Lee County’s Lee County’s

Just Read, Florida!Just Read, Florida! District Plan District Plan

2006-07 K-12 Comprehensive 2006-07 K-12 Comprehensive Research-Based PlanResearch-Based Plan

Dianne Johnson, Ali Conant C. Keith Woodfin, John Dianne Johnson, Ali Conant C. Keith Woodfin, John SchellerScheller

What is a comprehensive What is a comprehensive research-based reading plan?research-based reading plan?The comprehensive reading plan assures all The comprehensive reading plan assures all stakeholders that reading is a priority in the stakeholders that reading is a priority in the state of Florida.state of Florida.

The plan ensures that districts in Florida are The plan ensures that districts in Florida are aligned in their approach to solving reading aligned in their approach to solving reading deficits of their students.deficits of their students.

The plan will ensure that reading is funded The plan will ensure that reading is funded annually as a part of the public school funding annually as a part of the public school funding formula (Reading Coaches and reading formula (Reading Coaches and reading materials).materials).

Lee County School District’s Lee County School District’s Plan focuses on three major Plan focuses on three major

assurances:assurances:

1.1. Leadership at the district and Leadership at the district and school level is guiding and school level is guiding and supporting the initiative. The supporting the initiative. The analysis of data drives decision analysis of data drives decision making.making.

Lee County School District’s Plan Lee County School District’s Plan focuses on three major assurances:focuses on three major assurances:

2. Professional development is systematic 2. Professional development is systematic throughout the district and is targeted throughout the district and is targeted at individual teacher needs as at individual teacher needs as determined by analysis of student determined by analysis of student performance data and staff feedback.performance data and staff feedback.

Lee County School District’s Plan Lee County School District’s Plan focuses on three major assurances:focuses on three major assurances:

3. Measurable student achievement 3. Measurable student achievement goals are identified and clearly goals are identified and clearly described. Appropriate research based described. Appropriate research based instructional materials are used to instructional materials are used to address specific student needs.address specific student needs.

THE SCHOOL DISTRICT OF LEE COUNTY ELEMENTARY SCHOOL DISTRICT QUARTERLY REVIEW

School:__________________________________________ Date: _________________ Review Team Members: ____________________________________________________

I. Data Analysis:

K-3 Assessments Documentation Provided

Grades 4-5 Assessments Documentation Provided

CCRP Assessment data CCRP test data DIBELS data recorded DIBELS ORF data recorded Further diagnostic assessment of high-risk students

Further diagnostic assessment of high-risk students

Dolch word assessment completed Other (please name) Fluency assessment completed Other (please name) Other (please name) Other (please name) Other (please name) Other (please name) Data drives instruction: ______________________________________________

How are low performing subgroups served?

How is three-year longitudinal data used?

Quarterly Summary of increased student achievement on reading assessments:

Monitoring Reading Initiatives at Monitoring Reading Initiatives at the School Levelthe School Level

Elementary classrooms will implement a 90-Elementary classrooms will implement a 90-minute reading block.minute reading block.The principal will form a Reading Leadership Team The principal will form a Reading Leadership Team (RLT).(RLT).A standardized lesson plan for each content area, A standardized lesson plan for each content area, which includes reading strategies.which includes reading strategies. Assessments will be used and analyzed to drive Assessments will be used and analyzed to drive decisions and monitored by the principal and the decisions and monitored by the principal and the RLT.RLT.Principals and RLT will identify model classrooms Principals and RLT will identify model classrooms based on teacher performance and student based on teacher performance and student achievement.achievement.

Activity: Think, Pair, Share

What does the RLT look like at your school?_____________________________________________________________________________________

New ideas?

______________________________________________________________________________________________________

Identifying Model Classrooms

Attributes What you would expect to “observe” in a classroom as evidence of these attributes?

Effectively uses the physical environment

Orchestrates the key elements of the elementary reading block

Systematically uses the CCRP

Effectively instructs one or more of the five components of reading

Facilitates high quality student engagement in whole and/or small group instruction

Effectively manages engaging learning centers

Sample Observation Schedule for Model Classrooms

Period 1 Period 2 Period 3 Period 4 Period 5 Period 6 Period 7 Reading Class:

Phonemic Awareness

Exemplary classrooms

identified here

Reading Class: Phonics

Reading Class: Fluency

Reading Class: Vocabulary

Reading Class: Comprehension

Language Arts Reading

Instruction

Mathematics Reading

Instruction

Science Reading

Instruction

Social Studies Reading

Instruction

Exploratory Reading

Instruction

P. E. Reading

Instruction

Monitoring Reading Initiatives at Monitoring Reading Initiatives at School Level Continued…School Level Continued…

Opportunities for weekly school-based Opportunities for weekly school-based professional development will be professional development will be offered.offered.

Principals and RLT will identify Principals and RLT will identify professional development needs and professional development needs and provide related materials.provide related materials.

Principals will monitor Principals will monitor implementationimplementation of plan and professional development of plan and professional development through classroom walk-through visits.through classroom walk-through visits.

Staff Evaluations Related to Staff Evaluations Related to Student AchievementStudent Achievement

School Improvement Plans must be School Improvement Plans must be academic and one goal must be tied academic and one goal must be tied to reading.to reading.Principal evaluations include Principal evaluations include academic goals.academic goals.IPDP and evaluations are tied to IPDP and evaluations are tied to student reading achievement.student reading achievement.

Funding Sources for K-12 Funding Sources for K-12 Comprehensive Reading PlanComprehensive Reading Plan

There will be some state funding There will be some state funding provided through the K-12 provided through the K-12 Comprehensive Reading Entitlement Comprehensive Reading Entitlement Grant.Grant.

K-12 Reading Endorsement Program School District of Lee County

The Reading Endorsement program is an opportunity for teachers to obtain the latest information regarding effective research-based reading instruction to assist them in meeting increased student needs. There are three options teachers may select from to fulfill Reading Endorsement requirements. Path #1 University Coursework Selecting the university coursework path to obtain the Reading Endorsement will involve completion of 15 semester hours (5 classes) with content based upon scientifically-based reading research. Teaching experience and previous university courses may also apply towards the Reading Endorsement. One year of teaching reading equates to 3 semester hours. Up to 6 hours may be applied toward the endorsement based on teaching experience. The state does not allow combining inservice credit with college credit when taking the university coursework path toward the Reading Endorsement. *Teachers wishing to determine their status regarding college coursework will contact the personnel specialist assigned to the individual school to review transcripts. Path #2 District Add-on Endorsement The state-approved district inservice path to obtain the Reading Endorsement will involve completion of 300 hours of inservice credit (5 courses). Courses are available on the Curriculum and Staff Development website (PDMS) for registration.

Competency #1: Foundations in Language & Cognition

60 hours

Competency #2: Foundations of Research-Based Practices

60 hours (This is an online course-FOR-PD)

Competency #3:

Foundations of Assessment

60 hours

Competencies #4/5:

Foundations and Application of Differentiation Instruction

60 hours

Competency #6: Demonstration of Accomplishment

60 hours

Total Points: 300

Certain inservice training taken within the past five (5) years (Intensive Reading, Traits of an Effective Reader, Reading Apprenticeship, or Mapping an Academic Literacy Plan) may be applied toward portions of the Competency #1 course.

Previously taken university credit hours may be converted to inservice points as long as the reading coursework is aligned with the reading endorsement competencies and completed within the past five (5) years. Path #3 REESOL- Reading Endorsement for ESOL

District Plan for Implementation of District Plan for Implementation of Assessment Driven Reading Assessment Driven Reading

Professional DevelopmentProfessional DevelopmentSchool personnel will be knowledgeable about the School personnel will be knowledgeable about the components of effective reading instruction.components of effective reading instruction.Valid SBRR inservices will be made available to Valid SBRR inservices will be made available to school and district staff.school and district staff.IPDP will be based upon assessment and learning IPDP will be based upon assessment and learning needs.needs.Cadres will be developed with all content areas.Cadres will be developed with all content areas.Reading Leadership Team will analyze and Reading Leadership Team will analyze and identify individual school reading needs and identify individual school reading needs and request assistance as appropriate from District request assistance as appropriate from District Reading Coordinators.Reading Coordinators.

LEaRN READING MODEL: BASED ON EDUCATIONAL NEED

Prescriptive Integrated Cumulative Learning System

Explicit Systematic Instructional Process

Implicit Learning Instructional Process

STUDENT/ TEXT CONSIDERATIONS

SILENT SUSTAINED READING

SUPPORTED READING

READ ALOUD

1. Oral Language

2. Prior Knowledge

3. Phonological Awareness

4. Print Awareness

5. Phonics & Word Analysis/ Recognition

6. Vocabulary Comprehension

7. Reading Fluency

8. Text ComprehensionStrategies/Processes

9. Text Content/ Knowledge

10. Higher Order Thinking Skills

Purpose: a. Exposes children to literature. b. Models fluent reading. c. Develops language patterns & vocabulary. d. Develops book/story conventions e. Develops listening skills (f) Teaches books are fun & worthwhile. (g) Teaches reading process through “Think Alouds”.

Purpose: a. Provides maximum support during reading. b.Allows children to enjoy books they can’t read on their own. c. Helps develop fluency. d. Focuses strongly on word analysis skills and their application. e. Models reading strategies/processes through interactive “Think Alouds”. f. Builds vocabulary & comprehension skills/strategies.

.

Purpose: a. Text is at instructional level. b. Teacher models/supports reading skills/strategies. c. Teacher supports student to develop skills/strategies to independence. d. Focuses strongly on comprehension and higher order thinking skills. e. Provides ongoing assessment of fluency. * Includes oral/silent independent reading when analysis and feedback are provided.

a. Skills taught prior to reading1. Oral Language

2. Prior Knowledge

3. Phonological Awareness

4. Print Awareness

5. Phonics & Word Analysis/ Recognition

6. Vocabulary Comprehension

7. Reading Fluency

8. Text ComprehensionStrategies/Processes

9. Text Content/ Knowledge

10. Higher Order Thinking Skills

b. Reinforced/Expanded during readingc. Assessed after reading

a. Prerequisite skills present

b. Skills reinforced/ expanded during readingc. Assessed after reading

SHARED READINGa. Skills taught prior to readingb. Application modeled and practiced during readingc. Application assessed during/after reading

a. Prerequisite skills presentb. Skills expanded and practiced during reading c. Application assessed during/after reading

a. Skills taught prior to readingb. Modeled/Scaffoldedteacher supportc. Assessed during/after reading

a. Skills taught during readingb. Application supported/ reinforced during readingc. Assessed during/after reading

a. Text appropriate for student’s present skills/ reading level

* If a student is required to read text above present reading level, necessary skills must be taught prior to reading.

INDEPENDENT READING

Lawrence D Tihen, PhDDeborah B. Tihen M.A.T.

Purpose: a. Provides opportunities to practice reading skills/strategies. b. Provides for practice of self-monitoring and self-correction skills. c. Allows reading in areas of interest. d. Allows child to read at own pace. e. Enhances fluency.

**Literacy Discussion Groups may be utilized with all 4 types of reading activities.

*Reading content appropriate for students’ present skills/reading level

Elementary: High Quality, Explicit, Elementary: High Quality, Explicit, and Systematic Instruction in the and Systematic Instruction in the

Reading ClassroomReading Classroom

Whole group instructionWhole group instruction

Differentiated instructionDifferentiated instruction

Explicit and Systematic Explicit and Systematic instructioninstruction

Immediate Intensive Intervention Immediate Intensive Intervention (minimum of 30 minutes/day)(minimum of 30 minutes/day)

Print Rich EnvironmentPrint Rich Environment

Systematic Explicit Instruction During the provision of Systematic Explicit Instruction in reading the teacher typically:

1 Informs the students of WHAT is going to be learned. 2 Informs the students of WHY it is being learned.

3 EXPLAINS/MODELS the skill/strategy being learned (Examples

and non-examples). 4 Provides SUPPORT/CORRECTIVE FEEDBACK to the

students in learning the skill/strategy.

5 Provides PRACTICE opportunities for the students to stabilize the

skill/strategy. 6 Ensures appropriate student APPLICATION of the skill/strategy. 7 Establishes STUDENT SELF MONITORING of the

skill/strategy and its application.

Elementary Student Elementary Student Achievement and InstructionAchievement and Instruction

Core reading programs based on Core reading programs based on SBRR will be utilized in all schools.SBRR will be utilized in all schools.Teachers will provide systematic and Teachers will provide systematic and explicit instruction in the five explicit instruction in the five components of reading.components of reading.Instruction will be provided during a Instruction will be provided during a 90 minute uninterrupted reading 90 minute uninterrupted reading block including an initial lesson from block including an initial lesson from the CCRP.the CCRP.Differentiated instruction which Differentiated instruction which focuses on the needs of the students focuses on the needs of the students must be provided.must be provided.

Elementary Supplemental Reading Elementary Supplemental Reading ProgramsPrograms

Supplemental reading programs Supplemental reading programs (SRP) must be based on SBRR.(SRP) must be based on SBRR.They may be used during the 90 They may be used during the 90 minute reading block.minute reading block.Additional time may be dedicated to Additional time may be dedicated to literacy instruction including literacy instruction including immediate intensive intervention immediate intensive intervention using Supplemental Reading using Supplemental Reading Programs.Programs.

Elementary Intervention Elementary Intervention ProgramsPrograms

Intervention programs must be based on Intervention programs must be based on SBRR.SBRR.

Intervention programs are Intervention programs are in additionin addition to to the 90-minute reading block.the 90-minute reading block.

Diagnostic assessments will determine Diagnostic assessments will determine need for immediate intensive need for immediate intensive interventions.interventions.

iii must provide systematic explicit iii must provide systematic explicit instruction in one or more of the five areas instruction in one or more of the five areas (strategy based learning)(strategy based learning)

Elementary Educational Software & Elementary Educational Software & MaterialsMaterials

Educational software provided for student Educational software provided for student instruction and reinforcement of skills will instruction and reinforcement of skills will supplement, not supplant, instruction by a highly supplement, not supplant, instruction by a highly qualified teacher.qualified teacher.

Educational software may be integrated within Educational software may be integrated within the 90-minute reading block as well as immediate the 90-minute reading block as well as immediate intensive intervention intensive intervention if appropriate. if appropriate.

Reading instruction will include use of materials Reading instruction will include use of materials that build intrinsic motivation to read versus that build intrinsic motivation to read versus extrinsic motivation.extrinsic motivation.

Psychology 101 Psychology 101

Educators have been told that it is Educators have been told that it is our responsibility to motivate the our responsibility to motivate the students.students.

It is not our responsibility to motivate It is not our responsibility to motivate them, they were born motivated and them, they were born motivated and entered kindergarten motivated to entered kindergarten motivated to learn.learn.

Psychology 101 continuedPsychology 101 continued

According to Piaget, children are According to Piaget, children are most like adults in their most like adults in their feelingsfeelings and and leastleast like adults in their like adults in their thinkingthinking..

It is not the responsibility of It is not the responsibility of educators to motivate students but educators to motivate students but to determine what is causing them to to determine what is causing them to lose their motivation and stop such lose their motivation and stop such practices.practices.

The Reading Analysis Check The Reading Analysis Check and and

Decision TreeDecision Tree

District data from assessments will District data from assessments will be used to guide instruction at be used to guide instruction at grades K-5.grades K-5.

Decoding appropriate. Look at automaticity with sight

words.

Inadequate fluency rate compared to established guidelines

Phonological awareness skills (syllabication)

Flexing with open syllables

Single syllable words

Mark miscues Provide word automaticity/fluency instruction as needed

Inadequate

comprehension

Text specific vocabulary

& temporal y

Decoding difficulties: identify single vs.

multisyllable words.

Look at a hierarchy of PHONICS/WORD

ANALYSIS SKILLS

Adequate comprehension

Check PHONOLOGICAL

AWARENESS SKILLS (ORAL)

.

Check sound/symbol

association skills

Check COMPREHENSION

Check prior knowledge

Check comprehension strategies (cognitive/

metacognitive)

Check VOCABULARY knowledge

Tier 1, 2, and 3 vocabulary

referents

Knowledge of affixes

Spatial/locational and

temporal/sequential terms

Identify needed skills and teach.

Multisyllable words

Word morphology

Rhyme

Syllables – Blending and Segmentation

Initial Consonant Segmentation

Alliteration

Onset and Rime

Phonemic Segmentation

Phonemic Blending

Phonemic Manipulation

Gross Differences, sentence segmentation

Sentence Segmenttion

Adequate fluency rate

Reading Analysis Check (Both Narrative and Informational Text)

Oral Reading- look at FLUENCY rate (words correct per minute)

Before, during and after reading

strategies; story grammar and

other graphic organizers, etc.

Pronoun referents

Listening comprehension

Conjunctions

Sentence building skills

Check higher level thinking

Analysis

Application

Synthesis

Evaluation

Check oral language

Deborah Burton Tihen Dr. Lawrence Tihen Revised 1-20-05

Reading Analysis Check ActivityReading Analysis Check Activity

Create a scenario for a student who Create a scenario for a student who has a reading difficulty.has a reading difficulty.

Identify:Identify:– grade levelgrade level– reading strengthsreading strengths– reading areas needing growthreading areas needing growth– assessments and activities to be used at assessments and activities to be used at

each step of the flow charteach step of the flow chart

CHART D: Elementary Assessment/Curriculum Decision Tree, Grades 3-5 (or 6)District Name:

Assessment If Then Materials/Activities

FCAT

students score L1 or L2

administer fluency measure to assess accuracy and rate

Fluency probe for one-minute timed reading

DIBELS One minute fluency check

fluency accuracy below target

diagnose phonics

Diagnostic assessment including, but not limited to, miscue analysis, running record, IRI

DAR Miscue Analysis ARI ERDA Running Record

phonics below target

diagnose PA

PA assessment including, but not limited to Fox in a Box and Phonological Awareness Test

Fox in a Box Phonological Awareness Test Informal Phonological Awareness Assessment

PA above target

instruct in: phonics fluency vocabulary comprehension

Please see Reading Analysis Check Attachment for areas of consideration based on identified need. Explicit and systematic instruction utilizing: Supplemental Reading Program Intervention Program Materials/activities that may be implemented include, but are not limited to: Phonics- Make-a Word, word families, word walls Fluency- partner reading, echo reading, reader's theater Vocabulary- build on prior knowledge, word sorts, explicit teaching of words, word walls, flash cards Comprehension- GIST,

System for Communicating System for Communicating Assessment Data Across Grade Assessment Data Across Grade

LevelsLevels

Assessment data will be Assessment data will be communicated across grade levels.communicated across grade levels.

School RLT will analyze assessment School RLT will analyze assessment data to share across grade levels.data to share across grade levels.

Grade level articulation meetings will Grade level articulation meetings will occur.occur.

Elementary’s Plan for Meeting Elementary’s Plan for Meeting Needs of all At-Risk Student Needs of all At-Risk Student

SubgroupsSubgroups

The district will meet the needs of all The district will meet the needs of all at-risk subgroups as identified under at-risk subgroups as identified under No child Left Behind by using the Tier No child Left Behind by using the Tier 1, 2, and 3 approach in statute.1, 2, and 3 approach in statute.

See Tier Chart for ReferenceSee Tier Chart for Reference

Tier One Tier Two Tier Three Students Never Retained with Identified Reading Deficiency

90-minute reading block with additional time for intervention

CORE/State Identified Reading Program materials utilized that are research based such as Harcourt and Houghton Mifflin

Research based Intervention Materials utilized that teach areas of deficits as determined by a diagnostic assessment such as SRA Reading Mastery, Corrective Reading

Screening, progress monitoring, and

diagnostic assessments provided including but are not limited to: DIBELS, One- minute timed readings, IRI, Fox in a Box, DAR, ERDA AIP written for any

student that is not on grade level

Summer Reading Camp for students with Level 1FCAT Third Grade

Students Retained Once in Third Grade

Reduced Teacher Ratio

90-minute reading block which includes small group instruction

Intervention in addition to 90-minute block

Tutoring and/or mentoring will be provided

Must be provided a different curriculum from the year before. This may be a change in supplemental and intervention materials which may include SRA Reading Mastery, Earobics

Change in CCRP is not required.

Core Reading Program

Differentiated materials to reinforce initial instruction provided such as leveled books

Research based Intervention Materials that teach areas of deficits are provided. This instruction will take place in addition to the 90-minute reading block which may utilize SRA

Students Retained Two Times in the Same Academic Grade

Reduced Teacher Ratio

180-minute reading block with at least a 90-minute segment of uninterrupted time

Must be provided a different CORE curriculum from the year before.

Core Reading Program

Differentiated materials to reinforce initial instruction such as leveled books

Research based Intervention Materials such as SRA Reading Mastery, Corrective Reading, and Kaleidoscope

that teach areas of deficits are provided. This instruction will take place in addition to the 120 + 60-minute reading block. Tutoring and/or

mentoring will be provided

SBRR Language researched based materials that instruct students on language and vocabulary skills utilized.

Screening, progress monitoring, and diagnostic assessments provided

Accelerated ReaderAccelerated ReaderThe major focus of reading instruction during the The major focus of reading instruction during the 90 minute reading is the SYSTEMATIC EXPLICIT 90 minute reading is the SYSTEMATIC EXPLICIT INSTRUCTION of Reading Skills.  However, INSTRUCTION of Reading Skills.  However, Reading First schools do have many students Reading First schools do have many students reading on/above grade level and therefore, as of reading on/above grade level and therefore, as of this time, AR this time, AR maymay be used as a be used as a Center ActivityCenter Activity for for small group instruction, as long as it does NOT small group instruction, as long as it does NOT take up more time than any other center activity take up more time than any other center activity during the 90 minute block (no more than 15-20 during the 90 minute block (no more than 15-20 minutes).minutes).

Accelerated ReaderAccelerated ReaderEXCEPTIONS:EXCEPTIONS:  Students who are   Students who are Substantially and/or Minimally Below Substantially and/or Minimally Below on the Stanford Ten, or who are Level on the Stanford Ten, or who are Level One or Two on FCAT Reading, One or Two on FCAT Reading, should should have Centers that provide for explicit have Centers that provide for explicit systematicsystematic instruction/practice on the instruction/practice on the reading skill areas that they have not reading skill areas that they have not yet mastered and which are keeping yet mastered and which are keeping them from reading on grade level.them from reading on grade level. These students’ AR reading and These students’ AR reading and assessment would be assessment would be outsideoutside the 90 the 90 minute reading block. minute reading block.

Elementary’s Plan for Authentic Elementary’s Plan for Authentic LiteratureLiterature

Students will have access to fiction & Students will have access to fiction & non-fictionnon-fiction texts texts

Assessments for determining reading Assessments for determining reading levellevel

Media specialists are a resourceMedia specialists are a resource

Use classroom libraries as part of Use classroom libraries as part of reading instructionreading instruction

Elementary’s Plan for Incorporating Elementary’s Plan for Incorporating WritingWriting

Writing Writing which supports reading skill which supports reading skill acquisitionacquisition may be incorporated into may be incorporated into the 90-minute reading block.the 90-minute reading block.

K-12 Plan Wrap UpK-12 Plan Wrap Up

It is a plan to …It is a plan to …

It is used by…It is used by…

It is monitored by…It is monitored by…

The Reading Leadership Team …The Reading Leadership Team …

Reading deficiencies are addressed Reading deficiencies are addressed by…by…

What can/cannot be taught in the 90 What can/cannot be taught in the 90 minute reading block?minute reading block?

Winning the Race!Winning the Race!

““The race belongs not only to the The race belongs not only to the swift and strong-but to those who swift and strong-but to those who keep on running.”keep on running.”

-author unknown-author unknown