Lee County’s Just Read, Florida! District Plan 2006-07 K-12 Comprehensive Research-Based Plan Dianne Johnson, Ali Conant C. Keith Woodfin, John Scheller What is a comprehensive research-based reading plan? The comprehensive reading plan assures all stakeholders that reading is a priority in the state of Florida. The plan ensures that districts in Florida are aligned in their approach to solving reading deficits of their students. The plan will ensure that reading is funded annually as a part of the public school funding formula (Reading Coaches and reading materials). Lee County School District’s Plan focuses on three major assurances: 1. Leadership at the district and school level is guiding and supporting the initiative. The analysis of data drives decision making. Lee County School District’s Plan focuses on three major assurances: 2. Professional development is systematic throughout the district and is targeted at individual teacher needs as determined by analysis of student performance data and staff feedback. Lee County School District’s Plan focuses on three major assurances: 3. Measurable student achievement goals are identified and clearly described. Appropriate research based instructional materials are used to address specific student needs. THE SCHOOL DISTRICT OF LEE COUNTY ELEMENTARY SCHOOL DISTRICT QUARTERLY REVIEW School:__________________________________________ Date: _________________ Review Team Members: ____________________________________________________ I. Data Analysis: K-3 Assessments Documentation Provided CCRP Assessment data DIBELS data recorded Further diagnostic assessment of high-risk students Dolch word assessment completed Fluency assessment completed Other (please name) Other (please name) Grades 4-5 Assessments Documentation Provided CCRP test data DIBELS ORF data recorded Further diagnostic assessment of high-risk students Other (please name) Other (please name) Other (please name) Other (please name) Data drives instruction: ______________________________________________ How are low performing subgroups served? How is three-year longitudinal data used? Quarterly Summary of increased student achievement on reading assessments: Monitoring Reading Initiatives at the School Level Elementary classrooms will implement a 90minute reading block. The principal will form a Reading Leadership Team (RLT). A standardized lesson plan for each content area, which includes reading strategies. Assessments will be used and analyzed to drive decisions and monitored by the principal and the RLT. Principals and RLT will identify model classrooms based on teacher performance and student achievement. Activity: Think, Pair, Share What does the RLT look like at your school? _________________ _________________ _________________ _________________ _________________ New ideas? _________________ _________________ _________________ _________________ _________________ _________________ Identifying Model Classrooms Attributes Effectively uses the physical environment Orchestrates the key elements of the elementary reading block Systematically uses the CCRP Effectively instructs one or more of the five components of reading Facilitates high quality student engagement in whole and/or small group instruction Effectively manages engaging learning centers What you would expect to “observe” in a classroom as evidence of these attributes? Sample Observation Schedule for Model Classrooms Reading Class: Phonemic Awareness Reading Class: Phonics Reading Class: Fluency Reading Class: Vocabulary Reading Class: Comprehension Language Arts Reading Instruction Mathematics Reading Instruction Science Reading Instruction Social Studies Reading Instruction Exploratory Reading Instruction P. E. Reading Instruction Period 1 Exemplary classrooms identified here Period 2 Period 3 Period 4 Period 5 Period 6 Period 7 Monitoring Reading Initiatives at School Level Continued… Opportunities for weekly schoolbased professional development will be offered. Principals and RLT will identify professional development needs and provide related materials. Principals will monitor implementation of plan and professional development through classroom walk-through visits. Staff Evaluations Related to Student Achievement School Improvement Plans must be academic and one goal must be tied to reading. Principal evaluations include academic goals. IPDP and evaluations are tied to student reading achievement. Funding Sources for K-12 Comprehensive Reading Plan There will be some state funding provided through the K-12 Comprehensive Reading Entitlement Grant. K-12 Reading Endorsement Program School District of Lee County The Reading Endorsement program is an opportunity for teachers to obtain the latest information regarding effective research-based reading instruction to assist them in meeting increased student needs. There are three options teachers may select from to fulfill Reading Endorsement requirements. Path #1 University Coursework Selecting the university coursework path to obtain the Reading Endorsement will involve completion of 15 semester hours (5 classes) with content based upon scientifically-based reading research. Teaching experience and previous university courses may also apply towards the Reading Endorsement. One year of teaching reading equates to 3 semester hours. Up to 6 hours may be applied toward the endorsement based on teaching experience. The state does not allow combining inservice credit with college credit when taking the university coursework path toward the Reading Endorsement. *Teachers wishing to determine their status regarding college coursework will contact the personnel specialist assigned to the individual school to review transcripts. Path #2 District Add-on Endorsement The state-approved district inservice path to obtain the Reading Endorsement will involve completion of 300 hours of inservice credit (5 courses). Courses are available on the Curriculum and Staff Development website (PDMS) for registration. Competency #1: Competency #2: Competency #3: Competencies #4/5: Competency #6: Foundations in Language & Cognition Foundations of Research-Based Practices Foundations of Assessment Foundations and Application of Differentiation Instruction Demonstration of Accomplishment 60 hours 60 hours (This is an online course-FORPD) 60 hours 60 hours 60 hours Total Points: 300 Certain inservice training taken within the past five (5) years (Intensive Reading, Traits of an Effective Reader, Reading Apprenticeship, or Mapping an Academic Literacy Plan) may be applied toward portions of the Competency #1 course. Previously taken university credit hours may be converted to inservice points as long as the reading coursework is aligned with the reading endorsement competencies and completed within the past five (5) years. Path #3 REESOL- Reading Endorsement for ESOL District Plan for Implementation of Assessment Driven Reading Professional Development School personnel will be knowledgeable about the components of effective reading instruction. Valid SBRR inservices will be made available to school and district staff. IPDP will be based upon assessment and learning needs. Cadres will be developed with all content areas. Reading Leadership Team will analyze and identify individual school reading needs and request assistance as appropriate from District Reading Coordinators. LEaRN READING MODEL: BASED ON EDUCATIONAL NEED Prescriptive Integrated Cumulative Learning System Explicit Systematic STUDENT/ TEXT Implicit Learning Instructional Process CONSIDERATIONS Instructional Process READ ALOUD 1. Oral Language 2. Prior Knowledge 3. Phonological Awareness 4. Print Awareness 5. Phonics & Word Analysis/ Recognition a. Skills taught prior to reading b. Reinforced/Expanded during reading c. Assessed after reading a. Prerequisite skills present b. Skills reinforced/ expanded during reading c. Assessed after reading Purpose: a. Exposes children to literature. b. Models fluent reading. c. Develops language patterns & vocabulary. d. Develops book/story conventions e. Develops listening skills (f) Teaches books are fun & worthwhile. (g) Teaches reading process through “Think Alouds”. SHARED READING a. Skills taught prior to reading a. Prerequisite skills present b. Application modeled and b. Skills expanded and practiced during reading practiced during reading c. Application assessed c. Application assessed during/after reading during/after reading Purpose: a. Provides maximum support during reading. b.Allows children to enjoy books they can’t read on their own. c. Helps develop fluency. d. Focuses strongly on word analysis skills and their application. e. Models reading strategies/processes through interactive “Think Alouds”. f. Builds vocabulary & comprehension skills/strategies. 1. Oral Language 2. Prior Knowledge 3. Phonological Awareness 4. Print Awareness 5. Phonics & Word Analysis/ Recognition . SUPPORTED READING 6. Vocabulary Comprehension 7. Reading Fluency a. Skills taught prior to reading b. Modeled/Scaffolded teacher support c. Assessed during/after reading a. Skills taught during reading b. Application supported/ reinforced during reading c. Assessed during/after reading 8. Text Comprehension Strategies/ Processes Purpose: a. Text is at instructional level. b. Teacher models/supports reading skills/strategies. c. Teacher supports student to develop skills/strategies to independence. d. Focuses strongly on comprehension and higher order thinking skills. e. Provides ongoing assessment of fluency. * Includes oral/silent independent reading when analysis and feedback are provided. 9. Text Content/ Knowledge a. Text appropriate for student’s present skills/ reading level 10. Higher Order Thinking Skills * If a student is required to read text above present reading level, necessary skills must be taught prior to reading. SILENT SUSTAINED READING INDEPENDENT READING *Reading content appropriate for students’ present skills/reading level Purpose: a. Provides opportunities to practice reading skills/strategies. b. Provides for practice of self-monitoring and self-correction skills. c. Allows reading in areas of interest. d. Allows child to read at own pace. e. Enhances fluency. **Literacy Discussion Groups may be utilized with all 4 types of reading activities. 6. Vocabulary Comprehension 7. Reading Fluency 8. Text Comprehension Strategies/ Processes 9. Text Content/ Knowledge 10. Higher Order Thinking Skills Lawrence D Tihen, PhD Deborah B. Tihen M.A.T. Elementary: High Quality, Explicit, and Systematic Instruction in the Reading Classroom Whole group instruction Differentiated instruction Explicit and Systematic instruction Immediate Intensive Intervention (minimum of 30 minutes/day) Print Rich Environment Systematic Explicit Instruction During the provision of Systematic Explicit Instruction in reading the teacher typically: 1 Informs the students of WHAT is going to be learned. 2 Informs the students of WHY it is being learned. 3 EXPLAINS/MODELS the skill/strategy being learned (Examples and non-examples). 4 Provides SUPPORT/CORRECTIVE FEEDBACK to the students in learning the skill/strategy. 5 Provides PRACTICE opportunities for the students to stabilize the skill/strategy. 6 Ensures appropriate student APPLICATION of the skill/strategy. 7 Establishes STUDENT SELF MONITORING of the skill/strategy and its application. Elementary Student Achievement and Instruction Core reading programs based on SBRR will be utilized in all schools. Teachers will provide systematic and explicit instruction in the five components of reading. Instruction will be provided during a 90 minute uninterrupted reading block including an initial lesson from the CCRP. Differentiated instruction which focuses on the needs of the students must be provided. Elementary Supplemental Reading Programs Supplemental reading programs (SRP) must be based on SBRR. They may be used during the 90 minute reading block. Additional time may be dedicated to literacy instruction including immediate intensive intervention using Supplemental Reading Programs. Elementary Intervention Programs Intervention programs must be based on SBRR. Intervention programs are in addition to the 90-minute reading block. Diagnostic assessments will determine need for immediate intensive interventions. iii must provide systematic explicit instruction in one or more of the five areas (strategy based learning) Elementary Educational Software & Materials Educational software provided for student instruction and reinforcement of skills will supplement, not supplant, instruction by a highly qualified teacher. Educational software may be integrated within the 90-minute reading block as well as immediate intensive intervention if appropriate. Reading instruction will include use of materials that build intrinsic motivation to read versus extrinsic motivation. Psychology 101 Educators have been told that it is our responsibility to motivate the students. It is not our responsibility to motivate them, they were born motivated and entered kindergarten motivated to learn. Psychology 101 continued According to Piaget, children are most like adults in their feelings and least like adults in their thinking. It is not the responsibility of educators to motivate students but to determine what is causing them to lose their motivation and stop such practices. The Reading Analysis Check and Decision Tree District data from assessments will be used to guide instruction at grades K-5. Reading Analysis Check (Both Narrative and Informational Text) Oral Reading- look at FLUENCY rate (words correct per minute) Inadequate fluency rate compared to established guidelines Adequate comprehension Check COMPREHENSION Adequate fluency rate Check prior knowledge Mark miscues Look at a hierarchy of PHONICS/WORD ANALYSIS SKILLS Decoding difficulties: identify single vs. multisyllable words. Single syllable words Check PHONOLOGICAL AWARENESS SKILLS (ORAL) . Decoding appropriate. Look at automaticity with sight words. Multisyllable words Phonological awareness skills (syllabication) Check sound/symbol association skills Identify needed skills and teach. Knowledge of affixes Flexing with open syllables Provide word automaticity/fluency instruction as needed Inadequate comprehension Check comprehension strategies (cognitive/ metacognitive) Check VOCABULARY knowledge Tier 1, 2, and 3 vocabulary Before, during and after reading strategies; story grammar and other graphic organizers, etc. Check oral language Check higher level thinking Listening comprehension referents Analysis Text specific vocabulary Pronoun referents Application Synthesis Conjunctions Gross Differences, sentence segmentation Rhyme Phonemic Segmentation Syllables – Blending and Segmentation Phonemic Blending Spatial/locational and temporal/sequential & temporal terms y Evaluation Sentence building skills Initial Consonant Segmentation Phonemic Manipulation Alliteration Word morphology Sentence Segmenttion Onset and Rime Deborah Burton Tihen Dr. Lawrence Tihen Revised 1-20-05 Reading Analysis Check Activity Create a scenario for a student who has a reading difficulty. Identify: – grade level – reading strengths – reading areas needing growth – assessments and activities to be used at each step of the flow chart CHART D: Elementary Assessment/Curriculum Decision Tree, Grades 3-5 (or 6) District Name: Assessment If Then Materials/Activities administer fluency measure to students assess score L1 or accuracy Fluency probe for oneFCAT L2 and rate minute timed reading DIBELS fluency Diagnostic assessment One minute accuracy including, but not limited fluency below diagnose to, miscue analysis, check target phonics running record, IRI DAR Miscue Analysis ARI PA assessment including, ERDA phonics but not limited to Fox in a Running below diagnose Box and Phonological Record target PA Awareness Test Please see Reading Analysis Check Attachment for areas of consideration based on identified need. Explicit and systematic instruction utilizing: Supplemental Reading Program Intervention Program Materials/activities that may Fox in a be implemented include, Box but are not limited to: Phonologic Phonics- Make-a Word, al word families, word walls Awareness Fluency- partner reading, Test echo reading, reader's Informal instruct in: theater Phonologic phonics Vocabulary- build on prior al fluency knowledge, word sorts, Awareness vocabulary explicit teaching of words, Assessmen PA above comprehen word walls, flash cards t target sion Comprehension- GIST, System for Communicating Assessment Data Across Grade Levels Assessment data will be communicated across grade levels. School RLT will analyze assessment data to share across grade levels. Grade level articulation meetings will occur. Elementary’s Plan for Meeting Needs of all At-Risk Student Subgroups The district will meet the needs of all at-risk subgroups as identified under No child Left Behind by using the Tier 1, 2, and 3 approach in statute. See Tier Chart for Reference Tier One Students Never Retained with Identified Reading Deficiency § 90-minute reading block with additional time for intervention § CORE/State Identified Reading Program materials utilized that are research based such as Harcourt and Houghton Mifflin § Research based Intervention Materials utilized that teach areas of deficits as determined by a diagnostic assessment such as SRA Reading Mastery, Corrective Reading § Screening, progress monitoring, and diagnostic assessments provided including but are not limited to: DIBELS, Oneminute timed readings, IRI, Fox in a Box, DAR, ERDA § AIP written for any student that is not on grade level § Summer Reading Camp for students with Level 1FCAT Third Grade Tier Two Students Retained Once in Third Grade § Reduced Teacher Ratio § 90-minute reading block which includes small group instruction § Intervention in addition to 90minute block § Tutoring and/or mentoring will be provided § Must be provided a different curriculum from the year before. This may be a change in supplemental and intervention materials which may include SRA Reading Mastery, Earobics § Change in CCRP is not required. § Core Reading Program § Differentiated materials to reinforce initial instruction provided such as leveled books § Research based Intervention Materials that teach areas of deficits are provided. This instruction will take place in addition to the 90-minute reading block which may utilize SRA Tier Three Students Retained Two Times in the Same Academic Grade § Reduced Teacher Ratio § 180-minute reading block with at least a 90-minute segment of uninterrupted time § Must be provided a different CORE curriculum from the year before. § Core Reading Program § Differentiated materials to reinforce initial instruction such as leveled books § Research based Intervention Materials such as SRA Reading Mastery, Corrective Reading, and Kaleidoscope that teach areas of deficits are provided. This instruction will take place in addition to the 120 + 60-minute reading block. § Tutoring and/or mentoring will be provided § SBRR Language researched based materials that instruct students on language and vocabulary skills utilized. · Screening, progress monitoring, and diagnostic assessments provided Accelerated Reader The major focus of reading instruction during the 90 minute reading is the SYSTEMATIC EXPLICIT INSTRUCTION of Reading Skills. However, Reading First schools do have many students reading on/above grade level and therefore, as of this time, AR may be used as a Center Activity for small group instruction, as long as it does NOT take up more time than any other center activity during the 90 minute block (no more than 15-20 minutes). Accelerated Reader EXCEPTIONS: Students who are Substantially and/or Minimally Below on the Stanford Ten, or who are Level One or Two on FCAT Reading, should have Centers that provide for explicit systematic instruction/practice on the reading skill areas that they have not yet mastered and which are keeping them from reading on grade level. These students’ AR reading and assessment would be outside the 90 minute reading block. Elementary’s Plan for Authentic Literature Students will have access to fiction & non-fiction texts Assessments for determining reading level Media specialists are a resource Use classroom libraries as part of reading instruction Elementary’s Plan for Incorporating Writing Writing which supports reading skill acquisition may be incorporated into the 90-minute reading block. K-12 Plan Wrap Up It is a plan to … It is used by… It is monitored by… The Reading Leadership Team … Reading deficiencies are addressed by… What can/cannot be taught in the 90 minute reading block? Winning the Race! “The race belongs not only to the swift and strong-but to those who keep on running.” -author unknown
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