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K-12 Comprehensive Research-Based Reading Plan

Brevard Public Schools

2012-2013

Introduction and Background

In order to receive reading funding, districts must write a K-12 Comprehensive

Research-Based Reading Plan that ensures the following:

Leadership at the district and school level is guiding and supporting the

initiative.

The analysis of data drives all decision-making.

Professional development is systemic throughout the district and is targeted at

individual teacher needs as determined by analysis of student performance data.

Measurable student achievement goals are established and clearly described.

Appropriate research-based instructional materials and strategies are used to

address specific student needs.

The guidelines provided for districts, schools, principals, and teachers within Brevard’s

K-12 Comprehensive Research-Based Reading Plan are aligned with the critical

components of the Multi-tiered System of Supports framework, including data-based

problem-solving, utilizing student-centered response to instruction/intervention data to

make educational decisions. A multi-tiered system involves key elements: 1) effective

core instruction for all students; 2) high quality assessments to monitor progress and

identify students and systems in need of intervention; 3) instructional use of a wide

variety of complex texts to challenge student vocabulary and comprehension learning;

and, 4) interventions designed and implemented that are matched to student needs.

Through the implementation of the K-12 Comprehensive Research-Based Reading

Plan, Brevard Public Schools continue to build proficiency in the implementation of an

effective multi-tiered system of supports meeting the needs of all students.

Charter Schools

Brevard Public Schools charter schools are given the opportunity to participate in the

district plan. Charter schools that choose to participate in the plan must meet the

requirements outlined in this document; however, they may meet these requirements

through methods that differ from those in the district plan. For example, if an entire

school district uses one core reading program in their elementary schools, and the

elementary charter school chooses to use another state-adopted core program, this is

acceptable.

As with any school in the district, charter schools will not receive a set amount of

funding through the reading allocation based upon their student enrollment, but

will be subject to the district prioritization of funds based on need. If charter

schools decline to participate, the funds that would have been directed to them remain

in the district to serve low performing schools.

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Reading and Literacy Coaches

Reading/literacy coaches have been an integral part of the success of the district

reading initiatives during the last few years. The role of the reading coach has been

defined in Rule 6A-6.053, FAC. While it is not required that every school be provided

a reading/literacy coach, district leadership must allocate resources to hire

reading/literacy coaches for the schools determined to have the greatest need based on

the following:

Student performance data

Experience and expertise of the administration and faculty in reading

assessment, instruction, and intervention

Receptiveness of administration and faculty to the coaching model

All schools utilizing reading/literacy coaches during the 2012-2013 school year must

implement the Just Read, Florida! literacy coach model. The coach model formed the

basis for the state funded reading coach grants in 2004-2005 and is further delineated

in Brevard Public Schools’ Role of the Literacy Coach document (Attachment C).

Districts must ensure that the number of state, federal, or locally funded reading

coaches is prioritized based on school need. All coaches, regardless of their funding

source, must report their time to the Progress Monitoring and Reporting Network

(PMRN) on a biweekly basis. Principals will be required to log onto the PMRN prior to

the start of school to enroll their reading/literacy coach(es). Coaches will not be able to

use the system until they have been enrolled by their principal. Principals will also be

required to provide the funding source(s) for each coach at the time of enrollment.

Throughout the school year, principals and district reading contacts should regularly

review reading coach log entries in order to support the role of the coach.

Any reading/literacy coach who is funded through the Research-Based Reading

Instruction Allocation in the FEFP as part of the K-12 Comprehensive Reading Plan

must be a full-time coach. Reading/literacy coaches who split their time between two

schools are considered full-time coaches. This includes coaches who are only partially

funded through the Research-Based Reading Instruction Allocation in the FEFP. While

it is recommended that reading coaches not be assigned a regular classroom

teaching assignment, they are expected to work frequently with students in whole

and small group instruction in the context of modeling and coaching in other

teachers’ classrooms.

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Leadership

District Level Leadership

Many of the school buildings within a district look the same, but the needs of teachers

and students within those buildings are diverse. District level administrators must look

at schools on an individual basis and distribute resources based on students’ and

teachers’ level of need. The district system for monitoring reading instruction that

differentiates school level services is addressed in the following:

District Level Questions

1. What are your measurable district goals for student achievement in reading for the

2012-13 school year as described as a percentage increase from last year’s scores?

Florida Assessments for Instruction in Reading data will be used as the growth

measure for Kindergarten through second grades:

K -Current district data indicates fifty-two percent of our students in kindergarten

performed at or above the 70th percentile rank in vocabulary during the third

assessment window. Our goal for school year 2012-2013 is to have sixty percent

of kindergartners performing at or above the 70th percentile rank in

vocabulary.

1st - Current district data indicates fifty percent of our students in first grade

perform at or above the targeted passage rate. Our goal for school year 2012-

2013 is to have sixty percent of first graders reading at or above the targeted

passage.

2nd - Current district data indicate sixty-four percent of our students in

second grade perform at or above the targeted passage rate. Our goal for

school year 2012-2013 is to have seventy-five percent of second graders

reading at or above the targeted passage.

FCAT 2.0 data will be used as the growth measure for reading in grades 3 - 10:

Grade % Level 3

or above

% Level

1

%Level

2

Movement

from L1-L2

% Level

3

Movement

from L2-L3

3 79 12 9 3% 31 2%

4 77 12 11 3% 30 3%

5 76 11 13 2% 32 4%

6 81 8 11 1% 31 2%

7 78 9 13 1% 35 2%

8 65 10 25 2% 38 7%

9 61 12 27 2% 33 5%

10 50 21 29 3% 21 7%

2. How will the district assure that administrators and reading/literacy coaches provide

follow up on literacy professional development (Common Core State Standards

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Implementation, Text Complexity and Comprehension Instructional Sequence) and

teaching standards through course descriptions?

Brevard Public Schools will have a built-in structure consisting of eight early release

days to be used for on-site professional development through professional learning

communities. Administrators took part in a yearlong introduction to the Common Core

State Standards and implications for instruction. They were tasked to identify teacher

leaders who will support teachers as they begin the implementation process. Literacy

coaches have been included and will be instrumental in facilitating teachers’ work at

the building as they unpack the new standards and discuss instructional practices.

3. How will the district assure (a) systematic and explicit instruction, based on data and

(b) use of text-based instruction, with an emphasis on complex text?

The use of data to guide instruction is the strength of Brevard Public Schools. We have

systems in place that provide up-to-date data on a variety of instructional programs.

Our student data system is tied to our “Desktop Student Data System” which allows

teachers to have instant access to FCAT scores and the names of the students in the

lowest quartile. We also utilize the A3 system for data management. This system pulls

in FCAT results, Differentiated Accountability Assessment results, Florida Assessments

for Instruction in Reading results as well as allows teachers to enter formative

assessment data on student groups based on their needs. A3 allows administrators,

teachers and support personnel to intersect data from numerous sources, which is

instrumental in the Response to Intervention process. Our teachers have the tools they

need to plan systematic and explicit instruction.

Brevard Public Schools has district unified textbook policy and our teachers are

expected to use materials chosen by the adoption committee for the majority of their

instruction. An emphasis of the textbook committee was to ensure that the materials

were not only engaging, but included a range of genres and complexity. Moving

forward through our Common Core State Standards implementation plan, we will be

providing direction to teachers on how to review their existing materials to judge the

complexity and how to select supplemental materials to ensure that our students are

exposed to the appropriate levels of complex text.

4. How will the district assure that schools increase the amount and variety of complex

texts used to teach complex comprehension tasks -- in addition to the Comprehensive

Core Reading Program (CCRP), Supplemental Intervention Reading Program (SIRP),

and Comprehensive Intervention Reading Program (CIRP)?

Elementary schools are encouraged to include the use of not only the leveled texts from

social studies and science, but also the textbook during the ninety-minute reading

block. Secondary intervention curriculum has been reviewed and supplemental

material has been created when necessary to ensure that students are exposed to more

complex text in order to be better prepared for FCAT 2.0. All teachers will be trained

in the use of creating text-dependent questions and incorporating close reading during

the instructional cycle. In addition, teachers will be provided with a district created

document, “Steps to Quality Questioning.” This document was crafted with the

Common Core State Standards and demonstrates how to move up the continuum to

answer higher order thinking questions.

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5. If additional exposures to complex texts are needed, how will this be addressed?

Our school system has access to Gale Online Resources, an online database of

periodicals and journals from a wide variety of genres and topics. Media specialists

assist teachers with securing articles and text to support their standards and lessons.

6. How will the district support implementation of Next Generation Content Area Reading

Professional Development (NGCAR-PD) and the Comprehension Instructional

Sequence (CIS)?

During the summer of 2012, elementary and secondary teachers will be trained in how

to use the Comprehension Instructional Sequence. The training will provide teachers

with time to dig deeper into the Common Core State Standards for Literacy.

Throughout the school year, this training will be repeated. Additionally, content area

resource teachers will emphasize and embed the components of the CIS model and the

literacy standards within their training.

7. How will the district facilitate improvement in and intensify interventions for schools

that are not making academic improvements as determined by walk through and student

performance data?

The district has established strategic plan work project teams consisting of district

and school level personnel to research and analyze district data in order t o determine

plausible action steps which address Brevard’s unique concerns regarding student

achievement. Data sources reviewed include AYP subgroup data, free and reduced

lunch rate and student achievement regression data, and Differentiated Accountability

Assessment data. This data guides allocation of resources as well as additional teacher

training. In addition, Brevard’s literacy coaches are allocated in a tiered model based

on student demographic and achievement data.

8. How and when will the district provide principals with the information contained in the

K-12 Comprehensive Research-Based Reading Plan?

All of our principals and assistant principals of curriculum the Department of

Education’s training on the Common Core State Standards this summer. This training

will include information on text complexity and instructional implications when

implementing the new standards. These are critical components of the K-12 Reading

Plan.

Also, as schools develop their reading section of the School Improvement Plan, teams

will ensure that reading programs and strategies are in place to monitor student

progress. All building level administrators are required to attend the Brevard

Leadership Charge Session where new programs and plans are addressed. As part of

the K-12 Comprehensive Research Based Reading Plan, each principal will be made

aware of changes in state statutes, board rules and curriculum updates at the charge

session. The Comprehensive K-12 Reading Plan will be posted on the Brevard Public

Schools' website to ensure easy access to the information.

9. How will the district ensure the provision of an additional hour of intensive reading

instruction beyond the normal school day for each day of the entire school year for

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students in the 100 lowest-performing elementary schools based on the state reading

assessment? If your district does not contain one of these schools, what efforts are

being made to provide additional time outside of the school day for reading

intervention?

Brevard Public Schools does not anticipate having a school in the 100-lowest

performing elementary schools. However, our lowest performing elementary school has

implemented an extended day for all of its students. All elementary schools are

provided academic support before or after school for identified students who need

additional literacy instruction.

In addition, students are offered a two week “Jump Start” to the school year. The intent

of “Jump Start” is to minimize summer loss and to provide these students with an

advantage going into the school year. The students are chosen for the program based

on prior academic performance and identified gaps in their skills.

District Level Reading Coach Questions

10. How will the district provide leadership and support in defining the role of the reading

coach to school administration, teachers, and reading coaches?

Please create your District Data Driven Reading Coach Process Chart, detailing the way

of work for administrators, teachers, and reading coaches in your district. This chart

will be uploaded through the online system. You will find a sample in the Appendix.

Please be sure to address: Common Core State Standards Implementation, Text

Complexity, and Comprehension Instructional Sequence

For a reading coach to be effective, the role of the coach must be clear to school

administration, teachers, and the coach. The role of the coach is specified in 1011.62

(9) (c) 3., noting that highly qualified reading coaches specifically support teachers

with making instructional decisions based on student data, and improve teacher

delivery of effective reading instruction, intervention, and reading in the content areas

based on student need.

11. What is the total number of reading coaches (funded through any source) that served

the district for the 2011-12 school year?

Brevard Public Schools had 46 full-time coaches during the 2011-2012.

12. What is the total estimated number of reading coaches (funded through any source) that

will be serving the district for the 2012-13 school year?

The district has established a criterion for the allocation of school literacy coaches.

Through the coordination of funding sources, senior staff plans to move forward with

hiring 46 full time literacy coaches. Literacy coaches will be based with a home school

to which they will provide services four days a week. The fifth day will be spent

providing services to another school. Coaches will support their one day a week

schools with their professional development needs, assisting teachers in using the data

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to focus differentiated instruction, assisting with the Multi-tiered System of Student

Support and providing classroom modeling of best practices.

13. How will the district and schools recruit and retain highly qualified reading teachers

and reading coaches?

The district will retain highly qualified reading teachers by

assigning a NBCT as a mentor, and

encouraging new teachers to contact Peggy Yelverton, Brevard’s

Certification and Professional Development Resource Teacher, for

assistance as needed.

The district will recruit highly qualified reading teachers by

attending on-campus recruitment activities,

advertising in a variety of media sources such as newspapers, university

job boards and online with groups such as Teacher-Teachers.Com, and

encouraging middle and high school students to consider a career in

teaching, with a specialization in reading.

14. How will the district determine allocation of reading coaches based on the needs of

schools?

It is the goal of the district to have a full-time literacy coach in every school. Our

district uses the following criteria to determine the allocation of literacy coaches:

percentage of Exceptional Student Education students

percentage of students receiving free or reduced lunch

percentage of students scoring level one or two on FCAT Reading

percentage of students scoring 3.5 or more on FCAT Writing

previous year's school grade

AYP status

total school enrollment

The district will communicate with principals where a possible coach change is

indicated based on school data and allocation of funds. The discussion will focus on

the coach's role and responsibilities, schedule and coach log as well as how the

coach is being utilized by the administrative team. Coaches who have proven success

will be provided the opportunity to be placed in the neediest schools.

15. How will the professional development provided to district supervisors be delivered at

the school level?

As district supervisors receive information or training, it is shared with the appropriate

personnel. A variety of methods are employed including sharing at staff meetings and

providing professional development to administrators during leadership team meetings

or charge sessions. The most frequent method utilized is providing the professional

development to the literacy coaches so they can turnkey the training at their building

sites. Literacy coaches are instrumental in providing crucial follow-up and support as

teachers implement best practices.

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School Level Leadership

The School Level Leadership Section is designed to drive changes in instruction at the

school level. These changes should occur in conjunction with each school’s School

Improvement Plan, which may be found at: http://www.flbsi.org/SIP/.

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 to include:

Ensuring that text complexity along with close reading and rereading of texts is

central to lessons.

Providing scaffolding that does not preempt or replace text reading by students.

Developing and asking text dependent questions from a range of question

types.

Emphasizing students supporting their answers based upon evidence from the

text.

Provide extensive research and writing opportunities (claims and evidence).

The Literacy Leadership Team (LLT) provides a central point of communication for all

literacy activities that take place at the school. LLTs constantly look at data to

determine “what is working” and “what is not” as well as to identify school wide

reading achievement trends. Based on identified needs, school based professional

development is created to strengthen instructional practices. The teams support the use

of leveled texts in all curriculum areas, appropriate questioning techniques, relevant

feedback and complex text.

2. How does the reading coach provide the following professional development at the

school site?

Professional development in literacy (including text complexity,

implementation of the Common Core State Standards in literacy, and the

Comprehension Instructional Sequence) for all teachers?

Professional development for reading intervention teachers?

Professional development for guidance counselors, including reading

intervention placement?

How is this occurring in schools where no reading coach is available?

The area of reading intervention is a special element of the literacy coach role.

Research-based interventions are introduced and modeled by the coach and student

progress is maintained and tracked. The coach facilitates data chats in which

implications of the data and changes in instruction are discussed. The coach is also

highly involved in the Multi-tiered System of Student Support process. The coach

provides data interpretation and appropriate next steps. The coach also provides

guidance as to appropriate student placement.

Facilitating professional learning communities, grade level meetings, before or after

school trainings are just some of the ways coaches provide support for their teachers.

School based professional development is driven by the School Improvement Plan and

the K-12 Reading Plan (text complexity, implementation of the Common Core State

Standards).

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3. How are texts reviewed and selected for complexity? How are ‘stretch texts’ provided in

all courses/grades, particularly in reading intervention? Students should have regular

access to grade level appropriate text.

Texts are selected for complexity through the district-adopted materials. Media

specialists review and select grade appropriate materials and assist teachers as they

seek “stretch texts” through Gale Online Resources.

Through teacher training, text complexity is being addressed as they are introduced to

Appendix A of the Common Core State Standards. Text exemplars are being shared so

teachers can examine current practices in selecting materials for instructional

purposes.

4. How will the principal increase the amount of time that students read text closely for

deep understanding across the school day and outside of school? One goal should be

that students are reading one book every two weeks. Include how the principal will

increase media center circulation.

One of the district's goals is to encourage students to read at least fifteen to thirty

minutes per night. Student reading development is enhanced and reinforced through

easy, frequent, open and flexible access to classroom libraries and the school

media center. Principals recognize media centers are the hub of our schools

providing easy, frequent and open access to books. Schools have implemented various

ways to increase media circulation by providing students access before and after

school. Student book clubs, Sunshine State Book Bash competition, and Sunshine State

Young Readers’ Award books are also used as a way to encourage students to read.

Throughout the school year, our school media centers offer a variety of

promotional activities such as Children’s Book Week, National Library Week, Read

Across America Day, Banned Book Week and Teen Read Week. Parents are also

encouraged to utilize the media resources to increase media circulation.

All schools utilize Reading Counts and/or Accelerated Reader to encourage students to

read outside of the school day. The Scholastic Reading Inventory provides each child a

book list based on their interest and their lexile level which will assist them in self-

selecting appropriate books from the media center. As teachers become more

comfortable with the concept of text complexity, they will encourage their students to

take text complexity as well as lexile scores into account as they make their choices for

independent reading.

5. How will school level leadership ensure that intensive reading instruction meets the

following characteristics outlined in Section 1011.62(1)(f), Florida Statutes?

Brevard Public Schools is not offering an additional hour of instruction for all Level

one and two students in grades K-5.

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Professional Development

Professional development for all teachers, coaches and administrators must be

provided to ensure that all district educators are grounded in the essential

components of reading instruction. Providers of professional development (internal

and external) must base training in reading instruction on scientifically-based reading

research. Professional development options must be provided to address the

following:

Implementation of all instructional materials, all reading programs, and

strategies based on scientifically-based reading research, including early

intervention, classroom reading materials, and accelerated programs.

Immediate intensive intervention (iii) should also be addressed.

Instruction in the use of screening, diagnostic, and classroom-based progress

monitoring assessments, as well as other procedures that effectively identify

students who may be at risk of reading failure or who are experiencing reading

difficulties.

Further, for professional development to be considered comprehensive, it must address

the body of knowledge grounded in scientifically-based reading research and must be in

alignment with the National Staff Development Council Standards (NSCD) and

Florida’s Professional Development System Evaluation Protocol.

In order to assure that each individual teacher has the level of intensity needed for

professional growth based on student achievement data, professional development

must be individualized. All teachers, paraprofessionals and substitutes, and even

mentors can benefit from differentiated professional development – providing more

information for less experienced teachers and advanced activities for those who are at a

mentor level.

1. Chart A provides the district professional development schedule for ALL reading

professional development for the 2012-2013 school year.

2. Does your district offer Next Generation Content Area Reading Professional

Development (NGCAR-PD) or CAR-PD in at least one school?

Not at this time

3. Please list and describe the professional development teachers will receive to ensure

text based content area instruction in English/Language Arts, History/Social Studies,

Science, and Technical Subjects.

Content area teachers will be provided professional development on how to utilize the

Comprehension Instructional Sequence beginning June of 2012. Content-like teachers

will be trained using content specific examples over the course of two days. Included in

the two-day training will be unpacking the Common Core State Standards for Content

Literacy and time for planning instruction, implemented during the school year. This

training will be repeated throughout the school year. Additionally, Brevard Public

Schools has a district wide Document Based Question initiative for social studies

teachers. Training is ongoing to support this initiative.

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Elementary Assessment, Curriculum, 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 English

Language Arts 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, and science. 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.

Using this integrated, interdisciplinary approach requires systematic student

engagement in complex cognitive tasks with a wide variety of different types of texts.

Teachers will also need to incorporate texts of varying levels of complexity into their

literacy instruction, providing various instructional opportunities for students to read,

write, discuss, and listen to text for different specific purposes. This includes but is not

limited to focusing on:

new and increasingly more complex text structures (sequence, comparison

and/or contrast, cause/effect, problem/solution, etc.)

vocabulary and concepts on social studies and science topics

how to extract information from complex informational text

how to use text evidence to explain and justify an argument in discussion and

writing

how to analyze and critique the effectiveness and quality of an author’s

writing style, presentation, or argument

paired use of texts for students to engage in more complex text analyses

independent reading and writing practice to:

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relate to increasingly more complex text structures

use content-area vocabulary and concepts

develop fluency and prosody strengthen and finish mastering literacy skills

and strategies

From low to high reading performance, 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

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 identify the proportion of

literary and informational texts to ensure that students have literacy experiences that

align with the ratios from the FCAT 2.0 Item Specifications:

GRADE Literary Text Informational Text

3 60% 40%

4 50% 50

5 50% 50%

6 40% 60%

1. Chart C provides information regarding reading instructional materials by school.

2.1. Describe all research-based instructional materials used to provide reading instruction

during the school day. Include a description of how they will be integrated into the

overall instructional design.

The School Board of Brevard County will continue to utilize state adopted 2009

Macmillan/McGraw Hill Treasures as our comprehensive core reading program for

K-6 students. Treasures is based on scientific, research–based methods of reading

instruction and is authored by distinguished researchers and authors of reading

instruction. The six essential components of reading, as identified by the National

Reading Panel, “Reading First”, and the state’s “Just Read, Florida!” initiative, are

emphasized within the instructional design of lessons, instructional routines, and

practices of Treasures. The award-winning literature, representing a wide range of

genres within this series, provides a systematic path toward reading independence.

Small group instructional lesson plans provide intensive instruction that is explicit

and is carefully scaffolded to meet the needs of readers. Schools have a variety of

resources within the program such as the leveled readers (beyond, approaching, on

level, or ELL) letter cards, decodable readers, word sorts or Elkonin Boxes, letter

sound cards, retelling cards, oral vocabulary cards, and phonics/grammar practice

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books which are utilized for differentiated small group instruction and to support

initial instruction of language arts and reading standards.

All children receive ninety minutes of initial reading instruction on grade level state

standards (2007 or Common Core) utilizing the comprehensive core reading program

as a guide during whole group instruction. Brevard Public Schools developed an

implementation guide of the adopted core reading that streamlines the instructional

resources and lesson delivery for teachers. Teachers use provided matrix for focusing

their instructional time addressing essential skills, vocabulary and strategies initially,

and highlighting concepts or skills that need to be addressed during review week.

K-2 ELA Common Core Launch Teams have been established in every elementary

school including charter schools. Each team consists of a lead kindergarten, first,

second grade teacher and an administrator. Launch team members have received

extensive training and have unpacked the common core standards by clusters. Launch

team members are charged with duplicating the opportunity for unpacking or

analyzing of the Common Core Standards with their grade level peers, as well as

facilitating the discussion regarding instructional implications for their grade level.

A planning tool on how to utilize their current resources to instruct with the Common

Core State Standards was shared with teachers. Teachers have been instructed to start

with the Common Core State Standards and cross-reference with their Treasures

materials by looking at the Week at a Glance or Unit Matrix to indicate what

standards are not covered or are possibly no longer a requirement for their grade

level. Also, the district required criterion-reading assessments will be aligned with the

Common Core State Standards.

K-2 teachers are embracing the Common Core Standards. Primary Comprehension

Toolkit (Harvey and Goudvis) training is a district initiative. Teachers who have

attended this training made the connection immediately as to how the instructional

strategies introduced, if implemented, would assist with meeting the high expectations

set by the Common Core State Standards. Teachers are learning how to facilitate text-

based discussions, model text-based writing, and how to incorporate speaking and

listening opportunities for deepening comprehension. Future training will provide

primary teachers support on how to effectively use complex text in daily instruction.

Charter schools that are participating in the K-12 Reading Plan list their instructional

programs on Chart C. These programs are approved under their charter agreement

with the district. Brevard Public Schools provide consultative services when requested

regarding the purchasing and implementation of core materials.

2.2. Describe all research-based materials used to provide reading intervention during the one

hour extended day. Explain how intervention in extended day will align with reading

instruction provided during the school day.

Brevard Public Schools does not anticipate having a school in the 100-lowest

performing elementary schools. However, our lowest performing elementary school has

implemented an extended day for all of its students. The additional hour will be an

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extension of the reading block to accelerate student growth. All elementary schools are

provided academic support before or after school for identified students who need

additional literacy instruction.

2.3. How will your district assure that the offerings in addition to your CCRP(s),

Supplemental Intervention Reading Program(s), and Comprehensive Intervention

Reading Program(s) introduce and increase the amount of complex text provided for

your students? If additional exposure to complex text is needed, how will this be

addressed?

Teachers utilize Macmillan/McGraw-Hill Treasures Time for Kids articles, which

provide an enriching exposure to nonfiction and real-world literature. The paired

selection element of the core reading program pairs an informational text with a

literature text around a central theme providing a balance of literature and

informational text within their weekly plan. Students make text-based comparisons and

connections and synthesize information providing evidentiary support from both texts.

Teachers are encouraged to incorporate their science or social studies leveled readers

as way to differentiate and to stretch their students during small group instruction.

Through grant funds, some schools have updated classroom libraries to include

rigorous and relevant titles, which support NGSSS and the Common Core State

Standards.

Involvement of classroom teachers, media specialists and parents help to guide our

students to appropriate reading selections. Common Core Text Exemplars provide a

sample of appropriate grade level text with complex language, structure and content.

Teachers and media specialists will refer to the Common Core Text Exemplars as they

transition from solely matching students to text to selecting text for their instructional

purpose. A district priority for the upcoming reading adoption is to select a program,

which provides a wide range and quality of complex text. As we move forward with

Common Core State Standards implementation, teachers will be provided training on

how to use complex text for close reading purposes as well as enriching Read Alouds

and small group instructional time through utilizing complex text.

Brevard Public Schools has a history of utilizing Lexiles to assist in matching students

to text. Using FAIR (Florida Assessments for Instruction in Reading) or SRI (Scholastic

Reading Inventory) data, students set growth goals throughout the school year to

increase their Lexile score, which motivates students to read more, as well as more

complex, text. An integral part of the Scholastic Reading Inventory is the Interest

Inventory that each student takes as part of the test. At the end of each assessment, each

student will be provided with a list of books that are targeted to his interest and Lexile

level. We also encourage teachers to look beyond lexiles, the quantitative measure of

text. Text may be more complex and have a lower Lexile on account of the shades or

levels of meaning within a text, the language or structures within the text or the prior

knowledge the reader must have to understand the meaning of the text. The media

specialist and teacher will play an integral role in helping our students find reading

materials that will be motivating and challenging at a variety of reading levels and

complexities based on the required task of reader.

Student reading development is enhanced and reinforced through easy, frequent, open

and flexible access, to classroom libraries and to the school media center. Research

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studies indicate that participation in the Accelerated Reader and Reading Counts

programs increases students’ reading motivation. The majority of elementary students

have access to the Accelerated Reader or Reading Counts reading incentive programs.

District guidelines are in place to ensure that these programs are used appropriately,

not for grades or limiting student choice and access to text. In addition to texts in the

media center, the teacher monitors independent reading practice. Time spent reading

from a variety of diverse text provides opportunities for students to increase their

reading fluency, develop vocabulary and comprehension skills, and apply higher order

thinking skills. Teachers will monitor progress through running records, response

journals and conferencing.

3. 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.

Assessment/Curriculum Decision Tree (Chart D1) demonstrates how assessment data

from progress monitoring and other forms of assessment will be used to determine

specific reading instructional needs and interventions for students in grades K-2.

4. 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.

Assessment/Curriculum Decision Tree (Chart D2) demonstrates 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).

5. 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)? Describe how language arts instruction builds

from reading instruction to align with the Common Core State Standards for Writing.

Elementary Programs requires that all K-6 student schedules reflect not only 90

minutes of uninterrupted initial reading instruction daily, but immediate intensive

intervention as needed. Research shows that ALL children benefit from grade level

initial instruction from a Comprehensive Core Reading Programs (CCRPs) that is

systematic and explicit. While ensuring the basic skills are instructed and mastered as

part of the 90-minute block, the bulk of instructional time is spent on building upon

these critical foundational reading skills by developing/deepening students’ knowledge

of more complex language and writing skills of the Common Core ELA State

Standards. Sentence Imitation and Quick Writes are two writing strategies being

implemented to strengthen the language arts, writing and reading connection in

elementary schools. Teachers will use “Sentence Imitation” to understand fully how

craft and conventions clearly communicate a thought by using sentences from current

selected reading pieces and noting all that they offer, worthy of future imitation. Quick

Writes provide an easy avenue for writing to a source which can vary from character

description, comparing/contrasting, noting text features and responding to open-ended

questions regarding a topic. Responding in writing will have students delving deeper

into the text, looking for that central message or expounding on a given point with

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evidentiary support. The very act of reading for comprehension can only be fully

satisfied or evaluated if the student can defend or extrapolate in a written form.

6. How will all students receive motivating, high-quality, explicit, and systematic reading

instruction according to their needs during the 90-minute uninterrupted reading block?

Brevard Public Schools follows a balanced approach during the literacy block.

Common Core ELA Standards for Speaking, Listening and Writing are infused

throughout the 90-minute block. The components of the state approved

Macmillan/McGraw-Hill Reading Treasures core reading program combine to create

a dynamic system that can generate success for all students. Whole group

instruction will focus on exposing all children to on grade level standards through

teacher modeling of instructional strategies in comprehension, vocabulary, oral

language, phonemic awareness, phonics, and fluency.

Instructional routines for teaching the six components of reading provide a

systematic approach for learning and students are exposed to high quality literature

and writing through shared/interactive reading, guided reading, independent reading,

modeled reading, think a l o u d a n d r e a d a l o u d e x p e r i e n c e s . Teachers use

the Oral Language Vocabulary Cards and Read Aloud Anthology, as well as open-

ended questions to model and promote thinking and oral language skills during whole

group component. The main selection targets comprehension strategies and skills,

vocabulary and writing skills. Students are asked to talk about text, read several

texts on a central theme (non-fiction and fiction) and write and respond to text as

part of the program design. Because it is scientifically researched based and aligned

to the state adopted reading and language arts standards, the comprehensive core

reading program is the primary instructional tool that teachers use to teach children

to read and to ensure that students meet or exceed grade level standards.

The Leveled Readers component of the CCRP is used within the small group

instructional component of the 90-minute reading block. Guided reading in small,

flexible groups with leveled texts will provide daily opportunities for differentiated

instruction for students. Guided reading lessons focus on areas identified as

weaknesses through running records or other assessment data during daily sessions.

The leveled readers target the same comprehension and vocabulary skills that are

included in the regular pupil text, but are written at the student’s instructional level.

Teachers supplement with text of various genres and text complexities to deepen to

students’ understanding of standards as appropriate. Integration of content area text

is used to teach text features and structures for enhancing comprehension in all

subjects. Lesson plans and practice pages for each leveled reader provide the teacher

with instructional support, engaging practice activities, and week six of every theme

provides a skill wrap up for reviewing skills taught. Teachers may incorporate

portions of their DBQ (Document Based Questioning) lessons during the literacy block

when it supports the standards being taught. Schools also have a variety of resources

within the core program such as the Leveled Readers: on level, approaching and

beyond grade level, ELL leveled readers, vocabulary decodable readers, flip charts,

vocabulary cards, phonics/word study practice books to support the wide range of

students’ academic abilities.

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ESE and ELL teachers utilize the core-reading program as stated above with the

majority of Brevard students, since we are moving to the inclusive model. One of

the district's strategic plan objectives is to provide a more inclusive environment for

all student services. Brevard Public Schools finds innovative ways to help its

students succeed, while recognizing that there is no single solution that works for all

students. Students on the alternative assessment track will receive instruction as

identified by the access points provided within the 2007 Standards and Common Core

State Standards with district adopted materials.

7. How will students targeted for immediate intensive intervention receive services?

In K-2, 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. As an extension of the 90-minute reading block, instruction in a

smaller group size should focus on generalizing the newly acquired reading skills to

progressively more complex text.

Brevard Pubic Schools has in place methods and procedures for providing supports

for student learning and the transfer of knowledge and skills. Tier 1, or core

instruction, is evaluated first to identify what is and is not working and then

determining how best to address struggling readers’ needs. Through a scaffolded

approach, teachers provide direct, explicit instruction by modeling strategies,

engaging students in guided practice, and gradually releasing responsibility (“I do,”

“We do,” “You do”) to individual students to ensure application and transfer. The

small group component of the 90-minute reading block effectively enables teachers to

meet diverse and changing needs of struggling readers. Teachers plan differentiated

lessons and tiered activities for students of similar needs. Differentiated small group

lessons incorporate foundational reading, writing, and language skills. The

Macmillan/McGraw-Hill Instructional Routines provide a systematic and consistent

model for teaching key elements such as vocabulary and spelling. The Read Aloud

Anthology and Think Clouds, which engage students in creating, thinking and asking

relevant questions about text, are part of the teacher’s weekly instructional plan for

Treasures. Also, teachers incorporate the key comprehension strategies as modeled

and outlined in the core program and by the Comprehension Toolkit (Harvey and

Goudvis).

Teachers use a variety of screening and progress monitoring assessment data as

outlined on Assessment Decision Trees (Chart D1 and D2) to identify students

who need intervention beyond the 90-minute reading block. Literacy coaches assist

teachers on narrowing intervention group's instructional focus using the Phonological

Awareness, Phonics, and Comprehension Continua. Through completing error pattern

analysis on running records or oral reading fluency measures, teachers can identify

accuracy issues that are prohibiting a student's reading progress. Teachers use a

variety of formal, informal, and on-going progress monitoring assessments such as

running records, Phonological Awareness Screening Instrument, oral reading fluency

passages, FAIR K-2 and 3-12 Toolkit measures, MAZE and the Phonics Screening

Instrument to monitor student growth and achievement, grouping students for

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assessment, assess for student skill and strategy proficiency, and assess the

effectiveness of instruction. Principals and teachers utilize A3, Student Data Desktop

and Dashboard district tools, as well as, the PMRN for reviewing student progress

and achievement data.

In addition to the 90-minutes of initial instruction, the classroom teacher, special

education teacher, reading resource teacher or other highly qualified school staff

member will provide daily immediate intensive intervention to identified children.

School Literacy Leadership Teams develop a school wide plan for intervention (Walk

to Intervention Model, Grade Level Intervention Blocks on Master Schedule, or

through the use of support personnel: ESE, Title I or Instructional Assistants)

based on student assessment data. Intensive immediate intervention (iii) instruction is

provided daily for students needing Tier 2 or Tier 3 services as outlined in MTSS

(Multi-Tiered System of Student Support). Students who are identified as needing

support by either scoring Level 1 or 2 on FCAT Reading or who are working below

grade level in grades K – 3, have a set time for intervention reflected on their daily

schedule in addition to the 90-minute reading block. A Progress Monitoring Plan

(PMP) or Individual Education Plan (IEP) documents an instructional plan for

addressing reading deficiencies. Small group instruction occurs daily for 20 - 45

minutes based on student deficiencies and the severity of the gaps in reading skills

mastered. Teachers provide iii instruction with their students in groups of similar

needs and with no less than two students, as well as, no more than eight students in

that focus group.

Brevard’s Elementary Programs Division has implemented intervention programs that

have been reviewed by The Florida Center for Reading Research (FCRR). Also,

schools have purchased or been provided a variety of approved materials/programs

such as, but not limited to, Early Reading Intervention, Voyager Passport, SRA

Reading Mastery, SRA - Open Court, SRA Corrective Reading, Waterford, Read 180,

Earobics Comprehension Toolkit, Barton Reading and Spelling Program, StarLit,

Early Success, Soar to Success, Text Talk, In a Word, 100 Book Challenge, SRA

Language for Learning, Macmillan/McGraw-Hill Triumphs, Reading A- Z,

Classworks, FCAT Explorer, FCAT Galactic Library, FCAT Focus,

PowerMediaPlus, Voyager Learning Ticket to Read, Successmaker, Accelerated

Reader and Reading Counts.

8. How will teachers provide student access to leveled classroom libraries of both fiction

and nonfiction text focused on content area concepts implemented during the 90 minute

reading block as a meaningful extension of the skills taught through the core reading

program? Include the following: how these classroom libraries are utilized; how the

books will be leveled; and the process for matching students to the appropriate level of

text.

Teachers are encouraged to create classroom libraries that provide a wide variety of

genres at multiple readability levels for student access during the literacy center

portion of the 90-minute block and throughout the day for promoting application of

reading skills and strategies. Macmillan/McGraw-Hill Treasures provides Time

for Kids articles enriching the exposure to nonfiction and real-world literature.

Through grant funds, some schools have updated classroom libraries to include

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rigorous and relevant titles that support NGSSS and the Common Core State

Standards. In addition, students have access to fiction and nonfiction text from a

variety of resources, such as, but not limited to: Rigby, Newbridge, Perfection

Learning, Macmillan/McGraw-Hill Social Studies, Reading A-Z, 100 Book

Challenge, PowerMediaPlus, and National Geographic Science leveled readers.

Classroom libraries support daily independent reading. Primary teachers organize

their libraries by genre, interest and author studies. Intermediate teachers use Lexile

Range, Accelerated Reader, genre, interest or alphabetical order to organize their

classroom libraries. The district accesses MetaMetrics and Lexile resources for

leveling of classroom libraries, differentiated text articles, core reading program text

selections and supplemental reading materials. Media center collections are leveled

with a Lexile level. Each school has a determined system for leveling text. Schools

use different systems that include, but are not: limited to Lexile, Grade Level

equivalencies, Reading Recovery, DRA and Fountas & Pinnell.

Teachers will determine appropriate text through assessments such as the QRI-3,

DAR, DRA, running records, Scholastic Reading Inventory (SRI), teacher observation,

and other appropriate assessments. Teachers will provide ongoing progress

monitoring and conferencing. Teachers guide students to select text at an

appropriate reading and interest level for that student. Teachers observe students

while they are reading materials, assess fluency utilizing timed readings, conference

with individual students on text, and use other ongoing assessments and anecdotal

records to monitor progress. Time spent reading from a variety of diverse text provides

opportunities for students to increase their reading fluency, develop vocabulary and

comprehension skills, and apply higher order thinking skills, will enhance and

reinforce student reading development and independent reading, and support practice

in critical reading components.

9. How will all content area teachers incorporate reading and literacy instruction into

subject areas to extend and build discussions of text in order to deepen understanding?

Include detail regarding how teachers will address the NGSSS in all content

classrooms.

Content area teachers are trained in CRISS and Thinking Maps, as well as how to use

guided instruction in comprehension strategies before, during, and after reading

through explicit modeling (think-alouds), practice in instructional level texts, and

feedback. CRISS training has been ongoing since 1998 across the district and is

required for all new teachers. Teachers pre-teach text features, structures and

vocabulary critical for comprehending content. Ongoing vocabulary and

comprehension training, which focuses on how teachers can incorporate literacy

strategies and connections throughout their content area instruction, is provided. A

content area vocabulary and comprehension strategy handbook has been developed to

aid teachers in embedding these strategies during the instruction with the content area

texts. This handbook focuses on two pedagogical principals – scaffolded release of

responsibility (“I do”, “We do”, “You do”) and supporting students before, during and

after reading. Also, the use of word walls for vocabulary instruction focuses on

pertinent Greek/Latin roots suffixes and prefixes to aid in student comprehension of

discipline specific words. Continued training for departmentalized elementary social

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studies teachers will strengthen and increase the use of Document Based Questions

(DBQs). DBQs require students to participate in not only close reading but in

answering text-based questions. Thinking Maps are often utilized as a way for students

to organize content information. These constructs for organizing information allow

students to make connections with prior information and deepen comprehension as

demonstrated through written responses and text-based discussions.

Schools have a variety of resources to utilize as they increase explicit comprehension

instruction in content area classrooms. Literacy coaches, administrators and teacher

leaders will facilitate professional learning communities focused on the Common Core

State Standards for ELA and Content Literacy with an emphasis on the informational

text and text-based discussions. Available resources include CRISS strategies, Thinking

Maps, FCAT 2.0 Item Specifications, Text Complexity rubrics and the MESH

Vocabulary and Comprehension Strategies Handbook.

10. How will writing to a source to strengthen reading comprehension be incorporated into

the 90-minute reading block to deepen text comprehension?

Students will have opportunities to engage in shared and independent writing

experiences during the 90-minute block in order to enhance their understanding of

text. Experiences will include teacher modeling, guided practice, and student

application of responding to text by writing questions, descriptions of connections

inspired by text, and comparisons of the current reading selection to other texts or

previous experiences.

Mentor texts will be part of modeling and guided practice for teaching the concepts of

word choice (vocabulary), voice, and effective use of organization and conventions.

In addition, students will read, analyze, and apply to their own work a variety of text

genres in order to develop an understanding of text structure and author’s craft for

different purposes. Within genre studies, specific literary devices used by authors

will be the focus of mini-lessons to assist students in recognizing and interpreting

descriptive and figurative language, an aid in comprehension.

Sentence Imitation and Quick Writes are two writing strategies being implemented by

elementary teachers to strengthen student language and writing skills. Teachers will

use “Sentence Imitation” to understand fully how craft and conventions clearly

communicate a thought by using sentences from current selected reading pieces and

noting all that they offer, worthy of future imitation. Quick writes provide an easy

avenue for writing to a source which can vary from character description,

comparing/contrasting, noting text features and responding to open-ended questions

regarding a topic. Responding in writing will have students delving deeper into the

text, looking for the central message or expounding on a given point with evidentiary

support. The very act of reading for comprehension can only be fully satisfied or

evaluated if the student can defend or extrapolate in a written form. Anytime writing is included as a response to reading, students are asked to demonstrate

their comprehension to a deeper extent. As we prepare teachers to implement the

Common Core State Standards, we will be emphasizing answering or responding to

text-based questions. The Comprehension Instructional Sequence (CIS) training for

departmentalized intermediate teachers will be offered throughout the year to support

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use of the close reading model. Close reading training will be provided and literacy

coaches will provide ongoing support as teachers implement this strategy with complex

text. In addition, fifth and sixth grade social studies teachers will be utilizing

Document Based Questioning, another model of close reading where writing and

discussion are the performance measures.

11. What before, after, and summer school reading activities will be utilized, including

mentoring and tutoring activities? Include criteria for student eligibility and how these

activities will be linked to reading instruction provided during the school day.

Third Grade Summer Reading Camp schedule facilitates intensive reading intervention

for all third grade students scoring a Level 1 on FCAT.

Brevard Public Schools encourage students to participate in the summer reading

opportunity Ride the Reading Wave. Students are motivated to read from a variety of

genres to broaden their vocabulary and deepen their comprehension skills. Also, many

schools challenge their students to read over the summer through school wide or grade

level contests by submitting the books read, minutes read or time spent reading online.

Classroom teachers and literacy coaches collaborate with organizations which

provide tutoring and mentoring before, during, and after the school day for students

needing additional reading support. Student Progress Monitoring Plans (PMP) drive

all instructional services provided. Mentoring and tutoring services are documented

and reported to individual classroom teachers regarding students’ progress. Student

eligibility is based on data from the schools and teacher availability. Attendance

areas based on home school geographic location and the number of students who

meet the eligibility requirements are identified for the summer school activities.

Students are provided opportunities to improve their reading skill through a unified

program.

Tutoring programs - Brevard students are tutored before/or after school through the

following:

Academic Support Program - Based on student assessment, teachers

provide additional instructional support utilizing both the core and

supplemental reading materials targeted to address individual student

deficiencies in the six components of reading.

Reading Buddies - Students or teachers select reading materials and

travel to other grade level classrooms to promote literacy.

Rolling Readers – Retired Brevard residents are trained in providing

tutoring services in reading.

Service Learning – Students are trained to work with younger students to

provide academic support in reading.

Community Centers - Computer assisted programs available for students

and parents of low-income neighborhoods.

SES (Supplemental Educational Services) - Title I Schools identified under

NCLB as being in “Improvement” for two or more years must offer

Supplemental Educational Services (SES) provided by state-approved

providers. Classroom teachers provide student data information to the

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private providers to ensure that reading instruction focuses on the areas

of reading deficiency during tutoring sessions.

Mentoring programs:

Take Stock in Children - Brevard Schools Foundation provide mentors

and tutoring to middle school students who are encouraged to attend

college. A full college scholarship is awarded with successful high school

completion.

Business Partners - Many local area businesses encourage employees to

mentor at local schools.

FBBR - Families Building Better Readers - Many schools provide this

training throughout the year for parents to encourage collaboration on

building reading skills in their children.

Third Grade Summer Camp – Service- l ea rn in g students will provide

mentoring services to Level 1 third grade students.

12. Please list the qualifications for reading intervention teachers in elementary schools,

summer reading camps, and one hour extended day programs.

Elementary principals select reading intervention teachers based on student

achievement outcomes. Priority is given to teachers who maximize instructional time

while accelerating learning, as well as those who have evidence of prior success

teaching reading to struggling readers as indicated by various assessment data and

student work samples over time. Teachers who have additional reading training or

certification are preferred as indicated on in-service component record or teaching

certificate.

13.1. Assessments administered to determine reading instructional needs for the following

students:

Non-English speaking ELL students?

ELL students should be placed in Intensive Reading courses based on their

performance on the Florida Assessments for Instruction in Reading as well as the

Comprehensive English Language Learning Assessment (CELLA). The CELLA is a

four-skill language proficiency assessment that is designed to provide:

evidence of program accountability in accordance with Title III of No Child

Left Behind (NCLB), which requires schools and districts to meet state

accountability objectives for increasing the English-language proficiency of

English Language Learners (ELLs).

data which is useful for charting student progress over time and for newly

arrived students, charting progress over the first year.

information about the language proficiency levels of individual students that

may be helpful in making decision to exit a student from the English for

Speakers of Other Languages (ESOL) program.

diagnostic information about individual students’ strengths and

weaknesses in English (with as much specificity as possible within the

limitations of a large-scale standardized test).

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The tests items included in this assessment are based on the CELLA proficiency

benchmarks, which are aligned to the English language proficiency standards of

Florida. Scores are reported in three categories: oral skills, reading skills, and

writing skills. Four skill levels are used to describe student performance: beginning,

low intermediate, high intermediate and proficient.

13.2. Students with severe speech/auditory impairments?

The Resource Teacher for students with severe speech/auditory impairments

recommends that reading instructional needs for students with severe speech and

auditory impairments, are determined using the same assessments administered to

regular education students. If appropriate, accommodations would be provided and

documented during administration. Additional assessments may be selected at the

discretion of the Individual Education Plan (IEP) and/or the Individual Problem

Solving Team.

13.3. Students with severe vision impairments?

The resource teacher for students with visual impairments recommends the most

accessible reading modality for the student – regular print, large print, tactile or

auditory. Reading instructional needs for students who are visually impaired/blind

would be determined using the same assessments used for regular education students.

Appropriate individual accommodations would be implemented at the discretion of the

Individual Education Plan (IEP) and/or the Individual Problem Solving Team.

13.4. Alternate assessment used for promotion of third grade students scoring Level 1 on

FCAT Reading?

For those students who are not promoted with a Good Cause Exemption based on

portfolio evidence or other criteria as outlined in Brevard’s Student Progression Plan,

the SAT 10 (Stanford Achievement Test) is the alternative assessment utilized.

Middle School Assessment, Curriculum, and Instruction

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 toward high-level thinking while

relating to complex text. Such instruction expands literacy development beyond

foundational skills to include such capacities as:

general academic and discipline-specific vocabulary,

high-level comprehension and critical literary analysis,

student question generation, inquiry, and research processes.

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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 skills (reading, writing,

listening, speaking): Middle 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: Middle school literacy instruction needs to attain a

balance of literature and informational texts in history, social studies, and science. 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.

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 or multiple organizational

patterns in text)

vocabulary and concepts on social studies and science topics

how to extract information from complex informational text

how to use text evidence to explain and justify an argument in discussion and

writing

how to analyze and critique the effectiveness and quality of an author’s

writing style, presentation, or argument

paired use of texts for students to engage in more complex text analyses

independent reading and writing practice to:

o relate to increasingly more complex text structures

o use content-area vocabulary and concepts

o develop literacy skills with increasingly complex text

The availability and access to texts of various types, topics, and complexity levels is

necessary for integrated, interdisciplinary instruction to occur. Consequently, districts

and schools will need to consider how they will differentiate instruction to meet the

varied learning needs of middle school students while also engaging them in various

complex cognitive tasks that develop such capacities as:

general and discipline-specific academic vocabulary

high-level comprehension and critical literary analysis skills

student question generation, inquiry, and research processes

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 inventory will need to identify the

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proportion of literary and informational texts to ensure that students have literacy

experiences that align with the ratios from the FCAT 2.0 Item Specifications:

GRADE Literary Text Informational Text

7 40% 60%

8 40% 60%

Successful implementation of the K-12 Comprehensive Research-Based Reading Plan

will meet the requirements of the Florida Secondary School Redesign Act, which

requires each school to use research-based reading activities that have been shown to be

successful in teaching reading to low-performing students.

1. Chart F provides information regarding reading instructional materials by school.

2.1. 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 for students who

are reading on or above grade level and enrolled in reading courses which may be

transferred to content courses across the curriculum. The skills and strategies taught

should align with Sunshine State Standards for Reading at the appropriate grade level,

specifically those benchmarks that are assessed by the Florida Comprehensive

Assessment Test (FCAT).

Is a middle grades reading course required for students scoring Level 3 and above on

FCAT Reading? If so, for which students is this required?

Brevard Public Schools does not offer a Reading course for middle school students

who score Level 3 or above on FCAT Reading.

2.2. How will your district assure that the offerings in your SIRP(s), and CIRP(s) introduce

and increase the amount of complex text provided for your students in order to learn

how to extract and use information from increasingly complex text? If additional

exposure to complex text is needed, how will this be addressed?

The materials being utilized in middle school intervention classrooms were chosen by

Brevard Public Schools’ teachers during the last adoption cycle. All materials were

selected from the state approved materials list and all provide scaffolded instruction

with a variety of texts. To provide students exposure to more complex text, teachers

have worked together to develop supplemental materials over the last two summers.

These materials are intended to supplement and not replace currently adopted

materials as Brevard Public Schools follows a district-unified adoption.

3. Section 1003.4156, Florida Statutes, requires middle school students who score at

Level 1 on FCAT Reading to complete an intensive reading course. Those students

who score at Level 2 must be placed in an intensive reading course or a content area

reading intervention course. A middle grades student who scores at Level 1 or Level 2

on FCAT 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.

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Middle school students who score at Level 1 or Level 2 on FCAT Reading and have

intervention needs in the areas of decoding and/or text reading efficiency must have

extended time for reading intervention. This extended time may include, but is not

limited to, students reading on a regular basis before and after school with teacher

support, or for students two or more years below grade level a double block of reading

to accelerate foundational reading skills and to apply them as they relate to

increasingly complex text.

This 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.) at a ratio

matching FCAT 2.0 Item Specifications.

Schools must progress monitor students scoring at Level 1 and 2 on FCAT Reading a

minimum of three times per year. This should include a Baseline, Midyear, and End of

the Year Assessment (Florida Assessments for Instruction in Reading).

As a reminder, each struggling reader must be provided instruction that best fits his or

her needs. Districts must establish criteria beyond FCAT for placing students into

different levels of intensity for reading intervention classes 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:

Consideration of historical data including prior FCAT scores: Has the student

ever scored at Level 3 or above during previous school years?

Asking students to read: Does the teacher ask 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 the 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 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

27 | P a g e

in middle grades and high school. Therefore, caution is suggested in using fluency data

for placement in reading intervention in the upper grades.

Schools must diagnose specific reading deficiencies of students scoring at Level 1 and

Level 2 on FCAT Reading. Although formal diagnostic assessments provide specific

information about a student’s reading deficiencies, many progress monitoring tools and

informal teacher assessments can provide very similar information in a more efficient

manner. The only reason to administer a formal diagnostic assessment to any student is

to determine the specific deficit at hand so teachers can better inform instruction to

meet student needs. The decision to deliver a formal diagnostic assessment should be

the result of an in-depth conversation about student instructional and assessment needs

by the teacher, reading coach, and reading specialist.

Assessment/Curriculum Decision Tree (Chart G) demonstrates how assessment data

from progress monitoring and other forms of assessment will be used to determine

specific interventions for students at each grade level.

4. How will the district ensure extended intervention time is provided for students in need

of decoding and text reading efficiency at the middle school level?

All secondary schools are required to provide Intensive Reading classes for all

students who scored Level 1 or 2 on the previous year’s FCAT. If a student is

determined to need additional support in the areas of decoding and text reading

efficiency, based on Brevard’s Assessment Decision Tree, he/she will be placed in an

additional reading class to provide extended time for intensive intervention. This

student will receive two periods of reading (back to back) in addition to the regular

Language Arts class. Student Information System reports will be reviewed during FTE

survey periods to ensure all schools, including charter schools, are adhering to the

requirement of extended intervention time for these students.

5. How will students be provided with access to authentic fiction and non-fiction texts

representing a range of levels, interests, genres, and cultures within the reading

program? Include the following: 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.

Involvement of classroom teachers, media specialists and parents help to guide our

students to appropriate reading selections. Common Core Text Exemplars provide a

sample of appropriate grade level text with complex language, structure and content.

Teachers and media specialists will refer to the Common Core Text Exemplars as they

transition from solely matching students to text to selecting text for their instructional

purpose. A district priority for the upcoming reading adoption is to select a program

that provides a wide range and quality of complex text. As we move forward with

Common Core State Standards implementation, teachers will be provided training on

how to use complex text for close reading purposes as well as enriching Read Alouds

and small group instructional time through utilizing complex text.

28 | P a g e

Brevard Public Schools has a history of utilizing Lexiles to assist in matching students

to text. Using FAIR (Florida Assessments for Instruction in Reading) or SRI (Scholastic

Reading Inventory) data, students set growth goals throughout the school year to

increase their Lexile score, which motivates students to read more, as well as more

complex, text. An integral part of the Scholastic Reading Inventory is the Interest

Inventory that each student takes as part of the test. At the end of each assessment, each

student will be provided with a list of books that are targeted to his interest and Lexile

level. We also encourage teachers to look beyond Lexiles, the quantitative measure of

text. Text may be more complex and have a lower Lexile on account of the shades or

levels of meaning within a text, the language or structures within the text or the prior

knowledge the reader must have to understand the meaning of the text. The media

specialist and teacher will play an integral role in helping our students find reading

materials that will be motivating and challenging at a variety of reading levels and

complexities based on the required task of reader.

Student reading development is enhanced and reinforced through easy, frequent, open

and flexible access to classroom libraries and to the school media center. Research

studies indicate that participation in the Accelerated Reader and Reading Counts

programs increases students’ reading motivation. The majority of secondary students

have access to the Accelerated Reader or Reading Counts reading incentive programs.

District guidelines are in place to ensure that these programs are used appropriately,

not for grades or limiting student choice and access to text. In addition to texts in the

media center, independent reading practice is monitored by the teacher in all reading

classrooms using the classroom libraries that accompany the Comprehensive Reading

Intervention Program as well as a variety of materials. Time spent reading from a

variety of diverse text provides opportunities for students to increase their reading

fluency, develop vocabulary and comprehension skills, and apply higher order

thinking skills. Teachers will monitor progress through running records, response

journals and shared inquiry or literacy center activities.

6. How will all content area and elective teachers teach students to think as they read in

subject area classrooms and extend and build discussions of text in order to deepen

understanding? Describe how teachers are implementing text based content area

instruction in:

Content area teachers (English, social studies, science) have been provided text sets

created after a review of content standards. These text sets, from American Reading

Company, have a range of six reading levels and are to be used as a supplementary

resource to the textbook. Teachers received training in matching students to text as

well as how to incorporate text sets into their instruction. Providing access to

authentic content area material at appropriate reading levels will increase student

background knowledge and overall comprehension of material.

Literacy coaches continue to provide support to teachers as they utilize the “MESH

Vocabulary and Comprehension Strategies” handbook. This handbook focuses on two

pedagogical principals – scaffolded release of responsibility (“I do”, “We do”,

“You do”) and supporting students before, during and after reading. Each content

area teacher (math, English, science and history) is provided a handbook that has the

same literacy strategies but with his or her own specific content area examples.

29 | P a g e

Moving forward, the Comprehension Instructional Sequence (CIS) will be the

cornerstone of our support for content area teachers – it is critical to the success of

our students. In fact, the English Language Arts curriculum guides are being

rewritten this summer and the CIS will be embedded as an example of best practice.

Additionally, all English Language Arts and reading teachers will be receiving

training in the Common Core State Standards over the next two years:

Session 1: Overview, Developing a K-U-D: Where Standards and DI Meet

Session 2: ELA – Unpack the Language Cluster; Reading – Unpack the

Foundational Skills Cluster

Session 3: Unpack the Reading Informational and Reading Literature Clusters

Session 4: Vendor Showcase for Adoption – Review for alignment to CCSS

Session 5: Unpack the Speaking and Listening Cluster; Socratic Seminar,

Philosophical Chairs, Discussion Protocols

Session 6: Literacy Design Collaborative and/or Tiered Lesson (DI)

In addition to the modules being required through Professional Development Day,

teachers will required to participate in training on the following six topics:

1. Understanding the Staircase of Complexity

2. Utilizing the Comprehension Instructional Sequence

3. Innovative Grammar

4. Teaching how to Write from Sources

5. Close Reading and Text Dependent Questioning

6. Best Practices for Increasing Rigor in the ELA Classroom

Continued training for social studies teachers will strengthen and increase the use

of Document Based Questions (DBQs). DBQs require students to participate in not

only close reading but in answering text-based questions. Thinking Maps are often

utilized as a way for students to organize information in social studies content as

well. This aid in organizing information allows students the ability to more deeply

comprehend the text as demonstrated by written responses and discussions.

Teachers will receive training in Socratic Seminars and Philosophical Chairs

activities that require students to cite specific information from the text to support

their answer. Word walls and vocabulary instruction focused on pertinent

Greek/Latin roots, suffixes and prefixes aid in student comprehension of discipline

specific words.

The Middle School Science Curriculum Guide is being updated to provide templates

and resources for science teachers to use as they develop differentiated instruction

lessons that will provide opportunities to expand literacy development in their

students. A curriculum writing team of middle school science teachers will use the

current 8th

grade Content Literacy Standards Aligned with the Anchor Standards –

Writing and Reading as a framework to develop content specific activities and

resources to facilitate literacy. There will be training offered to middle school

science teachers during the summer and fall for this framework and its appropriate

use in lesson development. Literacy development will include science vocabulary,

critical analysis of informational texts, and the scientific process. The scientific

process includes a student-generated question being researched and tested to arrive

30 | P a g e

at a conclusion. This process requires inquiry as well as reading, writing, listening

and speaking skills.

The World Languages department in Brevard Public schools has developed common

assessments in French and Spanish that integrate the three modes of communication,

incorporate 21st Century skills and make cross-curricular connections. These common

assessments and all the activities that have been developed to support preparation for

these assessments are IPA's - Integrated Performance Assessments. They begin with a

text-based interpretive task (reading or listening) that leads to an interpersonal task

(discussion with a partner) to gather more information to deepen understanding of the

topic as well as personalize the information and make it more meaningful to the

student. All of the information gathered through the interpretive and interpersonal

tasks is evaluated and synthesized in order to create a presentation (oral and/or

written) that will demonstrate a deepened and expanded comprehension of the text.

The text that is interpreted is theme-based, cross-curricular and cross-cultural and can

be either literary or informational. Graphic organizers and CRISS strategies are

incorporated into both the interpretive and interpersonal tasks in order to facilitate

thinking and processing information for the presentation task.

Schools have a variety of resources to utilize as they increase explicit comprehension

instruction in content area classrooms. Literacy coaches, Curriculum Contacts and

teacher leaders continue to facilitate professional learning communities focused on

text-based discussions. Available resources include CRISS strategies, Thinking Maps,

FCAT 2.0 Item Specifications, Text Complexity rubrics and the MESH Vocabulary and

Comprehension Strategies Handbook.

7. How will writing be incorporated across the curriculum to deepen text comprehension?

Anytime writing is included as a response to reading, students are asked to demonstrate

their comprehension to a deeper extent. As we prepare teachers to implement the

Common Core Content Literacy Standards, we will be emphasizing answering text-

based questions and utilizing the Comprehension Instructional Sequence. In addition,

social studies teachers will be utilizing Document Based Questions in their classrooms

and all English/Language Arts and Intensive Reading teachers will be trained on how

to incorporate Advanced Placement writing strategies within their classrooms. Science

teachers will focus on having students perform critical analysis of published works and

argue whether they accept or reject the evidence and rationale presented by the author.

8. What before, after, and summer school reading activities will be utilized, including

mentoring and tutoring activities? Include criteria for student eligibility and how these

activities will be linked to reading instruction provided during the school day.

Classroom teachers and literacy coaches collaborate with organizations which

provide tutoring and mentoring before, during, and after the school day for students

needing additional reading support. Student Progress Monitoring Plans (PMP) drive

all instructional services provided. Mentoring and tutoring services are documented

and reported to individual classroom teachers regarding students’ progress. Student

eligibility is based on data from the schools and teacher availability.

31 | P a g e

Tutoring and Mentoring Programs:

Brevard students are tutored before or after school with certified teachers in

the Academic Support Program. Based on student assessment, teachers

provide additional instructional support utilizing both the core and

supplemental reading intervention materials targeted to address individual

student deficiencies in the six components of reading.

Reading Buddies - Students or teachers select reading materials and travel

to other grade level classrooms to promote literacy.

Rolling Readers – Retired Brevard residents are trained in providing

tutoring services in reading.

Service Learning – Students are trained to work with younger students to

provide academic support in reading.

Community Centers - Computer assisted programs available for students

and parents of low-income neighborhoods.

Take Stock in Children - Brevard Schools Foundation provides mentors and

tutoring to middle school students who are encouraged to attend college. A

full college scholarship is awarded with successful high school completion.

Business Partners - Many local area businesses encourage employees to

mentor at local schools.

FBBR - Families Building Better Readers - Many schools provide this

training throughout the year for parents to encourage collaboration on

building reading skills in their children.

Brevard Public Schools summer school for secondary students consists of credit make-

up only due to budget constraints. There will be no additional reading support or

enrichment offered to students during the summer of 2012.

9.1. Assessments administered to determine reading intervention placement for students

with the following needs:

Non-English speaking ELL students?

ELL students should be placed in Intensive Reading courses based on their

performance on the Florida Assessments for Instruction in Reading as well as the

Comprehensive English Language Learning Assessment (CELLA). The CELLA is a

four-skill language proficiency assessment that is designed to provide:

evidence of program accountability in accordance with Title III of No

Child Left Behind (NCLB), which requires schools and districts to meet

state accountability objectives for increasing the English-language

proficiency of English Language Learners (ELLs).

data which is useful for charting student progress over time and for newly-

arrived students, charting progress over the first year.

information about the language proficiency levels of individual students

that may be helpful in making decision to exit a student from the English

for Speakers of Other Languages (ESOL) program.

diagnostic information about an individual student’s strengths and

weaknesses in English (with as much specificity as possible within the

limitations of a large-scale standardized test).

32 | P a g e

The tests items included in this assessment are based on the CELLA proficiency

benchmarks, which are aligned to the English language proficiency standards of

Florida. Scores are reported in three categories: oral skills, reading skills, and

writing skills. Four skill levels are used to describe student performance: beginning,

low intermediate, high intermediate and proficient.

9.2. Students with severe speech/auditory impairments?

The Resource Teacher for students with severe speech/auditory impairments

recommends that reading instructional needs for students with severe speech and

auditory impairments be determined using the same assessments administered to

regular education students. If appropriate, accommodations would be provided and

documented during administration. Additional assessments may be selected at the

discretion of the Individual Education Plan (IEP) and/or the Individual Problem

Solving Team.

9.3. Students with severe vision impairments?

The resource teacher for students with visual impairments recommends the most

accessible reading modality for the student – regular print, large print, tactile or

auditory. Reading instructional needs for students who are visually impaired/blind

would be determined using the same assessments used for regular education students.

Appropriate individual accommodations would be implemented at the discretion of the

Individual Education Plan (IEP) and/or the Individual Problem Solving Team.

9.4. Students in grades 6 and above with no FCAT scores?

Students who come to Brevard County with no FCAT scores will be administered the

Florida Assessment for Instruction in Reading. The results will be used to determine

if placement is necessary in an intensive reading course. Placement decisions will be

made following Brevard Public Schools’ Assessment-Curriculum Decision Trees.

33 | P a g e

High School Assessment, Curriculum, and Instruction

Successful implementation of Brevard Public Schools’ K-12 Comprehensive Research-

Based Reading Plan will meet the requirements of the Florida Secondary School

Redesign Act, which requires each school to use research-based reading activities that

have been shown to be successful in teaching reading to low-performing students.

Students entering the upper 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; 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 and critical literary analysis

student question generation, inquiry, and research processes for 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 (reading, writing,

listening, speaking): High 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: High school literacy instruction needs to attain a balance

of literature and informational texts in history, social studies, and science. 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.

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 or multiple organizational

patterns in text)

vocabulary and concepts on social studies and science topics

how to extract information from complex informational text

34 | P a g e

how to use text evidence to explain and justify an argument in discussion and

writing

how to analyze and critique the effectiveness and quality of an author’s

writing style, presentation, or argument

paired use of texts for students to engage in more complex text analyses

independent reading and writing practice to:

relate to increasingly more complex text structures

use content-area vocabulary and concepts

develop literacy skills with increasingly complex text

The availability and access to texts of various types, topics, and complexity levels is

necessary for integrated, interdisciplinary instruction to occur. Consequently, districts

and schools will need to consider how they will differentiate instruction to meet the

varied learning needs of high school students while also engaging them in various

complex cognitive tasks that develop such capacities as:

general and discipline-specific academic vocabulary

high-level comprehension and critical literary analysis skills

student question generation, inquiry, and research processes on complex

topics

To operate such 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 inventory will need to identify the proportion

of literary and informational texts to ensure that students have literacy experiences that

align with the ratios from the FCAT 2.0 Item Specifications:

GRADE Literary Text Informational Text

9 30% 70%

10 30% 70%

1. Chart I provides information regarding reading instructional materials by school.

2. How will your district assure that the offerings in your SIRP(s), and CIRP(s) introduce

and increase the amount and different types of complex text provided for your students,

reading for a wide variety of purposes? If additional exposure to complex text is needed

for high-level comprehension instruction and complex cognitive tasks, how will this be

addressed?

The materials being utilized in high school intervention classrooms were chosen by

Brevard Public Schools’ teachers during the last adoption cycle. All materials were

selected from the state approved materials list and all provide scaffolded instruction

with a variety of texts. To provide students exposure to more complex text, teachers

have worked together to develop supplemental materials over the last two summers.

These materials are intended to supplement and not replace currently adopted

materials as Brevard Public Schools follows a district-unified adoption.

3. Section 1003.428, Florida Statutes, requires high school students who score at Level 1

on FCAT Reading to complete an intensive reading course. Those students who score

at Level 2 must be placed in an intensive reading course or a content area reading

35 | P a g e

intervention course. A high school student who scores at Level 1 or Level 2 on FCAT

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

(1926 on FCAT or concordant score). 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, recognizing various rhetorical structures, identifying main idea,

inferences, purpose, and tone within texts. While all three courses require the reading of

both fiction and nonfiction texts, Reading for College Success provides a specific focus

on informational text while English 4 provides a specific focus on literature.

High school students who score at Level 1 or Level 2 on FCAT Reading and who have

intervention needs in the areas of decoding and/or text reading efficiency must have

extended time for reading intervention. This extended time may include, but is not

limited to, students reading on a regular basis before and afterschool with teacher

support, or for students two or more years below grade level a double block of reading

to accelerate foundational reading skills and to apply these skills with increasingly

complex texts. This teacher should be highly qualified to teach reading or working

toward that status (pursuing the reading endorsement or K-12 reading certification) and

classroom infrastructure (class size, materials, etc.) should be adequate to implement

the intervention course.

This reading 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.) at a ratio

matching FCAT 2.0 Item Specifications.

Schools must progress monitor students scoring at Level 1 and 2 on FCAT Reading a

minimum of three times per year. This should include a Baseline, Midyear, and End of

the Year Assessment.

As a reminder, each struggling reader must be given the instruction that best fits his or

her needs. Districts must establish criteria beyond FCAT for placing students into

36 | P a g e

different levels of intensity for reading intervention classes. Examples include data

from screenings, progress monitoring and diagnostic assessments already in use in the

district, as well as teacher recommendation. 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.

Schools must diagnose specific reading deficiencies of students scoring at Level 1 and

Level 2 on FCAT Reading. Although formal diagnostic assessments provide specific

information about a student’s reading deficiencies, many progress monitoring tools and

informal teacher assessments can provide very similar information in a more efficient

manner. The only reason to administer a formal diagnostic assessment to any student is

to determine the specific deficit at hand so teachers can better inform instruction to

meet student needs. The decision to deliver a formal diagnostic assessment should be

the result of an in-depth conversation about student instructional and assessment needs

by the teacher, reading coach, and reading specialist.

Assessment/Curriculum Decision Tree (Chart J) demonstrates how assessment data

from progress monitoring and other forms of assessment will be used to determine

specific interventions for students at each grade level.

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 an FCAT Reading score of 1926-2067 (Level 2) or

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.

All juniors and seniors who still need to pass FCAT will be placed in Intensive

Reading (course number 1000410) until they pass the FCAT or reach the concordant

score on the ACT or SAT. Juniors and seniors who have met the FCAT graduation

requirement but are still within the Level 2 range will be served within English classes

with an emphasis on CRISS strategies and/or Thinking Maps. These classes could be

regular level through Advanced Placement (AP) depending on the needs of the

students. Progress monitoring data (FAIR) will be collected on this group of juniors

and seniors as well.

5. How will the district ensure extended intervention time is provided for students in need

of decoding and text reading efficiency at the high school level?

All secondary schools are required to provide Intensive Reading classes for all

students who scored a Level 1 or 2 on the previous year’s FCAT. If a student is

determined to need additional support in the areas of decoding and text reading

efficiency, based on Brevard’s Assessment Decision Tree, he/she will be placed in an

additional reading class to provide extended time for intensive intervention. This

student will receive two periods of reading (back to back) in addition to the regular

Language Arts class. Student Information System reports will be reviewed during FTE

37 | P a g e

survey periods to ensure all schools, including charter schools, are adhering to the

requirement of extended intervention time for these students.

6. How will students be provided with access to authentic fiction and non-fiction texts

representing a range of levels, topics – including science and social studies content,

interests, genres, and cultures within the reading program? Include the following: 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.

Involvement of classroom teachers, media specialists and parents help to guide our

students to appropriate reading selections. Common Core Text Exemplars provide a

sample of appropriate grade level text with complex language, structure and content.

Teachers and media specialists will refer to the Common Core Text Exemplars as they

transition from solely matching students to text to selecting text for their instructional

purpose. A district priority for the upcoming reading adoption is to select a program

that provides a wide range and quality of complex text. As we move forward with

Common Core State Standards implementation, teachers will be provided training on

how to use complex text for close reading purposes as well as enriching Read Alouds

and small group instructional time through utilizing complex text.

Brevard Public Schools has a history of utilizing Lexiles to assist in matching students

to text. Using FAIR (Florida Assessments for Instruction in Reading) or SRI (Scholastic

Reading Inventory) data, students set growth goals throughout the school year to

increase their Lexile score, which motivates students to read more, as well as more

complex, text. An integral part of the Scholastic Reading Inventory is the Interest

Inventory that each student takes as part of the test. At the end of each assessment, each

student will be provided with a list of books that are targeted to his interest and Lexile

level. We also encourage teachers to look beyond Lexiles, the quantitative measure of

text. Text may be more complex and have a lower Lexile on account of the shades or

levels of meaning within a text, the language or structures within the text or the prior

knowledge the reader must have to understand the meaning of the text. The media

specialist and teacher will play an integral role in helping our students find reading

materials that will be motivating and challenging at a variety of reading levels and

complexities based on the required task of reader.

Student reading development is enhanced and reinforced through easy, frequent, open

and flexible access, to classroom libraries and to the school media center. Research

studies indicate that participation in the Accelerated Reader and Reading Counts

programs increases students’ reading motivation. The majority of secondary students

have access to the Accelerated Reader or Reading Counts reading incentive programs.

District guidelines are in place to ensure that these programs are used appropriately,

not for grades or limiting student choice and access to text. In addition to texts in the

media center, independent reading practice is monitored by the teacher in all reading

classrooms using the classroom libraries that accompany the Comprehensive Reading

Intervention Program as well as a variety of materials. Time spent reading from a

variety of diverse text provides opportunities for students to increase their reading

fluency, develop vocabulary and comprehension skills, and apply higher order

38 | P a g e

thinking skills. Teachers will monitor progress through running records, response

journals and shared inquiry or literacy center activities.

7. 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 discussions of text in order to deepen

understanding? Describe how teachers are implementing text based content area

instruction in:

Literacy coaches continue to provide support to teachers as they utilize the “MESH

Vocabulary and Comprehension Strategies” handbook. This handbook focuses on two

pedagogical principals – scaffolded release of responsibility (“I do”, “We do”,

“You do”) and supporting students before, during and after reading. Each content

area teacher (math, English, science and history) is provided a handbook that has the

same literacy strategies but with his or her own specific content area examples.

Moving forward, the Comprehension Instructional Sequence (CIS) will be the

cornerstone of our support for content area teachers – it is critical to the success of

our students. In fact, the English Language Arts curriculum guides are being

rewritten this summer and the CIS will be embedded as an example of best practice.

Additionally, all English Language Arts and reading teachers will be receiving

training in the Common Core State Standards over the next two years:

Session 1: Overview, Developing a K-U-D: Where Standards and DI Meet

Session 2: ELA – Unpack the Language Cluster; Reading – Unpack the

Foundational Skills Cluster

Session 3: Unpack the Reading Informational and Reading Literature Clusters

Session 4: Vendor Showcase for Adoption – Review for alignment to CCSS

Session 5: Unpack the Speaking and Listening Cluster; Socratic Seminar,

Philosophical Chairs, Discussion Protocols

Session 6: Literacy Design Collaborative and/or Tiered Lesson (DI)

In addition to the modules being required through Professional Development Day,

teachers will required to participate in training on the following six topics:

1. Understanding the Staircase of Complexity

2. Utilizing the Comprehension Instructional Sequence

3. Innovative Grammar

4. Teaching how to Write from Sources

5. Close Reading and Text Dependent Questioning

6. Best Practices for Increasing Rigor in the ELA Classroom

Continued training for social studies teachers will strengthen and increase the use

of Document Based Questions (DBQs). DBQs require students to participate in not

only close reading but in answering text-based questions. Thinking Maps are often

utilized as a way for students to organize information in social studies content as

well. This aid in organizing information allows students the ability to more deeply

comprehend the text as demonstrated by written responses and discussions.

Teachers will receive training in Socratic Seminars and Philosophical Chairs

activities that require students to cite specific information from the text to support

their answer. Word walls and vocabulary instruction focused on pertinent

39 | P a g e

Greek/Latin roots, suffixes and prefixes aid in student comprehension of discipline

specific words.

In science, teachers will be provided support as they have students design and

implement experiments, analyze results, and defend conclusions. Students are asked

to explain discrepancies between their own results and the published results of

others. Teachers will also ask students to perform peer reviews. They will review

published works and evaluate the reasoning and evidence presented by the author,

evaluate the reliability of sources and synthesize information from a wide range of

scientific sources to formulate a coherent explanation of a scientific phenomenon.

Students will use critical thinking to resolve conflicting information as they argue

whether they accept or reject the evidence and rationale presented by the author.

The World Languages department in Brevard Public schools has developed common

assessments in French and Spanish that integrate the three modes of communication

incorporate 21st Century skills and make cross-curricular connections. These common

assessments and all the activities that have been developed to support preparation for

these assessments are IPA's - Integrated Performance Assessments. They begin with a

text-based interpretive task (reading or listening) that leads to an interpersonal task

(discussion with a partner) to gather more information to deepen understanding of the

topic as well as personalize the information and make it more meaningful to the

student. All of the information gathered through the interpretive and interpersonal

tasks is evaluated and synthesized in order to create a presentation (oral and/or

written) that will demonstrate a deepened and expanded comprehension of the text.

The text that is interpreted is theme-based, cross-curricular and cross-cultural and can

be either literary or informational. Graphic organizers and CRISS strategies are

incorporated into both the interpretive and interpersonal tasks in order to facilitate

thinking and processing information for the presentation task.

Schools have a variety of resources to utilize as they increase explicit comprehension

instruction in content area classrooms. Literacy coaches, curriculum contacts and

teacher leaders continue to facilitate professional learning communities focused on

text-based discussions. Available resources include CRISS strategies, Thinking Maps,

FCAT 2.0 Item Specifications, Text Complexity rubrics and the MESH Vocabulary and

Comprehension Strategies Handbook.

8. How will writing be incorporated across the curriculum to deepen text comprehension?

Anytime writing is included as a response to reading, students are asked to demonstrate

their comprehension to a deeper extent. As we prepare teachers to implement the

Common Core Content Literacy Standards, we will be emphasizing answering text-

based questions and utilizing the Comprehension Instructional Sequence. In addition,

social studies teachers will be utilizing Document Based Questions in their classrooms

and all English/language arts and Intensive Reading teachers will be trained on how to

incorporate Advanced Placement writing strategies within their classrooms. Science

teachers will focus on having students perform critical analysis of published works and

argue whether they accept or reject the evidence and rationale presented by the author.

40 | P a g e

9. What before, after, and summer school reading activities will be utilized, including

mentoring and tutoring activities? Include criteria for student eligibility and how these

activities will be linked to reading instruction provided during the school day.

Classroom teachers and literacy coaches collaborate with organizations which

provide tutoring and mentoring before, during, and after the school day for students

needing additional reading support. Student Progress Monitoring Plans (PMP) drive

all instructional services provided. Mentoring and tutoring services are documented

and reported to individual classroom teachers regarding students’ progress. Student

eligibility is based on data from the schools and teacher availability.

Tutoring and Mentoring Programs:

Brevard students are tutored before or after school with certified teachers

in the Academic Support Program. Based on student assessment, teachers

provide additional instructional support utilizing both the core and

supplemental reading intervention materials targeted to address individual

student deficiencies in the six components of reading.

Reading Buddies - Students or teachers select reading materials and travel

to other grade level classrooms to promote literacy.

Rolling Readers – Retired Brevard residents are trained in providing

tutoring services in reading.

Service Learning – Students are trained to work with younger students to

provide academic support in reading.

Community Centers - Computer assisted programs available for students

and parents of low income neighborhoods.

Take Stock in Children - Brevard Schools Foundation provides mentors

and tutoring to middle school students who are encouraged to attend

college. A full college scholarship is awarded with successful high school

completion.

Business Partners - Many local area businesses encourage employees to

mentor at local schools.

FBBR - Families Building Better Readers - Many schools provide this

training throughout the year for parents to encourage collaboration on

building reading skills in their children.

Brevard Public Schools summer school for secondary students consists of credit make-

up only due to budget constraints. There will be no additional reading support or

enrichment offered to students during the summer of 2012.

10.1. Assessments administered to determine reading intervention placement for students

with the following needs:

Non-English speaking ELL students?

ELL students should be placed in Intensive Reading courses based on their

performance on the Florida Assessments for Instruction in Reading as well as the

Comprehensive English Language Learning Assessment (CELLA). The CELLA is a

four-skill language proficiency assessment that is designed to provide:

41 | P a g e

evidence of program accountability in accordance with Title III of No

Child Left Behind (NCLB), which requires schools and districts to meet

state accountability objectives for increasing the English-language

proficiency of English Language Learners (ELLs).

data which is useful for charting student progress over time and for newly

arrived students, charting progress over the first year.

information about the language proficiency levels of individual students

that may be helpful in making decision to exit a student from the English

for Speakers of Other Languages (ESOL) program.

diagnostic useful information about an individual student’s strengths

and weaknesses in English (with as much specificity as possible within the

limitations of a large-scale standardized test).

The tests items included in this assessment are based on the CELLA proficiency

benchmarks, which are aligned to the English language proficiency standards of

Florida. Scores are reported in three categories: oral skills, reading skills, and

writing skills. Four skill levels are used to describe student performance: beginning,

low intermediate, high intermediate and proficient.

10.2. Students with severe speech/auditory impairments?

The resource teacher for students with severe speech/auditory impairments

recommends that reading instructional needs for students with severe speech and

auditory impairments, are determined using the same assessments administered to

regular education students. If appropriate, accommodations would be provided and

documented during administration. Additional assessments may be selected at the

discretion of the Individual Education Plan (IEP) and/or the Individual Problem

Solving Team.

10.3. Students with severe vision impairments?

The resource teacher for students with visual impairments recommends the most

accessible reading modality for the student – regular print, large print, tactile or

auditory. Reading instructional needs for students who are visually impaired/blind

would be determined using the same assessments used for regular education students.

Appropriate individual accommodations would be implemented at the discretion of the

Individual Education Plan (IEP) and/or the Individual Problem Solving Team.

10.4. Students in grades 9 and above with no FCAT scores?

Students who come to Brevard County with no FCAT scores will be administered the

Florida Assessment for Instruction in Reading. The results will be used to determine

if placement is necessary in an intensive reading course. Placement decisions will be

made following Brevard Public Schools’ Assessment-Curriculum Decision Trees.

Role of the Literacy Coach

Schools utilizing literacy coaches during the 2012-2013 school year must implement Brevard Public

Schools’ literacy model based upon the Just Read, Florida! Office’s guidelines and Rule 6A-6.053,

Florida Administrative Code (FAC) which requires that 64% of the Literacy Coach’s workweek must be

spent on providing professional development. The remaining 36% of time should be spent in student

assessment (8%), data analysis (9%), data reporting (3%), meetings (4%), knowledge building (4%),

managing reading materials (5%) and other (3%).

According to State Rule, Literacy Coaches must spend 64% of their time as follows:

1. Whole group PD (5% of time): 2. Small group PD (14% of time):

a. Providing guidance for action research groups

b. Facilitating professional learning communities

c. Leading book studies

d. Facilitating grade level/department professional development (data reviews in terms

of planning instruction or intervention, standards, differentiation, etc.)

e. Providing guidance and knowledge during MTSS and/or collaborative team meetings

f. Coaching teachers through planning standards-based instruction and utilize the

Common Core State Standards (ELA and Content Literacy)

3. Planning (8% of time): a. Surveying teachers for PD needs

b. Preparing content for PD for teachers, parents and others

c. Locating and providing resources for teachers or collaborative teams

d. Preparing for Literacy Leadership Team meetings

e. Planning strategies to close the achievement gap (Differentiated Accountability

Reports, School Improvement Plans)

4. Modeling Lessons (LIST TEACHERS) (14% of time): a. Demonstrating lessons while teachers observe (live or via technology)

b. Co-teach lessons

c. Facilitate fish-bowl experiences for teachers

d. Conducting student data-chats (if teacher stays in the room)

5. Coaching (Coaching for Teacher Excellence Cycle) (LIST TEACHRS) (9% of time): 6. Coach-Teacher Conference (14% of time):

a. Participating in informal conversations

b. Participating in formalized conversations including (LIST TEACHERS):

i. Debriefing after model lessons

ii. Discussing focus of individual Professional Growth Plans

iii. Discussing individual teacher concerns/questions with instructional model or

materials

iv. Discussing intervention, differentiation or content literacy strategies with

individual teachers

In order to meet the law’s requirement, school administration must be intentional about how they utilize

their coach. The literacy coach should serve as a stable resource for professional development in support

of the School Improvement Plan, with a focus on reading and literacy instruction, and are a critical

resource for teachers as they incorporate the ELA and Content Literacy Standards of the Common Core

State Standards.

Coaches are required to document their workweek (exclusive of the half hour lunch) on the Progress

Monitoring and Reporting Network (PMRN). The Coach Log is monitored to assure that coaches are not

routinely utilized to tutor, substitute, provide classroom coverage to allow teachers additional planning

time or to fulfill administrative duties.

9.17.2012

2012 – 2013

K-6 Assessment/Curriculum Decision Trees Why do we have Assessment/Curriculum Decision Trees?

The K-12 Comprehensive Reading Plan (6A-6.053) and Student Reading Intervention Requirements (6A-6.054) state board rules mandate districts and schools to diagnose specific reading difficulties of students not meeting specific levels of reading performance. Districts and schools are required to intervene by providing focused and targeted intervention (Pursuant to Section 1008.25, Florida Statutes). Please note that students not achieving a Level 3 or higher on FCAT Reading and primary students who are identified as substantially deficient must receive Tier 2 or Tier 3 intervention services in addition to their 90 minutes of initial reading instruction.

What is the purpose of the Assessment/Curriculum Decision Tree?

The Assessment/Curriculum Decision Trees guide teachers in the use of Brevard’s universal screening assessment FAIR (Florida Assessment for Instruction in Reading). FAIR data and the Assessment/Curriculum Decision Trees work in combination to assist teachers and data teams with the problem solving process. The Assessment/Curriculum Decision Trees use data points from the universal screener to direct teachers to additional diagnostic tools for determining areas of deficiency or learning gaps of a reader. The teacher and/or the school’s problem solving team determine the instructional plan for addressing student deficiency and the strategies for targeted intervention instruction, as well as the tool which will be used for ongoing progress monitoring. Data from progress monitoring and other forms of assessment are used to determine specific reading instructional needs and interventions for students in grades K-6 who are failing to meet benchmark standards.

What is the intended use of the Assessment/Curriculum Decision Trees?

The Assessment/Curriculum Decision Trees provide a strong research base summary, or big picture, of grade level common practices, intervention programs, and assessments for reading. These Assessment/Curriculum Decision Trees are by no means a comprehensive representation of all information, definitions, programs, assessments or benchmarks for a grade or grade level span. The grade level documents provide options which can assist teachers and data teams when addressing the reading needs of individual students. Each grade level Assessment/Curriculum Decision Tree begins with the state universal screener, which is the FAIR Broad Screen. IF/THEN statements provide teachers next steps for students not meeting the grade level performance expectation.

How can the Assessment/Curriculum Decision Trees be used inappropriately?

The Assessment/Curriculum Decision Trees provide a big picture and should not be the only tool used when addressing student progression or placement. Students meeting or exceeding the grade level benchmarks are not required to receive additional assessment with diagnostic tools intended for struggling readers. Assessment/Curriculum Decision Tree benchmarks that indicate that a student scored below grade level in a particular area (e.g. fluency) DO NOT automatically equate to below grade level performance. Data should be triangulated and examined in conjunction with multiple data sources such as District Required Literacy Assessments (DRLA) and classroom portfolios prior to making instructional recommendations. It is not the intention for the Assessment/Curriculum Decision Trees to

limit the ability of a school’s problem solving team to use different evidence based instructional materials or assessments which better match the student’s instructional plan. Data walls are a great tool for tracking and monitoring student progress. However, it is not recommended for students meeting or exceeding the grade level benchmarks to be assessed with diagnostic tools intended for struggling readers solely in order for every student to be represented on a school’s data wall.

9.19.12 Page 1

FAIR Broad Diagnostic Inventory (BDI)

Listening Comprehension Vocabulary (VOC)

(1st and 3rd Assessments)

+

Intervention should be provided 20—30 minutes daily outside the 90 Minute Reading Block. Monitor progress with the

Long Form of PASI 3.1 and/or DIBELS Next PSF, NWF or WWR measure.

Refer to Connections to Multi-Tiered System of Supports (MTSS) chart on p.2 of Assessment Decision Tree for appropriate

ongoing progress monitoring tool.

Beginning of the Year:

Provide multiple Oral Language and Print Concepts experiences

Pre-teach the Applying Language and Concepts and Terms terminology of Skill 1 and 2 on the

Phonological Awareness Continuum

AP 1, 2 & 3:

IF a student’s Broad Screen (BS) Probability of Reading Success (PRS) score is 84% or lower

THEN administer the Kindergarten Short Form of the Phonological Awareness Screener for Intervention (PASI 3.1)

instead of the FAIR Targeted Diagnostic Inventory (TDI) tasks.

Kindergarten Assessment Decision Tree

FAIR Broad Screen/Progress Monitoring Tool (BS/PMT)

AP 1

Letter Naming

+

Phonemic

Awareness

Probability of Reading Success (PRS)

Red, Yellow or Green

Success Zones

= AP 2

Letter Sounds

+

Phonemic

Awareness

AP 3

Word Reading

+

Phonemic

Awareness

Note: If a student masters Phonological Awareness and grade level Phonics Skills, but has a vocabulary score at or below

40th percentile, consult with building Speech and Language Pathologist to develop targeted language and

vocabulary interventions.

*Refer to Kindergarten Blueprint for further clarification and guidance.

Phonemic Awareness

Kindergarten Progress Monitoring Benchmarks

End of 1st 9 Weeks End of 2nd 9 Weeks End of 3rd 9 Weeks End of 4th 9 Weeks

*KLS Letter Naming

(lowercase)

15/26 22/26 25/26 26/26

*KLS Letter Sounds 5/26 12/26 19/26 26/26

*KLS

High Frequency Words

4/40 16/40 24/40 36/40

*PASI 3.1 Skill Level 3.1 4.6 5.4 5.11

*Running Record Level 2

FAIR Listening

Comprehension

4/5 4/5 4/5

9.19.2012

Administer the PSI (Phonics Screener for Intervention) to diagnose need for targeted intervention. Phonics intervention

should be provided 30 minutes daily outside the 90 Minute Reading Block.

Refer to Connections to Multi-tiered Systems of Support Chart on p. 2 of Assessment Decision Tree

for appropriate progress monitor tool.

If student does not show mastery of PSI Skill 1, administer the First Grade Short Form of the Phonological Awareness

Screener for Intervention (PASI 3.1). Phonological awareness intervention should be provided 30 minutes daily outside the

90 Minute Reading Block. Progress monitor with the Long Form of the PASI 3.1 and/or DIBELS Next PSF.

Word Reading

(WR) Probability of Reading Success (PRS)

Red, Yellow and Green Success Zones

=

FAIR Broad Diagnostic Inventory (BDI)

Comprehension Placement Word List (CPWL)

Reading Comprehension (RC)

{Alternative Listening Comprehension (LC)}

Vocabulary (VOC)

(1st and 3rd Assessments)

+ Beginning of the Year: Revisit phoneme blending and segmentation (deletion, addition, & substitution)

AP 1, AP 2, AP 3:

IF the student’s Broad Screen Probability of Reading Success (PRS) is 84 % or lower

THEN administer the Phonics Screener for Intervention (PSI) instead of the FAIR Targeted Diagnostic Inventory (TDI) tasks.

In addition…

AP 2, AP 3: IF the student’s Targeted Passage Score is below grade level benchmark and the PRS is 85% or higher,

THEN administer DIBELS Next oral reading fluency measure to establish a baseline for purposes of progress monitoring

Grade 1 Assessment Decision Tree

FAIR Broad Screen/Progress Monitoring Tool (BS/PMT)

Fluency, Vocabulary, and Reading Comprehension Intervention (Additional targeted instruction and occurs outside the 90 Minute Block)

Students should receive 30 minutes of daily intervention instruction in Reading Comprehension and/or Vocabulary if they meet the following criteria:

Unsuccessful in reading targeted passage for each assessment period

Vocabulary Percentile Score of 40th percentile or below (consult Speech Language Pathologist for appropriate interventions)

Note: Decoding is a necessary prerequisite for comprehension. Therefore, Phonological Awareness, Phonics, and Fluency deficiencies should be addressed prior

or in conjunction with Comprehension and Vocabulary intervention.

*Refer to Treasures Implementation Guide p. 135.

First Grade Progress Monitoring Benchmarks

End of 1st 9

Weeks

End of 2nd 9

Weeks

End of 3rd 9

Weeks

End of 4th 9

Weeks

PASI 3.1 Skill Level 5.11

PSI Skill Level 2 3 4 5

Running Record Level 4 8-10 12 16

FAIR Targeted Passage 1.1 1.3 1.5

FAIR Reading

Comprehension

4/5 4/5 4/5

High Frequency Words

*(Fry Word List)

50 65 80 100

Oral Reading Fluency

50th National Norms

23 41 60

Revised 9.19.2012

FAIR Broad Diagnostic Inventory (BDI)

Comprehension Placement

Calculation Procedure (CPCP)

Reading Comprehension (RC)

Vocabulary (VOC) (1st and 3rd Assessments)

+ Spelling (SPL)

(Group Administration) +

Beginning of the Year: Teach blends and digraphs in closed syllable words (CVC/VC) , silent e, long and short vowels skills

AP 1, 2 & 3: IF the student’s Targeted Passage score is at or above benchmark and the Probability of Reading Success (PRS) is 84% or lower,

THEN review and monitor progress with District Required Literacy Assessments (DRLA) Item Analysis and Running Records.

AP 1, 2 & 3: IF the student’s Targeted Passage score is below benchmark and the Probability of Reading Success (PRS) is 85% or higher,

THEN administer DIBELS Next oral reading fluency measure to establish a baseline for purposes of progress monitoring.

AP 1, 2 & 3: IF the student’s Broad Screen (BS) Probability of Reading Success (PRS) score is 84% or lower,

THEN proceed to the FAIR Targeted Diagnostic Inventory (TDI) tasks.

AP 2 & 3: IF the student's Broad Screen PRS score is 84% or lower,

THEN continue with interventions and progress monitoring with PSI or PASI instead of FAIR TDI tasks.

Word Reading (WR) Probability of Reading Success (PRS) Red, Yellow or Green Success Zones

=

.

Grade 2 Assessment Decision Tree

Administer Tasks 1-2

If a child scores BE (Below Expectations) on Tasks 1 or 2, Then triangu-

late student data to determine if phonological awareness intervention is need-

ed. Provide 30 minutes of intervention daily outside the 90 Minute Reading

Block. Progress monitor using the PASI 3.1 and/or DIBELS Next PSF.

Administer Tasks 3-5

If a child scores BE on any of Tasks 3-5, Then stop and

administer the PSI (Phonics Screener for Intervention) to diagnose need for

targeted intervention. Intervention should be provided 30 minutes daily out-

side the 90 Minute Reading Block. Progress monitor using the PSI and/or

DIBELS Next NWF.

Administer Task 6

If a child scores BE on Task 6, Then provide core instruction in

multisyllabic words including multisyllabic words with open and closed

syllables with blends and digraphs. Monitor progress with DRLA and RR.

Task 1: Phoneme Deletion– Initial (PD-I)

Task 2: Phoneme Deletion– Final (PD-F)

Task 3: Word Building- Consonants (WB-C)

Task 4: Word Building– CVC/CVCe (WB-CVC CVCe)

Task 5: Word Building- Blends/Vowels (WB-B/V)

Task 6: Multisyllabic Word Reading (Multi)

Second Grade Progress Monitoring Benchmarks

End of 1st 9 Weeks End of 2nd 9 Weeks End of 3rd 9 Weeks End of 4th 9 Weeks

PSI Skill Level 6 7 8 9

Running Record Level 18 20 24 28

FAIR Targeted Passage 2.2 2.4 2.5

FAIR Reading

Comprehension

4/5 4/5 4/5

*High Frequency Words

(Fry Word List)

125 150 175 200

Oral Reading Fluency (ORF)

50th National WCPM Norms

51 72 81 90

FAIR Targeted Diagnostic Inventory (TDI) Refer to Connections to Multi– Tiered System of Supports Chart on p. 2

Fluency, Vocabulary, and Reading Comprehension

Students should receive 20—30 minutes of daily Immediate Intensive Instruction (iii) in Reading Comprehension and/or Vocabulary if they meet the following criteria:

Unsuccessful in reading targeted passage for each assessment period

Vocabulary Percentile Score of 40th percentile or below (consult Speech Language Pathologist for appropriate interventions) Note: Decoding is a necessary prerequisite for comprehension. Therefore, Phonological Awareness, Phonics, and Fluency deficiencies should be addressed prior or in

conjunction with Comprehension and Vocabulary intervention.

*Refer to Treasures Implementation Guide

9.19.12 Page 2

*DIBELS Next is the recommended tool for Ongoing Progress Monitoring (OPM)

Connections to Multi-Tiered System of Supports (MTSS)

Tier 1 – Core, Universal Instruction for All Students

Tier Phonological

Awareness Phonics Fluency Vocabulary & Comprehension

1

instruction Common Core State Standards using district resources and differentiated small groups

1

assessment KLS, DRLA KLS, DRLA FAIR, Running

Record, ORF FAIR, DRLA, Running Record

Tier 2 – Targeted, Supplemental Instruction for Identified Students

2

instruction (Examples)

Heggerty, Blueprint for PA, Barton

Phonics Lesson Library, FCRR &

Empowering Teachers

Reader’s Theater, Fry Words,

Repeated Reading

FAIR Toolkit, FCRR & Empowering Teacher Resources, Voyager Passport

2

assessment PASI 3.1 PSI *ORF Running Record, *ORF

Tier 3 – Intensive Individualized Instruction for Identified Students

3

instruction

Tier 3 instruction may include Tier 2 curriculum with increased time, smaller group size, more frequent OPM, or more targeted instruction.

3

assessment *PSF *NWF/ORF *NWF/ORF *ORF

Formal Diagnostic DAR/ERDA DAR/ERDA DAR/ERDA DAR/ERDA Students meeting or exceeding the grade level benchmarks are not required to receive additional assessment with diagnostic tools intended for struggling readers. Assessment/Curriculum Decision Tree benchmarks that indicate that a student scored below grade level in a particular area (e.g. fluency) DO NOT automatically equate to below grade level performance. Data should be triangulated and examined in conjunction with multiple data sources such as District Required Literacy Assessments (DRLA) and classroom portfolios prior to making instructional recommendations.

Note: Classroom teachers administer a formal diagnostic when recommended by the problem solving team. Intervention instruction occurs outside the 90 Minute Reading Block and is not in lieu of initial instruction. Chart above provides options for instructions and examples of assessments; it is not an inclusive listing of assessments and materials.

K-2 Progress Monitoring Benchmarks

Kindergarten 1st Grade 2

nd Grade

En

d o

f 1

st

9 w

eek

s

En

d o

f 2

nd

9 w

eek

s

En

d o

f 3

rd

9 w

eek

s

En

d o

f 4

th

9 w

eek

s

En

d o

f 1

st

9 w

eek

s

En

d o

f 2

nd

9 w

eek

s

En

d o

f 3

rd

9 w

eek

s

En

d o

f 4

th

9 w

eek

s

En

d o

f 1

st

9 w

eek

s

En

d o

f 2

nd

9 w

eek

s

En

d o

f 3

rd

9 w

eek

s

En

d o

f 4

th

9 w

eek

s

Tie

r 1

an

d T

ier

2

KLS Letter Naming (lowercase) 15/26 22/26 25/26 26/26

KLS Letter Sounds 5/26 12/26 19/26 26/26 KLS High Frequency Words 4/40 16/40 24/40 36/40

PASI 3.1 Skill Number 3.1 4.6 5.4 5.11 5.11 Running Record Level 2 4 10 12 16 18 20 24 28 FAIR Target Passage 1.1 1.3 1.5 2.2 2.4 2.5 FAIR Listening/ Reading Comprehension 4/5 4/5 4/5 4/5 4/5 4/5 4/5 4/5 4/5

HFW –High Frequency Words (Treasures Implementation Guide p. 135)

40 50 65 80 100 125 150 175 200

PSI Skill Number 2 3 4 5 6 7 8 9

Tie

r 3

*Oral Reading Fluency 50th National Norms - WCPM

23 47 52 72 87

*PSF OPM (Phoneme Segmentation)

20 40 40

*NWF – CLS Fluency OPM (Correct Letter Sounds)

17 28 27 43 58 54

*NWF – WWR Fluency OPM (Whole Words Read)

1 8 13 13

IF student's Reading Comprehension (RC) is 39th

percentile rank or lower AND… Maze score is ABOVE 30th percentile (Box 1) WA score is ABOVE 30th percentile (Box 3)

Provide enhanced core instruction in the high-level reasoning skills, vocabulary, and reading comprehension strategies required to read/understand complex text and meet grade level standards.

Provide enhanced core instruction in the high-level reasoning skills, vocabulary, and reading comprehension strategies required to read/understand complex text and meet grade level standards.

Maze score is BELOW 30th percentile (Box 2) WA score is BELOW 30th percentile (Box 4)

Administer DIBELS Next Oral Reading Fluency grade level measure. Teacher monitors and documents student’s reading behaviors and fluency (accuracy, expression, rate) while administering the measure. IF student reads fluently at Oral Reading Fluency grade

level benchmark, THEN work on comprehension strategies. If the student struggles with comprehension, intervention instruction in comprehension is needed. Progress monitor growth using DIBELS

Next Daze measure. IF the student reads below Oral Reading Fluency grade

level benchmark, THEN administer a Running Record. Review data and determine whether student needs intervention addressing fluency, phonics or phonological awareness deficiencies. Intervention should be provided daily outside the 90 Minute Reading Block. Progress monitor fluency and strategic reading using the DIBELS Next oral reading fluency measures. IF decoding and phonics is determined to be area of deficiency, THEN administer Phonics Screener for Intervention (PSI) starting with Skill 10, Multisyllabic Words. Intervention should be provided daily outside the 90 Minute Reading Block. Progress monitor growth using the PSI and/or DIBELS Next oral reading fluency measures.

Use writing samples and error pattern analysis from running record or ORF in conjunction with Word Analysis Student Detail Report to determine focus of word study instruction. IF student struggles with *phonological or*orthographic

errors, THEN provide instruction in basic phonics (letter/sound patterns, syllable types, etc.). IF student struggles with *morphological errors, THEN

provide instruction in base/root words and prefixes/suffixes. Intervention instruction in *phonics or word study should be provided 30 minutes daily. Progress monitor growth using DIBELS Next oral reading fluency measures, FAIR Toolkit measures or the Phonics Screener for Intervention (PSI). *Phonological – Sounds of the English language *Orthographic – Written patterns of standard English *Morphological - Meaning of words or word parts

Instructional Implications

IF a student's score falls in Box 1 & 3, THEN provide rigorous instruction using informational and complex grade level text. Students should be responding to texts through conversation and writing and directed to reread text for multiple purposes. IF a student's score falls in Box 1 & 4, THEN the student might have a specific weakness in spelling that does not impact reading; provide instruction in basic orthographic patterns of standard English and affixes/roots. (e.g. vowel team ---receive grief) IF a student's score falls in Box 2 & 3, THEN work on text reading efficiency (comprehension and fluency); automaticity at the phrase, sentence, and paragraph level, practice with repeated readings, teach using a comprehension focus during intervention instruction. IF a student's score falls in Box 2 & 4 THEN provide intensive intervention instruction in sight word recognition, phonics, word study or/and etymology work on applying decoding strategies to connected text to reinforce purpose of strategies, build fluency as accuracy increases, and focus on comprehension strategies.

Resources to assist with providing appropriate phonics, comprehension, fluency and vocabulary interventions: • Brevard’s Strategy Notebook - http://elementarypgms.sp.brevardschools.org/home/WebPages/StrategyNotebook.aspx • Quick Reference to Reading Intervention Strategies Document • FAIR Search Tool - http://www.fcrr.org/FAIR_Search_Tool/FAIR_Search_Tool.aspx • Just Read Now! – Strategy Lessons http://www.justreadnow.com/florida.htm • Empowering Teachers – Intervention Lessons http://www.fcrr.org/assessment/ET/routines/routines.html

Page 1 9.17.2012

Beginning of the Year: Teach predictable and unpredictable vowel teams and the six syllable types with one syllable and multisyllabic words.

AP 1, 2 & 3: IF the student’s FCAT Success Probability (FSP) score on the Broad Screen (BS) is 84% or lower, THEN administer the FAIR Maze and Word Analysis Targeted Diagnostic Inventory (TDI) Tasks.

FAIR Targeted Diagnostic Inventory (TDI)

Maze

Word Analysis +

Grades 3-6 Assessment Decision Tree

FAIR Broad Screen/Progress Monitoring Tool (BS/PMT)

FCAT Success Probability (FSP) Red, Yellow or Green Success Zones

Reading Comprehension (RC) =

*DIBELS Next is the recommended tool for Ongoing Progress Monitoring and BGL Oral Reading Fluency assessments.

*District Oral Reading Fluency Timeline (Grades 3-6) – DIBELS Next with Retell Component

Grade First

Grading Period

Second

Grading Period

Third

Grading Period

Fourth

Grading Period

Passage # 5 10 15 20 A3 Week 9 18 27 36

3rd

Grade Retained and Below Grade

Level Students Students Below 71 WCPM Students Below 83 WCPM Students Below 95 WCPM

4th

Grade Retained and Below Grade

Level Students Students Below 94 WCPM Students Below 103

WCPM Students Below 113

WCPM

5th

Grade Retained and Below Grade

Level Students Students Below 110 WCPM Students Below 119

WCPM Students Below 128

WCPM

6th

Grade Retained and Below Grade

Level Students Students Below 127 WCPM Students Below 134

WCPM Students Below 141

WCPM Connections to Multi-Tiered System of Supports (MTSS) Chart

Tier 1 – Core, Universal Instruction for All Students

Tier Phonological

Awareness Phonics Fluency Vocabulary & Comprehension

1

instruction Standards based instruction using district resources and differentiated small groups

1

assessment DRLA DRLA FAIR, Running

Record, *ORF FAIR, DRLA, Running Record, *ORF

Tier 2 – Targeted, Supplemental Instruction for Identified Students 2

instruction (Examples)

Barton, Blueprint for PA

Phonics Lesson Library, FCRR &

Empowering Teachers

Fry Words, Reader’s Theater, Repeated Reading

Triumphs, Rewards, FAIR Toolkit, FCRR and Empowering Teachers,

Voyager Passport 2

assessment N/A PSI *ORF *ORF

Tier 3 – Intensive Individualized Instruction for Identified Students

3

instruction

Tier 3 instruction may include Tier 2 curriculum with increased time, smaller group size, more frequent ongoing progress monitoring (OPM) or more targeted instruction.

3

assessment N/A *ORF *ORF *ORF

Formal Diagnostic DAR/ERDA DAR/ERDA DAR/ERDA DAR/ERDA Students meeting or exceeding the grade level benchmarks are not required to receive additional assessment with diagnostic tools intended for struggling readers. Assessment/Curriculum Decision Tree benchmarks that indicate that a student scored below grade level in a particular area (e.g. fluency) DO NOT automatically equate to below grade level performance. Data should be triangulated and examined in conjunction with multiple data sources such as District Required Literacy Assessments (DRLA) and classroom portfolios prior to making instructional recommendations.

Note: Classroom teachers administer a formal diagnostic when recommended by the problem solving team. Intervention instruction occurs outside the 90 Minute Reading Block and is not in lieu of initial instruction. Chart above provides options for instructions and examples of assessments; it is not an inclusive listing of assessments and materials.

Page 2 9.19.2012

3rd

- 6th

Grade Progress Monitoring Benchmarks

3rd

Grade 4th

Grade 5th

Grade 6th

Grade

En

d o

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En

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9 W

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s

En

d o

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rd 9

Wee

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En

d o

f 4

th 9

Wee

ks

En

d o

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st 9

Wee

ks

En

d o

f 2

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9 W

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s

En

d o

f 3

rd 9

Wee

ks

En

d o

f 4

th 9

Wee

ks

En

d o

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st 9

Wee

ks

En

d o

f 2

nd

9 W

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s

En

d o

f 3

rd 9

Wee

ks

En

d o

f 4

th 9

Wee

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En

d o

f 1

st 9

Wee

ks

En

d o

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9 W

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En

d o

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Wee

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En

d o

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Wee

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Tier

1, 2

and

3 PSI Skill Number 12

Running Record Level (Macmillan Level)

30 34 38 40+ 50+ 60+

*Oral Reading Fluency (ORF) 50th National Norms - WCPM

71 83 95 107 94 103 113 123 110 119 128 139 127 134 141 150

Tier

3 *Daze

OPM for Comprehension and Vocabulary

14 21 26 20 23 31 21 25 32 23 31 31

2012 –2013 Assessment–CurriculumDecisionTree:MiddleSchool

Comprehensive

IntensiveReadingPrograms(CIRP)

Language! Read‐180VoyagerJourneysIandII(JourneysI–7thgrade,JourneysII–8thgrade)

Objective

In the Language! program, students will engage in cumulative and sequential multisensory activities, establishing skills in phonemic awareness and phonics, word recognition and spelling, vocabulary and morphology, grammar and usage as well as comprehension. (Source: Sopris West website)

In the Read-180 program, students’ individual needs are addressed through differentiated instruction, adaptive and instructional software, high-interest literature and non-fiction, and direct instruction in reading, writing, and vocabulary skills. (Source: Read-180 website)

In the Voyager program, students will receive direct, explicit comprehension and vocabulary instruction through the use of content-area texts, authentic writing, and web-supported instruction. (Source: Voyager website)

EmphasizedComponentsof

Reading

*Phonemic awareness *Phonics *Fluency *Vocabulary *Comprehension

*Comprehension *Vocabulary *Fluency *Phonics (specific to spelling)

*Comprehension *Vocabulary *Fluency

PlacementCriteria

FAIR DATA:

RC Maze

≤10 ≤30 *Confirm placement via a grade level Scaffolded Discussion Passage (from the FAIR Toolkit) and the NAEP Fluency rubric.

FAIR DATA:

RC Maze

≥11 ≤30

FAIR DATA:

RC Maze

≥15 ≤30

≥10 ≥30

DeliveryModel

*Direct instruction *Direct instruction *Guided reading *Computer-assisted instruction *Independent reading

*Whole-class direct instruction *Small group direct instruction *Paired reading *Independent reading *Computer-assisted instruction

CourseCodes

1000010 LG_ _ PLUS 1008040 – 7th grade, or 1008070 – 8th grade (Each program will be coded; schools can use the last two digits to indicate section numbers)

1000010 SR_ _ (Each program will be coded; schools can use the last two digits to indicate section numbers)

1000010 VG_ _ (Each program will be coded; schools can use the last two digits to indicate section numbers)

ComprehensiveIntensiveReadingPrograms(CIRP)

Language! Read‐180VoyagerJourneysIandII(JourneysI–7thgrade,JourneysII–8thgrade)

ProgressMonitoring

Content mastery and fluency assessment results will be recorded immediately upon completion so that the next day’s lesson can be planned. District will review data as per K-12 plan.

Biweekly Evaluate Read-180 Progress Report for the following: *consistency of total sessions across the class. *average session length of 15-18 minutes. *number of sessions per segment between 5 and 10. *comprehension and vocabulary scores at least 70%. Evaluate Comparative Time on Task report to ensure time task equals 60 minutes biweekly. Monthly Evaluate Read-180 Comprehension Skills Report for the following: *students who are “flagged” for having less than 70% on a specific skill. *skills that have a high number of students that are not proficient (not 70%). *which students to group for differentiated instruction. District will review data as per K-12 plan.

Teachers will review vocabulary, fluency and cumulative reports weekly to ensure accuracy and progress. Book Cart and On-line Books will be checked monthly. Progress monitoring for fluency should occur with each visit to the SOLO Lab. Reading Connected Text will be administered and entered at each benchmark period. District will review fluency progress monitoring data monthly. District will review data as per K-12 plan.

BenchmarkAssessments

*Language Placement test (will indicate placement in either Level “A” or Level “C”) *Summative tests

*SRI test (three times a year) *rSkills tests (one test per two workshops)

*Benchmark test/RCT (three times a year)

ProfessionalDevelopmentResources

www.florida.teachlanguage.com *Video examples of lessons *Video explanation of assessments and reports

www.scholasticred.com *READ-180 Best Practices for Reading Intervention *READ-180 Digital Teaching System and Teacher’s Edition *READ-180 Implementation DVD

www.voyagerlearning.com *Video Examples of Lessons *Classroom Management Tips *Training Modules *“How-to” Documents *Training Presentations

AdditionalResourcesonBlackboardSite

*Pacing calendar *Portfolio requirements *Lexile level of reading passages *FCAT practice books *Lexile level of FCAT passages

*Teacher’s guide *Pacing calendar *Portfolio requirements *Additional articles and activities for each workshop *Independent reading articles *FCAT skills activities *Accountability charts *Software posters

*Scope and sequence of skills *13-day lesson cycle *Pacing calendar *Benchmark directions and booklets *Powerpoints for each expedition *Lexile levels for classroom libraries *Grading recommendations

Reading curricula for students who have been identified in the IEP as requiring the Sunshine State Access Points and using the Florida Alternate Assessment in lieu of FCAT.

StudentsattheSupportedorParticipatoryLevel

News2Youwebsite UniqueLearningwebsite

TargetGroup

Supported or participatory level students at the middle or high school; used as a reading across the content area supplemental.

Supported or participatory level students at the middle or high school; used as a reading across the content area supplemental.

PredictedCourseCode

7810020 7910100 7910110 7910400

7810020 7910100 7910110 7910400

ProgressMonitoring

As incorporated within the structure of the reading program

As incorporated within the structure of the reading program

AccessPointsSupported and participatory levels for each grade

Supported and participatory levels for each grade

StudentsattheSupportedorParticipatoryLevel

RealWorldPictureWordsCurriculum

PCIEnvironmentalPrint PCIReadingLevel1

TargetGroup

Participatory level students at the middle and high school level who have been unsuccessful with or are not ready for PCI Environmental Print Reading

Supported or participatory level students at the middle or high school level who have been unsuccessful with or are not ready for PCI Reading Level 1

Supported level non-readers at the middle or high school level

PredictedCourseCode

7810020 7910100 7910110 7910400

7810020 7910100 7910110 7910400

7810020 7910100 7910110 7910400

ProgressMonitoring

As incorporated within the structure of the reading program

As incorporated within the structure of the reading program

As incorporated within the structure of the reading program

AccessPointsParticipatory level for each grade

Supported and participatory level for each grade

Supported level for each grade

StudentsattheSupportedorParticipatoryLevel

PCIReadingLevel2 EdgeFundamentals EdgeLevelA

TargetGroup

Supported level students at the middle or high school

Independent level high school students who are reading at instructional levels from non-reader to 2nd grade

Independent level high school students who are reading at instructional levels from 2nd grade to 4th grade

PredictedCourseCode

7810020 7910100 7910110 7910400

7910100 7910110 7910400

7910100 7910110 7910400

ProgressMonitoring

As incorporated within the structure of the reading program

As incorporated within the structure of the reading program

As incorporated within the structure of the reading program

AccessPointsSupported level for each grade

Independent level for each grade

Independent level for each grade

ComprehensiveIntensiveReadingPrograms(CIRP)

VoyagerJourneysII Read‐180 EdgeLevelBorC

Objective

In the Voyager program, students will receive direct, explicit comprehension and vocabulary instruction through the use of content-area texts, authentic writing, and web-supported instruction. (Source: Voyager website)

In the Read-180 program, students’ individual needs are addressed through differentiated instruction, adaptive and instructional software, high-interest literature and non-fiction, and direct instruction in reading, writing, and vocabulary skills. (Source: Read-180 website)

In the Edge program, students will receive direct, explicit instruction in vocabulary and comprehension strategies with high interest, multicultural literature selections of both fiction and non-fiction. (Source: Edge Website)

EmphasizedComponentsof

Reading

Word Study (REQUIRED) Fluency Vocabulary Comprehension

Comprehension Vocabulary Fluency Phonics (specific to spelling)

Comprehension Vocabulary Fluency

PlacementCriteria

FAIR DATA:

RC Maze

≤10 ≤30 *Confirm placement via a grade level Scaffolded Discussion Passage (from the FAIR Toolkit) and the NAEP Fluency rubric.

FAIR DATA:

RC Maze

≥11 ≤30

FAIR DATA:

RC Maze

≥15 ≤30

≥10 ≥30

DeliveryModel

*Whole-class direct instruction *Small group direct instruction *Paired-reading *Independent reading *Computer-assisted instruction

*Direct instruction *Guided reading *Computer-assisted instruction *Independent reading

*Whole group guided instruction *Small group guided instruction *Independent reading

CourseCodes

1000410 VG_ _ PLUS 1008300 – 9th grade 1008310 – 10th grade 1008330 – 11th grade 1000400 – 12th grade (Each program should be coded; schools can use the last two digits to indicate section numbers)

1000410 SR_ _ (Each program should be coded; schools can use the last two digits to indicate section numbers)

1000410 EG_ _ (Each program should be coded; schools can use the last two digits to indicate section numbers)

2012 – 2013 AssessmentCurriculumDecisionTree–HighSchool

ComprehensiveIntensiveReadingPrograms(CIRP)

VoyagerJourneysII Read‐180 EdgeLevelBorC

ProgramSpecificProgress

Monitoring

Teachers will review vocabulary, fluency and cumulative reports weekly to ensure accuracy and progress. Book Cart and On-line Books will be checked monthly. Progress monitoring for fluency should occur with each visit to the SOLO Lab. Reading Connected Text will be administered and entered at each benchmark period. District will review fluency progress monitoring data monthly. District will review data as per K-12 plan.

Biweekly Evaluate Read-180 Progress Report for the following: *consistency of total sessions across the class. *average session length of 15-18 minutes. *number of sessions per segment between 5 and 10. *comprehension and vocabulary scores being at least 70%. Evaluate Comparative Time on Task report to ensure time task equals 60 minutes biweekly. Monthly Evaluate Read-180 Comprehension Skills Report for the following: *students who are “flagged” for having less than 70% on a specific skill. *skills that have a high number of students that are not proficient (not 70%). *which students to group for differentiated instruction.

District will review data as per K-12 plan.

All Cluster and Unit Tests will be administered as per pacing calendar. Students will complete individual “Cluster Profile” and “Unit Profile” data sheets in portfolio handbook after receiving their graded tests. Teachers will input results of Cluster and Unit tests into A3 Vision in order to track student progress and identify This process should take place within a reasonable time after the administration of each cluster and unit test (2-3 days). The completed spreadsheets should be used in school-based data meetings with teachers, coaches and administrators. District will review data as per K-12 plan.

BenchmarkAssessments

*Benchmark Test/RCT (three times a year)

*SRI test (three times a year) *rSkills tests (one test per two workshops)

*Cluster Tests *Unit tests (throughout year)

AdditionalInstructionalMaterial

Reading Plus or Lexia required three times a week to address phonemic awareness, phonics and fluency (during second period of class)

Read-180 Stretch Library

Reading Plus (optional resource for use in school or as homework)

ProfessionalDevelopmentResources

www.voyagerlearning.com *Video examples of lessons *Classroom management tips *Training modules *Training presentations *“How-to” documents

www.scholasticred.com *READ-180 Best Practices for Reading Intervention *READ-180 Digital Teaching System and Teacher’s Edition *READ-180 Implementation DVD

www.hbedge.net *Video examples of lessons *On-demand training modules *Explanation of all assessments *Teacher editions/ e-planner *Reteaching guide and lessons

ComprehensiveIntensiveReadingPrograms(CIRP)

VoyagerJourneysII Read‐180 EdgeLevelBorC

AdditionalResourcesonBlackboardSite

*Scope and sequence of skills *13-day lesson cycle *Pacing calendar *Benchmark directions and booklets *Power points for each expedition *Lexile levels for classroom libraries *Grading recommendations

*Teacher’s guide *Pacing calendar *Portfolio requirements *Additional articles and activities for each workshop *Independent reading articles *FCAT skills activities *Accountability charts *Software posters

*Pacing calendars *Portfolio requirements *Item-analysis spreadsheets *Vocabulary posters and quizzes *Supplemental activities by unit

Brevard Public Schools recognizes the need for flexibility in placement. In situations that students are not showing progress in a specific intervention program, student placement may be adjusted. There are three adopted CIRP’s to allow for the best match of student to intervention program. There is no need for a student to repeat a program if the student is not making progress.

IntensiveReadingwithaScienceEmphasis IntensiveReadingwithaSocialStudiesEmphasis

Objective

In this course, juniors or seniors will participate in an intervention course focused on science content. Students will receive support for all components of reading through direct, whole and small group instruction. Successful completion of this course will enable a student to qualify for a waiver for the fourth required science course.

In this course, juniors or seniors will participate in an intervention course focused on social studies content. Students will receive support for all components of reading through direct, whole and small group instruction. Successful completion of this course will enable a student to qualify for a waiver for the fourth required social studies course.

InstructionalMaterials

*“Dr. Art’s Guide to Science” *Text-sets from American Reading Company (Force and Motion, Matter, Energy, Space) *Timed Readings in Science - Jamestown

*“50 American Heroes Every Kid should Know” *Text sets from American Reading Company (Contemporary Issues, Latino Heritage, African American History) *Timed Readings in Social Studies - Jamestown

CourseCodes

1000410 SC_ _ (Course must be coded in order for student to receive waiver; schools can use the last two digits to indicate section numbers)

1000410 SS_ _ (Course must be coded in order for student to receive waiver; schools can use the last two digits to indicate section numbers)

AdditionalInstructionalMaterial

Reading Plus or Lexia required three times a week to address phonemic awareness, phonics and fluency – students can access program on-line for one session if necessary

Reading Plus or Lexia required three times a week to address phonemic awareness, phonics and fluency – students can access program on-line for one session if necessary

AdditionalResourcesonBlackboardSite

*Teacher notes *Pacing guide *Student workbooks *Assessments

*Teacher notes *Pacing guide

Reading curricula for students who have been identified in the IEP as requiring the Sunshine State Access Points and using the Florida Alternate Assessment in lieu of FCAT.

StudentsattheSupportedorParticipatoryLevel

News2Youwebsite UniqueLearningwebsite

TargetGroup

Supported or participatory level students at the middle or high school; used as a reading across the content area supplemental.

Supported or participatory level students at the middle or high school; used as a reading across the content area supplemental.

PredictedCourseCode

7810020 7910100 7910110 7910400

7810020 7910100 7910110 7910400

ProgressMonitoring

As incorporated within the structure of the reading program

As incorporated within the structure of the reading program

AccessPointsSupported and participatory levels for each grade

Supported and participatory levels for each grade

StudentsattheSupportedorParticipatoryLevel

RealWorldPictureWordsCurriculum

PCIEnvironmentalPrint PCIReadingLevel1

TargetGroup

Participatory level students at the middle and high school level who have been unsuccessful with or are not ready for PCI Environmental Print Reading

Supported or participatory level students at the middle or high school level who have been unsuccessful with or are not ready for PCI Reading Level 1

Supported level non-readers at the middle or high school level

PredictedCourseCode

7810020 7910100 7910110 7910400

7810020 7910100 7910110 7910400

7810020 7910100 7910110 7910400

ProgressMonitoring

As incorporated within the structure of the reading program

As incorporated within the structure of the reading program

As incorporated within the structure of the reading program

AccessPointsParticipatory level for each grade

Supported and participatory level for each grade

Supported level for each grade

StudentsattheSupportedorParticipatoryLevel

PCIReadingLevel2 EdgeFundamentals EdgeLevelA

TargetGroup

Supported level students at the middle or high school

Independent level high school students who are reading at instructional levels from non-reader to 2nd grade

Independent level high school students who are reading at instructional levels from 2nd grade to 4th grade

PredictedCourseCode

7810020 7910100 7910110 7910400

7910100 7910110 7910400

7910100 7910110 7910400

ProgressMonitoring

As incorporated within the structure of the reading program

As incorporated within the structure of the reading program

As incorporated within the structure of the reading program

AccessPointsSupported level for each grade

Independent level for each grade

Independent level for each grade

Grades 3-мн Assessment Decision Tree Analysis

SY 2012-2013 Modified version - CMV Literacy Coach

FAIR Targeted Diagnostic Inventory IF a student’s FAIR Reading Comprehension (RC) is in the 39th percentile rank or lower

OR if a student’s previous year’s FCAT Reading was a level 1 or 2 AND

IF a student’s score falls in Box 1 and 3… (Maze score is above the 30

th percentile and WA score is above

the 30th

percentile) THEN provide rigorous Core Instruction using informational and complex grade level text. Students should be responding to texts through conversation and writing and directed to reread text for multiple purposes.

Monitor progress with DRLA Item Analysis

IF a student’s score falls in Box 1 and 4…. (Maze score is above the 30

th percentile and WA score is below

the 30th

percentile) THEN the student might have a specific weakness in spelling that does not impact reading; provide instruction in basic orthographic patterns of standard English and affixes/roots (e.g. vowel team ---receive grief).

Error Pattern and FAIR Detail Report Analysis

IF student’s score falls in box 2 and 3… (Maze score below the 30

th percentile and WA score is above

the 30th

percentile) THEN work on text reading efficiency (comprehension and fluency); automaticity at the phrase, sentence, and paragraph level, practice with repeated readings, teach using a comprehension focus during intervention instruction.

Fluency Check with DIBELS Next ORF

IF a student’s score falls in box 2 and 4… (Maze score is below 30

th percentile and WA score is below the

30th

percentile) THEN provide intensive intervention instruction in sight word recognition, phonics, word study or/and etymology work on applying decoding strategies to connected text to reinforce purpose of strategies, build fluency as accuracy increases, and focus on comprehension strategies.

DIBELS Next ORF and Running Record and/or PSI

Instructional Implications Suggested Instructional Practices and Strategies

IF a student's score falls in Box 1 & 3, THEN

provide rigorous instruction using informational and complex grade level text. Students should be responding to texts through conversation and writing and directed to reread text for multiple purposes.

• Two column note taking• Activating background knowledge• KWL charts and other graphic organizers• Think-Pair-Share• Metacognitive strategies o Rereading to fix areas of confusion o Clarifying unfamiliar vocabulary words • Direct and explicit comprehension strategy instruction.• Opportunities for extended discussion of text meaning and interpretation.• Increase student motivation and engagement in literacy learning.• Text features

IF a student's score falls in Box 1 & 4, THEN

the student might have a specific weakness in spelling that does not impact reading; provide instruction in basic orthographic patterns of standard English and affixes/roots. (e.g. vowel team ---receive grief)

• Letter-sound correspondence• Spelling generalizations or patterns o E.g., 'I before e except after c and in words like neighbor and weigh • Affixes/roots to help with reading for meaning (vocabulary) and accuracy in writing o E.g., using graphic organizers or shades of meaning continuums

IF a student's score falls in Box 2 & 3, THEN

work on text reading efficiency (comprehension and fluency); automaticity at the phrase, sentence, and paragraph level, practice with repeated readings, teach using a comprehension focus during intervention instruction.

• Affixes/roots to help with reading for meaning (vocabulary) and accuracy in writing o E.g., using graphic organizers or shades of meaning continuums• Sentence or paragraph level comprehension instruction• Text features• Repeated readings with variety of genres• Reciprocal Teaching Strategies• SQ3R-Survey, Question, Read, Recite, and Review

IF a student's score falls in Box 2 & 4, THEN

provide intensive intervention instruction in sight word recognition, phonics, word study or/and etymology work on applying decoding strategies to connected text to reinforce purpose of strategies, build fluency as accuracy increases, and focus on comprehension strategies.

• Syllable types for pronunciation of multisyllabic words• Affixes/roots to help with reading for meaning (vocabulary) and accuracy in reading and writing • Building a repertoire of word knowledge to assist students when encountering unfamiliar words• Increase student motivation and engagement in literacy learning

9.17.12

Directionality Cause and EffectUnderstanding Verbal Directions Inferences

Picture Vocabulary Plot Development

Expressing Ideas Character

Story Retell SettingAppropriate Responses to Questions and Conversations Sequence of Events

Author's PurposeSyllables Compound - Segment/Blend Author's PerspectiveSyllables Compound- Identify/Categorize Author's Viewpoint

Syllables Compound - Add, Del, Sub Summarize and RetellSyllabes Noncompound - Segment/Blend Author's CraftSyllabes Noncompound - Count/Categorize Text StructureOnset-Rime - Blend, Segment, Isolate Listening ComprehensionOnset-Rime - Identify, Categorize, Sub Text Features

Single Phoneme - Isolate Literary Analysis

Single Phoneme - Identify/Categorize Key Idea/Central Message/ThemeAll Phonemes - Blend, Segment, Categorize Facts and Details

All Phonemes - Add, Del, Sub Compare/Contrast within One Text

Compare/Contrast across Multiple TextsLetter Names

Letter Sounds Citation of Textual EvidenceMultisyllabic Words (specific syllable type) Evaluation of ArgumentCVC Words Validity of Reasoning

Consonant BlendsConsonant Digraphs Connecting

Long Vowel Silent-e QuestioningMultiple Vowel Teams PredictingVowel-r Imaging/Visualizing

Complex Consonants Inferring

Multisyllabic Words (specific syllable type) Determining Importance - Nonfiction

Letter Names - Text Structure

Letter Sounds - Text FeaturesHigh Frequency Words (HWF) - Combining Details

Accuracy of Decoding - Important DetailsPhrasing/chunking - SummarizingWords Correct per Minute-Oral - FictionWords Correct per Minute-Silent - Story Elements

Reading with Expression - SummarizingSynthesizing

Word MeaningsContext CluesFigurative LanguageGreek and Latin Roots Understanding Concepts of PrintWords in Isolation Demonstrating Working Memory

Word Families Tracking TextSynonyms and Antonyms Accessing Background KnowledgeWord Relationships Using Picture Clues

Multiple Meaning Words Using Visualization StrategiesBase Words Making Connections

Compound Words Asking Questions

Affixes

9.2012 adapted from multiple sources including 95 Percent Group, Inc.

Ph

on

ics

Essential Components of Reading

Co

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sio

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ese

arch

Pro

cess

Accurately Identifying Frequently Confusing Letters,

Words, and Numbers

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