sumter county 2014-2015 k-12 reading plan...year. the district will also recognize and support...
TRANSCRIPT
Sumter County 2014-2015 K-12 Reading Plan
TABLE OF CONTENTS
SECTION PAGES
District Leadership Narrative 1 - 4
Sumter Coaching Process Chart 5
School Leadership Narrative 6– 9
Professional Development Narrative 10 - 12
Chart A — Professional Development 13 - 70
Elementary School Narrative 71 - 83
Chart C — Elementary Instructional Materials
Information 84 - 87
Charts D1 & D2 — Elementary Assessment/
Curriculum Decision Tree for K-2 & 3-5 88 - 94
Middle School Narrative 95– 105
Chart F — Middle School Instructional Materials
Information 106 - 109
Chart G — Middle School Assessment/Curriculum
Decision Tree for Reading Placement 110– 111
High School Narrative 112 - 123
Chart I — High School Instructional Materials
Information 124 - 127
Chart J — High School Assessment/Curriculum
Decision Tree for Reading Placement 128 - 129
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1. What are your measurable district goals for student achievement in reading for the 2014-15
school year?
K-2: Increase the number of K-2 students who score at the proficiency level in reading by 5 percent.
3-5: Increase the number of 3rd, 4th, and 5th grade students who score at the proficiency level in
reading by 5 percent.
6-8: Increase the number of 6th, 7th, and 8th grade students who score at the proficiency level in
reading by 5 percent.
9-12: Increase the number of 9th, 10th, 11th and 12th grade students who score at the proficiency level
in reading by 5 percent.
2. How will the district assure (a) systematic and explicit instruction, based on data and (b) use
of text-based vocabulary and comprehension instruction, with an emphasis on complex text?
Sumter School District will continue to use data to drive instruction. Our reading coaches, reading
department chairs and reading teachers will continue to use formative and progress monitoring
data to guide the instruction based on students' needs. The students who are not achieving at
proficiency levels will be targeted for systematic and explicit instruction in the reading
classrooms using the flexible grouping model. The same students will be scheduled for more time
in the teacher-led centers which include more explicit and directed instruction on the skills that
students have not mastered based on the data.
All of the ELA/Reading curriculum maps will include a template utilizing at least one complex
longer text along with multiple shorter related texts that may be either literary or nonfiction. The
teachers all use vocabulary in context and comprehension instruction as part of the Learning
District: Sumter
Leadership: District Level
Contact Information The district contact should be the person ultimately responsible for the plan. This person will be
the Department of Education’s contact for the K-12 Comprehensive Research-Based Reading
Plan. Please designate one contact for your district.
•District Name: Sumter
•District Contact: Gina Merritt
•Contact Address: 2680 W. County Road 476, Bushnell, FL 33513
•Contact E-mail: [email protected]
•Contact Telephone: 352-793-2315
•Contact Fax: 352-793-4377
Many of the school buildings within a district look the same, but the needs of teachers and
students within those buildings are diverse. District level administrators must look at schools on
an individual basis and distribute resources based on students’ and teachers’ level of need. To
describe the district system for monitoring reading instruction that differentiates school level
services, please address the following:
2
Focused Solutions planning model that our district has adopted.
The district will ensure that the above mentioned activities are being implemented in the
classrooms through regular monitoring of classroom instruction using walkthroughs by the
principals, assistant principals and the district reading specialist.
*3. In addition to using texts from core, supplemental, and intervention programs, how will the
district assure that schools increase the amount and variety of increasingly complex texts,
use multiple texts which includes but is not limited to various accounts of a subject told in
different mediums, as part of instruction that focuses on complex vocabulary and
comprehension tasks?
Our elementary schools were all asked to implement the use of longer nonfiction passages with
questions beginning at one passage delivered in a sitting per week in the beginning, increasing to
two passages delivered in a sitting per week, and finally getting up to three passages in one sitting
per week by March/April. The passages have been selected based on their reading levels to
increase in complexity through the course of the school year. The thought behind the initiative is
to build students’ reading endurance for longer passages.
The secondary schools have implemented Achieve 3000 which is a program that delivers non-
fiction passages to teachers every day and the teacher in turn assigns passages for students to read.
The passages are delivered on the students' reading levels based on a placement test taken at the
beginning of the year. As students become more competent in their comprehension, the program
increases the lexile level of passages that the students receive. Along with reading, students are
required to answer comprehension questions and to respond in writing to a prompt about the texts.
Many of the questions students are asked are related to vocabulary in context.
In addition, the district has decided to implement the DBQ Project in 4th-8th grade social studies
and World History and U.S. History at the high school level. DBQ stands for document based
questions and comes from the AP exam portion of the same name. It was developed by AP
teachers who felt that all students could benefit from close reading and writing about historical
documents. Each question is connected to 10 to 12 historical texts (including pictures, political
cartoons, and various other mediums) that have to be read/examined closely and analyzed in order
to answer the critical thinking question in the form of an essay. Historical documents tend to be
more complex in nature for a variety of reasons. Our district is confident that this decision will
ensure that our students see an increase in the amount and variety of complex texts.
*4. How will students analyze media literacy including the various mediums: print media, still
photography, radio/audio, television/film, and the internet in reading and content area
subject areas?
Our District Media Supervisor is working with the media specialists regarding the selection of a
wider variety of mediums that are related to topics of study in various content areas including a
variety of more complex texts to be available for students to read independently and for teachers
to use in instruction. Schools have already responded by changing their reading incentive plans to
require students to read more nonfiction books as part of their AR goals. We are also considering
the use of lexiles rather than AR levels as part of AR programs in order to get students, teachers
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and parents accustomed to the new and more challenging lexile ranges associated with grade
levels in the Common Core State Standards.
In addition, the DBQ Project as mentioned above includes the use of a variety of mediums that
students must analyze in order to answer a critical thinking question in the form of an essay.
5. How will the district facilitate improvement in the intensity of interventions for schools that
are not making academic improvements as determined by student performance data and
confirmed by administrative observations?
The district will facilitate improvement in and intensify interventions for schools not making
academic improvements through frequent monitoring of progress and fidelity reviews and by
working closely with the reading coach (if applicable) and principal on a plan to address academic
improvements. The plan will identify specific areas which may be impeding student progress and
outline strategies or steps that need to be taken to address these areas. The frequency of
monitoring visits will be increased so that the District Reading Specialist may review the progress
and make suggestions to aid in success of the academic improvement plan.
6. How and when will the district provide principals with the information contained in the K-
12 Comprehensive Research-Based Reading Plan?
The district will provide principals with the information contained in the K-12 Comprehensive
Research-Based Reading Plan through a review of the current year's plan during monthly
principals' meetings after the new plan is approved. For most principals, this will be a review of
the plan with a summary of new language during the Principals’ Meeting in July. New principals
will receive an individual session for a complete review the K-12 Reading Plan after that date.
*7. If the district has an elementary school identified on the list of 100 lowest performing
schools, how will the district ensure the provision of an additional hour of intensive reading
instruction beyond the normal school day to meet the needs of their school’s population?
Our district does not contain any of the lowest-performing elementary schools. However, for
many years we have been providing after school instruction at our elementary, middle and high
schools for students scoring below proficiency in reading. We will continue to ensure that our
students in need of additional time in reading are provided with this opportunity.
8. How will the district provide leadership and support in defining the role of the reading
coach for school administrators, teachers, and reading coaches?
Please create your District Data Driven Reading Coach Process Chart, detailing the way of
work for administrators, teachers, and reading coaches in your district. This chart will be
uploaded through the online system. You will find a sample at
https://app1.fldoe.org/Reading_Plans/.
Please be sure to address the following: Florida State Standards implementation, text
complexity, and multi-strategy instructional approaches such as the comprehension
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instructional sequence.
For a reading coach to be effective, the role of the coach must be clear to school
administration, teachers, and the coach. The role of the coach is specified in 1011.62 (9) (c)
3, noting that highly qualified reading coaches specifically support teachers in making
appropriate instructional decisions based on student data, and in improving teacher
delivery of effective reading instruction, intervention, and reading in the content areas
based on student need.
Variable Chart Last Uploaded:3/10/2014 5:01:18 PM
9. What is the total number of reading coaches (funded through any source) that served the
district for the 2013-14 school year?
Sumter County had three reading coaches for the 2013-2014 school year.
10. What is the total estimated number of reading coaches (funded through any source) that
will be serving the district for the 2014-15 school year?
For the 2014-15 school year, the number of reading coaches will remain at three.
11. How will the district and schools recruit and retain highly qualified reading teachers and
reading coaches?
The Personnel Department will continue to purchase recruitment materials and travel to
universities and career fairs for recruitment purposes. The department utilizes the Internet to
advertise job openings with teacher vacancies being transferred to the Great Florida Teach-In
recruitment website to create greater visibility. In addition, teacher vacancies are posted on the
Teachers-Teachers website thanks to a paid subscription offered by Florida DOE. In March 2006,
the Sumter County School Board approved a contract with SearchSoft Solutions to provide an on-
line application.
The personnel staff and principals continue to assist new teachers in finding housing and
employment for spouses. New recruits are provided Sumter County maps, newspapers, and realty
brochures. The personnel staff works with mortgage and housing rental agencies providing
necessary schedules and employment verifications.
The Sumter School District will continue to promote online classes for Competencies 1 -4 and
provide Competency 5 locally for enabling teachers to earn the reading endorsement in one school
year. The district will also recognize and support completion of the ABCTE reading professional
certificate. Transfer credit from colleges/universities and from Florida school districts will also be
reviewed for applicability in satisfying requirements.
12. How will the district determine allocation of reading coaches based on the needs of schools?
Coaches will be allocated to schools on a priority basis using the percentages of students below
proficiency level on the state adopted assessment. The number of students and teachers at each
school will also be considered as a factor in deciding which schools get reading coaches.
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6
1. How are Reading Leadership Teams used to create capacity of reading knowledge within the
school and focus on areas of literacy concern across the school?
Please consider focusing on the following items:
Support for Text Complexity
Support for Instructional Skills to Improve Reading Comprehension
Ensuring that text complexity, along with close reading and rereading of texts, is
central to lessons.
Providing scaffolding that does not preempt or replace text reading by students.
Developing and asking text dependent questions from a range of question types.
Emphasizing students supporting their answers based upon evidence from the text.
Providing extensive research and writing opportunities (claims and evidence).
The team will be formed during the first few weeks of school after the principal and reading coach
have a chance to decide about membership of this team. The principal will select team members by
choosing a variety of teachers that are knowledgeable and that represent the school best in regards
to reading issues. The team should consist of educational leaders, the reading coach or literacy
coach, content area and/or grade level teachers, special area teachers and the media specialist. The
team may also consist of community members, parents and students.
The principal should ensure continuance of the Reading Leadership Team through regular (no
fewer than four) meetings. A schedule for regular articulation will be developed by the Reading
Leadership Team at the beginning of the school year. A meeting log will be kept by the reading
coach (if applicable), or the curriculum coordinator/literacy coach.
The team will focus on all matters that are related to reading. However, every agenda will contain
the following topics and the progress on each item will be discussed by the team at each meeting:
1) Support for Text Complexity – (What are we doing to ensure that our teachers get support on
how to choose complex texts and to ensure that we have them available at our school?)
2) Support for Instructional Skills to Improve Reading Comprehension – (What are we doing to
ensure that the following steps are being taken at this school?)
• Ensuring that text complexity along with close reading and rereading of texts is central to lessons.
• Providing scaffolding that does not preempt or replace text reading by students.
• Developing and asking text dependent questions from a range of question types.
• Emphasizing students supporting their answers based upon evidence from text.
• Provide extensive research and writing opportunities (claims and evidence).
District: Sumter
Leadership: School Level
The School Level Leadership Section is designed to drive changes in instruction at the school level.
These changes should occur in conjunction with the School Improvement Plan at each school, which
may be found at: http://www.www.flsiponline.com.
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*2. How does the reading coach provide professional learning opportunities for the following?
Elementary & Secondary:
All instructional staff?
Reading intervention teachers?
Guidance counselors, including the facilitation of reading intervention services?
Reading coaches will provide regular (no less than monthly) professional development at the
schools based on the needs of the students/teachers at that school. In addition, all coaches will
include as part of their Professional Development Plans/Schedules the following trainings with
their teachers:
• Text complexity, Implementation of the Florida Standards in Literacy, and Close Reading with
text dependent questions for all teachers
• Training with reading intervention teachers to include a study of our initiative with flexible
grouping and literacy centers
• Training with reading intervention teachers to include a study of our initiative involving extended
reading of nonfiction passages with text dependent questions (What methods of scaffolding are
they using? What additional support is needed, etc.?)
• Training with guidance counselors regarding the placement of reading intervention students.
*3. How is this occurring in schools where no reading coach is available?
For schools without a reading coach, the District Reading Specialist will provide the training.
4. All students should have regular access to grade level appropriate text. How are texts
reviewed and selected for complexity? How are 'stretch texts' provided and appropriately
used in all courses/grades, particularly in reading intervention?
The Sumter County School District has already initiated training for teachers in methods for
assessing text complexity. There will be ongoing training of this nature during the 2014-15 school
year since it is a difficult concept to understand. This training will be modified based on needs of
the teachers as identified by the District Reading Specialist and the reading coaches.
Teachers will be trained on the three-part model involved in measuring text complexity
(Quantitative, Qualitative and Reader & Task Considerations). They will learn about tools that
they can use to determine the appropriate text difficulty ranges (such as Lexile, Flesch Kincaid
and/or Reading Maturity). Teachers will learn about the qualitative features that have to be
considered when choosing texts.
Teachers will learn to use the Qualitative Dimensions of Text Complexity Chart or Rubric with
anchor texts to do some text scoring exercises which will help teachers get aligned in their thinking
about texts. Teachers will learn that professional judgment, experience and knowledge will have to
be employed to use the third rating as it will depend on what they know of their students and the
particular tasks involved in the use of the texts.
Our initial trainings have already brought about discussions regarding a need to reexamine the
alignment of novel sets that are used at the various grade levels. We will continue that process in
8
the coming year and during the process, we will provide “stretch texts” in all courses/grades by
ensuring that adequate numbers of text selections are available at the upper range of each grade
band.
At the elementary level, our teachers are exposing students to on-grade level and instructional level
texts through the teacher-led centers where they can assist students who are struggling and find out
how they need help. The “Extended Reading Passages” are on grade level and are used with all
students to help build their endurance.
At the secondary level, our Intensive Reading teachers are ensuring that our students are reading
grade level texts through program entitled Achieve 3000 which features nonfiction articles every
day and can be delivered to students either at the reading level or set by the teacher for on-grade
level. Students may read the article at their own levels independently at least at the beginning of
the year. For those students who are not on grade level, the teachers use the grade level texts in the
teacher-led center so that it can be scaffolded and in another center the students are asked to
respond in writing to a thought question that comes with it. By the end of the year, students are
better prepared to read and respond to the grade level texts independently.
*5. How will the principal ensure that vocabulary and comprehension instruction builds student
capacity to successfully engage in close reading so that the amount of close reading
instruction can increases across the school day?
Each principal will lead the school’s Reading Leadership Team in developing a Literacy Plan that
will be a part of the school’s Academic Growth Plan for her/his school that outlines goals for how
reading will be increased inside and outside the school and how the school will provide incentives
to achieve those goals.
For instance, the goal might be to increase the number of Accelerated Reader points attained by the
entire school and it might outline different incentives that will be provided to students at various
levels of point achievement.
The plans should also include areas of focus in reading for the school such as vocabulary and
comprehension. Other goals that have recently been added to schools' incentive plans/requirements
are for students to read a nonfiction book for every fiction book that is read. Schools should also
add a goal about close reading and text dependent questions.
Teachers and administrators have begun discussions about adding writing assignment and/or other
culminating project requirements to the AR Incentive Plans. There was also discussion about
requiring students to first write about the book before taking the AR quiz which contains only low
level questions. In the Sumter School District we want our students to move to a deeper
understanding of what they have read through the use of activities and assignments in all of the
levels of Bloom's Thinking processes and questions from all of the DOK levels.
6. For schools identified as one of the 100 lowest performing elementary schools, how will
schools level leadership ensure that intensive reading instruction during the additional hour
of instruction meets the following characteristics outlined in Section 1011.62(1)(f), Florida
Statutes?
9
The intensive reading instruction delivered in this additional hour shall include:
research-based reading instruction that has been proven to accelerate progress of
students exhibiting a reading deficiency;
differentiated instruction based on student assessment data to meet students’ specific
reading needs;
explicit and systematic reading development in phonemic awareness, phonics, fluency,
vocabulary, and comprehension, with more extensive opportunities for guided
proactive, error correction and feedback; and,
the integration of social studies, science, and mathematics text reading, text
discussion, and writing in response to reading.
In Sumter County, there are no schools that have been identified as one of the 100 lowest
performing elementary schools. However, we have consistently provided after school and summer
school programs for the students who are not proficient for many years and plan to continue this
practice as long as funds allow.
The principals at our schools will monitor the after school intensive reading programs to ensure
that the teachers of the programs are using the prescribed reading intervention programs that have
been outlined in this K-12 Reading Plan. The programs used in Sumter have been selected for their
research-base which has proven them to accelerate progress of students exhibiting reading
deficiencies.
In addition, all of Sumter's reading teachers have had training in flexible grouping and are
expected to employ the strategies of that training. The training outlined for teachers how to use
student data that is available to them to group students by their needs and to work out a system of
rotation so that they see the students with the greatest needs on a more frequent, small group basis.
With the students grouped by their needs, the teacher can be more focused in approaching the
specific needs of the students. The small groups can get that explicit and systematic instruction
guided by the teacher as well as opportunities to practice the skills in other settings such as the
writing station or Achieve 3000/Successmaker computer stations. Principals will monitor their
intensive reading programs to ensure that flexible grouping is being used appropriately in their
schools.
Our students will continue to receive extensive opportunities for the integration of social studies,
science, and math text reading through our use of "Extended Reading Passages" (elementary) and
Achieve 3000 (secondary). In both cases, the goal is to have students read more non-fiction texts
from the various content areas, respond to questions based on the texts and to respond in writing to
these texts. Principals will ensure that "Extended Reading Passages" and Achieve 3000 are being
used appropriately in their schools for the after school programs.
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District: Sumter
Professional Development
Professional development for all teachers, coaches and administrators must be provided to ensure
that all district educators are grounded in the essential components of reading instruction.
Providers of professional development (internal and external) must base training in reading
instruction on scientifically-based reading research. Professional development options must be
provided to address the following:
Implementation of all instructional materials, all reading programs, and strategies based
on scientifically-based reading research, including early intervention, classroom reading
materials, and accelerated programs. Immediate intensive intervention (iii) should also be
addressed.
Instruction in the use of screening, diagnostic, and classroom-based progress monitoring
assessments, as well as other procedures that effectively identify students who may be at
risk of reading failure or who are experiencing reading difficulties.
Further, for professional development to be considered comprehensive, it must address the body
of knowledge grounded in scientifically-based reading research and must be in alignment with
the Learning Forward and Florida's Professional Development System Evaluation Protocol.
In order to assure that each individual teacher has the level of intensity needed for professional
growth based on student achievement data, professional development must be individualized.
All teachers, paraprofessionals and substitutes, and even mentors can benefit from differentiated
professional development – providing more information for less experienced teachers and
advanced activities for those who are at a mentor level.
1. Provide the district professional development schedule for ALL reading professional
development, including those funded through the FEFP and non-FEFP reading allocation,
for the 2014-2015 school year through Chart A. This chart will be completed through the
web based system. Repeat this process within the application as many times as necessary
for each professional development offering in reading offered by your district. ALL
Reading Endorsement professional development offerings should be described in Chart A
and should reflect courses that are aligned with the 2011 Reading Endorsement. Delete
charts that reference old courses as they should no longer be offered. Address the Reading
Endorsement professional development first in your charts. To create and edit all
professional development charts for Chart A, use the link provided within this section
online. Please Indicate whether you are accepting a previously approved chart or
creating/revising a new chart by clicking the appropriate radio button on Chart A.
Chart A
How will the professional development provided to district supervisors be delivered at the
school level?
Professional Development provided to district supervisors will in turn delivered to the following
groups who will then deliver at the schools:
Reading coaches
Reading resource teachers
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School leadership teams
School administrators
In addition, the PD that district supervisors get will be transferred to the schools using the
following methods:
District-wide professional development days
The District Reading Specialist will work closely with the reading coaches and/or
designated reading department teachers to coordinate and/or deliver professional
development.
2. How will the district assure that administrators and reading/literacy coaches provide
follow up on literacy professional development (e.g., Florida Standards implementation,
text complexity, comprehension instructional sequence, close reading, etc.)?
Sumter County School District will employ the following to ensure that administrators and
reading/literacy coaches provide follow up on literacy professional development:
• Attendance at professional development offerings
• Review of agendas
• Collection of sign-in sheets
• PLC’s schedules submitted by each school site
• Lesson Study groupings and schedules submitted by each school site
• The District Reading Specialist will work closely with the reading coaches and/or designated
reading department teachers to coordinate and/or deliver professional development.
• The reading coaches and the District Reading Specialist will continue to provide professional
development on the Florida Standards along with Comprehension Instruction Sequence
professional development to all content areas. We will continue to provide updates and offer
professional development on text-dependent instruction for our teachers.
3. Does your district offer Next Generation Content Area Reading Professional Development
(NGCAR-PD)?
NGCAR-PD is available in all of our secondary schools because we sent staff to the train-the-
trainer professional development that was offered during the train-the-trainer professional
development offered during the summer of 2010-11. All of our secondary reading coaches were
trained as well as several content area teachers. The schools that offer the course are: South
Sumter Middle, South Sumter High School and Wildwood Middle High. We have found that
very few of our teachers are interested in this opportunity once they find out the number of hours
required to complete it. However, we will continue to promote it. We have not been able to get
our trainers through the requirements they need to get the certificate because we are unable to
find a group for them to train in order to satisfy this. We will try again this coming year.
4. How is your district building capacity through NGCAR-PD to provide reading
intervention in content area classes for secondary students in need of reading intervention
per Florida Statutes 1003.4156, 1003.428, and 1003.4282?
NGCAR-PD is available in all of our secondary schools because we sent staff to the train-the-
trainer professional development that was offered during the train-the-trainer professional
development offered during the summer of 2010-11. All of our secondary reading coaches were
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trained as well as several content area teachers. The schools that offer the course are: South
Sumter Middle, South Sumter High School and Wildwood Middle High. We have found that
very few of our teachers are interested in this opportunity once they find out the number of hours
required to complete it. However, we will continue to promote it. We have not been able to get
our trainers through the requirements they need to get the certificate because we are unable to
find a group for them to train in order to satisfy this. We will try again this coming year.
5. How will the district support implementation of Next Generation Content Area Reading –
Professional Development (NGCAR-PD)?
Sumter County School District will continue to promote and support the implementation of
NGCAR-PD by recommending it as a way to make planning the master schedule easier for
principals and as a way for content area teachers to ensure they are more employable. If any
teachers express an interest in getting this PD, the district will find a way to make it happen.
6. Please list and describe the professional development that teachers will receive to support
research-based content area literacy practices within English/Language Arts,
History/Social Studies, Science, and Technical Subjects.
The District Reading Specialist will work closely with the reading coaches and/or designated
reading department teachers to coordinate and/or deliver professional development ensuring that
our teachers get more training with the Florida Standards, are able to use text-based instruction,
and that they know how to instruct students using close reading.
In addition, our district has implemented the DBQ Project which will incorporate the use of text-
based evidence to answer questions in an essay format. The project involves training for all
teachers involved (Grades 4-8 social studies and World History and U.S. History). Then, once
the teachers have completed the first DBQ, the trainer is scheduled to come back for a follow-up
training. We will provide for new teacher training along with more follow-up on the writing for
the DBQ Project.
In addition, we plan to have professional development this summer with Core Connections
which is training on how to implement the ELA Florida Standards.
We also have scheduled for the Common Core Institute to come to our district and provide some
further training with text-dependent questions, using the deconstructed standards and depth of
knowledge to plan lessons for K-12 teachers.
7. Does your district conduct transcript reviews of college coursework for application
towards the District Add-On Reading Endorsement?
The Sumter School District is prepared to conduct reviews of college coursework for application
towards the District Add On Reading Endorsement, however, has had limited inquiries.
13
District : Sumter
Professional Development in Reading
Chart is Identical to Previous Approved Version New or Revised Chart
Chart A: Grade Level
Elementary School
Middle School
High School
Name of Professional Development:
Implementation of New Reading Programs into the Classrooms
Information about the delivery model:
Who will provide the professional development?
Representatives from Publishers
Who is the targeted audience for the professional development?
Teachers/coaches who have not had this training.
How will the professional development be delivered?
In a classroom setting.
What is the length of the professional development?
Varies
Professional Development in Assessment and the Five Components of Reading
Phonemic Awareness
Phonics/Words Analysis
Fluency
Vocabulary
Comprehension
Assessment
Other
Other
Other
Evidence of Scientific Basis
Just Read, Florida! Developed or Approved
(Including FLaRE, Reading First PD, NEFEC, FCRR)
DOE Developed
Favorable Review by FCRR
Name of Researcher or Name of Scientific Study
Report of the National Reading Panel
Preventing Reading Difficulties in Young Children
University of Oregon (DIBELS)
14
USDOE Developed ~ Put Reading First
Other
Other
Other
Follow-up provided by:
Reading Coach
Reading Coach may provide assistance through side-by-side coaching, modeling, or
conferencing if requested by teacher or principal.
Mentor Teacher
Principal
Ongoing follow-up from principal through walk-throughs.
Assistant Principal
Assistant Principal will follow up with teachers to ensure their understanding and to see if
further training necessary.
District Staff
Ongoing follow-up from Reading Specialist, Director of Elementary and/or Director of
Secondary
Publisher
Contracted Follow-up
FLaRE Coordinator
Reading First PD Coordinator
Other
Other
Other
15
District : Sumter
Professional Development in Reading
Chart is Identical to Previous Approved Version New or Revised Chart
Chart A: Grade Level
Elementary School
Middle School
High School
Name of Professional Development:
Training Targeting One of Five Components of Reading (Depends upon needs of teachers)
Information about the delivery model:
Who will provide the professional development?
Reading Coaches and/or District Reading Specialist
Who is the targeted audience for the professional development?
Teachers/coaches in need of particuluar professional development.
How will the professional development be delivered?
May vary.
What is the length of the professional development?
May vary.
Professional Development in Assessment and the Five Components of Reading
Phonemic Awareness
Phonics/Words Analysis
Fluency
Vocabulary
Comprehension
Assessment
Other
Other
Other
Evidence of Scientific Basis
Just Read, Florida! Developed or Approved
(Including FLaRE, Reading First PD, NEFEC, FCRR)
DOE Developed
Favorable Review by FCRR
Name of Researcher or Name of Scientific Study
Report of the National Reading Panel
Preventing Reading Difficulties in Young Children
University of Oregon (DIBELS)
16
USDOE Developed ~ Put Reading First
Other
Other
Other
Follow-up provided by:
Reading Coach
Follow up by coach if applicable. Coach may conference, model or assist teacher in planning.
Mentor Teacher
Principal
Principal will identify areas of need as determined by student performance data and feedback
from teachers.
Assistant Principal
Assistant Principal will follow up with teachers to ensure their understanding and to see if
further training necessary.
District Staff
On going follow-up with District Reading Specialist regarding PD needs.
Publisher
Contracted Follow-up
FLaRE Coordinator
On going follow-up with FLaRE Coordinator regarding PD needs.
Reading First PD Coordinator
Other
Other
Other
17
District : Sumter
Professional Development in Reading
Chart is Identical to Previous Approved Version New or Revised Chart
Chart A: Grade Level
Elementary School
Middle School
High School
Name of Professional Development:
Flexible Grouping/Literacy Center Development
Information about the delivery model:
Who will provide the professional development?
District Reading Specialist, FDLRS, and/or mentor teachers.
Who is the targeted audience for the professional development?
Teachers and coaches in need of flexible grouping/literacy center training.
How will the professional development be delivered?
Various methods (Classroom setting, make and take, videos, etc.)
What is the length of the professional development?
Varies depending on the needs of teachers.
Professional Development in Assessment and the Five Components of Reading
Phonemic Awareness
Phonics/Words Analysis
Fluency
Vocabulary
Comprehension
Assessment
Other
Other
Other
Evidence of Scientific Basis
Just Read, Florida! Developed or Approved
(Including FLaRE, Reading First PD, NEFEC, FCRR)
DOE Developed
Favorable Review by FCRR
Name of Researcher or Name of Scientific Study
Report of the National Reading Panel
Preventing Reading Difficulties in Young Children
University of Oregon (DIBELS)
18
USDOE Developed ~ Put Reading First
Other
Other
Other
Follow-up provided by:
Reading Coach
Reading Coach may provide assistance through side-by-side coaching, modeling, or
conferencing if requested by teacher or principal.
Mentor Teacher
Mentor may follow-up with teachers as necessary.
Principal
On-going follow-up by principal and/or curriculum coordinator. Further inservices as necessary.
Assistant Principal
Assistant Principal will follow up with teachers to ensure their understanding and to see if
further training necessary.
District Staff
On-going follow-up by District Reading Specialist during meetings and through instructional
reviews.
Publisher
Contracted Follow-up
FLaRE Coordinator
Reading First PD Coordinator
Other
Other
Other
19
District : Sumter
Professional Development in Reading
Chart is Identical to Previous Approved Version New or Revised Chart
Chart A: Grade Level
Elementary School
Middle School
High School
Name of Professional Development:
Training for Online Programs - Successmaker and/or Achieve 3000 as needed.
Information about the delivery model:
Who will provide the professional development?
Company Representative
Who is the targeted audience for the professional development?
Those teachers, coaches or administrators who need the training or a refresher.
How will the professional development be delivered?
Hands-on in the computer lab.
What is the length of the professional development?
Varies depending upon needs of teachers.
Professional Development in Assessment and the Five Components of Reading
Phonemic Awareness
Phonics/Words Analysis
Fluency
Vocabulary
Comprehension
Assessment
Other
Other
Other
Evidence of Scientific Basis
Just Read, Florida! Developed or Approved
(Including FLaRE, Reading First PD, NEFEC, FCRR)
DOE Developed
Favorable Review by FCRR
Name of Researcher or Name of Scientific Study
Report of the National Reading Panel
Preventing Reading Difficulties in Young Children
University of Oregon (DIBELS)
20
USDOE Developed ~ Put Reading First
Other
Achieve 3000 recommended by Learning Focused Solutions creator, Max Thompson.
Other
Other
Follow-up provided by:
Reading Coach
Reading Coach may provide assistance through side-by-side coaching, modeling, or
conferencing if requested by teacher or principal.
Mentor Teacher
May provide assistance to teachers that need help.
Principal
Follow up by prinicpal to see if further training necessary.
Assistant Principal
Assistant Principal will follow up with teachers to ensure their understanding and to see if
further training necessary.
District Staff
District Reading Specialist and/or Director of Elementary to see if teachers have further needs.
Publisher
Contracted Follow-up
FLaRE Coordinator
Reading First PD Coordinator
Other
Other
Other
21
District : Sumter
Professional Development in Reading
Chart is Identical to Previous Approved Version New or Revised Chart
Chart A: Grade Level
Elementary School
Middle School
High School
Name of Professional Development:
Learning Focused Strategies
Information about the delivery model:
Who will provide the professional development?
Company Consultants and District Trainers
Who is the targeted audience for the professional development?
All teachers, coaches and administrators in this district.
How will the professional development be delivered?
May vary
What is the length of the professional development?
Four six-hour sessions with additional assignments to be done outside classroom. Other sessions
such as review or summary sessions may only be for one hour or one and a half hours.
Professional Development in Assessment and the Five Components of Reading
Phonemic Awareness
Phonics/Words Analysis
Fluency
Vocabulary
Comprehension
Assessment
Other
Other
Other
Evidence of Scientific Basis
Just Read, Florida! Developed or Approved
(Including FLaRE, Reading First PD, NEFEC, FCRR)
DOE Developed
Favorable Review by FCRR
Name of Researcher or Name of Scientific Study
Robert Marzano and MCREL research in models of learning and strategy use
Report of the National Reading Panel
Preventing Reading Difficulties in Young Children
22
University of Oregon (DIBELS)
USDOE Developed ~ Put Reading First
Other
Dimensions of Learning - ASCD, 1992
Other
Classroom Instruction That Works - ASCD, 2001
Other
Follow-up provided by:
Reading Coach
Reading Coach may provide assistance through side-by-side coaching, modeling, or
conferencing if requested by teacher or principal.
Mentor Teacher
Principal
Principal will follow up by checking progress in use of strategies in classroom.
Assistant Principal
Assistant principal will follow up by checking progress in use of strategies in classroom.
District Staff
District staff will follow up by checking progress and providing further training if necessary.
Publisher
Contracted Follow-up
FLaRE Coordinator
Reading First PD Coordinator
Other
Consultants or District trainers will follow up through conferencing.
Other
Other
23
District : Sumter
Professional Development in Reading
Chart is Identical to Previous Approved Version New or Revised Chart
Chart A: Grade Level
Elementary School
Middle School
High School
Name of Professional Development:
Learning Focused Strategies Mini-Lessons
Information about the delivery model:
Who will provide the professional development?
District Trainers
Who is the targeted audience for the professional development?
Teachers, Coaches and Administrators that are in need of the training.
How will the professional development be delivered?
Face to face.
What is the length of the professional development?
Typically 30 to 45 minutes before or after school.
Professional Development in Assessment and the Five Components of Reading
Phonemic Awareness
Phonics/Words Analysis
Fluency
Vocabulary
Comprehension
Assessment
Other
Writing
Other
Differentiated Assignments
Other
Extended Thinking (Higher Level Thinking)
Evidence of Scientific Basis
Just Read, Florida! Developed or Approved
(Including FLaRE, Reading First PD, NEFEC, FCRR)
DOE Developed
Favorable Review by FCRR
Name of Researcher or Name of Scientific Study
Max Thompson
Report of the National Reading Panel
Preventing Reading Difficulties in Young Children
University of Oregon (DIBELS)
24
USDOE Developed ~ Put Reading First
Other
USDOE studies on exemplary schools
Other
Other
Follow-up provided by:
Reading Coach
Reading Coach may provide assistance through side-by-side coaching, modeling, or
conferencing if requested by teacher or principal.
Mentor Teacher
Mentor teacher may provide assistance if a teacher needs assistance in an area where they are a
mentor.
Principal
Principal will follow up with those trained to see that they share information from training.
Assistant Principal
Assistant Principal will follow up with teachers to ensure their understanding and to see if
further training necessary.
District Staff
Coaches and/or principals will let Reading Specialist know about need of additional training.
Publisher
Contracted Follow-up
FLaRE Coordinator
Reading First PD Coordinator
Other
Other
Other
25
District : Sumter
Professional Development in Reading
Chart is Identical to Previous Approved Version New or Revised Chart
Chart A: Grade Level
Elementary School
Middle School
High School
Name of Professional Development:
SRA Corrective Reading (Decoding or Comprehension)
Information about the delivery model:
Who will provide the professional development?
Company Representative or User Expert
Who is the targeted audience for the professional development?
Intensive Reading teachers using the SRA Program or coaches that would like to know more
about the program.
How will the professional development be delivered?
Face to face
What is the length of the professional development?
Depends upon the needs of the teachers and coaches
Professional Development in Assessment and the Five Components of Reading
Phonemic Awareness
Phonics/Words Analysis
Fluency
Vocabulary
Comprehension
Assessment
Other
Other
Other
Evidence of Scientific Basis
Just Read, Florida! Developed or Approved
(Including FLaRE, Reading First PD, NEFEC, FCRR)
DOE Developed
Favorable Review by FCRR
Name of Researcher or Name of Scientific Study
Report of the National Reading Panel
Preventing Reading Difficulties in Young Children
26
University of Oregon (DIBELS)
USDOE Developed ~ Put Reading First
Other
Other
Other
Follow-up provided by:
Reading Coach
Reading Coach may provide assistance through side-by-side coaching, modeling, or
conferencing if requested by teacher or principal.
Mentor Teacher
Principal
Assistant Principal
District Staff
Reading Specialist will follow up with teachers to see if further training necessary.
Publisher
Contracted Follow-up
FLaRE Coordinator
Reading First PD Coordinator
Other
Other
Other
27
District : Sumter
Professional Development in Reading
Chart is Identical to Previous Approved Version New or Revised Chart
Chart A: Grade Level
Elementary School
Middle School
High School
Name of Professional Development:
SRA Placement Testing
Information about the delivery model:
Who will provide the professional development?
User Experts
Who is the targeted audience for the professional development?
Teachers, coaches or aides who administer placement testing.
How will the professional development be delivered?
One-on-one or group instruction depending upon needs.
What is the length of the professional development?
One to two-hour sessions.
Professional Development in Assessment and the Five Components of Reading
Phonemic Awareness
Phonics/Words Analysis
Fluency
Vocabulary
Comprehension
Assessment
Other
Other
Other
Evidence of Scientific Basis
Just Read, Florida! Developed or Approved
(Including FLaRE, Reading First PD, NEFEC, FCRR)
DOE Developed
Favorable Review by FCRR
Name of Researcher or Name of Scientific Study
Report of the National Reading Panel
Preventing Reading Difficulties in Young Children
University of Oregon (DIBELS)
28
USDOE Developed ~ Put Reading First
Other
Other
Other
Follow-up provided by:
Reading Coach
Reading Coach may provide assistance through side-by-side coaching, modeling, or
conferencing if requested by teacher or principal.
Mentor Teacher
Principal
Ongoing follow up by principal to see if teacher needs additional training.
Assistant Principal
Assistant Principal will follow up with teachers to ensure their understanding and to see if
further training necessary.
District Staff
Reading Specialist will follow up with coaches to see if further training necessary.
Publisher
Contracted Follow-up
FLaRE Coordinator
Reading First PD Coordinator
Other
Other
Other
29
District : Sumter
Professional Development in Reading
Chart is Identical to Previous Approved Version New or Revised Chart
Chart A: Grade Level
Elementary School
Middle School
High School
Name of Professional Development:
CARS - Content Area Reading Strategies (District Professional Development provided by
Reading Coaches & Reading Specialist)
Information about the delivery model:
Who will provide the professional development?
Reading Coaches and/or Reading Specialist
Who is the targeted audience for the professional development?
All teachers and administrators
How will the professional development be delivered?
In a classroom setting, through modeling, and through assistance in the form of coaching for
teachers to use in the classrooms.
What is the length of the professional development?
Ongoing
Professional Development in Assessment and the Five Components of Reading
Phonemic Awareness
Phonics/Words Analysis
Fluency
Vocabulary
Comprehension
Assessment
Other
Data Analysis
Other
Other
Evidence of Scientific Basis
Just Read, Florida! Developed or Approved
(Including FLaRE, Reading First PD, NEFEC, FCRR)
DOE Developed
Favorable Review by FCRR
Name of Researcher or Name of Scientific Study
Report of the National Reading Panel
30
Preventing Reading Difficulties in Young Children
University of Oregon (DIBELS)
USDOE Developed ~ Put Reading First
Other
Other
Other
Follow-up provided by:
Reading Coach
Reading Coach may provide assistance through side-by-side coaching, modeling, or
conferencing if requested by teacher or principal.
Mentor Teacher
Mentor teacher may be utilized to help teachers in strategy use.
Principal
Principal will ensure that coach delivers PD on a regular basis and spends most of time working
with teachers in regards to this instruction.
Assistant Principal
Assistant Principal will follow up with teachers to ensure their understanding and to see if
further training necessary.
District Staff
Reading Specialist will follow up with coach through visits and a review of PD schedule to
ensure that this PD is taking place at the schools.
Publisher
Contracted Follow-up
FLaRE Coordinator
Reading First PD Coordinator
Other
Other
Other
31
District : Sumter
Professional Development in Reading
Chart is Identical to Previous Approved Version New or Revised Chart
Chart A: Grade Level
Elementary School
Middle School
High School
Name of Professional Development:
READ 180
Information about the delivery model:
Who will provide the professional development?
Scholastic Consultants
Who is the targeted audience for the professional development?
New Teachers of READ 180 or as needed
How will the professional development be delivered?
Face to face or in classroom setting
What is the length of the professional development?
six hours for initial and several hours for classroom coaching
Professional Development in Assessment and the Five Components of Reading
Phonemic Awareness
Phonics/Words Analysis
Fluency
Vocabulary
Comprehension
Assessment
Other
Other
Other
Evidence of Scientific Basis
Just Read, Florida! Developed or Approved
(Including FLaRE, Reading First PD, NEFEC, FCRR)
DOE Developed
Favorable Review by FCRR
Name of Researcher or Name of Scientific Study
Report of the National Reading Panel
Preventing Reading Difficulties in Young Children
University of Oregon (DIBELS)
32
USDOE Developed ~ Put Reading First
Other
Other
Other
Follow-up provided by:
Reading Coach
Reading Coach may provide assistance through side-by-side coaching, modeling, or
conferencing if requested by teacher or principal.
Mentor Teacher
Principal
Ongoing follow up by principal to see if teacher needs additional training.
Assistant Principal
Ongoing follow up by assistant principal to see if teacher needs additional training.
District Staff
On-going follow-up by District Reading Specialist during meetings and through instructional
reviews.
Publisher
Contracted Follow-up
Consultants to follow-up if teachers need additional training.
FLaRE Coordinator
Reading First PD Coordinator
Other
Other
Other
33
District : Sumter
Professional Development in Reading
Chart is Identical to Previous Approved Version New or Revised Chart
Chart A: Grade Level
Elementary School
Middle School
High School
Name of Professional Development:
Reading Competency Two - Foundations of Research-Based Practices (Lake Sumter State
College) - Any State Approved Course
Information about the delivery model:
Who will provide the professional development?
Instructors at LSSC
Who is the targeted audience for the professional development?
Teachers/coaches who want or need a reading endorsement or would like more information
about reading.
How will the professional development be delivered?
Through a combination of in-class hours and out-of-class assignments
What is the length of the professional development?
One semester
Professional Development in Assessment and the Five Components of Reading
Phonemic Awareness
Phonics/Words Analysis
Fluency
Vocabulary
Comprehension
Assessment
Other
Other
Other
Evidence of Scientific Basis
Just Read, Florida! Developed or Approved
(Including FLaRE, Reading First PD, NEFEC, FCRR)
DOE Developed
Favorable Review by FCRR
Name of Researcher or Name of Scientific Study
Report of the National Reading Panel
34
Preventing Reading Difficulties in Young Children
University of Oregon (DIBELS)
USDOE Developed ~ Put Reading First
Other
Other
Other
Follow-up provided by:
Reading Coach
Reading coach may provide assistance through side-by-side coaching, modeling, or
conferencing if requested by teacher or principal.
Mentor Teacher
Principal
Ongoing follow-up by principals using walk-throughs and to see that teacher has finished class if
required by teaching assignment.
Assistant Principal
Ongoing follow-up by assistant principals using walk-throughs and to see that teacher has
finished class if required by teaching assignment.
District Staff
Publisher
Contracted Follow-up
FLaRE Coordinator
Reading First PD Coordinator
Other
Other
Other
35
District : Sumter
Professional Development in Reading
Chart is Identical to Previous Approved Version New or Revised Chart
Chart A: Grade Level
Elementary School
Middle School
High School
Name of Professional Development:
Reading Competency One - Foundations of Language and Cognition (NEFEC - FOLAC)
Information about the delivery model:
Who will provide the professional development?
NEFEC Instructors
Who is the targeted audience for the professional development?
Teachers/coaches who want or need a reading endorsement or would like more information
about reading
How will the professional development be delivered?
Through a combination of online communication and assignments.
What is the length of the professional development?
60 hours
Professional Development in Assessment and the Five Components of Reading
Phonemic Awareness
Phonics/Words Analysis
Fluency
Vocabulary
Comprehension
Assessment
Other
Other
Other
Evidence of Scientific Basis
Just Read, Florida! Developed or Approved
(Including FLaRE, Reading First PD, NEFEC, FCRR)
DOE Developed
Favorable Review by FCRR
Name of Researcher or Name of Scientific Study
Report of the National Reading Panel
Preventing Reading Difficulties in Young Children
36
University of Oregon (DIBELS)
USDOE Developed ~ Put Reading First
Other
Other
Other
Follow-up provided by:
Reading Coach
Reading coach may provide assistance through side-by-side coaching, modeling , or
conferencing if requested by teacher or principal.
Mentor Teacher
Principal
Ongoing follow-up by principal using walk-throughs and to see that teacher has finished class if
required for teaching assignment.
Assistant Principal
Ongoing follow-up by assistant principal using walk-throughs and to see that teacher has
finished class if required for teaching assignment.
District Staff
Publisher
Contracted Follow-up
FLaRE Coordinator
Reading First PD Coordinator
Other
Other
Other
37
District : Sumter
Professional Development in Reading
Chart is Identical to Previous Approved Version New or Revised Chart
Chart A: Grade Level
Elementary School
Middle School
High School
Name of Professional Development:
Reading Competency Two - Foundations of Research-Based Practices (NEFEC)
Information about the delivery model:
Who will provide the professional development?
NEFEC Instructors
Who is the targeted audience for the professional development?
Teachers/coaches who want or need a reading endorsement or would like more information
about reading
How will the professional development be delivered?
Through online communication and assignments
What is the length of the professional development?
60 hours
Professional Development in Assessment and the Five Components of Reading
Phonemic Awareness
Phonics/Words Analysis
Fluency
Vocabulary
Comprehension
Assessment
Other
Other
Other
Evidence of Scientific Basis
Just Read, Florida! Developed or Approved
(Including FLaRE, Reading First PD, NEFEC, FCRR)
DOE Developed
Favorable Review by FCRR
Name of Researcher or Name of Scientific Study
Report of the National Reading Panel
Preventing Reading Difficulties in Young Children
38
University of Oregon (DIBELS)
USDOE Developed ~ Put Reading First
Other
Other
Other
Follow-up provided by:
Reading Coach
Reading coach may provide assistance through side-by-side coaching, modeling, or
conferencing if requested by teacher or principal.
Mentor Teacher
Principal
Ongoing follow-up by principals using walk-throughs and to see that teacher has finished class if
required for teaching assignment.
Assistant Principal
Ongoing follow-up by assistant principals using walk-throughs and to see that teacher has
finished class if required for teaching assignment.
District Staff
Publisher
Contracted Follow-up
FLaRE Coordinator
Reading First PD Coordinator
Other
Other
Other
39
District : Sumter
Professional Development in Reading
Chart is Identical to Previous Approved Version New or Revised Chart
Chart A: Grade Level
Elementary School
Middle School
High School
Name of Professional Development:
Reading Competency Three - Foundations of Assessments (NEFEC - ADAPT)
Information about the delivery model:
Who will provide the professional development?
NEFEC Instructors
Who is the targeted audience for the professional development?
Teachers/Coaches who want or need a reading endorsement or would like more information
about reading.
How will the professional development be delivered?
Through online communication and assignments
What is the length of the professional development?
60 hours
Professional Development in Assessment and the Five Components of Reading
Phonemic Awareness
Phonics/Words Analysis
Fluency
Vocabulary
Comprehension
Assessment
Other
Data Analysis
Other
Other
Evidence of Scientific Basis
Just Read, Florida! Developed or Approved
(Including FLaRE, Reading First PD, NEFEC, FCRR)
DOE Developed
Favorable Review by FCRR
Name of Researcher or Name of Scientific Study
Report of the National Reading Panel
Preventing Reading Difficulties in Young Children
40
University of Oregon (DIBELS)
USDOE Developed ~ Put Reading First
Other
Other
Other
Follow-up provided by:
Reading Coach
Reading coach may provide assistance through side-by-side coaching, modeling, or
conferencing if requested by teacher or principal.
Mentor Teacher
Principal
Ongoing follow-up by principal using walk-throughs and to see that teacher has finished class if
required by teaching assignment.
Assistant Principal
Ongoing follow-up by assistant principal using walk-throughs and to see that teacher has
finished class if required by teaching assignment.
District Staff
Publisher
Contracted Follow-up
FLaRE Coordinator
Reading First PD Coordinator
Other
Other
Other
41
District : Sumter
Professional Development in Reading
Chart is Identical to Previous Approved Version New or Revised Chart
Chart A: Grade Level
Elementary School
Middle School
High School
Name of Professional Development:
Reading Competency Four - Foundations/Applications of Differentiated Instruction (NEFEC -
FADI)
Information about the delivery model:
Who will provide the professional development?
NEFEC Instructors
Who is the targeted audience for the professional development?
Teachers/coaches who need reading endorsement or who want more information about reading.
How will the professional development be delivered?
Through online communication and assignments.
What is the length of the professional development?
60 hours
Professional Development in Assessment and the Five Components of Reading
Phonemic Awareness
Phonics/Words Analysis
Fluency
Vocabulary
Comprehension
Assessment
Other
Action Research
Other
Other
Evidence of Scientific Basis
Just Read, Florida! Developed or Approved
(Including FLaRE, Reading First PD, NEFEC, FCRR)
DOE Developed
Favorable Review by FCRR
Name of Researcher or Name of Scientific Study
Report of the National Reading Panel
Preventing Reading Difficulties in Young Children
42
University of Oregon (DIBELS)
USDOE Developed ~ Put Reading First
Other
Other
Other
Follow-up provided by:
Reading Coach
Reading coach may provide assistance through side-by-side coaching, modeling or conferencing
if requested by teacher or principal.
Mentor Teacher
Principal
Ongoing follow-up by principal using walk-throughs and to see that teacher has finished class if
required by teaching assignment.
Assistant Principal
Ongoing follow-up by assistant principal using walk-throughs and to see that teacher has
finished class if required by teaching assignment.
District Staff
Publisher
Contracted Follow-up
FLaRE Coordinator
Reading First PD Coordinator
Other
Other
Other
43
District : Sumter
Professional Development in Reading
Chart is Identical to Previous Approved Version New or Revised Chart
Chart A: Grade Level
Elementary School
Middle School
High School
Name of Professional Development:
Reading Compentecy Four - Foundations/Applications of Differentiated Instruction (FDLRS-
ESE)
Information about the delivery model:
Who will provide the professional development?
FDLRS Instructors
Who is the targeted audience for the professional development?
Teachers/coaches who need a reading endorsement or who want more information about reading
How will the professional development be delivered?
Through a combination of in class and outside assignments.
What is the length of the professional development?
60 hours
Professional Development in Assessment and the Five Components of Reading
Phonemic Awareness
Phonics/Words Analysis
Fluency
Vocabulary
Comprehension
Assessment
Other
Action Research
Other
Other
Evidence of Scientific Basis
Just Read, Florida! Developed or Approved
(Including FLaRE, Reading First PD, NEFEC, FCRR)
DOE Developed
Favorable Review by FCRR
Name of Researcher or Name of Scientific Study
Report of the National Reading Panel
Preventing Reading Difficulties in Young Children
44
University of Oregon (DIBELS)
USDOE Developed ~ Put Reading First
Other
Other
Other
Follow-up provided by:
Reading Coach
Reading coach may provide assistance through side-by-side coaching, modeling or conferencing
if requested by teacher or principal.
Mentor Teacher
Principal
Ongoing follow-up by principal using walk-throughs and to see that teacher has finished class if
required by teaching assignment.
Assistant Principal
Ongoing follow-up by assistant principal using walk-throughs and to see that teacher has
finished class if required by teaching assignment.
District Staff
Publisher
Contracted Follow-up
FLaRE Coordinator
Reading First PD Coordinator
Other
Other
Other
45
District : Sumter
Professional Development in Reading
Chart is Identical to Previous Approved Version New or Revised Chart
Chart A: Grade Level
Elementary School
Middle School
High School
Name of Professional Development:
Reading Competency Five - Demonstration of Accomplishment (District)
Information about the delivery model:
Who will provide the professional development?
District Instructors
Who is the targeted audience for the professional development?
Teachers/coaches who need a reading endorsement or who want more information about
reading.
How will the professional development be delivered?
Through a combination of class time and outside assignments.
What is the length of the professional development?
60 hours
Professional Development in Assessment and the Five Components of Reading
Phonemic Awareness
Phonics/Words Analysis
Fluency
Vocabulary
Comprehension
Assessment
Other
Action Research
Other
Case Study
Other
Evidence of Scientific Basis
Just Read, Florida! Developed or Approved
(Including FLaRE, Reading First PD, NEFEC, FCRR)
DOE Developed
Favorable Review by FCRR
Name of Researcher or Name of Scientific Study
Report of the National Reading Panel
Preventing Reading Difficulties in Young Children
46
University of Oregon (DIBELS)
USDOE Developed ~ Put Reading First
Other
Other
Other
Follow-up provided by:
Reading Coach
Reading coach may provide assistance through side-by-side coaching, modeling or conferencing
if requested by teacher or principal.
Mentor Teacher
Principal
Ongoing follow-up by principal using walk-throughs and to see that teacher has finished class
successfully if required by teaching assignment.
Assistant Principal
Ongoing follow-up by assistant principal using walk-throughs and to see that teacher has
finished class successfully if required by teaching assignment.
District Staff
District Reading Specialist and Director of Staff Development will follow-up to see who has
completed class successfully.
Publisher
Contracted Follow-up
FLaRE Coordinator
Reading First PD Coordinator
Other
Other
Other
47
District : Sumter
Professional Development in Reading
Chart is Identical to Previous Approved Version New or Revised Chart
Chart A: Grade Level
Elementary School
Middle School
High School
Name of Professional Development:
LANGUAGE! Training
Information about the delivery model:
Who will provide the professional development?
The publisher
Who is the targeted audience for the professional development?
High School Reading Teachers who will use the program and who haven't had the training.
How will the professional development be delivered?
Face to face in a classroom setting.
What is the length of the professional development?
Three days
Professional Development in Assessment and the Five Components of Reading
Phonemic Awareness
Phonics/Words Analysis
Fluency
Vocabulary
Comprehension
Assessment
Other
Other
Other
Evidence of Scientific Basis
Just Read, Florida! Developed or Approved
(Including FLaRE, Reading First PD, NEFEC, FCRR)
DOE Developed
Favorable Review by FCRR
Name of Researcher or Name of Scientific Study
Report of the National Reading Panel
Preventing Reading Difficulties in Young Children
University of Oregon (DIBELS)
48
USDOE Developed ~ Put Reading First
Other
Other
Other
Follow-up provided by:
Reading Coach
Reading Coaches will follow-up to see if teachers need further training or support from the
publisher.
Mentor Teacher
Principal
Principals will follow-up to ensure that teachers have what they need to use the program.
Assistant Principal
Assistant Principals will follow-up to ensure that teachers have what they need to use the
program.
District Staff
District Reading Specialist will follow-up to ensure that teachers are using the program with
fidelity and to see if further training necessary.
Publisher
Publisher may need to conduct follow-up visits if part of the contract.
Contracted Follow-up
Sopris West has agree to come back for two site visits to assist teachers.
FLaRE Coordinator
Reading First PD Coordinator
Other
Other
Other
49
District : Sumter
Professional Development in Reading
Chart is Identical to Previous Approved Version New or Revised Chart
Chart A: Grade Level
Elementary School
Middle School
High School
Name of Professional Development:
Hampton-Brown, The Edge
Information about the delivery model:
Who will provide the professional development?
The publisher
Who is the targeted audience for the professional development?
High School reading teachers who will be using the program and have not had the training.
How will the professional development be delivered?
Face to face in a classroom setting.
What is the length of the professional development?
1 day
Professional Development in Assessment and the Five Components of Reading
Phonemic Awareness
Phonics/Words Analysis
Fluency
Vocabulary
Comprehension
Assessment
Other
Other
Other
Evidence of Scientific Basis
Just Read, Florida! Developed or Approved
(Including FLaRE, Reading First PD, NEFEC, FCRR)
DOE Developed
Favorable Review by FCRR
Name of Researcher or Name of Scientific Study
Report of the National Reading Panel
Preventing Reading Difficulties in Young Children
University of Oregon (DIBELS)
50
USDOE Developed ~ Put Reading First
Other
Other
Other
Follow-up provided by:
Reading Coach
Reading Coach will follow up to ensure that teachers have everything necessary to use the
program.
Mentor Teacher
Principal
Principals will follow up to ensure that teachers have what is necessary to use the program.
Assistant Principal
Assistant Principals will follow up to ensure that teachers have what is necessary to use the
program.
District Staff
District Reading Specialist will follow up to see if teachers have everything necessary for
teaching the program including any additional training.
Publisher
Contracted Follow-up
FLaRE Coordinator
Reading First PD Coordinator
Other
Other
Other
51
District : Sumter
Professional Development in Reading
Chart is Identical to Previous Approved Version New or Revised Chart
Chart A: Grade Level
Elementary School
Middle School
High School
Name of Professional Development:
FAIR Training for Elementary Teachers (K)
Information about the delivery model:
Who will provide the professional development?
Elementary Master Trainers
Who is the targeted audience for the professional development?
Teachers who will be using the FAIR with their students.
How will the professional development be delivered?
Classroom or lab setting, face to face
What is the length of the professional development?
K & 1st grade - 12.5 hours
Professional Development in Assessment and the Five Components of Reading
Phonemic Awareness
Phonics/Words Analysis
Fluency
Vocabulary
Comprehension
Assessment
Other
Other
Other
Evidence of Scientific Basis
Just Read, Florida! Developed or Approved
(Including FLaRE, Reading First PD, NEFEC, FCRR)
DOE Developed
Favorable Review by FCRR
Name of Researcher or Name of Scientific Study
Report of the National Reading Panel
Preventing Reading Difficulties in Young Children
University of Oregon (DIBELS)
52
USDOE Developed ~ Put Reading First
Other
Other
Other
Follow-up provided by:
Reading Coach
Reading Coaches will assist or conduct trainings.
Mentor Teacher
In some cases, mentor teachers will be the trainers or may give individual assitance to teachers
who need further training.
Principal
Principals will ensure that teachers have enough training to administer the testing.
Assistant Principal
Assistant Principals will ensure that teachers have enough training to administer the testing.
District Staff
District Reading Specialist will follow-up and/or assist to ensure that teachers have enough
training to administer testing.
Publisher
Contracted Follow-up
FLaRE Coordinator
Reading First PD Coordinator
Other
Other
Other
53
District : Sumter
Professional Development in Reading
Chart is Identical to Previous Approved Version New or Revised Chart
Chart A: Grade Level
Elementary School
Middle School
High School
Name of Professional Development:
AR/Renaissance Learning
Information about the delivery model:
Who will provide the professional development?
Company Representatives
Who is the targeted audience for the professional development?
Teachers, Lab Managers or Administrators who need this training
How will the professional development be delivered?
In a lab setting
What is the length of the professional development?
Varies
Professional Development in Assessment and the Five Components of Reading
Phonemic Awareness
Phonics/Words Analysis
Fluency
Vocabulary
Comprehension
Assessment
Other
Other
Other
Evidence of Scientific Basis
Just Read, Florida! Developed or Approved
(Including FLaRE, Reading First PD, NEFEC, FCRR)
DOE Developed
Favorable Review by FCRR
Name of Researcher or Name of Scientific Study
Report of the National Reading Panel
Preventing Reading Difficulties in Young Children
University of Oregon (DIBELS)
54
USDOE Developed ~ Put Reading First
Other
Other
Other
Follow-up provided by:
Reading Coach
Follow up by reading as necessary to see if further training needed.
Mentor Teacher
Principal
Follow up by principal to see if further training needed.
Assistant Principal
Follow up by assistant principal to see if further training needed.
District Staff
Publisher
Contracted Follow-up
FLaRE Coordinator
Reading First PD Coordinator
Other
Other
Other
55
District : Sumter
Professional Development in Reading
Chart is Identical to Previous Approved Version New or Revised Chart
Chart A: Grade Level
Elementary School
Middle School
High School
Name of Professional Development:
Florida Standards Training
Information about the delivery model:
Who will provide the professional development?
District Curriculum Specialist
Who is the targeted audience for the professional development?
Reading/ELA Teachers
How will the professional development be delivered?
Face to face
What is the length of the professional development?
Varies depending on time available - 1/2 day to 1 hour
Professional Development in Assessment and the Five Components of Reading
Phonemic Awareness
Phonics/Words Analysis
Fluency
Vocabulary
Comprehension
Assessment
Other
Other
Other
Evidence of Scientific Basis
Just Read, Florida! Developed or Approved
(Including FLaRE, Reading First PD, NEFEC, FCRR)
DOE Developed
Favorable Review by FCRR
Name of Researcher or Name of Scientific Study
Report of the National Reading Panel
Preventing Reading Difficulties in Young Children
University of Oregon (DIBELS)
56
USDOE Developed ~ Put Reading First
Other
The Common Core Institute
Other
Other
Follow-up provided by:
Reading Coach
Reading Coach will follow up with teachers for understanding and to see if further training
necessary.
Mentor Teacher
Principal
Principal will follow up with teachers to ensure their understanding and to see if further training
necessary.
Assistant Principal
Assistant Principal will follow up with teachers to ensure their understanding and to see if
further training necessary.
District Staff
District Reading Specialist will monitor through fidelity walk-throughs and through meetings
with reading coaches reading departments to see if teaches understand or if further
training/clarification is necessary.
Publisher
Contracted Follow-up
FLaRE Coordinator
Reading First PD Coordinator
Other
Other
Other
57
District : Sumter
Professional Development in Reading
Chart is Identical to Previous Approved Version New or Revised Chart
Chart A: Grade Level
Elementary School
Middle School
High School
Name of Professional Development:
Comprehension Instructional Sequence
Information about the delivery model:
Who will provide the professional development?
District Reading Specialist and Reading Coaches
Who is the targeted audience for the professional development?
6-12 Teachers
How will the professional development be delivered?
Face-to-face instruction
What is the length of the professional development?
1 day
Professional Development in Assessment and the Five Components of Reading
Phonemic Awareness
Phonics/Words Analysis
Fluency
Vocabulary
Comprehension
Assessment
Other
Other
Other
Evidence of Scientific Basis
Just Read, Florida! Developed or Approved
(Including FLaRE, Reading First PD, NEFEC, FCRR)
DOE Developed
Favorable Review by FCRR
Name of Researcher or Name of Scientific Study
Report of the National Reading Panel
Preventing Reading Difficulties in Young Children
University of Oregon (DIBELS)
58
USDOE Developed ~ Put Reading First
Other
Other
Other
Follow-up provided by:
Reading Coach
Reading Coach will follow up with teachers for understanding and to see if further training
necessary.
Mentor Teacher
Principal
Principal will follow up with teachers to ensure their understanding and to see if further training
necessary.
Assistant Principal
Assistant Principal will follow up with teachers to ensure their understanding and to see if
further training necessary.
District Staff
District Reading Specialist will monitor through fidelity walk-throughs and through meetings
with reading coaches reading departments to see if teaches understand or if further
training/clarification is necessary.
Publisher
Contracted Follow-up
FLaRE Coordinator
Reading First PD Coordinator
Other
Other
Other
59
District : Sumter
Professional Development in Reading
Chart is Identical to Previous Approved Version New or Revised Chart
Chart A: Grade Level
Elementary School
Middle School
High School
Name of Professional Development:
Reading Block (90 minute or 45 minute) - Components and Time Management
Information about the delivery model:
Who will provide the professional development?
District Reading Specialist and/or Teachers (mentors - exemplary teachers in the content)
Who is the targeted audience for the professional development?
New teachers/coaches and/or those unsure of how to implement the reading block.
How will the professional development be delivered?
On-site in a classroom type setting.
What is the length of the professional development?
One to two hours depending on the needs of the teachers.
Professional Development in Assessment and the Five Components of Reading
Phonemic Awareness
Phonics/Words Analysis
Fluency
Vocabulary
Comprehension
Assessment
Other
Other
Other
Evidence of Scientific Basis
Just Read, Florida! Developed or Approved
(Including FLaRE, Reading First PD, NEFEC, FCRR)
DOE Developed
Favorable Review by FCRR
Name of Researcher or Name of Scientific Study
Report of the National Reading Panel
Preventing Reading Difficulties in Young Children
University of Oregon (DIBELS)
60
USDOE Developed ~ Put Reading First
Other
Other
Other
Follow-up provided by:
Reading Coach
Reading coach may provide assistance through side-by-side coaching, modeling, or
conferencing if determined by principal and/or coach that teacher needs assistance.
Mentor Teacher
Principal
Principal will follow up with teachers to ensure their understanding and to see if further training
necessary.
Assistant Principal
District Staff
District Reading Specialist will monitor through fidelity walk-throughs and through meetings
with reading coaches reading departments to see if teaches understand or if further
training/clarification is necessary.
Publisher
Contracted Follow-up
FLaRE Coordinator
Reading First PD Coordinator
Other
Other
Other
61
District : Sumter
Professional Development in Reading
Chart is Identical to Previous Approved Version New or Revised Chart
Chart A: Grade Level
Elementary School
Middle School
High School
Name of Professional Development:
Achieve 3000
Information about the delivery model:
Who will provide the professional development?
Achieve 3000 trainer/representatives
Who is the targeted audience for the professional development?
Secondary teachers who need the updated information and information about to use the program
for different purposes.
How will the professional development be delivered?
Face-to-face and in some cases in a lab setting.
What is the length of the professional development?
Varies depending on the content to be delivered. (1 hour up to 2.5 hours)
Professional Development in Assessment and the Five Components of Reading
Phonemic Awareness
Phonics/Words Analysis
Fluency
Vocabulary
Comprehension
Assessment
Other
Writing in response to a text.
Other
Reading non-fiction texts.
Other
Skill building
Evidence of Scientific Basis
Just Read, Florida! Developed or Approved
(Including FLaRE, Reading First PD, NEFEC, FCRR)
DOE Developed
Favorable Review by FCRR
Name of Researcher or Name of Scientific Study
Report of the National Reading Panel
Preventing Reading Difficulties in Young Children
62
University of Oregon (DIBELS)
USDOE Developed ~ Put Reading First
Other
The Common Core Institute
Other
Other
Follow-up provided by:
Reading Coach
Reading Coach will follow up with teachers for understanding and to see if further training
necessary.
Mentor Teacher
Principal
Principal will follow up with teachers to ensure their understanding and to see if further training
necessary.
Assistant Principal
Assistant Principal will follow up with teachers to ensure their understanding and to see if
further training necessary.
District Staff
District Reading Specialist will monitor through fidelity walk-throughs and through meetings
with reading coaches reading departments to see if teaches understand or if further
training/clarification is necessary.
Publisher
Contracted Follow-up
FLaRE Coordinator
Reading First PD Coordinator
Other
Other
Other
63
District : Sumter
Professional Development in Reading
Chart is Identical to Previous Approved Version New or Revised Chart
Chart A: Grade Level
Elementary School
Middle School
High School
Name of Professional Development:
Teachscape - ELA and Literacy
Information about the delivery model:
Who will provide the professional development?
This a computer-based program that delivers short video segments to teachers in various areas.
Who is the targeted audience for the professional development?
Teachers at all grade levels
How will the professional development be delivered?
Via short video segment
What is the length of the professional development?
The video segments average about 15 minutes.
Professional Development in Assessment and the Five Components of Reading
Phonemic Awareness
Phonics/Words Analysis
Fluency
Vocabulary
Comprehension
Assessment
Other
Other
Other
Evidence of Scientific Basis
Just Read, Florida! Developed or Approved
(Including FLaRE, Reading First PD, NEFEC, FCRR)
DOE Developed
Favorable Review by FCRR
Name of Researcher or Name of Scientific Study
Report of the National Reading Panel
Preventing Reading Difficulties in Young Children
University of Oregon (DIBELS)
64
USDOE Developed ~ Put Reading First
Other
Other
Other
Follow-up provided by:
Reading Coach
Reading Coach may follow up with side-by-side coaching, modeling or conferencing.
Mentor Teacher
Principal
Principal will follow up to ensure that teachers complete assigned PD.
Assistant Principal
District Staff
Publisher
Contracted Follow-up
FLaRE Coordinator
Reading First PD Coordinator
Other
Other
Other
65
District : Sumter
Professional Development in Reading
Chart is Identical to Previous Approved Version New or Revised Chart
Chart A: Grade Level
Elementary School
Middle School
High School
Name of Professional Development:
The DBQ Project
Information about the delivery model:
Who will provide the professional development?
Trainers from the company will provide the preliminary training and follow-up training.
Who is the targeted audience for the professional development?
Social Studies teachers at grades 4 - 11.
How will the professional development be delivered?
Face to face training in a classroom setting.
What is the length of the professional development?
full day
Professional Development in Assessment and the Five Components of Reading
Phonemic Awareness
Phonics/Words Analysis
Fluency
Vocabulary
Comprehension
Assessment
Other
Writing Arguments
Other
Other
Evidence of Scientific Basis
Just Read, Florida! Developed or Approved
(Including FLaRE, Reading First PD, NEFEC, FCRR)
DOE Developed
Favorable Review by FCRR
Name of Researcher or Name of Scientific Study
Report of the National Reading Panel
Preventing Reading Difficulties in Young Children
University of Oregon (DIBELS)
66
USDOE Developed ~ Put Reading First
Other
Other
Other
Follow-up provided by:
Reading Coach
Reading coaches will provide assistance to teachers as needed through coaching, modeling, or
location of resources.
Mentor Teacher
Mentor teachers that are especially skilled with DBQ Project could assist other teachers as
necessary.
Principal
Principals will follow-up with teachers to see if they need additional support.
Assistant Principal
Assistant Principal will follow up with teachers to ensure their understanding and to see if
further training necessary.
District Staff
District Reading Specialist will follow up with teachers when doing instructional reviews to
ensure that teachers have enough support.
Publisher
Company will provide preliminary training.
Contracted Follow-up
Follow-up training has already been contracted to be conducted after the administration of the
first DBQ. Additional training may be contracted as necessary.
FLaRE Coordinator
Reading First PD Coordinator
Other
Other
Other
67
District : Sumter
Professional Development in Reading
Chart is Identical to Previous Approved Version New or Revised Chart
Chart A: Grade Level
Elementary School
Middle School
High School
Name of Professional Development:
Text-Dependent Questions, Deconstructed Standards and DOK levels in Lesson Planning
Information about the delivery model:
Who will provide the professional development?
The Common Core Institute
Who is the targeted audience for the professional development?
K-12 Teachers
How will the professional development be delivered?
Face-to-face
What is the length of the professional development?
1/2 day
Professional Development in Assessment and the Five Components of Reading
Phonemic Awareness
Phonics/Words Analysis
Fluency
Vocabulary
Comprehension
Assessment
Other
Text-dependent questions, knowledge of standards, levels of thinking
Other
Other
Evidence of Scientific Basis
Just Read, Florida! Developed or Approved
(Including FLaRE, Reading First PD, NEFEC, FCRR)
DOE Developed
Favorable Review by FCRR
Name of Researcher or Name of Scientific Study
Report of the National Reading Panel
Preventing Reading Difficulties in Young Children
University of Oregon (DIBELS)
68
USDOE Developed ~ Put Reading First
Other
The Common Core Institute
Other
Other
Follow-up provided by:
Reading Coach
Reading Coach will follow up with teachers to see if further support/training necessary.
Mentor Teacher
Principal
Principal will follow up with teachers to see if further support/training necessary.
Assistant Principal
Assistant Principal will follow up with teachers to see if further support/training necessary.
District Staff
Reading Specialist will follow up with teachers to see if further support/training necessary.
Publisher
Contracted Follow-up
FLaRE Coordinator
Reading First PD Coordinator
Other
Other
Other
69
District : Sumter
Professional Development in Reading
Chart is Identical to Previous Approved Version New or Revised Chart
Chart A: Grade Level
Elementary School
Middle School
High School
Name of Professional Development:
Core Connections - Training on ELA Florida Standards Use
Information about the delivery model:
Who will provide the professional development?
Core Connections
Who is the targeted audience for the professional development?
ELA Teachers
How will the professional development be delivered?
Face-to-Face
What is the length of the professional development?
1 day in the summer and 1 follow-up day during the school year
Professional Development in Assessment and the Five Components of Reading
Phonemic Awareness
Phonics/Words Analysis
Fluency
Vocabulary
Comprehension
Assessment
Other
Writing in response to reading
Other
Close reading of complex texts
Other
Evidence of Scientific Basis
Just Read, Florida! Developed or Approved
(Including FLaRE, Reading First PD, NEFEC, FCRR)
DOE Developed
Favorable Review by FCRR
Name of Researcher or Name of Scientific Study
Report of the National Reading Panel
Preventing Reading Difficulties in Young Children
University of Oregon (DIBELS)
70
USDOE Developed ~ Put Reading First
Other
Other
Other
Follow-up provided by:
Reading Coach
Reading Coach will follow up with teachers to see if further support/training necessary.
Mentor Teacher
Principal
Principal will follow up with teachers to see if further support/training necessary.
Assistant Principal
Assistant Principal will follow up with teachers to see if further support/training necessary
District Staff
Reading Specialist will follow up with teachers to see if further support/training necessary.
Publisher
Contracted Follow-up
FLaRE Coordinator
Reading First PD Coordinator
Other
Other
Other
71
District: Sumter
Elementary Student Achievement and Instruction
It is the philosophy of the Just Read, Florida! Office to use scientifically-based reading research
(SBRR), including that found in the National Reading Panel Report (2001) and Preventing
Reading Difficulties in Young Children (1998). Research shows that children benefit from
reading instruction that includes explicit and systematic instruction in skills and strategies and
opportunities to apply those skills and strategies while reading text.
Schools must offer daily classroom instruction in reading in a dedicated, uninterrupted block of
time of at least 90 minutes. All reading instruction is based on the ELA Florida Standards,
individual either the ELA Common Core State Standards or NGSS, student needs, and curricular
guidelines. In addition to, or as an extension of, the 90 minute reading block, the classroom
teacher, special education teacher, or reading resource teacher will provide immediate intensive
intervention (iii) on a daily basis to children as determined by the analyzed results of progress
monitoring and other forms of assessment.
While reading instruction during the reading block explicitly and systematically supports reading
development, reading instruction also needs to relate to the overall English Language Arts
literacy program using both an integrated and interdisciplinary approach:
1. Integrated approach to the language arts strands and skills (reading, writing,
listening, speaking): Schools will integrate opportunities for students to apply the
composite use of these skills they are learning in order to further strengthen their overall
literary development.
2. Interdisciplinary approach: The English Language Arts program needs to attain a
balance of literature and informational texts in history, social studies, science content.
This interdisciplinary approach to literacy is based on extensive research that establishes
the need for students to be proficient in reading complex informational text independently
in a variety of content areas in order to be college and career ready by the time they
graduate.
3. Simultaneous use of both approaches: The English Language Arts literacy program
will incorporate the integration of reading, writing, listening, and discussing as students
relate to various interdisciplinary texts during instruction, partner work, and independent
practice.
Using this integrated, interdisciplinary approach requires systematic student engagement in
complex cognitive tasks with a wide variety of different types of texts. Teachers will also need to
incorporate texts of varying levels of complexity into their literacy instruction, providing various
instructional opportunities for students to read, write, discuss, and listen to text for different
specific purposes. This includes but is not limited to focusing on:
new and increasingly more complex text structures (sequence, comparison and/or
contrast, cause/effect, problem/solution, etc.)
vocabulary and concepts on social studies and science topics
how to extract information from complex informational text
72
how to use text evidence to explain and justify an argument in discussion and writing
how to analyze and critique the effectiveness and quality of an author’s writing style,
presentation, or argument
paired use of texts for students to engage in more complex text analyses
independent reading and writing practice to:
o relate to increasingly more complex text structures
o use content-area vocabulary and concepts
o develop fluency and prosody
o strengthen and finish mastering literacy skills and strategies
All students need opportunities to engage in integrated, interdisciplinary instruction with
complex cognitive tasks that challenge them to apply their foundational skills toward high-level
thinking as they relate to complex texts. Availability and access to texts of various types, topics,
and complexity levels is necessary for such instruction to occur. Consequently, districts and
schools will need to consider how they will differentiate challenging learning opportunities for
low-performing and high-performing students alike, ensuring that each student can engage in
various complex cognitive tasks that develop such capacities as:
general and discipline-specific academic vocabulary (oral language/written)
high-level comprehension and critical literary analysis skills (oral/reading)
student question generation, inquiry, and research processes
To operate an integrated and interdisciplinary English Language Arts program that differentiates
student learning needs as well as cognitive challenges, district and school personnel will need to
assess the type, amount, and complexity of the texts locally available for differentiated use in
literacy instruction and independent student reading practice. School and classroom inventory
will need to include a wide range of diverse text that support each of the standards and meet the
instructional needs of all students.
PROVIDING TARGETED INSTRUCTION
State Board Rule 6A-6.053 reflects that the following performance-based flexibility options may
be utilized by districts to provide targeted instruction according to student needs:
Elementary schools meeting all of the following criteria are not required to implement a
Comprehensive Core Reading Program:
A current school grade of an A or B,
AYP in reading met for all subgroups,
90% of students meeting high standards in reading (an FCAT score of Level 3 or above).
For students in grades four and five scoring Level 4 or 5 on FCAT reading, districts should offer
enrichment programs, steeped in content, that continue to develop the child’s reading skills.
These students are not required to receive instruction from a Comprehensive Core Reading
Program, nor are they required to receive 90 minutes of reading instruction.
73
Districts implementing this flexibility must report the reading instruction that will be provided to
these students, including the time allotted for reading instruction in questions 6 and 7.
All information provided in this section should detail how you will meet the reading needs of all
student subgroups identified under No Child Left Behind.
*1. Each district will be given one school user log-in password so that each school may
enter their own information into Chart C by using the web-based template. It is
recommended that districts create a timeline for school users to enter this information
for their school. Districts will be able to review and revise the school based information
before submitting Chart C on April 4, 2014. School level users should select all
applicable adopted reading instructional materials from the lists provided and add any
other materials in the text boxes. Information regarding materials specifically for ESE
and ELL students should be listed in the text box labeled ‘Other.’ To review and edit all
school information for Chart C before submitting, use the link provided within this
section online.
Chart C
2.1 List your Comprehensive Core Reading Programs (CCRP). Comprehensive Core
Reading Programs are the instructional tools used to provide high quality instruction in
K-5 classrooms. Describe how teachers will align instruction in K-2 to meet the Florida
Standards for English Language Arts.
McGraw-Hill Reading Wonders is the Comprehensive Core Reading Program used by all of
Sumter County School District's elementary schools used in the K-5 Classrooms.
Our K-2 teachers will align their instruction to meet the Florida Standards in English
Language Arts through the building of foundational skills such as phonological awareness,
phonemic awareness, phonics, building fluency and learning high frequency words. In
addition, K-2 teachers will focus on building oral vocabulary with students.
Our K-2 teachers will ensure that students have been exposed to and can be successful in
comprehending varying levels of complex text within the grade level band for their grade
level. These teachers will scaffold student learning when it comes to the more complex texts
for that grade level. K-2 teachers will employ close reading of texts with students to ensure
that they are able to think and write about what they are reading. Lastly, K-2 teachers will
include text dependent questioning at varying DOK levels so that students will learn to find
evidence in the text to support their thinking about texts.
2.2 List all research based materials that will be used to provide reading intervention
during the one hour extended day in the event the district has a school identified on the
list of 100 lowest performing elementary schools. Describe how intervention in extended
day will align with reading instruction provided during the school day.
74
In our district, we will use McGraw-Hill Reading Wonders, Successmaker, Study Island and
flexible grouping in our extended day programs. These programs and structures are what we
use during the school day so it aligns perfectly and is merely an extension of the ELA block.
This will give those students that need more intensive, explicit instruction additional time
with teachers in small group situations.
3. How will your district assure that reading intervention provided to students performing
below grade level addresses both student acceleration and remediation?
Teachers in our district use the Next Generation Learning Focused Solutions (NG LFS)
planning model as our major initiative. This model includes a plan for previewing with
struggling students the upcoming vocabulary and concepts they will be learning in class. It
also includes anticipating the struggle points that students will have in each lesson and
providing an intervention for that anticipated struggle. The NG LFS model also goes further
by requiring teachers to think of their students that will need to be challenged and
anticipating what types of activities can be provided for those students to move them to
where they are capable of performing.
All of our reading teachers are required to use the flexible grouping model as part of their
classroom instruction/design. We require teachers to use data in determining the weaknesses
and strengths of students and to use that information in the formation of their flexible groups.
The group's needs are considered as the teacher sets up centers and decides on what type of
assistance will be offered at the teacher-led center.
The teachers ensure that they see the weakest groups more frequently than those who need
more of a challenge. While the teacher uses more direct, explicit instruction with the weaker
students, those who need challenge can be provided activities that allow them to move
forward in their learning. The groups change on a regular basis based on the formative
assessments that teachers use to ensure that students are getting the concepts that are being
provided more explicitly to them in this setting.
The teacher led center is also the perfect place to use direct instruction with small groups of
students to assist them in working with more complex texts. The teachers will use scaffolding
to help students in understanding complex grade level text and then will gradually release
them as they progress through the school year.
4. Schools must diagnose specific reading difficulties of students who do not meet specific
levels of reading performance as determined by the district school board to determine
the nature of the student's difficulty and strategies for appropriate intervention and
instruction.
Create an Assessment/Curriculum Decision Tree (Chart D1) to demonstrate how
assessment data from progress monitoring and other forms of assessment will be used
to determine specific reading instructional needs and interventions for students in
75
grades K-2.
The chart must include:
Name of assessment(s)
Targeted audience
Performance benchmark used for decision-making
Assessment/curriculum connection
An explanation of how instruction will be modified for students who have not
responded to a specific reading intervention with the initial intensity (time and group
size) provided.
* District contacts will create and upload Chart D1 using the link provided within this section
online. There are two samples for Chart D1 (Assessment/Curriculum Decision Tree) located
at https://app1.fldoe.org/Reading_Plans/. Last year's chart is available at your district's public
view page. If your district wishes to use this chart it must be uploaded into this year's plan.
Please upload the desired file
Chart D1 - Elementary Assessment Curriculum Decision Tree Last Uploaded:5/14/2014
3:17:53 PM
5. Schools must diagnose specific reading difficulties of students scoring at Level 1 and
Level 2 on FCAT Reading to determine the nature of the student's difficulty and
strategies for appropriate intervention and instruction.
Create an Assessment/Curriculum Decision Tree (Chart D2) to demonstrate how
assessment data from progress monitoring and other forms of assessment will be used
to determine specific reading instructional needs and interventions for students in
grades 3-5(6).
The chart must include:
Name of assessment(s)
Targeted audience
Performance benchmark used for decision-making
Assessment/curriculum connection
An explanation of how instruction will be modified for students who have not
responded to a specific reading intervention with the initial intensity (time and group
size) provided.
* District contacts will create and upload Chart D2 using the link provided within this
section online. There are two samples for Chart D1 (Assessment/Curriculum Decision Tree)
located athttps://app1.fldoe.org/Reading_Plans/. Last year's chart is available at your
district's public view page. If your district wishes to use this chart it must be uploaded into
76
this year's plan. Please upload the desired file.
Chart D2 - Elementary Assessment Curriculum Decision Tree Last Uploaded:3/12/2014
11:31:58 AM
6. How will the district assure that all elementary schools have an uninterrupted 90
minute reading block for core reading instruction, and, as needed, additional time for
immediate intensive intervention (iii)?
Every elementary school is required by the district to provide an uninterrupted reading block
of 90 minutes for the core reading instruction as well as additional time outside the block for
the immediate intensive intervention (iii). Some schools have added an additional 30 minutes
of time to the uninterrupted block since there is now only one course for ELA. The schools
have various methods in place for ensuring the additional time for iii. Some examples of
these include teacher directed instruction in small groups used when other students have
Accelerated Reader time, small group with the teacher while other students are working in
the Successmaker lab, and some students use the PE waiver to provide iii time. Some of the
programs that are utilized for the iii time include Wonderworks - Foundational Reading
Skills Kits, Reading Wonders Leveled Readers, Extended Reading Passages and
Successmaker.
The District Reading Specialist will conduct regular fidelity reviews at the schools to ensure
that the schools have uninterrupted reading blocks with additional time for the iii. The
frequency of the review visits will be based on the number of students who are below
proficiency in reading for each school and whether or not the school is involved in
Differentiated Accountability. In addition, schools are required to submit their finalized
master schedules to the curriculum department and the District Reading Specialist will check
to see whether the 90 minute reading block and the iii time are reflected on each master
schedule.
Teachers will align writing with instruction of the reading skills by having students respond
in writing about texts. Teachers will use more text dependent questions. The texts from the
CCRP and other sources will serve as the basis that students use for demonstrating their skills
on the Florida Standards for Language Arts. Students respond in writing to the Extended
Reading Passages as well as answer the corresponding questions.
7. How will all students receive motivating, high-quality, explicit, and systematic reading
instruction according to their needs during the 90 minute uninterrupted reading block?
If districts are choosing to implement the flexibility options regarding the 90 minute
reading block provided in the introduction to this section, please include a description
of implementation of these options here.)
Sumter school district regularly conducts training for reading teachers on "Flexible
Grouping" originally through LFS and now through a Mini-training offered by the District
Reading Specialist. The training focuses on how to take the data available to teachers from
various assessments and use it to deliver the best instruction for the needs of individual
students. The training also includes detailed information on what to include in the teacher-led
center with examples of explicit instruction in both the whole group and the teacher-led
77
center. Also provided to teachers through the training are examples of the types of centers
that teachers should include on a regular basis for students and details on how to adjust them
based on the needs of students. All reading teachers in Sumter County regardless of grade
level are expected to use the "Flexible Grouping" model in their classrooms.
In the flexible grouping model, the teacher-led center will be the perfect place for teachers to
use direct instruction and scaffolding of more complex on-grade level texts with students that
need more assistance. The gradual release method will also be incorporated so that students
can gradually become more successful as they progress through the year.
8. In K-5, students in need of an intensive reading intervention should be part of the
instructional core program for activities such as a read aloud, think aloud,
comprehension strategy instruction, and oral language/vocabulary instruction. In small
group teacher directed instruction immediate intensive intervention (iii) should be
provided on a daily basis to children as determined by progress monitoring and other
forms of assessment. In addition to or as an extension of the ninety (90) minute reading
block, instruction in a smaller group size should focus on generalizing the newly
acquired reading skills to progressively more complex text. How will students targeted
for immediate intensive intervention receive services?
Every elementary school is required by the district to provide an uninterrupted reading block
of 90 minutes for the core reading instruction as well as additional time outside the block for
the immediate intensive intervention (iii). Some schools have added an additional 30 minutes
of time to the uninterrupted block since there is now only one course for ELA. The schools
have various methods in place for ensuring the additional time for iii. Some examples of
these include teacher directed instruction in small groups used when other students have
Accelerated Reader time, small group with the teacher while other students are working in
the Successmaker lab, and some students use the PE waiver to provide iii time. Some of the
programs that are utilized for the iii time include Wonderworks - Foundational Reading
Skills Kits, Reading Wonders Leveled Readers, Extended Reading Passages and
Successmaker.
All of the ELA/Reading curriculum maps include a template utilizing at least one complex
longer text along with multiple shorter related texts that may be either literary or nonfiction.
The teachers all use vocabulary in context and comprehension instruction as part of the
Learning Focused Solutions planning model that our district has adopted. The longer, more
complex texts are scaffolded in the iii small group instruction until students can become more
independent or through use of strategies at least experience a level of success with these
texts.
*9. How will teachers provide student access to leveled classroom libraries of both literary
and informational text focused on content area concepts implemented during the 90
minute reading block as a meaningful extension of the foundational skills taught
through the core reading program? Include the following: how these leveled classroom
78
libraries are utilized; how the books will be leveled; and the process for matching
students to the appropriate level of text.
Every classroom in grades K-5 has leveled texts in the classroom library as part of the daily
instruction. The goal of implementing leveled classroom libraries is to maintain balanced
literacy classrooms. The key to a balanced literacy library is diversity. In each classroom
library there will be books of various reading levels and genres (fiction, non-fiction, classics,
adventure, science fiction, fantasy, biography, autobiography and historical fiction). Every
effort will be made to ensure that classroom libraries offer an array of books to engage,
excite, and encourage readers of all age groups and ability levels and that are focused on
content area concepts and to include an increased amount non-fiction selections that align
with Florida Standards percentages.
Teacher groups have been working on the realignment of the classroom libraries based on
what we now know about the more rigorous requirements of the Florida Standards. We will
try to ensure that the levels begin a little higher and extend upward a little higher to match the
newer range of levels that have now been suggested. Some of the books may have to be
shifted between grade levels to provide the "stretch" reading materials that we need at each
grade level.
The CCRP (Reading Wonders) has leveled readers that come with the program making texts
accessible at varying levels. In addition, our ELA/Reading curriculum maps include a
template that utilizes related texts. Every unit contains one lengthy, more complex text along
with multiple shorter related texts at varying levels of complexity.
Students will be matched to text through the Accelerated Reading STAR test and teacher
judgment. The STAR test basically levels students based on their vocabulary knowledge but
additionally our teachers will apply their knowledge of the student to assist in the process.
Student levels will not regress, unless possibly at the beginning of the school year due to
summer loss.
In addition, teachers may use ATOS or Lexile.com in leveling any additional books that need
to be added the classroom libraries.
*10. How will all elementary teachers incorporate reading and literacy instruction into the
various subject areas to extend and build text-based discussions in order to deepen
content-area understandings? Include detail regarding how teachers will address the
Florida Standards in all content classrooms. In addition, describe how content area
texts will be integrated into the 90 minute reading block to address literacy standards.
Each content area teacher will be incorporating the literacy "Skill of the Month" into their
own lessons using mini-lessons to explicitly teach the skills and then have students use the
skill within the content area. All content areas are expected to incorporate the use of writing
within their lessons. The expectation to use writing is a district focus, whether it is
responding to something the students have read in writing, summarizing in writing, or
79
explaining something in writing. All content area teachers have and will receive additional
training on how to create text dependent questions since another expectation for teachers in
our district is to use evidence from the text as part of assignments as well as class
discussions.
An additional goal is to ensure that students are given the opportunity to work with on-grade
level and above texts focused on content-area concepts. Our content area teachers are
expected to incorporate more reading of texts related to their content areas. One way that we
have accomplished this task is through the DBQ project which has students read and analyze
texts related to a topic in order to answer a critical thinking question in the form of an essay.
Another way that our teachers have incorporated other content areas is through
comprehension centers utilizing science and social studies texts.
*11. How will students analyze media literacy including the various mediums: print media,
still photography, radio/audio, television/film, and the internet in reading and content
area subject areas?
ELA/Reading curriculum maps include a template that utilizes related texts based on a
particular topic or theme. Where possible, they also include a variety of mediums that also
relate to the topic or theme of the unit and are included as part of the resources on the maps.
Students will be asked to do close reading and/or analyzing of complex texts which may be
enhanced through the various mediums when available. Students will understand that other
mediums should be considered text as well.
In addition, the DBQ Project involves having students read and analyze texts, pictures,
videos, audio, and any other medium that is related to a particular topic in social studies. The
students use a variety of mediums to answer critical thinking questions about the topic in the
form of an essay.
*12. To strengthen and deepen text comprehension, how will writing from sources be
supported during the 90 minute reading block? Describe how students will have
consistent access to texts that appropriate for researching information.
Writing is a district focus. All content areas are expected to incorporate the use of writing
within their lessons. The expectation is to use writing, whether it is responding to something
the students have read in writing, summarizing in writing, or explaining something in
writing. All content area teachers have and will receive additional training on how to create
text dependent questions since another expectation for teachers in our district is to use
evidence from the text as part of the writing assignments.
Our schools have already been incorporating additional writing during the reading block to
deepen text comprehension. The teachers are using writing before, during and after the
CCRP story selection using the following strategies:
Summary Point Writing
Literature Responses
Questioning-all levels (Bloom's Thinking Processes and DOK levels)
80
Student Reflection Journals
Predicting and checking predictions
Graphic Organizers
Writing about connections in their reading between fiction/nonfiction and poetic
forms/devices
Writing about causes/effects
Writing to compare/contrast
Writing about story elements
In addition, we are currently working to incorporate lengthy writing/research assignments
into every ELA/Reading map as well as shorter writing assignments that are in response to
texts that students have read and analyzed in each unit. Students are required to summarize in
writing after reading each extended reading passage. Writing has been a primary focus on
each elementary campus for the past several years and continues to be our focus for the 2014-
2015 school year.
*13. How will the district and schools provide an altered instructional day as a means of
further increasing instructional intensity for those K-3 students who have received
intensive intervention for 2 or more years, have been retained for a total of two years,
and still demonstrate a reading deficiency? Describe how the altered instructional day
is organized and designed to further intensify instruction and, thereby, meet the
reading needs of these students throughout the school year. FS 1008.25 (6) (b)Students
who have received intensive remediation in reading or English Language Arts for 2 or
more years but still demonstrate a deficiency and who were previously retained in
Kindergarten, grade 1, grade 2, or grade 3 for a total of 2 years. Intensive instruction
for students so promoted must include an altered instructional day that includes
specialized diagnostic information and specific reading strategies for each student. The
district school board shall assist schools and teachers to implement reading strategies
that research has shown to be successful in improving reading among low-performing
readers.
a) Extended Day Program for 2013-2014 - The Extended Day Program for Sumter County
Elementary Schools provided an additional four hours of instruction each week through a
two day per week, two hour per day program during the regular school year. The program
targeted students scoring below 50 percent on the SAT 10 and those who were level two or
below on FCAT Reading for students attending Wildwood Elementary School, Bushnell
Elementary School, Lake Panasoffkee Elementary and Webster Elementary School. The
program will be continued as funding permits.
During this program, students are provided with additional intervention time in reading and
writing. Tutoring and homework assistance are also offered to the students daily. Students
are provided a nutritional snack during the program and transportation home in the
afternoons.
b) After School Programs - After School Programs funded through Title I and SAI may
utilize such activities as mentoring programs, reading/math and/or writing small group skill
practice and/or use of computer programs that build reading/math and/or writing skills. The
81
district determines the criteria for inviting students based on needs and funding availability.
c) Free Tutoring Program - Free tutoring is available at WES, LPES and WWES through
SES for grades K-5.
c) Summer Programs - For this summer, we are considering plans to offer Summer Programs
to K-2 students who score below 45 percent on SAT 10 as well as the 3rd Grade Reading
Camps that are required for students in third grade scoring level one on FCAT Reading.
In the Extended Day and After School Programs and Summer Programs, instruction will be
linked to reading instruction taking place during the school day/year through our district
curriculum maps. The teachers of these programs will include the programs and/or processes
that are used during the regular day ELA block.
In addition, for those students in grades K-3 who have received intensive intervention for 2
or more years and still demonstrate a reading deficiency the school will alter those students
schedule to include additional time in small group directed instruction when the other
students are scheduled to be in the computer lab. These students will get monthly diagnostic
testing using the assessments available to teachers through Reading Wonders and Discovery
Education. The results of the testing will guide the teachers in the instruction for these
students.
14. What supportive reading opportunities will be provided before school, after school, and
during summer school, including mentoring and tutoring? Include criteria for student
eligibility and how these opportunities are linked to reading instruction provided
during the school day?
District and school site designees for the Third Grade Summer Reading Camp must
create a reading camp schedule that facilitates intensive reading intervention for all
third grade students scoring a Level 1 on FCAT 2.0 Reading. The plans for the Third
Grade Summer Reading Camps are due April 4, 2014 for the Just Read, Florida! Office
to review and provide feedback by April 25, 2014. For more guidance on Third Grade
Summer Reading Camps and to submit the district’s Summer Reading Camp Plan,
visit http://www.justreadflorida.com/camps/. Florida Statute 1011.62 has been revised
to recommend Summer Reading Camps for K-2 and 4-5 students. Describe any plans to
offer Summer Reading Camps to this extended group of students.
a) Extended Day Program for 2013-2014 - The Extended Day Program for Sumter County
Elementary Schools provided an additional four hours of instruction each week through a
two day per week, two hour per day program during the regular school year. The program
targeted students scoring below 50 percent on the SAT 10 and those who were level two or
below on FCAT Reading for students attending Wildwood Elementary School, Bushnell
Elementary School, Lake Panasoffkee Elementary and Webster Elementary School. The
program will be continued as funding permits.
82
During this program, students are provided with additional intervention time in reading and
writing. Tutoring and homework assistance are also offered to the students daily. Students
are provided a nutritional snack during the program and transportation home in the
afternoons.
b) After School Programs - After School Programs funded through Title I and SAI may
utilize such activities as mentoring programs, reading/math and/or writing small group skill
practice and/or use of computer programs that build reading/math and/or writing skills. The
district determines the criteria for inviting students based on needs and funding availability.
c) Free Tutoring Program - Free tutoring is available at WES, LPES and WWES through
SES for grades K-5.
c) Summer Programs - For this summer, we are considering plans to offer Summer Programs
to K-2 students who score below 45 percent on SAT 10 as well as the 3rd Grade Reading
Camps that are required for students in third grade scoring level one on FCAT Reading.
In the Extended Day and After School Programs and Summer Programs, instruction will be
linked to reading instruction taking place during the school day/year through our district
curriculum maps. The teachers of these programs will include the programs and/or processes
that are used during the regular day ELA block.
15. Please list the qualifications for reading intervention teachers in elementary schools,
summer reading camps, and one hour extended day programs.
- Preference will be given to teachers with current teaching experience in the appropriate
grade level.
- Preference will also be given to teachers who have prior success in teaching reading to
struggling readers and who have expertise in tailoring instruction to student needs.
- Preference will be given to those teachers who have either reading certification or a reading
endorsement.
- Certification in appropriate content area required.
*16.1 Which assessments are administered to determine reading instructional needs for the
following students populations:
Non-English speaking ELL?
FAIR, Discovery Education Benchmark Assessments, Reading Wonders Placement Tests,
and Successmaker Tests.
CELLA and STAR tests are administered to determine the reading instructional needs for
Non-English speaking ELL students. Approved accommodations will be provided when
appropriate.
16.2 Severe speech/auditory impaired.
Sumter County students with severe speech/auditory impairments are served in a neighboring
83
county (Pasco).
16.3 Severe visually impaired.
If tests are needed in Braille, our vision teacher can convert them or they can be ordered
through FIMC.
16.4 Grades 4 and 5 transfer students who do not have any FCAT 2.0 Reading scores and/or
no standardized reading assessment scores. Note: If no scores are available, an
appropriate assessment should be administered to determine the overall reading ability
of the student and to identify appropriate placement.
Discovery Education Assessments, Successmaker Tests, Reading Wonders Assessments and
NAEP Fluency Tests
17. What alternate assessment is used for promotion of third grade students scoring Level 1
on FCAT Reading?
SAT 10
Ch
art
D1
: Ele
me
nta
ry A
sse
ssm
en
t/C
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icu
lum
De
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20
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-15
) D
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elem
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cho
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exc
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the
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) w
ill b
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ast
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. Th
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am
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of
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will
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a w
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terv
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a s
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k an
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, V
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core
s fr
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blo
ck a
nd
ta
rget
ed t
o m
eet
stu
den
ts'
inst
ruct
ion
al n
eed
s.)
88
ASS
ESSM
ENT(
S)
IF
THEN
M
ATE
RIA
LS/A
CTI
VIT
IES
SAT
10
FAIR
Dis
cove
ry E
du
cati
on
Ear
ly
Skill
s A
sses
smen
ts
Stu
den
t sc
ore
ab
ove
25%
b
ut
bel
ow
45
% o
n S
AT
10;
Has
a P
rob
abili
ty o
f R
ead
ing
Succ
ess
(PR
S) t
hat
is
16
- 8
4%
(Ye
llow
Su
cces
s Zo
ne)
on
FA
IR;
Or,
Stu
den
t sc
ore
s Le
vel 2
(Y
ello
w)
Pro
fici
ency
Lev
el
on
Dis
cove
ry E
du
cati
on
A
sses
smen
t.
Wri
te a
PM
P.
Ad
min
iste
r V
oca
bu
lary
Ta
sk a
nd
Tar
gete
d
Dia
gno
stic
Inve
nto
ry (
TDI)
.
Use
th
e Li
sten
ing
Co
mp
reh
ensi
on
, V
oca
bu
lary
an
d T
DI s
core
s fr
om
FA
IR o
r th
e P
ho
nem
ic
Aw
are
nes
s In
ven
tory
Ta
sks,
Flu
ency
, Vo
cab
ula
ry
and
Co
mp
reh
ensi
on
sco
res
fro
m t
he
Rea
din
g W
on
der
s Se
ries
to
det
erm
ine
the
leve
l of
dai
ly d
iffe
ren
tiat
ed
inte
rven
tio
n r
equ
ired
fo
r th
e st
ud
ents
.
Focu
s o
n t
he
skill
str
engt
hs
and
wea
knes
ses
and
use
in
flex
ible
gro
up
inst
ruct
ion
.
Rea
din
g W
on
der
s
Wo
nd
erw
ork
s –
Fou
nd
atio
nal
Rea
din
g Sk
ills
Kit
s
Rea
din
g W
on
der
s Le
vele
d
Rea
der
s
Saxo
n P
ho
nic
s
SRA
Rea
din
g M
aste
ry
Succ
essm
aker
Lett
er P
eop
le
Bre
akth
rou
gh t
o L
iter
acy
Use
of
exte
nd
ed r
ead
ing
pas
sage
s w
ith
co
mp
reh
ensi
on
qu
esti
on
s.
Stu
den
t g
ets
iii t
ime.
(D
ail
y sm
all
gro
up
or
ind
ivid
ua
lized
d
iffe
ren
tia
ted
inte
rven
tio
n
in a
dd
itio
n t
o o
r a
n
exte
nsi
on
of
the
90
-m
inu
te r
ead
ing
blo
ck a
nd
ta
rget
ed t
o m
eet
stu
den
ts'
inst
ruct
ion
al n
eed
s.)
ASS
ESSM
ENT(
S)
IF
THEN
M
ATE
RIA
LS/A
CTI
VIT
IES
89
FAIR
Dis
cove
ry E
du
cati
on
Ear
ly
Skill
s A
sses
smen
t
Stu
den
t's
Pro
bab
ility
of
Rea
din
g Su
cces
s (P
RS)
is a
t o
r ab
ove
85
% (
Gre
en
Succ
ess
Zon
e) a
nd
Li
sten
ing
Co
mp
reh
ensi
on
/Rea
din
g sc
ore
is 3
or
bel
ow
.
Stu
den
t sc
ore
s in
th
e Le
vel
3 (
Gre
en
) P
rofi
cien
cy L
evel
o
n t
he
Dis
cove
ry E
du
cati
on
A
sses
smen
t.
Det
erm
ine
the
bre
akd
ow
n
of
exp
licit
an
d im
plic
it
qu
esti
on
s. P
rovi
de
com
pre
hen
sio
n
inst
ruct
ion
, fo
cusi
ng
on
st
rate
gic
liste
nin
g/re
adin
g th
at in
clu
des
exp
licit
in
stru
ctio
n in
usi
ng
bef
ore
, d
uri
ng,
an
d a
fter
co
mp
reh
ensi
on
str
ateg
ies.
Fo
cus
on
th
e sk
ill
stre
ngt
hs
and
wea
knes
ses
and
use
in f
lexi
ble
gro
up
in
stru
ctio
n.
Rea
din
g W
on
der
s an
d s
mal
l gr
ou
p d
iffe
ren
tiat
ed
inst
ruct
ion
th
at f
ocu
ses
on
b
efo
re, d
uri
ng
and
aft
er
read
ing
stra
tegi
es.
Use
of
smal
l gro
up
d
iffe
ren
tiat
ed in
stru
ctio
n
focu
sed
on
ski
ll st
ren
gth
s an
d w
eakn
esse
s.
Use
of
exte
nd
ed r
ead
ing
pas
sage
s w
ith
co
mp
reh
ensi
on
qu
esti
on
s.
FAIR
Dis
cove
ry E
du
cati
on
Ear
ly
Skill
s A
sses
smen
t
Stu
den
ts P
rob
abili
ty o
f R
ead
ing
Succ
ess
(PR
S)
sco
re is
at
or
abo
ve 8
5%
(G
ree
n S
ucc
ess
Zon
e) a
nd
Li
sten
ing/
Rea
din
g C
om
pre
hen
sio
n s
core
is 4
o
r ab
ove
on
FA
IR.
Stu
den
ts s
core
in t
he
Leve
l 4 o
r 5
(B
lue)
P
rofi
cien
cy L
evel
s o
f D
isco
very
Ed
uca
tio
n
Ass
essm
ents
.
Co
nti
nu
e w
ith
en
han
ced
in
stru
ctio
n t
hat
fo
llow
s d
evel
op
men
tal r
ead
ing
con
tin
uu
m in
clu
din
g in
stru
ctio
n w
ith
hig
her
le
vel c
om
pre
hen
sio
n,
voca
bu
lary
, ph
on
ics
and
fl
uen
cy a
t th
e w
ord
an
d/o
r co
nn
ecte
d t
ext
leve
l.
Focu
s o
n t
he
skill
str
engt
hs
and
wea
knes
ses
and
use
in
flex
ible
gro
up
inst
ruct
ion
.
Rea
din
g W
on
der
s.
Use
of
smal
l gro
up
d
iffe
ren
tiat
ed in
stru
ctio
n
focu
sed
on
ski
ll st
ren
gth
s an
d w
eakn
esse
s.
Use
of
exte
nd
ed r
ead
ing
pas
sage
s w
ith
co
mp
reh
ensi
on
qu
esti
on
s.
For
stu
de
nts
wh
o h
ave
no
t re
spo
nd
ed
to
a s
pe
cifi
c re
adin
g in
terv
en
tio
n d
eliv
ere
d w
ith
fid
elit
y an
d w
ith
th
e in
itia
l in
ten
sity
(ti
me
an
d g
rou
p s
ize
) p
rovi
de
d,
read
ing
inte
rve
nti
on
inst
ruct
ion
an
d/o
r m
ater
ials
will
be
ch
ange
d b
ase
d o
n s
tud
en
t d
ata.
Stu
de
nts
may
be
re
com
men
de
d f
or
afte
r sc
ho
ol p
rogr
ams
or
to u
se
a co
mb
inat
ion
of
dif
fere
nt
sup
ple
me
nta
l re
adin
g p
rogr
ams.
Aft
er
revi
ew
of
stu
de
nt
pro
gre
ss, i
f st
ud
en
t is
sti
ll h
avin
g d
iffi
cult
y w
ith
mas
tery
, it
ma
y b
eco
me
n
ece
ssar
y to
re
fer
the
stu
de
nt
to t
he
sch
oo
l's In
terv
en
tio
n A
ssis
tan
ce T
eam
(IA
T) t
o d
ete
rmin
e m
ore
ind
ivid
ual
ize
d in
terv
en
tio
ns,
an
d p
erh
aps
elig
ibili
ty a
s a
stu
de
nt
wit
h a
dis
abili
ty.
90
CH
AR
T D
2: E
lem
en
tary
Ass
essm
en
t/C
urr
icu
lum
De
cisi
on
Tre
e, G
rad
es
3, 4
& 5
(2
01
4-1
5)
Dis
tric
t N
ame
: Su
mte
r (A
ll el
emen
tary
sch
oo
ls e
xcep
t th
e V
illag
es C
har
ter
Sch
oo
l)
N
ote
: Im
me
dia
te In
ten
sive
Inte
rve
nti
on
will
be
pro
vid
ed
acc
ord
ing
to n
eed
fo
r at
leas
t 7
5 m
inu
tes
a w
ee
k b
eyo
nd
th
e 9
0 m
inu
te r
ead
ing
blo
ck. T
he
dai
ly
amo
un
t o
f ti
me
use
d f
or
imm
ed
iate
inte
nsi
ve in
terv
en
tio
n w
ill b
e n
o le
ss t
han
15
min
ute
s p
er
day
fo
r fi
ve d
ays
ASS
ESSM
ENT(
S)
IF
THEN
M
ATE
RIA
LS/A
CTI
VIT
IES
SAT
10
(3
rd G
rad
e O
nly
)
Sta
te A
sses
smen
ts
Dis
cove
ry E
du
cati
on
A
sses
smen
ts
Stu
den
t sc
ore
s b
elo
w 2
5%
o
n S
AT
10 R
ead
ing;
Far
Bel
ow
Pro
fici
ency
on
St
ate
Ass
essm
ent;
Or,
Stu
den
t sc
ore
s in
th
e lo
wes
t (
Red
) P
rofi
cien
cy
Leve
l on
Dis
cove
ry
Edu
cati
on
Ass
essm
ent
Wri
te a
PM
P.
Det
erm
ine
stra
tegi
es &
ti
mel
ines
, an
d a
dm
inis
ter
dia
gno
stic
ass
essm
ents
to
d
eter
min
e ar
ea(
s) o
f d
efic
ien
cy t
o g
uid
e in
stru
ctio
n a
nd
pla
cem
ent.
Teac
her
use
s th
e ap
pro
pri
ate
Dis
cove
ry
Edu
cati
on
res
ou
rces
in
dic
ated
by
the
stu
den
t sc
ore
s.
Pro
vid
e m
ore
inte
nsi
ty
thro
ugh
ad
dit
ion
al t
ime,
sm
alle
r gr
ou
p s
ize
and
m
ore
tar
gete
d in
stru
ctio
n.
Focu
s o
n t
he
skill
str
engt
hs
and
wea
knes
ses
and
use
in
flex
ible
gro
up
inst
ruct
ion
.
Rea
din
g W
on
der
s an
d
asso
ciat
ed A
sses
smen
ts
Rea
din
g W
on
der
s Le
vele
d
Rea
der
s
Succ
essm
aker
Dis
cove
ry E
du
cati
on
P
rob
es
AR
/STA
R
SRA
Rea
din
g M
aste
ry
Use
of
flex
ible
gro
up
ing
bas
ed o
n s
tud
ent
skill
w
eakn
esse
s an
d s
tren
gth
s.
Use
of
exte
nd
ed r
ead
ing
pas
sage
s an
d g
rad
e le
vel
qu
esti
on
s b
ased
on
st
and
ard
s.
Stu
den
t g
ets
iii t
ime.
(D
ail
y sm
all
gro
up
or
ind
ivid
ua
lized
d
iffe
ren
tia
ted
inte
rven
tio
n
in a
dd
itio
n t
o o
r a
n
exte
nsi
on
of
the
90
-m
inu
te r
ead
ing
blo
ck a
nd
ta
rget
ed t
o m
eet
stu
den
ts'
inst
ruct
ion
al n
eed
s.)
91
ASS
ESSM
ENT(
S)
IF
THEN
M
ATE
RIA
LS/A
CTI
VIT
IES
SAT
10
(3
rd G
rad
e O
nly
)
FCA
T
Dis
cove
ry E
du
cati
on
Ass
essm
ents
Stu
den
ts s
core
ab
ove
25
%
bu
t b
elo
w 4
5%
on
SA
T 10
;
Bel
ow
Pro
fici
ency
Lev
el o
n
Stat
e A
sses
smen
t;
Or,
Stu
den
t sc
ore
s n
ext
to
low
est
(Yel
low
) P
rofi
cien
cy
Leve
l on
Dis
cove
ry
Edu
cati
on
Ass
essm
ents
Wri
te a
PM
P.
Det
erm
ine
stra
tegi
es a
nd
tim
elin
es.
Ad
min
iste
r d
iagn
ost
ic
test
ing
to d
eter
min
e ar
ea(s
)
of
def
icie
ncy
to
gu
ide
inst
ruct
ion
an
d p
lace
men
t.
Teac
her
use
s th
e
app
rop
riat
e D
isco
very
Edu
cati
on
res
ou
rces
ind
icat
ed b
y th
e st
ud
ent
sco
res.
Pro
vid
e m
ore
inte
nsi
ty
thro
ugh
ad
dit
ion
al t
ime,
sm
alle
r gr
ou
p s
ize
and
m
ore
tar
gete
d in
stru
ctio
n.
Focu
s o
n t
he
skill
str
engt
hs
and
wea
knes
ses
and
use
in
flex
ible
gro
up
inst
ruct
ion
.
Rea
din
g W
on
der
s an
d
asso
ciat
ed A
sses
smen
ts
Rea
din
g W
on
der
s Le
vele
d
Rea
der
s
Succ
essm
aker
Dis
cove
ry E
du
cati
on
P
rob
es
AR
/STA
R
SRA
Rea
din
g M
aste
ry
Use
of
flex
ible
gro
up
ing
bas
ed o
n s
tud
ent
skill
w
eakn
esse
s an
d s
tren
gth
s.
Use
of
exte
nd
ed r
ead
ing
pas
sage
s an
d g
rad
e le
vel
qu
esti
on
s b
ased
on
st
and
ard
s.
Stu
den
t m
ay
get
iii t
ime.
(D
ail
y sm
all
gro
up
or
ind
ivid
ua
lized
d
iffe
ren
tia
ted
inte
rven
tio
n
in a
dd
itio
n t
o o
r a
n
exte
nsi
on
of
the
90
-m
inu
te r
ead
ing
blo
ck a
nd
ta
rget
ed t
o m
eet
stu
den
ts'
inst
ruct
ion
al n
eed
s.)
92
ASS
ESSM
ENT(
S)
IF
THEN
M
ATE
RIA
LS/A
CTI
VIT
IES
SAT
10
(3
rd G
rad
e O
nly
)
FCA
T
Dis
cove
ry E
du
cati
on
Ass
essm
ents
Stu
den
t sc
ore
s ab
ove
45
%
on
SA
T 10
;
Pro
fici
ent
on
Sta
te
Ass
essm
ent;
Or,
Lev
el 3
(G
ree
n)
Pro
fici
ency
Lev
el o
n
Dis
cove
ry E
du
cati
on
Ass
essm
ents
Pro
vid
e cu
rren
t le
vels
of
inst
ruct
ion
in h
igh
-lev
el
reas
on
ing
skill
s, v
oca
bu
lary
and
rea
din
g
com
pre
hen
sio
n s
trat
egie
s
req
uir
ed t
o m
eet
grad
e
leve
l sta
nd
ard
s.
Teac
her
fo
llow
s p
resc
rib
ed
pro
gram
of
inst
ruct
ion
by
Rea
din
g W
on
der
s fo
cusi
ng
on
stu
den
t's
skill
wea
knes
ses
and
str
engt
hs.
Teac
her
use
s th
e
app
rop
riat
e D
isco
very
Edu
cati
on
res
ou
rces
ind
icat
ed b
y th
e st
ud
ent
sco
res.
Focu
s o
n t
he
skill
str
engt
hs
and
wea
knes
ses
and
use
in
flex
ible
gro
up
inst
ruct
ion
.
Rea
din
g W
on
der
s an
d
asso
ciat
ed A
sses
smen
ts
Succ
essm
aker
Dis
cove
ry E
du
cati
on
Pro
bes
AR
/STA
R
Use
of
flex
ible
gro
up
ing
bas
ed o
n s
tud
ent
skill
wea
knes
ses
and
str
engt
hs.
Use
of
exte
nd
ed r
ead
ing
pas
sage
s an
d g
rad
e le
vel
qu
esti
on
s b
ased
on
stan
dar
ds.
93
ASS
ESSM
ENT(
S)
IF
THEN
M
ATE
RIA
LS/A
CTI
VIT
IES
SAT
10
(3
rd G
rad
e O
nly
)
FCA
T
Dis
cove
ry E
du
cati
on
Ass
essm
ents
Stu
den
t sc
ore
s ab
ove
45
%
on
SA
T 10
;
Ab
ove
Pro
fici
ent
on
Sta
te
Ass
essm
ent;
Or,
Stu
den
t sc
ore
s Le
vel
4/5
(B
lue)
Pro
fici
ency
Lev
el
on
Dis
cove
ry E
du
cati
on
Ass
essm
ents
Pro
vid
e enhanced
inst
ruct
ion
in t
he
hig
h-l
evel
reas
on
ing
skill
s, v
oca
bu
lary
and
rea
din
g
com
pre
hen
sio
n s
trat
egie
s
req
uir
ed t
o m
eet
grad
e
leve
l sta
nd
ard
s.
Teac
her
fo
llow
s p
resc
rib
ed
pro
gram
of
inst
ruct
ion
by
Rea
din
g W
on
der
s fo
cusi
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94
95
District: Sumter
Middle School Student Achievement and Instruction
The goal of the K-12 Comprehensive Reading Plan is to ensure that students are reading at or above
grade level. Students entering the middle grades who are not reading on grade level have a variety of
reading intervention and learning needs. A single program or strategy is not sufficient for remediation,
and, likewise, remediation is not sufficient for low-performing middle school students. In addition to
focusing on the development of foundational skills, instruction needs to engage students in complex
cognitive tasks that challenge students to apply their foundational skills. This application needs to
include high-level thinking opportunities for students to grapple with and construct meaning from
complex texts. Such instruction expands literacy development beyond foundational skills to include
such capacities as:
general academic and discipline-specific vocabulary
high-level comprehension such as argumentation
critical literary analysis
student question generation, inquiry, and research processes
In order to simultaneously offer reading intervention and cognitive challenges, middle school reading
instruction needs to incorporate the use of an integrated and interdisciplinary approach:
1. Integrated approach to the language arts strands and to skill application: Middle schools
will integrate opportunities for students to apply the composite use of the language skills –
reading, writing, listening, speaking -- that they are learning in order to further strengthen their
overall literary development.
2. Interdisciplinary approach: Middle school literacy instruction needs to attain a balance of
literature and informational texts that relate to history, social studies, and science content. This
interdisciplinary approach to literacy is based on extensive research that establishes the need for
students to become proficient in reading complex informational text independently in a variety
of content areas in order to develop college career readiness by the time they graduate.
3. Simultaneous use of both approaches: Middle school literacy instruction will incorporate the
integration of reading, writing, listening, and discussing as students relate to various
increasingly complex interdisciplinary texts throughout the school year.
Using this integrated, interdisciplinary approach requires systematic student engagement in complex
cognitive tasks with wide variety of different types of texts. Teachers will also need to incorporate texts
of varying levels of complexity into their instruction, providing various instructional opportunities for
students to read, write, discuss, and listen to text for different specific purposes. This includes but is not
limited to focusing on:
new and more complex text structures (single structures as well as multiple organizational text
patterns )
academic and domain-specific vocabulary and concepts on social studies and science topics
how to extract information from complex informational text
how to use text evidence to explain and justify an argument in discussion and writing
how to analyze and critique the effectiveness and quality of an author’s writing style,
96
presentation, or argument
paired use of texts for students to engage in more complex text analyses
independent reading and writing practice to:
o relate to increasingly more complex text structures
o use content-area vocabulary and concepts
o develop literacy skills with increasingly complex text
The availability and access to texts of various types, topics, and complexity levels are necessary for
integrated, interdisciplinary instruction to occur. Consequently, districts and schools will need to
consider how to differentiate instruction in order to meet the varied learning needs of middle school
students so that they can successfully in a variety of complex cognitive tasks. Differentiated
opportunities develop student capacities such as:
general and discipline-specific academic vocabulary
high-level comprehension skills
critical literary analysis skills
student question generation, inquiry, and research skills
To operate such an integrated and interdisciplinary middle school literacy program, district and school
personnel will need to assess the type, amount, and complexity of the texts locally available for
differentiated use in literacy instruction and independent student reading practice. School and
classroom inventories will need to include a wide range of diverse texts that support each of the
standards and meet the instructional needs of all students.
All information provided in this section should detail how you will meet the reading needs of all
student subgroups identified under No Child Left Behind.
1. Each district will be given one school user log-in password so that each school may enter their
own information into Chart F by using the web-based template. It is recommended that districts
create a timeline for school users to enter this information for their school. Districts will be able
to review and revise the school based information before submitting Chart F on April 4, 2014.
School level users should select all adopted reading instructional materials from the lists
provided and add any other materials in the text boxes. Information regarding materials
specifically for ESE and ELL students should be listed in the text box labeled ‘Other.’ To
review and edit all school information for Chart F before submitting, please use the link
provided within this section online. Chart F
*2. The goal of a middle grades reading program is to provide a variety of methods and
materials to develop strategies and critical thinking skills in reading. This goal applies to
the following students:
1. Students with reading performance below grade level: For these students,
acceleration is just as important as remediation. Describe how your district will
assure that reading intervention services provide both acceleration and remediation
97
to meet the needs of low-performing students and facilitate their college-career
readiness by high school graduation.
2. Students with reading performance on or above grade level: Describe how your
district will assure that the reading development of students performing on or
above grade level will continue to progress toward college-career readiness by high
school graduation.
Students who score below proficiency level on the state assessment for ELA/Reading will be
served with a reading intervention in Sumter County Schools. In addition to the reading
intervention program that is used in the reading intervention course, teachers are required to use
the Flexible Grouping model. In this model, student data is reviewed on a regular basis to
analyze students' strengths and weaknesses. This data is also used as a basis for the formation of
the centers and for decisions on what the teacher will use in the teacher-led center for the
directed, explicit instruction he/she will use in the teacher-led center. The teachers will see these
students on more frequent basis throughout the week whereas students with fewer weaknesses
will be accelerated in those areas where they can be more independent.
In addition to working on the weaknesses that students exhibit on assessments, teachers will use
on-grade text and above as well as more and more complex text with the students in the teacher-
led center. The teachers can scaffold for students and gradually release them as they become
more independent with these more complex texts as they learn more strategies. Teachers will
also be able to accelerate these students by previewing vocabulary and building background
knowledge for upcoming lessons that will be taught in whole group. In this way, students with
weaknesses can get a "double dose" that will accelerate them to where their counterparts will
start for the upcoming lesson. (Learning Focused Solutions)
Students who score at proficiency level and above will be using a developmental core reading
program (Prentice Hall Language and Literature). In addition, ELA/Reading curriculum maps
are built using unit templates that utilize a longer more complex text along with multiple shorter
varying levels of texts that vary between literary and nonfiction but along the same topic or
theme. Every unit will include at least one lengthy research/writing project and several shorter
research/writing projects all related to or in response to the text or multiple texts they have been
reading. Each unit will end with a culminating project that incorporates all that has been learned
throughout the unit. These projects should be relevant and engaging for students. All writing
assignments should require students to use evidence from the text to support their thoughts. Our
students will learn and understand the Florida Standards through these units.
*3. To effectively use assessment data, districts and schools with carefully crafted protocols are
prepared to efficiently differentiate student reading needs and offer an appropriate array of
intervention options that meet various individual student learning needs. To develop and utilize
these local protocols, districts and schools need to address state legislation that informs local
policies.
Section 1003.4156, Florida Statutes, requires middle school students who score at Level 1 on
98
FCAT 2.0 Reading to receive intervention services in the following courses:
an intensive reading course and/or
A content area course that is taught by a content-area teacher who has participated in
content-area reading professional development, such as NGCAR-PD/CAR-PD, that
builds teacher capacity to deliver scientifically-based content-area literacy practices that
support low-performing students.
Middle school students who score at Level 1 or Level 2 on FCAT 2.0 Reading and have
intervention needs in the areas of foundational reading skills (e.g. decoding, fluency) must have
extended time for reading intervention:
Students two or more years below grade level should receive double block of time for
reading to provide a sufficient amount of the following:
o remediation in foundational reading skills
o supportive opportunities to apply foundational skills
o acceleration in vocabulary development and comprehension skills in relating to
increasingly complex texts
Students less than two years below grade level may receive these services during the
school day or before/after school with teacher support
Intervention course should include on a daily basis:
whole group explicit and systematic instruction
small group differentiated instruction
independent reading practice monitored by the teacher
infusion of reading and language arts benchmarks specific to the subject area blocked
with the intensive reading course (biology, world history, etc.)
a focus on increasingly complex literary and informational texts (exposition,
argumentation/persuasive, functional/procedural documents, etc.)
Middle school students scoring at Level 1 or Level 2 on FCAT 2.0 Reading who do not have
intervention needs in the areas of foundational reading skills (e.g. decoding, fluency) may be
served in content area reading intervention classes. These teachers must meet one of the
following requirements:
Content Area Reading Professional Development (CAR-PD)
Next Generation content Area Reading-Professional Development (NGCAR- PD),
Reading Endorsement
K-12 Reading Certification
In implementing this legislation, make sure that the classroom infrastructure (class size,
materials, etc.) is adequate to implement the necessary array of intervention service option.
These interventions should include the following characteristics:
whole group explicit and systematic instruction
99
small group differentiated instruction
independent reading practice monitored by the teacher (applicable to the reading
intervention course)
infusion of reading and language arts benchmarks specific to the subject area (biology,
world history, etc.)
a focus on increasingly complex literary and informational texts (exposition,
argumentation/persuasive, functional/procedural documents, etc.).
Schools must progress monitor students scoring at Level 1 and 2 on FCAT 2.0 Reading a
minimum of three times per year in order to appropriately plan for subsequent instruction and
ensure student learning progress over time. This progress monitoring should include a Baseline,
Midyear, and End of the Year Assessment.
Schools must diagnose specific reading deficiencies of students scoring at Level 1 and Level 2
on FCAT Reading. Although formal diagnostic assessment provides specific information about
a student’s reading deficiencies, many progress monitoring tools and informal teacher
assessments can provide very similar information in a more efficient manner. The only reason to
administer a formal diagnostic assessment to any student is to determine the specific deficit at
hand so that teachers can better inform instruction to meet the needs of students who continue to
struggle in reading. The decision to deliver a formal diagnostic assessment should be the result
of an in-depth conversation about student instructional and assessment needs by the teacher,
reading coach, and reading specialist.
Each identified struggling reader must be provided instruction that best fits his or her needs.
Districts must establish criteria beyond FCAT 2.0 Reading for placing students into different
levels of intensity for reading intervention to be certain that students are sufficiently challenged
but not frustrated in relating to text of varying complexity. It is recommended that districts
implement a placement process that includes a variety of considerations with protocols, such as
the following:
Historical assessment data results, including prior FCAT scores:
o Level 2 student who scored at Level 3 or above during previous school years
require instructional support that focuses on accelerating development in
academic vocabulary and high-level comprehension, ensuring that student
development keeps pace with increases in text complexity that occurs from grade
to grade. Further assessment is required to determine whether remediation is
needed.
o Students who have historically scored below Level 3 in numerous past years will
require intervention focused on both remediation and acceleration. Further
assessment is required to determine the appropriate proportion of remediation and
acceleration for each student.
Assessment using grade-level passages: Administer oral reading and comprehension
questions of a grade-level passage:
o Independent student oral reading:- For Level 1 or Level 2 students who struggle
to read a grade level passage aloud, distinguish the impact that each students’
decoding issue has on his or her text comprehension in order to determine
100
remediation needs:
Does the student successfully monitor basic comprehension of the grade-
level text in spite of some decoding challenges?.
Does the student struggle to decode the grade-level passage, and does this
negatively impact his or her grade-level text understanding?
o Comprehension questions: Level 1 or Level 2 students who have difficulty
accurately answering several basic comprehension questions (e.g., main idea,
details, etc.) summarizing the passage, or identifying text evidence that supports
the author’s claim will require systematic remediation in such skills as text
structure, summarization, and comprehension monitoring using explicit
instructional strategies such text-marking/coding.
For the various student profiles referenced above, all will require accelerated instruction
in academic vocabulary and high-level comprehension using complex texts to ensure
their college-career readiness. Research suggests that fluency is not a strong predictor of
a student’s ability to comprehend text in middle grades and high school. Therefore,
caution is recommended in using fluency data as a primary determinant for placement in
reading intervention in the upper grades.
Asking students to read: – Does the teacher asks the student to read a grade level passage
silently and then read it aloud? – Does the student mispronounce only those words that
are unfamiliar and not significant to comprehension of the text?
Asking questions: – Does the teacher ask the student to answer several comprehension
questions? – Does the student answer all or most correctly? If a student has at some time
in their school career scored at Level 3 or above, can accurately read a grade level
passage, and answers most comprehension questions correctly, the teacher should
provide instruction that is sufficiently challenging to this student. If a student has always
scored at Level 1 or Level 2, cannot accurately read a grade level passage aloud and/or
cannot answer comprehension questions correctly, the teacher should deliver explicit
instruction and systematic student practice opportunities in order to accelerate decoding,
fluency, vocabulary, and comprehension development.
Data Examples include data from screenings, progress monitoring and diagnostic assessments
already in use in the district, as well as teacher recommendation should be considered. New
research suggests that fluency is not a strong predictor of a student’s ability to comprehend text
in middle grades and high school. Therefore, caution is suggested in using fluency data for
placement in reading intervention in the upper grades.
Additional guidelines for determining student placement in reading intervention can be found
through using the Just Read, Florida! Student Reading Placement Chart at:
http://info.fldoe.org/justread/educators/Secondary_Reading_Placement_Chart.pdf End-of-year
assessments should be used to determine specific areas of student reading difficulty and reading
intervention placement.
Complete an Assessment/Curriculum Decision Tree (Chart G) to demonstrate how
101
assessment data from progress monitoring and other forms of assessment will be used to
determine specific interventions for students at each grade level. The chart must include:
Name of assessment(s)
Targeted audience
Performance benchmark used for decision-making
Assessment/curriculum connection
An explanation of how instruction will be modified for students who have not responded
to a specific reading intervention with the initial intensity (time and group size) provided.
* District contacts will create and upload Chart G using the link found within this section online.
A sample for Chart G (Assessment/Curriculum Decision Tree) can be found in the
https://app1.fldoe.org/Reading_Plans/ . Last year's chart is available at your district's public
view page. If your district wishes to use this chart it must be uploaded into this year's plan.
Please upload the desired file.
Chart G - Middle School Assessment Curriculum Decision Tree Last Uploaded:3/12/2014
4:49:31 PM
*4. How will the district ensure that middle school students in need of decoding and text
reading efficiency have sufficient time to receive the intervention services that they need?
Sumter will ensure that all middle school students who are in need of decoding and text reading
efficiency receive extended reading intervention time by using the following placement
procedure.
All level one and two FCAT Reading students will be tested using the MAZE. Those who score
in the high and moderate risk levels (red and yellow), will also be NAEP Fluency tested using
Lexiled grade level passages and/or the Scaffolding Discussion Templates. Students who score a
level one or two on the NAEP Oral Reading Fluency Rubric will be placed in Intensive Reading
classes that have extended time (other placement testing may be done to determine levels within
programs once extended time has been established). The placement of the students from the
previous year will also be considered, especially if the student is continuing in Intensive
Reading. This same procedure will be employed for those students who have no FCAT Reading
scores.
5. How will students be provided with access to both leveled and authentic literary and
informational texts representing a range of levels, interests, genres, and cultures within the
reading program to develop independent reading capacity? Include the following
information:
a) how daily independent reading, monitored by the teacher, will be incorporated into all
reading classrooms;
b) how classroom libraries will be utilized;
c) the process for leveling books; and
d) the process for matching students with the appropriate level of text.
The middle schools will integrate authentic fiction and nonfiction representing a range of levels,
interests, genres, and cultures into the classroom by having daily independent reading practice
102
monitored by the teacher in all reading classrooms using classroom libraries, the media center,
Achieve 3000 and/or leveled texts. The middle schools will require participation by all students
in the Accelerated Reader (AR) program as part of the students' grade. In addition, the middle
schools will use novel studies of different genres and develop the use of learning teams/literature
circles.
Books will be leveled using the Renaissance Place guidelines but also with lexiles whenever
possible to ensure that we are reaching more challenging levels of reading required by the
adjusted lexile ranges for Florida Standards. Students will be able to choose books based on
teacher input and student choice/interest. Teachers will determine the appropriate level of texts
for students below proficiency levels based on their STAR scores or Achieve 3000 (Lexile)
scores. Teachers will determine the appropriate level of text for students scoring proficient or
higher by using the specific grade level Renaissance Learning Goal Setting Chart. In addition,
teachers will monitor students’ progress using Renaissance Place assessment reports.
*6. How will students analyze media literacy including the various mediums: print media, still
photography, radio/audio, television/film, and the internet in reading and content area
subject areas?
ELA/Reading curriculum maps include a template that utilizes related texts based on a particular
topic or theme. Where possible, they also include a variety of mediums that also relate to the
topic or theme of the unit and are included as part of the resources on the maps. Students will be
asked to do close reading and/or analyzing of complex texts which may be enhanced through the
various mediums when available. Students will understand that other mediums should be
considered text as well.
In addition, the DBQ Project done through our social studies courses at the middle level
involves having students read and analyze texts, pictures, videos, audio, and any other medium
that is related to a particular topic in social studies. The students use a variety of mediums to
answer critical thinking questions about the topic in the form of an essay.
*7. Students' college-career readiness is dependent upon high quality learning opportunities in
content area and elective classrooms. What practices are in place to ensure that content-
area instruction builds student capacity to think as they read subject area texts, extending
and building text-based discussions in order to deepen content-area understanding?
Describe how teachers are implementing text-based content area instruction in:
English/Language Arts
History/Social Studies
Science
Technical Subjects
Content Area Reading Strategies (CARS) professional development - Guided instruction in
comprehension strategies using nonfiction books from the school media center that support
content areas and textbooks.
103
Learning Focused Strategies – All teachers, administrators and reading coaches have been
trained in the use of high impact strategies and where to use them in their lessons to have the
most impact on student learning. In addition, new teachers are trained every year in the Learning
Focused Strategies. One of the major components of LFS involves the use of collaborative pairs
where students discuss concepts, answer questions and clarify concepts with one another. In
addition, LFS incorporates extended thinking for the most essential skills which involves the use
of thinking skills (abstracting, compare/contrast, analyzing perspectives, induction, deduction,
error analysis, categorizing, constructing support and writing to prompts).
High Quality Text Dependent Questions and Tasks:
A. A significant percentage of questions/tasks are to be text dependent. Aligned curriculum
materials will include rigorous text dependent questions that require students to demonstrate that
they follow the details of what is explicitly stated but also are able to make valid claims that is
supported with evidence in the text.
B. Questions and tasks require the use of textual evidence, including supporting logical
inferences from the text. Require students to become more adept at drawing evidence from the
text and explaining that evidence orally and in writing.
C. Questions and tasks require careful comprehension of the text before asking for further
connections, evaluation, or interpretation.
Our content area teachers will be trained in the Comprehension Instructional Sequence (CIS)
method. The CIS is a complex form of multiple strategy instruction that promotes student
development in reading comprehension, vocabulary, content-area knowledge, and critical
thinking about complex texts. A CIS lesson is delivered in three steps with integrated and
sustained text-based discussions and writing used throughout. Multiple readings of the same text
facilitate deeper thinking. Step one of the CIS lesson contains explicit instruction in vocabulary
and close reading through text-marking and directed note-taking. In step two, students generate
questions that launch them into collaborative inquiry, supporting the practice of lifelong
learning. Step three challenges students to use text evidence to validate positions they have
formed over the course of the lesson.
Our content area teachers are required to use Achieve 3000 to supplement their curriculum. It is
a computer-based program in which non-fiction articles are assigned to students for reading and
answering text-based questions is well as answering a thought question in writing. Articles have
been tied to the curriculum and placed on curriculum maps.
In addition, our district has decided to implement the DBQ Project in our social studies
curriculum at grades 4-11. The DBQ involves the use of primary and secondary documents and
having students read closely and analyze those documents to answer a question in an argument-
based writing format.
An administrative team at each school as well as the District Reading Specialist will monitor
implementation of the strategies through classroom visits and evaluations.
104
8. Explain how the school will address writing from sources as a means to strengthen and
deepen text comprehension, increase domain-specific knowledge, and provide meaningful
writing opportunities:
How will writing from sources be supported in reading intervention courses to
accelerate student literacy development? Describe how students will have consistent
access to appropriate texts for gathering and researching information.
How will writing from source be incorporated across the curriculum in content-
area course? Describe how content-area courses will provided frequent
opportunities for students to engage in short research projects to research and
write on various content-area topics.
Writing is a district focus. All content areas are expected to incorporate the use of writing within
their lessons. The expectation is to use writing, whether it is responding to something the
students have read in writing, summarizing in writing, or explaining something in writing. All
content area teachers have and will receive additional training on how to create text dependent
questions since another expectation for teachers in our district is to use evidence from the text as
part of the writing assignments.
Our schools have already been incorporating additional writing during the reading block to
deepen text comprehension. The teachers are using writing before, during and after the use of
any texts using the following strategies:
a. Before reading: written predictions, quick writes, possible sentences, KWL, brainstorming.
b. During reading: KWL, SQ3R, journaling, predicting.
c. After reading: KWL, learning logs, short and extended responses, graphic organizers.
d. Teachers will be provided with staff development in the CARS (Content Area Reading
Strategies) that will enable them to incorporate writing across the curriculum.
e. Learning Focused Strategies: LFS incorporates writing to learn in every content area. It also
requires the use of summarization throughout lessons and at the end of every lesson and this
may be done through writing. Extended Thinking is another component of LFS that is used to
extend the thinking of students regarding essential concepts. One of ways to extend thinking is
through writing.
f. The CIS model will require teachers to incorporate evidence-based writing throughout the
lessons that are used for the model. We are asking that teachers use one of these lesssons per
unit for next school year.
g. Achieve 3000 requires students to answer thought questions based on non-fiction articles they
have read. The questions require a written response.
h. The DBQ Project requires social studies students to write a paper to answer a content-based
question after close reading of several primary and secondary documents and analyzing them.
*9. What supportive reading opportunities will be provided before school, after school, and
during summer school, including mentoring and tutoring? Include criteria for student
105
eligibility and how these opportunities are linked to reading instruction provided during
the school day.
Criteria for selection of students will be any students scoring below proficiency level on the
state assessment. Each school will be responsible for selecting programs that fit students’ needs
and the school’s schedule. For examples, see below.
a. FCAT remediation classes – students receive additional and more explicit reading instruction
that will help them in acquiring skills necessary for passing the state assessment.
b. Peer tutors – students will be paired together for mentoring and help with studies. Higher
performing students will model for and motivate lower performing students.
c. Achieve 3000 - students will get additional time on this program that requires them to read
nonfiction articles and answer text-based questions, then respond in writing to the text. Teachers
will work in small group settings to explicitly teach and model for the students how to attack the
questions and writing tasks associated with the program.
d. Study Island - students will get an opportunity to work on this engaging computer program
that provides them extra practice on skills taught in various content areas.
The activities for After School and Summer School programs will be linked to instruction
provided during the school day through our curriculum maps.
10.1 Which assessments are administered to determine reading intervention placement for the
following student’s populations:
Non-English speaking ELL?
Same as above. See number 4 or Chart G.
10.2 Severe speech/auditory impaired?
Our students with severe speech/auditory impairments are served in a neighboring county
(Pasco).
10.3 Severe visually impaired?
If any students need the tests converted to Braille, our vision teacher can do this or the tests can
be ordered through FIMC. See number 4 or Chart G.
10.4 Grades 6 and above transfer students who do not have any FCAT 2.0 Reading scores
and/or other standardized reading scores. NOTE: If no scores are available, an
appropriate assessment should be administered to determine the overall reading ability of
the student and to identify appropriate placement.
Students without FCAT scores are addressed in the middle school assessment curriculum
decision tree chart. Students are given a series of placement measures beginning with the
Maze/NAEP Oral Reading Fluency tests to determine if intensive reading placement is
necessary and at which level. Further assessments will be administered as soon as possible to
obtain more instructional information.
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with
rec
ords
in
dic
ati
ng r
ead
ing
pla
cem
ent
from
the
cu
rren
t or
p
revi
ous y
ear
Con
fer
with
rea
din
g co
ach
ab
out
ap
pro
pria
te r
ead
ing
pla
cem
ent
ba
sed
on
dist
rict
ben
chm
ark
crit
eria
(se
e ne
xt
pa
ge).
IF –
MA
ZE r
isk
leve
l fro
m S
prin
g a
dm
inist
rati
on…
THEN
…
Hig
h (R
ED)
a
) U
se L
exile
d P
ass
age
and
/or
Sca
ffol
ded
Disc
uss
ion
Tem
pla
tes
at
the
gra
de
leve
l Lex
ile b
and
wit
h N
AEP
flu
ency
rub
ric t
o a
sses
s st
ud
ent
need
s in
tex
t re
ad
ing
effic
ienc
y. If
stu
den
t sc
ores
at
Leve
l 1 o
r 2,
kee
p g
o to
b. I
f stu
den
t sc
ores
Lev
el 3
or
4, u
se sc
aff
old
ed
disc
uss
ion
qu
estio
ns t
o a
sses
s co
mp
rehe
nsio
n. (
If hi
ghly
su
cces
sfu
l, st
ud
ent
will
be
pla
ced
at
Leve
l B I
nten
sive
Rea
din
g)
b)
Tra
ined
per
sonn
el a
dm
inist
er S
RA
Dec
odin
g Te
sts
(6th
– 8
th g
rad
es).
Stu
den
t sh
ould
be
pla
ced
in in
tens
ive
rea
din
g cl
ass
for
the
SRA
leve
l in
whi
ch h
e/sh
e sc
ored
. Con
fer
with
rea
ding
coa
ch if
thi
s pla
cem
ent
is no
t po
ssib
le so
tha
t an
acc
epta
ble
plac
emen
t ca
n be
det
erm
ined
. c)
If s
tud
ent
pla
ces
out
of S
RA
Dec
odin
g, st
ud
ent
will
be
pla
ced
in a
Lev
el B
Inte
nsiv
e R
ead
ing
cla
ss.
d)
See
Sum
ter
Ben
chm
ark
Crit
eria
for
Rea
din
g P
lace
men
t fo
r P
rogr
am
s/In
stru
ctio
nal M
ate
rials
and
Str
ate
gies
. M
ediu
m
(Yel
low
)
a)
Use
Lex
iled
Pa
ssa
ge a
nd/o
r Sc
aff
old
ed D
iscu
ssio
n Te
mp
late
s a
t th
e gr
ad
e le
vel L
exile
ba
nd w
ith
NA
EP fl
uen
cy r
ubric
to
ass
ess
stu
den
t ne
eds
in t
ext
rea
din
g ef
ficie
ncy.
If st
ud
ent
scor
es a
t Le
vel 1
or
2, g
o to
b. I
f stu
den
t sc
ores
Lev
el 3
or
4, u
se s
caff
old
ed
disc
uss
ion
qu
estio
ns t
o a
sses
s co
mp
rehe
nsio
n. (
If hi
ghly
su
cces
sfu
l, st
ud
ent
will
be
pla
ced
at
Leve
l B o
r C
Inte
nsiv
e R
ead
ing)
b
) Tr
ain
ed p
erso
nnel
ad
min
ister
SR
A D
ecod
ing
Test
s (6
th –
8th
gra
des
). If
stu
den
t p
lace
s in
to S
RA
Dec
odin
g, h
e/sh
e w
ill b
e p
lace
d in
a
Lev
el A
Inte
nsiv
e R
ead
ing
cla
ss. C
onfe
r w
ith r
eadi
ng c
oach
if t
his p
lace
men
t is
not
poss
ible
so t
hat
an a
ccep
tabl
e pl
acem
ent
can
be d
eter
min
ed.
c) I
f stu
den
t p
lace
s ou
t of
SR
A D
ecod
ing,
stu
den
t w
ill b
e p
lace
d in
a L
evel
B o
r C
Inte
nsiv
e R
ead
ing
cla
ss.
d)
See
Sum
ter
Ben
chm
ark
Crit
eria
for
Rea
din
g P
lace
men
t fo
r P
rogr
am
s/In
stru
ctio
nal M
ate
rials
and
Str
ate
gies
. Lo
w (
Gre
en)
a
) A
dm
inist
er D
iscov
ery
Edu
catio
n if
win
dow
ava
ilab
le o
r Fo
rma
tive
Ass
essm
ents
– U
sed
to
det
erm
ine
stu
den
t’s in
stru
ctio
nal n
eed
s fo
r co
mp
rehe
nsio
n a
nd v
oca
bu
lary
. (B
ased
on
resu
lts -
stu
den
ts p
lace
d in
Lev
el C
Inte
nsiv
e R
ead
ing
or L
evel
D R
egul
ar
Rea
din
g)
b)
See
Sum
ter
Ben
chm
ark
Crit
eria
for
Rea
din
g P
lace
men
t fo
r P
rogr
am
s/In
stru
ctio
nal M
ate
rials
and
Str
ate
gies
. *I
f stu
dent
is a
Lev
el 2
not
in n
eed
of d
ecod
ing
or t
ext
read
ing
effic
ienc
y, h
e/sh
e m
ay b
e pl
aced
in a
con
tent
are
a cl
ass w
ith a
tea
cher
who
has
the
CA
R-P
D, N
GC
AR
-P
D o
r a
read
ing
endo
rsem
ent.
The
se st
uden
ts m
ust
be se
rved
by
teac
hers
with
evi
denc
e of
succ
ess a
s det
erm
ined
by
the
dist
rict.
Stu
den
t re
gist
ered
w/o
pla
cem
ent
into
Inte
nsiv
e R
ead
ing
cla
ss -
(m
ust
be
in r
egu
lar
rea
din
g)
Sum
ter
Cou
nty
Mid
dle
Sch
ool A
sses
smen
t/C
urri
culu
m D
ecis
ion
Tree
for
Rea
din
g P
lace
men
t &
Imp
rove
men
t –
20
14-2
015
1 2 3
110
SU
MTE
R B
ENC
HM
AR
K C
RIT
ERIA
FO
R R
EAD
ING
PLA
CEM
ENT
&
Pro
gram
s/In
stru
ctio
nal M
ate
ria
ls &
Str
ate
gies
Cri
teri
a
Leve
l A -
Inte
nsiv
e R
ead
ing
- Ex
tend
ed T
ime
Req
uir
ed (
90
Min
utes
)
Leve
l B -
Inte
nsiv
e R
ead
ing
–
Exte
nded
Tim
e R
equ
ired
(90
M
inut
es)
Leve
l C –
Inte
nsiv
e R
ead
ing –
Le
ss T
ime
Req
uir
ed (
45
Min
utes
)
Leve
l D -
Reg
ula
r R
ead
ing
–
(45
Min
utes
)
FCA
T Le
vel:
1 or
2
MA
ZE R
isk
Lev
el: H
igh
(Red
) or
M
oder
ate
(Y
ello
w)
NA
EP F
luen
cy R
ubri
c Le
vel:
1 or
2
Lexi
le S
core
: BR
– 7
00
SR
A D
ecod
ing
Pla
cem
ent:
>
1:20
wit
h m
ore
tha
n 3
erro
rs
FCA
T Le
vel:
1 or
2
MA
ZE R
isk
Lev
el: H
igh
(Red
) or
M
oder
ate
(Y
ello
w)
NA
EP F
luen
cy R
ubri
c Le
vel:
1, 2
or
3
Lexi
le S
core
: 650
– 9
00
FCA
T Le
vel:
1 or
2
MA
ZE R
isk
Lev
el: M
oder
ate
(Y
ello
w)
or L
ow (
Gre
en)
N
AEP
Flu
ency
Rub
ric
Leve
l: 3
or
4
Lexi
le S
core
: 80
0 –
100
0
FCA
T Le
vel:
2 &
up
M
AZE
Per
cent
ile
Ra
nk: L
ow
(Gre
en)
Lexi
le S
core
: 90
0 &
up
Pro
gra
m/
Ma
teri
als
&
Stra
teg
ies
SR
A C
orre
ctiv
e R
ead
ing
(Dec
odin
g)
P
H L
ang
uage
& L
itera
ture
usin
g sc
aff
old
ing
with
gra
dua
l rel
ease
m
etho
d
C
lose
Rea
din
g Le
sson
s
Suc
cess
ma
ker
N
ovel
Set
s/C
lass
room
Lib
rarie
s
Disc
over
y Ed
uca
tion
Pro
bes
Ach
ieve
30
00
- E
xten
ded
R
ead
ing
Pa
ssa
ges a
long
with
on-
gra
de
leve
l ben
chm
ark
q
uest
ions
.
Flex
ible
Gro
upin
g
P
H L
ang
uage
& L
itera
ture
usin
g sc
aff
old
ing
with
gra
dua
l rel
ease
m
etho
d
C
lose
Rea
din
g Le
sson
s
Succ
essm
ake
r
Nov
el S
ets/
Cla
ssro
om L
ibra
ries
D
iscov
ery
Educ
ati
on P
rob
es
A
chie
ve 3
00
0 -
Ext
end
ed R
ead
ing
Pa
ssa
ges a
long
with
on
gra
de-
leve
l b
ench
ma
rk q
uest
ions
.
Flex
ible
Gro
upin
g
P
H L
ang
uage
& L
itera
ture
usin
g sc
aff
old
ing
with
gra
dua
l rel
ease
m
etho
d
C
lose
Rea
din
g Le
sson
s
Nov
el S
ets/
Cla
ssro
om L
ibra
ries
D
iscov
ery
Educ
ati
on P
rob
es
A
chie
ve 3
00
0 -
Ext
end
ed R
ead
ing
Pa
ssa
ges a
long
with
on
gra
de-
leve
l b
ench
ma
rk q
uest
ions
.
Flex
ible
Gro
upin
g
P
H L
ang
uage
& L
itera
ture
Clo
se R
ead
ing
Less
ons
N
ovel
Set
s/C
lass
room
Lib
rarie
s
Disc
over
y Ed
uca
tion
Pro
bes
Ach
ieve
30
00
- E
xten
ded
R
ead
ing
Pa
ssa
ges a
long
with
on
gra
de-
leve
l ben
chm
ark
q
uest
ions
.
Flex
ible
Gro
upin
g
***N
ote:
FO
R S
TUD
ENTS
NO
T SH
OW
ING
PR
OG
RES
S –
See
Bel
ow:
The
SRA
Cor
rect
ive
Rea
din
g P
rogr
am
inc
lud
es m
ast
ery
test
ing
at
regu
lar
inte
rva
ls th
rou
ghou
t th
e p
rogr
am
. If
stu
den
ts a
re n
ot m
ast
erin
g th
e sk
ills,
the
pro
gra
m d
irec
ts t
each
ers
to r
e-te
ach
tho
se s
kill
s. St
ud
ents
who
con
tinu
e to
ha
ve d
iffic
ult
ies
wit
h m
ast
ery
aft
er s
ever
al a
ttem
pts
at
re-t
each
ing,
will
be
furt
her
dia
gnos
ed t
hrou
gh t
he F
AIR
. A
dd
itio
nally
, st
ud
ent
reco
rds
are
kep
t a
nd r
evie
wed
ea
ch m
ark
ing
per
iod
/sem
este
r/ye
ar
to e
nsu
re t
hat
stu
den
ts a
re p
lace
d i
n a
dva
ncin
g le
vels
of t
he p
rogr
am
. A
rtic
ula
tion
bet
wee
n m
idd
le a
nd h
igh
scho
ols
is ro
uti
ne a
t th
e en
d o
f ea
ch s
choo
l ye
ar
to e
nsu
re t
hat
the
stu
den
t re
cord
s fo
llow
the
stu
den
t a
nd t
hat
pro
per
pla
cem
ent
is co
ntin
uou
s. In
ad
dit
ion,
Su
mte
r Sc
hool
Dist
rict
is
init
iati
ng a
rea
din
g b
lock
tem
pla
te t
his
scho
ol y
ear
tha
t re
qu
ires
con
tinu
ous
ass
essm
ent
of s
tud
ent
pro
gres
s on
FC
AT
ben
chm
ark
sk
ills.
The
tea
cher
s w
ill b
e u
sing
flexi
ble
gro
up
ing
du
ring
the
rea
din
g b
lock
tim
e to
ad
dre
ss p
art
icu
lar
skill
nee
ds
thro
ugh
sm
all
stu
den
t gr
oup
s. T
he
flexi
ble
gro
up
s w
ill c
hang
e a
s st
ud
ents
ma
ster
sk
ills
or it
is d
eter
min
ed t
hat
mor
e a
ssist
anc
e is
req
uir
ed o
n sk
ills.
A
fter
rev
iew
ing
stu
den
t p
rogr
ess,
it m
ay
be
det
erm
ined
tha
t th
e st
ud
ent
has
bee
n p
lace
d a
t th
e w
rong
leve
l of
inte
rven
tion
and
wou
ld b
e m
ore
ap
pro
pri
ate
ly
pla
ced
at
ano
ther
lev
el.
How
ever
, it
ma
y b
ecom
e ne
cess
ary
to
refe
r th
e st
ud
ent
to t
he s
choo
l’s I
nter
vent
ion
Ass
ista
nce
Tea
m (
IAT)
to
det
erm
ine
mor
e in
div
idu
aliz
ed in
terv
enti
ons,
and
per
hap
s el
igib
ility
as
a s
tud
ent
wit
h a
disa
bili
ty.
111
112
District: Sumter
High School Achievement and Instruction
The goal of the K-12 Comprehensive Reading Plan is to ensure that students are reading at or
above grade level. A single program or strategy is not sufficient for remediation. Therefore, it is
necessary to implement a combination of research-based programs and strategies that have been
proven successful in the remediation of older struggling readers. Likewise, remediation is not
sufficient to meet the learning needs of low-performing high school students who are
simultaneously preparing for graduation and college/career readiness. In addition to focusing on
basic literacy skills, instruction needs to engage students in complex cognitive tasks that
challenge them to apply their literacy skills toward high-level thinking while relating to complex
text. Such instruction expands literacy development beyond basic skills to include capacities that
better prepare them for both graduation and college/career coursework such as:
general academic and discipline-specific vocabulary, including technical terms
extracting and using information from informational and technical texts
high-level comprehension, including argumentation
critical literary analysis
student question generation, inquiry, and research skills that include validation and
corroboration of complex information
In order to simultaneously offer reading intervention and cognitive challenges, high school
reading instruction needs to incorporate the use of an integrated and interdisciplinary approach:
1. Integrated approach to the language arts strands and skills: High schools will
integrate opportunities for students to apply the composite use of the language arts skills
reading, writing, listening, speaking that they are learning in order to further strengthen
their overall literary development.
2. Interdisciplinary approach: High school literacy instruction needs to attain a balance of
literature and informational texts that relate to history, social studies, and science content.
This interdisciplinary approach to literacy is based on extensive research that establishes
the need for students to become proficient in reading complex informational text
independently in a variety of content areas in order to develop college career readiness by
the time they graduate.
3. Simultaneous use of both approaches: High school literacy instruction will incorporate
the integration of reading, writing, listening, and discussing as students relate to various
increasingly complex interdisciplinary texts throughout the school year.
Using this integrated, interdisciplinary approach requires systematic student engagement in
complex cognitive tasks with a wide variety of different types of texts. Teachers will also need to
incorporate texts of varying levels of complexity into their instruction, providing various
instructional opportunities for students to read, write, discuss, and listen to text for different
specific purposes. This includes but is not limited to focusing on:
new and more complex text structures (single structures as well as multiple
organizational text patterns)
academic and domain-specific vocabulary and concepts on social studies and science
topics
113
1. Each district will be given one school user log-in password so that each school may enter their
own information into Chart I by using the web-based template. It is recommended that districts
create a timeline for school users to enter this information for their school. Districts will be able
to review and revise the school based information before submitting Chart I on April 4, 2014.
School level users should select all adopted reading instructional materials from the lists
provided and add any other materials in the text boxes. Information regarding materials
how to extract information from complex informational text
how to use text evidence to explain and justify an argument in discussion and writing
how to analyze and critique the effectiveness and quality of an author’s writing style,
presentation, or argument
paired use of texts for students to engage in more complex text analyses
independent reading and writing practice to:
o relate to increasingly more complex text structures
o use content-area vocabulary and concepts
o develop literacy skills with increasingly complex text
The availability and access to texts of various types, topics, and complexity levels are necessary
for integrated, interdisciplinary instruction to occur. Consequently, districts and schools will
need to consider how to differentiate instruction in order to meet the varied learning needs of
high school students so that they can successfully in a variety of complex cognitive tasks.
Differentiated opportunities develop student capacities such as:
general and discipline-specific academic
high-level comprehension skills
critical literary analysis skills
student question generation, inquiry, and research processes on complex topics
To operate such an integrated and interdisciplinary high school literacy program, district and
school personnel will need to assess the type, amount, and complexity of the texts locally
available for differentiated use in literacy instruction and independent student reading practice.
School and classroom inventories will need to include a wide range of diverse texts that support
each of the Florida Standards and meet the instructional needs of the students. To provide the
type of reading, discussion, and writing opportunities necessary for college-career readiness,
these text inventories need to include the following:
informational texts of numerous types such as exposition, argumentation, persuasive
essays, functional documents, procedural texts, speeches, biographies, etc. These
informational texts need to contain information on various content-area topics such as
history, social studies, and science.
literary texts of different genres such as historical fiction, mythology, poetry, drama,
fantasy, humor, legend, etc.
All information provided in this section should detail how you will meet the reading needs
of all student subgroups identified under No Child Left Behind.
114
specifically for ESE and ELL students should be listed in the text box labeled ‘Other.’ To
review and edit all school information for Chart I before submitting, please use the link
provided within this section online. Chart I
*2. The goal of a high school reading program is to provide a variety of methods and
materials to develop strategies and critical thinking skills in reading. This goal applies to
the following students.
1. Students with reading performance below grade level: For these students,
acceleration is just as important as remediation. Describe how your district will
assure that reading intervention services provide both acceleration and
remediation to meet the needs of lo2-performing students and facilitate their
college-career readiness by high school graduation.
2. Students with reading performance on or above grade level: Describe how your
district will assure that the reading development of students performing on or
above grade level will continue to progress toward college-career readiness by high
school graduation.
Students who score below proficiency level on the state assessment for ELA/Reading will be
served with a reading intervention in Sumter County Schools. In addition to the reading
intervention program that is used in the reading intervention course, teachers are required to
use the Flexible Grouping model. In this model, student data is reviewed on a regular basis to
analyze students' strengths and weaknesses. This data is also used as a basis for the formation
of the centers and for decisions on what the teacher will use in the teacher-led center for the
directed, explicit instruction he/she will use in the teacher-led center. The teachers will see
these students on more frequent basis throughout the week whereas students with fewer
weaknesses will be accelerated in those areas where they can be more independent.
In addition to working on the weaknesses that students exhibit on assessments, teachers will
use on-grade text and above as well as more and more complex text with the students in the
teacher-led center. The teachers can scaffold for students and gradually release them as they
become more independent with these more complex texts as they learn more strategies.
Teachers will also be able to accelerate these students by previewing vocabulary and building
background knowledge for upcoming lessons that will be taught in whole group. In this way,
students with weaknesses can get a "double dose" that will accelerate them to where their
counterparts will start for the upcoming lesson. (Learning Focused Solutions)
Students who score at proficiency level and above will be using a core language arts program
(We are unsure at this time which program will be selected). In addition, ELA/Reading
curriculum maps are built using unit templates that utilize longer more complex texts along
with multiple shorter varying levels of texts that vary between literary and nonfiction but along
the same topic or theme. Every unit will include at least one lengthy research/writing project
and several shorter research/writing projects all related to or in response to the text or multiple
texts they have been reading. Each unit will end with a culminating project that incorporates all
115
that has been learned throughout the unit. These projects should be relevant and engaging for
students. All writing assignments should require students to use evidence from the text to
support their thoughts. Our students will learn and understand the Florida Standards through
these units.
*3. To effectively use assessment data, districts and schools with carefully crafted protocols are
prepared to efficiently differentiate student reading needs and offer an appropriate array of
intervention options that meet various individual student learning needs. To develop and utilize
these local protocols, districts and schools need to address state legislation that informs local
policies.
Section 1003.428, Florida Statutes, requires students in the ninth grated cohort beginning in
2013-2014, who score at Level 1 on FCAT Reading 2.0 to receive interventions services in the
following courses:
an intensive reading course and/or
a content area reading intervention course that is taught by a content-area teacher who
has participated in content –area reading professional development, such as NGCAR-
PD/CAR-PD, that builds teacher capacity to deliver scientifically-based content –area
literacy practices that support low-performing students.
Section 1003.428 Florida Statutes, requires students in the ninth grade cohorts for 2011-12, and
2012-13 who score at Level 1 on FCAT Reading 2.0 to complete an intensive reading course.
Those students who score at Level 2 must be placed in an intensive reading course or a content
area reading intervention course.
A student in the 2011-12 and 2012-13 ninth grade cohort who scores at Level 1 or Level 2 on
FCAT 2.0 Reading but who did not score below Level 3 in the previous 3 years may be granted
a 1-year exemption from the reading remediation requirement; however, the student must have
an approved academic improvement plan already in place, signed by the appropriate school
staff and the student's parent, for the year for which the exemption is granted.
Passing scores on FCAT and concordant scores on other assessments may not be used to
exempt students from required intervention. Districts may use flexibility to provide
intervention to students in grades 11 and 12 who have met the graduation requirement. Courses
that may be used to provide reading intervention to 11th and 12th grade students include
Reading For College Success, English 4-College Prep, or Intensive Reading. Each of these
three courses focus on the goal of providing instruction that enables students to develop and
strengthen reading comprehension of complex grade level texts and developing independent
cognitive endurance while reading. Other commonalities include a focus on understanding
vocabulary in context, analysis of affix meanings in academic terminology, recognizing various
rhetorical structures, identifying main idea, inferences, purpose, and tone within texts. While
all three courses require the reading of both fiction and nonfiction texts, Reading for College
Success provides a specific focus on informational text while English 4 provides a specific
focus on literature.
116
High school students who score at Level 1 or Level 2 on FCAT Reading and who have
intervention needs in the areas of foundational reading skills (e.g. decoding, fluency) must have
extended time for reading intervention:
Students two or more years below grade level should receive a double block of time for
reading to provide a sufficient amount of the following:
o remediation in foundational reading skills
o supportive opportunities to apply these skills
o acceleration in academic vocabulary development and high-level
comprehension of increasingly complex text
Students less than two years below grade level may receive these services during the
school day or before/after school with teacher support.
Teachers of intensive reading courses should be highly qualified to teach reading or should be
working toward that status (pursuing the reading endorsement or K-12 reading certification). It
is important that the classroom infrastructure (class size, materials, etc.) is adequate to
implement the necessary array of reading intervention service options.
These intervention should the following characteristics:
whole group explicit instruction
small group differentiated instruction
independent reading practice monitored by the teacher (applicable to reading
intervention course)
infusion of reading and language arts benchmarks specific to the subject area blocked
with the intensive reading course (biology, world history, etc.)
a focus on informational complex literary and informational texts (exposition
argumentation/persuasive, functional/procedural documents, etc.).
Beginning with the 2013-14 ninth grade cohort, students who score at Level 1 who do not have
intervention needs in the areas of foundational reading skills(e.g. decoding, fluency) may be
served in content area reading intervention classes. Districts may also continue to serve
students scoring at Level 2 on FCAT Reading who do not have intervention needs in the areas
of foundational reading skills (e.g. decoding fluency). Teachers of these classes must meet one
of the following requirements:
Content Area Reading Professional Development (CAR-PD)
Next Generation Content Area Reading-Professional Development (NGCAR-PD)
package
Reading Endorsement
K-12 Reading Certification
Schools must progress monitor students scoring at Level 1 and 2 on FCAT 2.0 Reading a
minimum of three times per year in order to appropriately plan for subsequent instruction and
ensure student learning progress over time. This progress monitoring should include a Baseline,
117
Midyear, and End of the Year Assessment.
Schools must diagnose specific reading deficiencies of students scoring at Level 1 and Level 2
on FCAT Reading. Although formal diagnostic assessments provide specific information about
a student’s reading deficiencies, many progress monitoring tools and informal teacher
assessments can provide very similar information in a more efficient manner. The only reason
to administer a formal diagnostic assessment to any student is to determine the specific deficit
at hand so teachers can better inform instruction to meet the needs of students who continue to
struggle in reading. The decision to deliver a formal diagnostic assessment should be the result
of an in-depth conversation about student instructional and assessment needs by the teacher,
reading coach, and reading specialist.
Each identified struggling reader must be given the instruction that best fits his or her needs.
Districts must establish criteria beyond FCAT 2.0 Reading for placing students into different
levels of intensity for reading intervention classes. It is recommended that districts implement a
placement process that includes a variety of considerations with protocols, such as the
following:
Historical assessment data results, including prior FCAT scores:
o Level 2 students who scored at Level 3 or above during previous school years
require instructional support that focuses on accelerating development in
academic vocabulary and high-level comprehension, ensuring that student
development keeps pace with increases in text complexity that occurs from
grade to grade. Further assessment is required to determine whether remediation
is needed.
o Students who have historically scored below Level 3 in numerous past years
will require intervention focused on both remediation and acceleration. Further
assessment is required to determine the appropriate proportion of remediation
and acceleration for each student,
Assessment using grade-level passages: Administer oral reading and comprehension
questions of a grade-level passage:
o Independent student oral reading: For Level 1 or Level 2 students who
struggle to read a grade level passage aloud, distinguish the impact that each
students’ decoding issues have on his or her text comprehension in order to
determine remediation needs:
Does the student successfully monitor basic comprehension of the grade-
level text in spite of some decoding challenges?
Does the student struggle to decode the grade-level passage, and does
this negatively impact his or her grade-level text understandings?
o Comprehension questions: Level 1 or Level 2 students who have difficulty
accurately answering several basic comprehension questions (e.g., main idea,
details, etc.), summarizing the passage, or identifying text evidence that supports
the author’s claim will require systematic remediation in such skills as text
structure, summarization, and comprehension monitoring using explicit
instructional strategies such as text-marking/coding.
118
For the various student profiles referenced above, all will require accelerated instruction in
academic vocabulary and high-level comprehension using complex texts to ensure their
college-career readiness. Research suggests that fluency is not a strong predictor of a student’s
ability to comprehend text in middle grades and high school. Therefore, caution is
recommended in using fluency data as a primary determinant for placement in reading
intervention in the upper grades.
Additional guidelines for determining student placement in reading intervention can be found
through using the Just Read, Florida! Student Reading Placement Chart at:
http://info.fldoe.org/justread/educators/Secondary_Reading_Placement_Chart.pdf
End-of-year assessments should be used to determine specific areas of student reading
difficulty and reading intervention placement.
Complete an Assessment/Curriculum Decision Tree (Chart J) to demonstrate how
assessment data from progress monitoring and other forms of assessment will be used to
determine specific interventions for students at each grade level.
The chart must include:
Name of assessment(s)
Targeted audience
Performance benchmark used for decision-making
Assessment/curriculum connection
An explanation of how instruction will be modified for students who have not
responded to a specific reading intervention with the initial intensity (time and group
size) provided.
* District contacts will create and upload Chart J using the link found within this section
online. A sample for Chart G (Assessment/Curriculum Decision Tree) can be found in the
https://app1.fldoe.org/Reading_Plans/. Last year's chart is available at your district's public
view page. If your district wishes to use this chart it must be uploaded into this year's plan.
Please upload the desired file.
Chart J - High School Assessment Curriculum Decision Tree Last Uploaded:4/29/2014 1:34:52
PM
4. Describe the reading intervention that your high schools will be providing for 11th and
12th grade students, including both those students who still need to meet the FCAT
Reading graduation requirement and those 12th grade students who have met the
graduation requirement through the use of concordant scores. Keep in mind that districts
have great flexibility in how these juniors and seniors who have met the graduation
requirement with a Level 2 score on FCAT Reading are served. These students may be
served through reading courses, content area courses without a specific professional
development requirement, or reading instruction before or after school.
119
Students in grades 11 or 12 who have not met the graduation requirement will be using either
LANGUAGE! or Hampton-Brown Edge, depending on their needs. These students will be
served a reading intervention through an intensive reading course or reading for college success
course. These courses will also focus on reading strategies for comprehension and ACT/SAT
preparation. All reading classes are required to use the flexible grouping model.
Students who have met the graduation requirements in reading through concordant scores will
be served through their English courses or by attendance in the after school program. The after
school programs at high school focus on reading comprehension strategies and skills as well as
ACT/SAT preparation.
*5. How will the district ensure that high school students in need of decoding and text reading
efficiency have sufficient time to receive the intervention services that they need?
Sumter will ensure that all high school students who are in need of decoding and text reading
efficiency receive extended reading intervention time by using the following placement
procedure.
First, all level one and two FCAT Reading students will be tested using the MAZE. Those who
score in the high and moderate risk levels (red and yellow), will also be NAEP Fluency tested
using Lexiled grade level passages and/or the Scaffolding Discussion Templates. Students who
score a level one or two on the NAEP Oral Reading Fluency Rubric will be placed in Intensive
Reading classes that have extended time. The placement of the students from the previous year
will also be considered, especially if the student is continuing in Intensive Reading. This same
procedure will be employed for those students who have no FCAT Reading scores.
*6. Within the reading program, how will students be provided with access to authentic
literary and informational texts representing a range of levels, interests, genres, cultures,
and topics – including science and social studies content -- to develop independent reading
capacity? Include the following information:
how daily independent reading, monitored by the teacher, will be incorporated
into all reading classrooms;
how classroom libraries will be utilized;
the process for leveling books; and
the process for matching students with the appropriate level of text.
The high schools will integrate authentic fiction and nonfiction representing a range of levels,
interests, genres, and cultures into the classroom by having daily independent reading practice
monitored by the teacher in all reading classrooms using classroom libraries, the media center,
Achieve 3000 and/or leveled texts. The high schools that have Renaissance Place will require
participation by students by making it a part of the students' grade. In addition, the high schools
will use novel studies of different genres and develop the use of learning teams/literature
circles.
Books will be leveled using the Renaissance Place guidelines but also with lexiles whenever
120
possible to ensure that we are reaching more challenging levels of reading required by the
adjusted lexile ranges for the Florida Standards. Students will be able to choose books based on
teacher input and student choice/interest. Teachers will determine the appropriate level of texts
for Level 1 and 2 students based on their STAR scores or Achieve 3000 (Lexile) scores.
Teachers will determine the appropriate level of text for Levels 3 - 5 students by using the
specific grade level Renaissance Learning Goal Setting Chart. In addition, teachers will
monitor students’ progress using Renaissance Place assessment reports.
*7. How will students analyze media literacy including the various mediums: print media,
still photography, radio/audio, television/film, and the internet in reading and content
area subject areas?
ELA/Reading curriculum maps include a template that utilizes related texts based on a
particular topic or theme. Where possible, they also include a variety of mediums that also
relate to the topic or theme of the unit and are included as part of the resources on the maps.
Students will be asked to do close reading and/or analyzing of complex texts which may be
enhanced through the various mediums when available. Students will understand that other
mediums should be considered text as well.
In addition, the DBQ Project done through our social studies courses at the high school level
involves having students read and analyze texts, pictures, videos, audio, and any other medium
that is related to a particular topic in social studies. The students use a variety of mediums to
answer critical thinking questions about the topic in the form of an essay.
*8. Students’ college-career readiness is dependent upon high quality learning opportunities
in content-area and elective classrooms. How will all content area and elective teachers (a)
teach students to think as they read in subject area classrooms and (b) extend and build
text-based discussions in order to deepen content-area understandings? Describe how
teachers are implementing text based content area instruction in:
English/Language Arts
History/Social Studies
Science
Technical Subjects
Content Area Reading Strategies (CARS) professional development - Guided instruction in
comprehension strategies using nonfiction books from the school media center that supports
content areas and textbooks.
Learning Focused Strategies – All teachers, administrators and reading coaches have been
trained in the use of high impact strategies and where to use them in their lessons to have the
most impact on student learning. In addition, new teachers are trained every year in the
Learning Focused Strategies. One of the major components of LFS involves the use of
collaborative pairs where students discuss concepts, answer questions and clarify concepts with
one another. In addition, LFS incorporates extended thinking for the most essential skills which
involves the use of thinking skills (abstracting, compare/contrast, analyzing perspectives,
121
induction, deduction, error analysis, categorizing, constructing support and writing to prompts).
High Quality Text Dependent Questions and Tasks:
A. A significant percentage of questions/tasks are to be text dependent. Aligned curriculum
materials will include rigorous text dependent questions that require students to demonstrate
that they follow the details of what is explicitly stated but also are able to make valid claims
that are supported with evidence in the text.
B. Questions and tasks require the use of textual evidence, including supporting logical
inferences from the text. Require students to become more adept at drawing evidence from the
text and explaining that evidence orally and in writing.
C. Questions and tasks require careful comprehension of the text before asking for further
connections, evaluation, or interpretation.
Our content area teachers will be trained in the Comprehension Instructional Sequence (CIS)
method. The CIS is a complex form of multiple strategy instruction that promotes student
development in reading comprehension, vocabulary, content-area knowledge, and critical
thinking about complex texts. A CIS lesson is delivered in three steps with integrated and
sustained text-based discussions and writing used throughout. Multiple readings of the same
text facilitate deeper thinking. Step one of the CIS lesson contains explicit instruction in
vocabulary and close reading through text-marking and directed note-taking. In step two,
students generate questions that launch them into collaborative inquiry, supporting the practice
of lifelong learning. Step three challenges students to use text evidence to validate positions
they have formed over the course of the lesson.
Our content area teachers are required to use Achieve 3000 to supplement their curriculum. It is
a computer-based program in which non-fiction articles are assigned to students for reading
and answering text-based questions as well as answering a thought question in writing. Articles
have been tied to the curriculum and placed on curriculum maps.
In addition, our district has decided to implement the DBQ Project in our social studies
curriculum at grades 4-11. The DBQ involves the use of primary and secondary documents and
having students read closely and analyze those documents to answer a question in an argument-
based writing format.
An administrative team at each school as well as the District Reading Specialist will monitor
implementation of the strategies through classroom visits and evaluations.
*9. Explain how the school will address writing from sources as a means to strengthen and
deepen text comprehension, increase domain-specific knowledge, and provide meaningful
writing opportunities.
How will writing from sources be supported in reading intervention courses to
accelerate student literacy development? Describe how students will have
122
consistent access to appropriate texts for researching and synthesizing
information?
How will writing from sources be incorporated across the curriculum in content-
area courses? Describe how content-area courses will provide frequent
opportunities for students to engage in short research projects to research and
write on various content-area topics?
Writing is a district focus. All content areas are expected to incorporate the use of writing
within their lessons. The expectation is to use writing, whether it is responding to something
the students have read in writing, summarizing in writing, or explaining something in writing.
All content area teachers have and will receive additional training on how to create text
dependent questions since another expectation for teachers in our district is to use evidence
from the text as part of the writing assignments.
Our schools have already been incorporating additional writing during the reading block to
deepen text comprehension. The teachers are using writing before, during and after the use of
any texts using the following strategies:
a. Before reading: written predictions, quick writes, possible sentences, KWL, brainstorming.
b. During reading: KWL, SQ3R, journaling, predicting.
c. After reading: KWL, learning logs, short and extended responses, graphic organizers.
d. Teachers will be provided with staff development in the CARS (Content Area Reading
Strategies) that will enable them to incorporate writing across the curriculum.
e. Learning Focused Strategies: LFS incorporates writing to learn in every content area. It also
requires the use of summarization throughout lessons and at the end of every lesson and this
may be done through writing. Extended Thinking is another component of LFS that is used to
extend the thinking of students regarding essential concepts. One of ways to extend thinking is
through writing.
f. The CIS model will require teachers to incorporate evidence-based writing throughout the
lessons that are used for the model. We are asking that teachers use one of these lessons per
unit for next school year.
g. Achieve 3000 requires students to answer thought questions based on non-fiction articles
they have read. The questions require a written response.
h. The DBQ Project requires social studies students to write a paper to answer a content-based
question after close reading of several primary and secondary documents and analyzing them.
*10. What supportive reading opportunities will be provided before school, after school, and
during summer school, including mentoring and tutoring activities? Include criteria for
student eligibility and how these opportunities are linked to reading instruction provided
during the school day.
Criteria for selection of students will be any students scoring below proficiency level on the
state ELA assessment. Each school will be responsible for selecting programs that fit students’
needs and the school’s schedule. For examples, see below.
a. Remediation classes – students receive additional and more explicit reading instruction that
123
will help them in acquiring skills necessary for passing the state assessment.
b. Peer tutors – students will be paired together for mentoring and help with studies. Higher
performing students will model for and motivate lower performing students.
c. Achieve 3000 - students will get additional time on this program that requires them to read
nonfiction articles and answer text-based questions, then respond in writing to the text.
Teachers will work in small group settings to explicitly teach and model for the students how to
attack the questions and writing tasks associated with the program.
d. Study Island – students will get an opportunity to work on this engaging computer program
that provides them extra practice on skills taught in various content areas.
The activities for After School and Summer School programs will be linked to instruction
provided during the school day through our curriculum maps.
*11.1 Which assessments are administered to determine reading intervention placement for the
following student populations:
Non-English speaking ELL students?
See number 4 above and Chart J.
11.2 Severe speech/auditory impaired?
Students with severe speech/auditory impairments from Sumter County are served in a
neighboring county (Pasco).
11.3 Students with severe visual impairments?
If any students need the tests converted to Braille, our vision teacher can do this or the tests can
be ordered through FIMC. See number 4 or Chart G.
11.4 Grades 9 and above transfer students who do not have any FCAT 2.0 Reading score
and/or other standardized reading scores. NOTE: If no scores are available, an
appropriate assessment should be administered to determine the overall reading ability of
the student and to identify appropriate placement.
For those students who do not have FCAT scores the same process will be used as stated in
number 4 above and using Chart J - High School Assessment/Curriculum Decision Tree. Other
assessments will be administered as soon as possible to obtain information for instruction.
MA
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n in
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vel i
n w
hich
he/
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scor
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tens
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din
g or
LA
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onfe
r w
ith r
eadi
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oach
if t
his p
lace
men
t is
not
poss
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so t
hat
acce
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lace
men
t ca
n be
det
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If
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t of
LA
NG
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den
t w
ill b
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lace
d in
a L
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tens
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Rea
din
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ss.
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See
Sum
ter
Ben
chm
ark
Cri
teri
a fo
r R
ead
ing
Pla
cem
ent
for
Pro
gra
ms/
Inst
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l Ma
teri
als
and
Str
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gies
.
Mod
era
te (
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low
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se L
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age
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nd/o
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mp
late
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vel L
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ba
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ith
NA
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cy r
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ric
to a
sses
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need
s in
tex
t re
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y. If
stu
den
ts s
core
s a
t Le
vel 1
or
2 on
NA
EP, g
o to
b. I
f stu
den
t sc
ores
Lev
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or
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NA
EP, u
se s
caff
old
ed
disc
uss
ion
qu
esti
ons
to a
sses
s co
mp
rehe
nsio
n. (
If hi
ghly
su
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l, st
ud
ent
will
be
pla
ced
in L
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r C
Inte
nsiv
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ead
ing
or L
A
cla
ss).
b
) Tr
ain
ed p
erso
nnel
ad
min
ister
LA
NG
UA
GE!
pla
cem
ent
test
(9th
– 12
th g
rad
es).
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den
t sh
ould
be
pla
ced
in a
n in
tens
ive
rea
din
g cl
ass
for
the
LAN
GU
AG
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vel i
n w
hich
he/
she
scor
ed (
Leve
l A In
tens
ive
Rea
din
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LA
).
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fer
with
rea
ding
coa
ch if
thi
s pla
cem
ent
is no
t po
ssib
le so
tha
t ac
cept
able
pla
cem
ent
can
be d
eter
min
ed.
c)
See
Sum
ter
Ben
chm
ark
Cri
teri
a fo
r R
ead
ing
Pla
cem
ent
for
Pro
gra
ms/
Inst
ruct
iona
l Ma
teri
als
and
Str
ate
gies
. Lo
w (
Gre
en)
a)
Ad
min
ister
Disc
over
y Ed
uca
tion
ass
essm
ent
if w
ind
ow o
pen
or
Form
ati
ve A
sses
smen
ts –
Use
d t
o d
eter
min
e st
ud
ents
’ ins
tru
ctio
nal n
eed
s fo
r co
mp
rehe
nsio
n a
nd v
oca
bu
lary
. (B
ase
d o
n re
sult
s –
stu
den
ts p
lace
d in
Lev
el C
Inte
nsiv
e R
ead
ing
or L
A o
r Lev
el D
Reg
ula
r R
ead
ing
cla
ss.)
b
) Se
e Su
mte
r B
ench
ma
rk C
rite
ria
for
Rea
din
g P
lace
men
t fo
r P
rogr
am
s/In
stru
ctio
nal M
ate
ria
ls a
nd S
tra
tegi
es.
128
FOR
STU
DEN
TS W
HO
HA
VE
NO
T SH
OW
N P
RO
GR
ESS,
SEE
BEL
OW
***
***S
um
ter
Cou
nty
Scho
ol D
istri
ct h
as
ma
de
ever
y ef
fort
to
ensu
re t
hat
each
hig
h sc
hool
gra
de
leve
l ha
s tw
o re
ad
ing
inte
rven
tion
pro
gra
ms.
In a
dd
itio
n, m
ost
of t
he p
rogr
am
s a
re m
ad
e u
p o
f va
riou
s le
vels.
LA
NG
UA
GE!
, REA
D 18
0 a
nd H
am
pto
n B
row
n Ed
ge a
ll in
clu
de
ma
ster
y te
stin
g a
t re
gula
r in
terv
als
thro
ugh
out
the
pro
gra
m. I
f st
ud
ents
are
not
ma
ster
ing
the
skill
s,
the
pro
gra
ms
dire
ct t
each
ers
to r
e-te
ach
tho
se s
kills
. Any
stu
den
t co
ntin
uin
g to
ha
ve d
iffic
ult
ies
wit
h m
ast
ery
aft
er m
ult
iple
att
emp
ts, w
ill b
e fu
rthe
r d
iagn
osed
wit
h FA
IR o
r D
iscov
ery
Edu
cati
on A
sses
smen
ts.
Ad
dit
iona
lly,
stu
den
t re
cord
s a
re r
evie
wed
ea
ch q
ua
rter
/sem
este
r/ye
ar
to e
nsu
re t
hat
stu
den
ts a
re p
lace
d i
n a
dva
ncin
g le
vels
of
the
pro
gra
m.
Art
icu
lati
on
bet
wee
n m
idd
le a
nd h
igh
scho
ols
is ro
uti
ne a
t th
e en
d o
f ea
ch s
choo
l yea
r to
ens
ure
tha
t th
e st
ud
ent
reco
rds
follo
w t
he s
tud
ent
and
tha
t p
rop
er p
lace
men
t is
cont
inu
ous.
In a
dd
itio
n, S
um
ter
Scho
ol D
istric
t ha
s im
ple
men
ted
a r
ead
ing
blo
ck t
emp
late
tha
t re
qu
ires
cont
inu
ous
ass
essm
ent
of s
tude
nt p
rogr
ess
on F
CA
T b
ench
ma
rk s
kills
. Fle
xib
le g
rou
pin
g w
ill
be
use
d d
urin
g th
e re
ad
ing
blo
ck t
o a
dd
ress
pa
rtic
ula
r sk
ill d
efic
its
usin
g sm
all
stu
den
t gr
oup
s. Th
e fle
xib
le g
rou
ps
will
cha
nge
as
stu
den
ts m
ast
er s
kills
or
it is
det
erm
ined
tha
t m
ore
ass
ista
nce
is re
qu
ired
on
skill
s. A
fter
rev
iew
of
stu
den
t p
rogr
ess,
it m
ay
be
det
erm
ined
tha
t th
e st
ud
ent
has
bee
n p
lace
d a
t th
e w
rong
leve
l wit
hin
a p
rogr
am
and
wou
ld b
e m
ore
ap
pro
pria
tely
pla
ced
at
ano
ther
le
vel
or i
n a
noth
er p
rogr
am
. It
ma
y b
ecom
e ne
cess
ary
to
refe
r th
e st
ud
ent
to t
he s
choo
l’s I
nter
vent
ion
Ass
ista
nce
Tea
m (
IAT)
to
det
erm
ine
mor
e in
div
idu
aliz
ed i
nter
vent
ions
, a
nd
per
hap
s el
igib
ility
as
a s
tud
ent
wit
h a
disa
bili
ty.
SUM
TER
BEN
CH
MA
RK
CR
ITER
IA F
OR
REA
DIN
G P
LAC
EMEN
T &
P
rogr
ams/
Inst
ruct
iona
l Ma
teri
als
& S
tra
tegi
es
C
rite
ria
Leve
l A –
Inte
nsiv
e R
ead
ing
or
Lang
uag
e A
rts
Leve
l B -
Int
ensi
ve R
ead
ing
or
Lang
uag
e A
rts
Leve
l C -
Int
ensi
ve R
ead
ing
or
Lang
uag
e A
rts
Leve
l D -
Reg
ula
r R
ead
ing
FC
AT
Leve
l: 1
or 2
M
AZE
Ris
k L
evel
: Hig
h (R
ed)
or M
oder
ate
(Y
ello
w)
NA
EP F
luen
cy R
ubri
c Le
vel:
1 or
2
Lexi
le S
core
: BR
– 7
00
LA
NG
UA
GE!
:
D
RP
GE
DR
P G
E
G
L
B
ook
A
Boo
k C
6
3.5
or le
ss
3.
6-5.
0
7
4.
0 o
r le
ss
4.
1-5.
5
8
4.0
or
less
4.1-
6.2
9
4.
0 o
r le
ss
4.
1-7.
0
10
4.
0 o
r le
ss
4.
1-7.
0
11
4
.0 o
r le
ss
4.
1-7.
0
FCA
T Le
vel:
1 or
2
MA
ZE R
isk
Lev
el: H
igh
(Red
) or
M
oder
ate
(Y
ello
w)
NA
EP F
luen
cy R
ubri
c Le
vel:
1, 2
or
3 Le
xile
Sco
re: 7
00
– 9
00
H
am
pto
n B
row
n Ed
ge:
R
aw
Sco
re o
f 0-2
5= F
und
am
enta
l Lev
el
Ra
w S
core
of 2
1-33
= L
evel
A
Ra
w S
core
of 2
9-36
= L
evel
B
Ra
w S
core
of 3
4-40
= L
evel
C
FCA
T Le
vel:
1 or
2
MA
ZE R
isk
Lev
el: M
oder
ate
(Y
ello
w)
or L
ow (
Gre
en)
NA
EP F
luen
cy R
ubri
c Le
vel:
3
Lexi
le S
core
: 80
0 –
100
0
FCA
T Le
vel:
2, 3
or
4 M
AZE
Ris
k L
evel
: Low
(G
reen
)
Lexi
le S
core
: 10
00
&
ab
ove
Pro
gra
m/
Ma
teri
als
&
St
rate
gie
s
LAN
GU
AG
E! (
9th –
12th
gra
des
)
Nov
el S
ets/
Cla
ssro
om L
ibra
ries
AR
Ach
ieve
30
00
- E
xten
ded
Rea
din
g P
ass
age
s w
ith
ben
chm
ark
qu
esti
ons.
(The
re
ad
ing
leve
l of t
he p
ass
age
s w
ould
beg
in
on s
tud
ents
’ lev
el a
nd g
rad
ua
lly in
crea
se
scho
ol y
ear.
)
Flex
ible
Gro
up
ing
REA
D 18
0 (
9th &
10th
Gra
des
)
Ha
mp
ton-
Bro
wn
Edge
(11
th &
12th
G
rad
es)
Nov
el S
ets/
Cla
ssro
om L
ibra
ries
AR
Ach
ieve
30
00
- E
xten
ded
Rea
din
g P
ass
age
s w
ith
ben
chm
ark
qu
esti
ons.
(The
rea
din
g le
vel o
f the
pa
ssa
ges
wou
ld b
egin
on
stu
den
ts’ l
evel
and
gr
ad
ua
lly in
crea
se u
ntil
on g
rad
e-le
vel t
hrou
ghou
t sc
hool
yea
r.)
Flex
ible
Gro
up
ing
(Not
su
re o
f pro
gra
m a
t th
is ti
me)
Nov
el S
ets/
Cla
ssro
om L
ibra
ries
AR
Ach
ieve
30
00
- E
xten
ded
R
ead
ing
Pa
ssa
ges
wit
h b
ench
ma
rk q
ues
tion
s. (T
he
rea
din
g le
vel o
f the
pa
ssa
ges
wou
ld b
egin
on
stu
den
ts’ l
evel
a
nd g
rad
ua
lly in
crea
se u
ntil
on
gra
de-
leve
l thr
ough
out
scho
ol
yea
r.)
Flex
ible
Gro
up
ing
(Not
su
re o
f pro
gra
m a
t th
is ti
me)
Nov
el S
ets/
Cla
ssro
om
Lib
rari
es
AR
Ach
ieve
30
00
- E
xten
ded
R
ead
ing
Pa
ssa
ges
wit
h b
ench
ma
rk q
ues
tion
s. (T
he r
ead
ing
leve
l of t
he
pa
ssa
ges
wou
ld b
egin
on
gra
de-
leve
l.)
Flex
ible
Gro
up
ing
129