Plan. The district will also monitor this through the schools’ master schedule.
17.2How will the district ensure extended intervention time is provided for disfluent students at the middle and high school level?
The district will ensure that middle and high schools diffluent students have extended reading time by placing these requirements in the Student Progression Plan and monitoring the master schedule.
18How will the district facilitate improvement in schools that are not making academic improvements as determined by fidelity checks and student performance data?
The district will require that schools present disaggregated data to the district administrative team and will require schools with deficits to develop an action plan.
19If academic improvements are not being made, how will the district intensify interventions to schools based on progress monitoring data?
The district will require reading coaches and principals to meet with teachers to review their disaggregated data and determine a plan to intensify instruction. They will report this information to the District Reading Contact and District Administrative Team with a plan of action. This plan of action will include disaggregated data which will determine strategies needed to meet the needs of all students based on the data provided. District personnel will meet and follow up with School Reading Leadership Teams.
20How will the district train principals on classroom walk-through strategies, including how to give feedback to teachers?
The district has already trained its principals in CWT’s and will continue to support attendance at that training currently being offered by NEFEC. Principals have been trained in reading standards and strategies and will specifically look for these when doing walk-throughs in reading classrooms.
21How will the district and schools recruit and retain highly qualified reading teachers?
The district will reimburse reading teachers for all reading endorsement classes and once they are endorsed, they will receive a yearly supplement.
Leadership: School Level
1How will principals strongly encourage all reading coaches to attend the Just Read, Florida! Leadership Conference and other professional development opportunities?
Principals will ensure that the reading coaches will attend the Just Read, Florida! Leadership Conference. Reading Coaches are encouraged to attend NEFEC Coaches Cadre meetings and any other reading professional development opportunities.
2.1The purpose of the Reading Leadership Team is to create capacity of reading knowledge within the school building and focus on areas of literacy concern across the school. The principal, reading coach, mentor reading teachers, and other principal appointees should serve on this team. What process will the principal use to form and continue a Reading Leadership Team?
The principals will ensure that there will be a representative from each grade at the elementary level and a representative from each department at the middle/high school level. Principals will ask for volunteers. Volunteers will provide documentation on why they would be an asset to the team. The principal and the reading coach will review applicants and select team members. Team members will be chosen based on years of experience, reading knowledge, and commitment to literacy.
2.2How will membership be selected for the Reading Leadership Team?
At the elementary, grade level teams select a representative. At the middle/high school departments select representatives. Team members will be selected based on years of experience, reading knowledge, and commitment to literacy. The principal and reading coach will coordinate meetings and provide an agenda. The principal will serve as the literacy leader, the coach will provide progress monitoring, ongoing data and information on areas of need in the school, and the reading experts will provide information in their areas of expertise.
2.3How will the principal promote membership on the Reading Leadership Team?
The principal will present an overview of the reading plan at a faculty meeting and ask for interested participants from grade levels and departments. Teachers with a Masters in Reading or who are reading endorsed will be encouraged to be a member of the team. Teachers who effectively use reading strategies across the curriculum and desire to increase students' reading levels will also be encouraged to be a member of the team.
3How will the principal ensure that the reading coach is not used as a reading resource teacher, a substitute, administrator, or in any other capacity that takes them away from being a full time professional development resource in reading?
The principal will ensure that the reading coach will follow the responsibilities outlined in the reading coaches’ log by reviewing the online submission log.
4How will the principal provide professional development materials to support the reading coach?
The principals will provide necessary materials through their school reading budget
5.1How will the principal ensure that the reading coach uses the online coach’s log on the PMRN?
The principal will monitor the coach’s log through the online monitoring system.
5.2How will the principal use the information obtained from this log to impact student achievement?
The principal will review the number of hours in each category and make adjustments with the reading coach’s schedule as needed. The reading coach's schedule should reflect the data collected through progress monitoring which relates to student achievement.
6How will the principal monitor teacher implementation of lesson plans?
Teachers are required to turn in weekly lesson plans that reflect reading sunshine state standards and strategies that they will use to implement these standards. Implementation will be determined through classroom walk-throughs and fidelity checks in reading classes to ensure that lesson plans are being applied to classroom instruction.
7How will the principal monitor collection and utilization of assessment data, including progress monitoring data, to determine intervention and support needs of students?
The principal will monitor data through the Reading Leadership Team. Data analysis will be provided and the team will determine intervention and support needs of students and any professional development needs of teachers.
8.1How will assessment data be communicated to and between teachers (Examples may include: data study teams, weekly grade level meetings, and vertical team meetings)?
The elementary schools will have weekly grade level meetings. The middle/high schools have a designated time each morning for grade level and department meetings. Principals and assistant principals will provide agendas for the morning meetings and monitor the process.
8.2How often will this occur?
Elementary will occur weekly and middle/high school will occur three mornings each week.
9

Note that all instructional employees must have Individual Professional Development Plan (IPDP) goals that are a reflection of the goals in the School Improvement Plan (SIP) pursuant to s.1012.98, F.S. Since reading is a required SIP goal for Schools In Need of Improvement (SINI) and schools with a grade of F, all instructional employees in those schools are strongly encouraged to have a reading goal as one of the several goals in their IPDP.

Schools that are not SINI or did not earn a school grade of F develop their school’s SIP goals through a needs assessment. Most schools have SIP goals related to reading and many districts require a reading goal in the SIP and in the IPDP even if the school has strong student performance in reading.

Though not mandated by the state, all instructional employees statewide are strongly encouraged to have a reading goal as one of the several goals in their IPDP.

Content area teachers who are not the teacher of record for reading may document the required specific student performance data through teacher observation, informal classroom quizzes and tests, or more formal assessments such as FCAT. For example, a science teacher may have a goal of improving science vocabulary (clearly a reading goal as well) that is documented by periodic classroom quizzes. Instructional employees must be provided with inservice to assist them in accomplishing their stated goals.

How will the principal, in collaboration with the instructional employee, target specific areas of professional development need based on assessment data and reflect those goals in the Individual Professional Development Plan (IPDP)?

Every teacher will be required to have a reading goal. Through the use of FCAT and SAT10 scores, teachers will identify areas of weakness in their students for each cluster and request professional development in areas of need.
10How will the principal intensify targeted professional development for teachers based on progress monitoring data?
After reviewing progress monitoring data, the principal will work with the reading coach to provide professional development for teachers based on the data. The professional development provided will be based on the needs identified through the data. The reading coach will follow up with the teacher with conferencing, coaching, and modeling to ensure professional development has provided intensified instruction.
11Mentor teachers, based on successful student data, should serve in the capacity of model classroom teachers. A model classroom should only be used for demonstration purposes in the area of strength of the mentor teacher. There could possibly be a different model classroom for different areas of reading instruction. How will the principal identify mentor teachers and establish model classrooms within the school?
The principal will identify the mentor teachers and model classrooms through classroom walk throughs. Once identified, these teachers will serve as mentor teachers in their areas of expertise to support other teachers in the five components of reading and research based reading and instructional strategies.
12How will the principal ensure that time is provided for teachers to meet weekly for professional development opportunities that include, but are not limited to grade group meetings, additional training, visiting model classrooms and one on one coaching sessions?
The principal will ensure that a weekly common planning time will be provided for teachers to plan instruction, review student data, examine student work and share best practices. Research shows that successful teacher performance is related to proximity with other teachers and common planning time. In addition, the principal will utilize faculty meetings as a time for job embedded professional development. The district will monitor that this occurs through review of schedules, review of meeting agendas, and fidelity checks.
13.1What process will be used by the principal to monitor implementation of the reading plan, including weekly classroom walkthroughs?
The principal will monitor the reading plan through classroom walk throughs, review of lesson plans, and meetings with the reading coach.
13.2How will follow up with feedback be provided?
The principal will provide reflective feedback on CWT’s, lesson plans, and fidelity checks.
14How and when will the principal and reading/literacy coach (if applicable) provide teachers with the information contained in the K-12 Comprehensive Research-Based Reading Plan?
The principal and reading coach will provide inservice on the school’s comprehensive reading plan during pre-planning. Districts will monitor that this has occurred through meeting agendas and interviews with the principal, coach, and teacher.
15.1How will the principal increase the amount of student reading inside and outside of school?
All students in grades K-9, and level 1 and 2 students in grades 10-12 will have a reading class daily. Through the Accelerator Reader Program, students will be encouraged to read inside and outside of the school day. Activities such as family literacy night and classroom AR time are implemented. Engaging reading activities, such as literacy circles and trade book clubs, encourage students to increase reading time.
15.2How will the principal increase media center circulation?
The principal, with the reading coach and media specialist, will increase the media center circulation by reviewing Accelerated Reader Reports and encouraging teachers to promote increased reading within the classroom. Principals will encourage family involvement through literacy nights.
16How will principals establish themselves as literacy leaders in their schools? One way to ensure this is to include a reading goal in your School Improvement Plan although it may not be required.
The principal will require a reading goal in the School Improvement Plan and in each teacher’s IPDP. The principal will be part of the School Improvement Team and will meet with each teacher regarding their reading goal in their IPDP. The principal will be identified as the Literacy Leader by promoting reading at the school and encouraging teachers to participate in reading professional development.
Please view Chart A for the professional development offerings for the 2007-08 school year.
Elementary Student Achievement and Instruction
All information provided in this section details how this district will meet the reading needs of all student subgroups identified under No Child Left Behind.
1Please view Chart C for the instructional materials utilized in each elementary school in this district.
2.1

Describe all research-based instructional materials used to provide reading instruction. Include a description of how they will be integrated into the overall instructional design

Comprehensive Core Reading Programs (CCRP): The CCRP correlates to all Reading and Language Arts Sunshine State Standards and addresses the five areas of reading: phonological awareness, phonics, fluency, vocabulary, and comprehension. The CCRP is the tool used to provide initial and differentiated instruction and is used to expose and instruct students on grade level.
All comprehensive core reading programs (CCRP) used in the Gilchrist District Elementary Schools have been approved by Just Read, Florida! During the 90 minute reading block, schools will use Harcourt as the CCRP for grades 2-5 and SRA Open Court for grades K-1. The CCRP’s serve as the basis for all reading instruction in the elementary schools. Each of the reading programs provides direction and ancillary materials that address differentiation of instruction in reading for advanced and struggling readers. Using the CCRP as a guide, elementary school teachers will introduce concepts at grade level and then use the guidance provided in the programs to differentiate instruction in small, flexible groups according to data acquired through DIBELS, teacher observation, and diagnostic assessment information
2.2Supplemental Intervention Reading Programs (SIRP): Supplemental Intervention Reading Programs are intended for flexible use as part of differentiated instruction or in more intensive interventions to meet student learning needs in specific areas (phonological awareness, phonics, fluency, vocabulary, and comprehension).
Supplemental reading program (SRP) materials will be used in several ways during the 90- minute reading block. First, according to assessment data, teachers may use supplemental materials to assist in the differentiation of explicit instruction in small, flexible groups. Supplemental materials may also be used in learning centers to support concepts taught during lessons from the CCRP, for practice on previously taught skills still not mastered, or for review of previously taught concepts in the 5 components of reading.
2.3Comprehensive Intervention Reading Programs (CIRP): CIRPs are intended for students who are reading one or more years below grade level, and who are struggling with a broad range of reading skills. The instruction provided through these programs should accelerate growth in reading with the goal of returning students to grade level proficiency. CIRPs include instructional content based on the five essential components of reading instruction (phonological awareness, phonics, fluency, vocabulary, and comprehension). CIRPs also provide more frequent assessments of student progress and more systematic review in order to ensure proper pacing of instruction and mastery of all instructional components.
The intensity of intervention programs for struggling readers will range in accordance with the needs of students indicated by progress monitoring. Students may require placement in a highly structured program such as Corrective Reading or require less structured intervention such as explicit teacher directed instruction using manipulatives to segment, manipulate, or blend phonemes in words. This intensive intervention instruction will take place during the 30-minute reading block, following the initial 90-minute reading instruction.
2.4Educational technology: Educational technology is intended for additional support in reading. Educational technology without a teacher-led instructional component should be listed and described here. Educational technology must supplement and not supplant instruction by a highly qualified instructor. Educational technology that has an instructional component should be listed and described under either Supplemental Intervention Reading Programs or Comprehensive Intervention Reading Programs, as applicable.
Materials and programs, including educational software, will be used to provide additional support in reading growth for all students and will not substitute for explicit instruction by a highly qualified teacher. Educational software such as Success Maker, Compass, FCAT Explorer, and Waterford will be used primarily to support activities in learning centers within the classroom in a technology lab settings disconnected from the classroom context.
3 Please view this district’s Assessment/Curriculum Decision Tree (Chart D1) to find how assessment data from progress monitoring and other forms of assessment will be used to determine specific interventions for students at grades K-3.
4Schools 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 student needs. 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.Please view this district’s Assessment/Curriculum Decision Tree (Chart D2) to find how assessment data from progress monitoring and other forms of assessment will be used to determine specific interventions for students at grades 4-5(6).
5.1How will all students receive high-quality, explicit, and systematic reading instruction according to their needs during the 90 minute uninterrupted reading block? (Refer to the following website: http://www.justreadflorida.com/educators.asp). If districts are choosing to implement the flexibility options regarding the 90 minute reading block provided in the introduction to this section, please include a description of implementation of these options here.
During the first 25-45 minutes of instruction, an initial lesson will be presented to the whole group using the CCRP reading lesson plan. During the remaining 45-65 minutes, instruction will then be differentiated according to assessment data as the teacher meets with small, flexible groups. Teachers will meet with 3-4 groups from 15-20 minutes each. At this time, the teacher may use ancillary materials from the CCRP, research-based instructional protocols, or supplemental materials to differentiate the instruction presented in the whole group lesson through explicit instruction. Learning centers or cooperative learning groups are used to practice and reinforce instruction with activities that promote high student engagement for students who are not meeting with the teacher. Student placement in groups is flexible, and different curricula may be in use to instruct these different groups. There is active student engagement in a variety or reading-based activities, which connect to the five essential components of reading and to overall, clearly articulated academic goals.
5.2How will students targeted for immediate intensive intervention receive services?
Immediate intensive intervention for students struggling in reading, based on progress monitoring and outcome measures will be provided during the 30-minute intervention block, which will follow the 90-minute initial instruction reading block. The intensive intervention instruction will occur with a reduced pupil teacher ratio. The classroom teacher will provide iii in the classroom setting.
5.3How will reading instruction be designed to intrinsically motivate students to become successful readers?
Through differentiated instruction students will gain reading strategies to become more successful readers. As their confidence matures students become motivated to gain more knowledge in the area of reading through leveled books, literacy centers and high interest fiction and non fiction texts.
6.1How will teachers provide student access to leveled classroom libraries of both fiction and nonfiction text focused on content area concepts implemented during the 90 minute reading block as an extension of skills taught through the core reading program?
Students will have access to classroom libraries that include fiction and nonfiction text representing a range of levels, interests, genres, and cultures; a variety of text demands will be represented and include predictable, decodable, transitional and authentic texts.
6.2How will these classroom libraries be utilized?
Classroom libraries will be used to support small group instruction and to provide students with appropriate texts to use during sustained silent reading opportunities. Purchased trade books are part of all teachers’ classroom libraries for guided and independent reading opportunities.
6.3How will books be leveled?
Teachers will be trained in how to match leveled texts to student needs. The schools will use leveled Accelerated Reader books in their classroom libraries and in the school media centers. Leveled non-fiction books are part of the district-adopted Social Studies series. Open Court also provides an abundance of decodable readers for grades K-1. These are leveled reading books focused on content-area concepts. Social Studies instruction for grades 3-5 is integrated into the reading block to provide students with additional experiences with non-fiction texts.
6.4How will teachers match students with the appropriate level of text?
Work collaboratively with teacher and coach to determine students’ instructional reading levels, so text assigned is appropriate. Each student upon entering first grade or new students to the district will be given the STAR Reading Test to determine appropriate level of text.
7How will all content area teachers incorporate reading and literacy instruction into subject areas to extend and build discussions of text in order to deepen understanding? Include a description of the utilization of leveled classroom libraries and independent reading practice.
Reading instruction does not stop at the end of the 90-minute reading block. Reading comprehension strategies and vocabulary strategies will be taught in conjunction with instruction in subject areas across the curriculum using adopted text and additional leveled texts that address the content covered in the adopted text. All content area teachers will incorporate reading into subject areas with consideration to the following: • Guided instruction in comprehension strategies • Leveled reading focused on content-area concepts • Work collaboratively with teachers and coach to determine students’ instructional reading level
8How will writing be incorporated into the 90 minute reading block as an aid to comprehension? *Instruction in the writing process should not be during the 90 minute reading block.
When taught together, reading and writing improve student achievement (Bond & Kykstra, 1967; Tierney & Shanahan, 1991) Reading and writing taught together also fosters critical thinking (McGinley, 1988;Tierney and Shanahan, 1991). While instruction in the writing process itself will occur outside of the 90-minute reading block, writing will be incorporated throughout the reading process. Writing will be used to activate and extend background knowledge prior to reading the CCRP selection or content related text. It will be used to increase metacognition during the act of reading text, and it will be used to transform information after the reading is complete.
9.1

The 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. The plans for the Third Grade Summer Reading Camps are due Friday, March 30, 2007 for the Just Read, Florida! Office to review and provide feedback by April 13, 2007. 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/.

What before, after, and summer school reading activities, excluding the required Third Grade Summer Reading Camp, will be utilized (include mentoring and tutoring activities)?
Any available tutoring programs will include consultation with the classroom teachers and progress reports to parents and the classroom teachers about the students reading performance. The elementary schools offer Title I services such as school choice and Supplemental Educational Services (SES) for eligible students. These services have provided additional reading instruction offered after school, twice weekly. Both schools have volunteer programs that provide additional academic/reading support for struggling students. Families Building Better Readers workshops are offered annually to parents of third graders identified by teachers as having reading delays. These evening sessions are offered during the Fall of each year. The Suwannee River Regional Library assists the schools with literacy efforts by encouraging free membership, home mailings of ordered reading materials and a summer reading program for your children.
9.2How will before, after, and summer school activities be linked to the reading instruction taking place during the school day?
Any available mentoring programs will also include consultation with the classroom teacher and progress reports will be sent to parents and the teachers.
Middle School Student Achievement and Instruction
All information provided in this section details how this district will meet the reading needs of all student subgroups identified under No Child Left Behind.
1Please view Chart F for the instructional materials utilized in each middle school in this district.
2.1

Describe all research-based instructional materials used to provide reading instruction. Include a description of how they will be integrated into the overall instructional plan.

Developmental Reading Programs: The goal of a developmental reading program is to provide a variety of methods and materials to develop strategies and critical thinking skills in reading which may be transferred to content courses across the curriculum. The skills and strategies taught should align with Sunshine State Standards for Reading at the appropriate grade level, specifically those benchmarks which are assessed by the Florida Comprehensive Assessment Test (FCAT).
All middle school students will receive reading instruction through a daily reading class. The curriculum will be based on the sunshine state standards for reading for each grade level and the Florida Reading Initiative strategies will be incorporated into lessons. Florida Reading Initiative strategies will be incorporated into lessons using the following materials: Prentice Hall Literature Books, sets of classroom novels, and Science World and READ Magazines.
2.2 Comprehensive Intervention Reading Programs (CIRP): A Comprehensive Intervention Reading Program is defined as a stand-alone program providing instruction in multiple areas of reading. The instruction provided through these programs should accelerate growth in reading with the goal of returning students to grade level proficiency. The skills and strategies taught should align with Sunshine State Standards for Reading at the appropriate grade level, specifically those benchmarks which are assessed by the Florida Comprehensive Assessment Test (FCAT). Middle school students are required to read extensively and comprehend rigorous text in specific subject areas such as government, science, and literature. Higher level thinking skills that require comprehension of challenging concepts and processes are required in specific subject areas such as geometry, history, and physical science. For many students in grades 6-8, success in subject area courses is contingent upon intensive reading intervention of content area vocabulary and concepts.
Disfluent students who are placed in the 120 minute reading block will use the Language! reading program. The students will work through the five components of reading on a daily basis.
2.3 Supplemental Intervention Reading Programs (SIRP): Supplemental Intervention Reading Programs provide instruction in one or more areas of reading skill. They are intended for flexible use as part of differentiated instruction or more intensive interventions to meet student learning needs in specific areas (phonological awareness, phonics, fluency, vocabulary, and comprehension). They may be used with almost all students in the class because the Comprehensive Intervention Reading Program (CIRP) does not provide enough instruction and practice in a given area for the majority of the students in the class or to provide targeted, intensive interventions for smaller groups of struggling readers. These programs provide targeted instruction designed to fill in gaps in student knowledge or skill. These programs can be used to provide either additional instruction, additional practice, or both.
Level 1 and 2 students whose areas of weakness are confined to vocabulary, fluency and comprehension will use Jamestown and Great Source materials. The Jamestown materials will include the Wild Side Series, Critical Reading Series, Six Way Paragraphs and Timed Readings.
2.4Educational technology: Educational technology is intended for additional support in reading. Educational technology without a teacher-led instructional component should be listed and described here. Educational technology must supplement and not supplant instruction by a highly qualified instructor. Educational technology that has an instructional component should be listed and described under either Supplemental Intervention Reading Programs or Comprehensive Intervention Reading Programs as applicable.
Materials and programs, including educational software, will provide additional support in reading growth for all students. Educational software and all materials will supplement and not supplant instruction by a highly qualified instructor. Programs used are strategies for older students (SOS), Academy of Reading, Guided Reading, and FCAT Explorer.
3

Section 1011.62, Florida Statutes, requires middle school students who score at Level 1 on FCAT Reading 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.

Middle school students who score at Level 1 or Level 2 on FCAT Reading and have intervention needs in the areas of decoding and/or fluency must have an extended block of reading intervention. This may occur through a double block of intensive reading or by blocking together a class of “Intensive Reading” with another subject area class. This block of time must be taught by the same teacher. This teacher should be highly qualified to teach reading or working toward that status (pursuing the reading endorsement or reading certification) and classroom infrastructure (class size, materials, etc.) should be adequate to implement the intervention course.

This intervention course should include on a daily basis:

  • whole group explicit instruction
  • small group differentiated instruction
  • independent reading practice monitored by the teacher
  • infusion of SSS benchmarks specific to the subject area blocked with the intensive reading course (biology, world history, etc.)
  • a focus on informational text at a ratio matching FCAT

Districts may serve fluent Level 2 students in content area classes through a content area reading intervention. Teachers of these classes must complete the 150 hour Content Area Reading Professional Development (CAR-PD) bundle or the Reading Endorsement and classroom infrastructure (class size, materials, etc.) should be adequate to implement the content area reading intervention course.

This intervention course should include on a daily basis:

  • whole group explicit instruction
  • small group differentiated instruction
  • independent reading practice monitored by the teacher
  • infusion of SSS benchmarks specific to the subject area (biology, world history, etc.)
  • a focus on informational text at a ratio matching FCAT

No exit criteria is allowable for Level 2 students in K-12 Comprehensive District Reading Plans for 2007-08.

One of the following courses must be used to provide reading intervention to all Level 1 students and those Level 2 students not being served through a content area reading intervention course:

  • 1000000 M/J INTENSIVE LANGUAGE ARTS
  • 1000010 M/J INTENSIVE READING
  • 1002180 M/J DEVELOPMENTAL LANGUAGE ARTS THROUGH ESOL (MC)
  • 7810020 READING: 6-8

***All courses require reading endorsement or certification

Schools must progress monitor Level 1 and 2 students a minimum of three times per year. This should include a Baseline, Midyear, and End of the Year Assessment.

As a reminder, each struggling reader must be given the instruction that best fits his or her needs. Districts must establish criteria beyond FCAT for placing students into different levels of intensity for reading intervention classes. Examples include data from screenings, progress monitoring and diagnostic assessments already in use in the district, as well as teacher recommendation.

Additional guidelines for 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.

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 student needs. 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.

Please view this district’s Assessment/Curriculum Decision Tree (Chart G) to find how assessment data from progress monitoring and other forms of assessment will be used to determine specific interventions for students at each grade level.
4Describe in detail the reading classroom (include all levels of intervention). Determinations for intensity of the remediation effort should be based on the most recent reliable and valid assessment data.
Two intensive level courses will be available for students who score below level 3 on the FCAT. 1. An intensive reading course will address the needs of Level 1 and 2 students requiring decoding and fluency. This class will be a minimum of 120 minutes daily. This program will focus on initial whole class instruction and small group instruction based on the recommendation of the Language! Training. 2. An intensive reading course will address the needs of Level 1 and 2 students whose reading deficits are in the areas of vocabulary and comprehension. This class will occur a minimum of 60 minutes daily and will include 25 minutes of initial instruction (whole group or small group), 10 minutes of daily vocabulary review, 20 minutes of independent reading practice, and 5 minutes closing.
5.1How will students be provided with access to authentic fiction and non-fiction texts representing a range of levels, interests, genres, and cultures within the reading program?
Authentic literature will be integrated into the reading program to include classroom libraries and leveled text. Wide reading of fiction and nonfiction text representing a range of levels, interests, genres, and cultures will be offered. The media specialist will work with the reading teachers to purchase supplemental texts to meet the needs of varying levels of students.
5.2How will daily independent reading practice, monitored by the teacher, be incorporated into all reading classrooms?
Daily independent reading practice will be monitored by the teacher in all reading classes using classroom libraries. Teachers will work with students individually during this time and discuss what they are reading and how well they are comprehending.
5.3How will classroom libraries be utilized?
The classroom libraries will be used as supplemental independent libraries. These libraries will provide a print rich environment beyond the curriculum
5.4How will the books be leveled?
Books will be leveled using the school’s Accelerated Reader program guidelines.
5.5How will teachers match students with the appropriate level of text?
Teachers will be trained in how to match leveled texts to student needs. They will be informed on how to interpret STAR Reader reports and levels for Accelerated Reader. All students will be placed in Accelerated Reader based on STAR Reader results.
6How will all content area and elective teachers incorporate reading and literacy instruction into subject areas to extend and build discussions of text in order to deepen understanding? Include a description of the utilization of leveled classroom libraries and independent reading practice.
Reading instruction does not stop with the reading b lock. Reading comprehension strategies and vocabulary strategies will be taught in conjunction with instruction in subject areas across the curriculum using adopted text and additional leveled texts that address the content covered in the adopted text. All content area teachers will incorporate reading into subject areas with consideration to the following: 1. Guided instruction in comprehension strategies before, during, and after reading/learning through explicit modeling (think alouds) including the use of CRISS strategies and strategies acquired during the content area trainings of the FRI Summer Reading Academy. Teachers will receive monthly training by the reading coach in the use of strategies. 2. Leveled texts will be used to augment the textbook in each content area to support efforts toward differentiated instruction and independent reading in the content areas. 3. Work collaboratively with teacher and coach to determine students’ instructional reading levels, so texts assigned are appropriate. 4. The correlation of reading comprehension strategies in content area classrooms will be monitored by the administration through classroom walk-throughs and evidence of strategy use in lesson plans and student work.
7How will writing be incorporated across the curriculum as an aid to comprehension?
When taught together, reading and writing improve student achievement (Bond & Kykstra, 1967; Tierney & Shanahan, 1991) reading and writing taught together also fosters critical thinking (McGinley, 1988; Tierney and Shanahan, 1991). While instruction in the writing process itself will occur during the language arts block, writing will be incorporated throughout the reading/instructional process. Writing will be used to activate and extend background knowledge prior to reading the text selection or content related text. It will be used to increase metacognition during the act of reading text, and it will be used to transform information after the reading is complete. Teachers have been trained through the Florida Reading Initiative in the Reading/Writing Connection Component. Teachers have been trained in the Writers in Control Writing Program.
8.1What before, after, and summer school reading activities will be utilized (include mentoring and tutoring activities)?
After school reading tutoring programs will be available four days per week. Any available mentoring/tutoring programs will include consultation with the reading/language arts teacher and progress reports to parents and the teachers. Intervention materials listed in Chart F will be used for any tutoring programs that are available.
8.2How will before school, after school, and summer school reading activities be linked to the reading instruction taking place during the school day?
Any available mentoring/tutoring programs will include consultation with the reading/language arts teacher and progress reports will be sent home to parents and the teacher. Intervention materials listed in Chart F will be used for any available programs.
High School Achievement and Instruction
All information provided in this section details how this district will meet the reading needs of all student subgroups identified under No Child Left Behind.
1Please view Chart I for the instructional materials utilized in each high school in this district.
2.1

Describe all research-based instructional materials used to provide reading instruction. Include a description of how they will be integrated into the overall instructional plan.

Comprehensive Intervention Reading Programs (CIRP): A Comprehensive Intervention Reading Program is defined as a stand-alone program providing instruction in multiple areas of reading. The instruction provided through these programs should accelerate growth in reading with the goal of returning students to grade level proficiency. The skills and strategies taught should align with Sunshine State Standards for Reading at the appropriate grade level, specifically those benchmarks which are assessed by the Florida Comprehensive Assessment Test (FCAT). High school students are required to read extensively and comprehend rigorous text in specific subject areas such as government, science, and literature. Higher level thinking skills that require comprehension of challenging concepts and processes are required in specific subject areas such as geometry, history, and physical science. For many students within grades 9-12, success in subject area courses is contingent upon intensive reading intervention of content area vocabulary and concepts.
Disfluent students who are placed in the extended block of reading will use the Language! Reading Program and will work through the five components of reading on a daily basis. Some students will be placed in the READ 180 Program to provide skills, strategies, and instruction to meet their specific reading needs.
2.2Supplemental Intervention Reading Programs(SIRP): Supplemental Intervention Reading Programs provide instruction in one or more areas of reading skill. They are intended for flexible use as part of differentiated instruction or more intensive interventions to meet student learning needs in specific areas (phonological awareness, phonics, fluency, vocabulary, and comprehension). They may be used with almost all students in the class because the Comprehensive Intervention Reading Program does not provide enough instruction and practice in a given area for the majority of the students in the class or to provide targeted, intensive interventions for smaller groups of struggling readers. These programs provide targeted instruction designed to fill in gaps in student knowledge or skill. These programs can be used to provide either additional instruction, additional practice, or both.
Level 1 and 2 students whose areas of weakness are confined to vocabulary, fluency, and comprehension will use Jamestown and Great Source materials. The Jamestown materials will include Six Way Paragraphs and Timed Readings.
2.3Educational technology: Educational technology is intended for additional support in reading. Educational technology without a teacher-led instructional component should be listed and described here. Educational technology must supplement and not supplant instruction by a highly qualified instructor. Educational technology that has an instructional component should be listed and described under either Supplemental Intervention Reading Programs or Comprehensive Intervention Reading Programs, as applicable.
Materials and programs, including educational software, will provide additional support in reading growth for all students. Educational software and all materials will supplement and not supplant instruction by a highly qualified instructor. Programs being used are strategies for older students (SOS), Compass, Academy of Reading, Guided Reading, and FCAT Explorer.
3

Section 1011.62, Florida Statutes, requires high school students who score at Level 1 on FCAT Reading 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.

High school students who score at Level 1 or Level 2 on FCAT Reading and have intervention needs in the areas of decoding and/or fluency must have an extended block of reading intervention. This may occur through a double block of intensive reading or by blocking together a class of “Intensive Reading” with another subject area class. This block of time must be taught by the same teacher. This teacher should be highly qualified to teach reading or working toward that status (pursuing the reading endorsement or reading certification) and classroom infrastructure (class size, materials, etc.) should be adequate to implement the intervention course.

This intervention course should include on a daily basis:

  • whole group explicit instruction
  • small group differentiated instruction
  • independent reading practice monitored by the teacher
  • infusion of SSS benchmarks specific to the subject area blocked with the intensive reading course (biology, world history, etc.)
  • a focus on informational text at a ratio matching FCAT

Districts may serve fluent Level 2 students in content area classes through a content area reading intervention. Teachers of these classes must complete the 150 hour Content Area Reading Professional Development (CAR-PD) bundle or the Reading Endorsement and classroom infrastructure (class size, materials, etc.) should be adequate to implement the content area reading intervention course.

This intervention course should include on a daily basis:

  • whole group explicit instruction
  • small group differentiated instruction
  • independent reading practice monitored by the teacher
  • infusion of SSS benchmarks specific to the subject area (biology, world history, etc.)
  • a focus on informational text at a ratio matching FCAT

No exit criteria is allowable for Level 2 students in K-12 Comprehensive District Reading Plans for 2007-08.

One of the following courses must be used to provide reading intervention to all Level 1 students and those Level 2 students not being served through a content area reading intervention course:

  • 1000400 INTENSIVE LANGUAGE ARTS
  • 1000410 INTENSIVE READING
  • 7910100 READING: 9-12
  • 1002380 DEVELOPMENTAL LANGUAGE ARTS THROUGH ESOL
  • 7910400 LIFE SKILLS READING: 9-12

***All courses require reading endorsement or certification

Schools must progress monitor Level 1 and 2 students a minimum of three times per year. This should include a Baseline, Midyear, and End of the Year Assessment.

As a reminder, each struggling reader must be given the instruction that best fits his or her needs. Districts must establish criteria beyond FCAT for placing students into different levels of intensity for reading intervention classes. Examples include data from screenings, progress monitoring and diagnostic assessments already in use in the district, as well as teacher recommendation.

Additional guidelines for 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.

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 student needs. 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.

Please view this district’s Assessment/Curriculum Decision Tree (Chart J) to find how assessment data from progress monitoring and other forms of assessment will be used to determine specific interventions for students at each grade level.
4Describe in detail the reading classroom (include all levels of intervention) for students in grades 9-12. Determinations for intensity of the remediation effort should be based on the most recent reliable and valid assessment data.
An intensive reading course will address the needs of Level 1 and 2 students who are disfluent. This class will be a minimum of 90 minutes daily. This program will focus on initial whole class instruction and small group instruction based on the recommendation of the Language! or the READ 180 programs. Another intensive course will address the needs of Level 1 and 2 students whose reading deficits are in the areas of vocabulary, and comprehension. This class will occur a minimum of 60 minutes daily and will include 25 minutes of initial (whole group/small group); 10 minutes of vocabulary review routine; 20 minutes independent reading practice; 5 minutes of closing.
5.1How will students be provided with access to authentic fiction and non-fiction texts representing a range of levels, interests, genres, and cultures within the reading program?
Authentic literature will be integrated into the reading program to include classroom libraries and leveled text. Wide reading of fiction and nonfiction text representing a range of levels, interests, genres, and cultures will be offered. The media specialist will work with the reading teachers to purchase supplemental texts to meet the needs of the varying levels of students.
5.2How will daily independent reading practice, monitored by the teacher, be incorporated into all reading classrooms?
Daily independent reading practice will be monitored by the teacher in all reading classrooms using classroom libraries. Teachers will work with students individually during this time and discuss what they are reading and how well students are comprehending. Students will be placed in Accelerated Reader based on the STAR Reading tests, Students in READ 180 will be placed in reading Counts based on lexile levels determined by the SRI test.
5.3How will classroom libraries be utilized?
The classroom libraries will be used as supplemental independent libraries. These libraries will provide a print rich environment beyond the curriculum.
5.4How will the books be leveled?
Books will be leveled using the school’s Accelerated Reader program guidelines.
5.5How will teachers match students with the appropriate level of text?
Teachers will be trained in how to match leveled texts to student needs. They will be informed on how to interpret STAR reports and levels for Accelerated Reader. All students will be placed in Accelerated Reader on STAR Reader test results.
6How will all content area and elective teachers incorporate reading and literacy instruction into subject areas to extend and build discussions of text in order to deepen understanding? Include a description of the utilization of leveled classroom libraries and independent reading practice.
Reading instruction does not stop with the reading block. Reading comprehension strategies and vocabulary strategies will be taught in conjunction with instruction in subject areas across the curriculum using adopted text and additional leveled texts that address the content covered in the adopted text. All content area teachers will incorporate reading into subject areas with consideration to the following: 1. Guided instruction in comprehension strategies before, during, and after reading/learning through explicit modeling (think alouds) including the use of CRISS strategies and strategies acquired during the content area trainings of the FRI Summer Reading Academy. Teachers will receive monthly training by the reading coach in the use of strategies. 2. Leveled texts will be used to augment the textbook in each content area to support efforts toward differentiated instruction and independent reading in the content areas. 3. Collaboration with the reading coach to determine students’ instructional reading levels, so texts assigned are appropriate. 4. The correlation of reading comprehension strategies in content area classrooms will be monitored by the administration through classroom walk-throughs and evidence of strategy use in lesson plans and student work.
7How will writing be incorporated across the curriculum as an aid to comprehension?
When taught together, reading and writing improve student achievement (Bond & Kykstra, 1967; Tierney & Shanahan, 1991) reading and writing taught together also fosters critical thinking (McGinley, 1988; Tierney and Shanahan, 1991). While instruction in the writing process itself will occur during the language arts block, writing will be incorporated throughout the reading/instructional process. Writing will be used to activate and extend background knowledge prior to reading the text selection or content related text. It will be used to increase metacogniton during the act of reading text, and it will be used to transform information after the reading is complete. Teachers have been trained through the Florida Reading Initiative in the Reading/Writing Connection Component. Teachers have been trained in the Writers in Control Writing Program.
8.1What before, after, and summer school reading activities will be utilized (include mentoring and tutoring activities)?
Any available tutoring programs will include consultation with the reading/language arts teacher and progress reports to parents and the teacher. Intervention materials listed in Chart I will be used for any tutoring programs that are available. After school reading tutoring will be offered four days per week.
8.2How will before school, after school, and summer school reading activities be linked to the reading instruction taking place during the school day?
Any available mentoring and tutoring programs will include consultation with the reading/English teacher and progress reports to parents and the teacher.