• The Florida Reading Initiative (FRI) is a research-based school wide reform effort committed to providing the professional development and follow up support necessary for schools to achieve just that --- 100% literacy! Teachers are given the background knowledge, skills and strategies needed to teach all students.

HISTORICAL PERSPECTIVE

FALL 1999: Member districts requested NEFEC to assist with providing professional development to teachers that would lead to increased student achievement in reading

SPRING 2000: NEFEC began researching reading instruction and requested legislative dollars to develop a reading best practices center

SUMMER 2000: NEFEC conducted a survey of schools in member districts to assess reading needs in schools ranging from K-12.

Seventy schools responded indicating more than 50 different reading programs being used throughout the region.

FALL 2000: 40 Individuals representing the Florida Department of Education, NEFEC and member districts traveled to Birmingham to observe the Alabama Reading Initiative in a variety of schools.

WINTER 2001: NEFEC and PK Yonge Developmental and Research School staff returned to Alabama to attend training and obtain training modules.

SPRING 2001: NEFEC held the first train the trainer session.

SUMMER 2001: NEFEC held the first Summer Reading Academy and the “Lucky Thirteen” Schools attended the training.

SINCE THAT TIME

• Summer Reading Academies since June, 2001

•Over 80 schools in northeast Florida participating

•Recognized by the Florida Legislature and Just Read, Florida as a research based reading initiative showing improved reading instruction for students in grades kindergarten through 12th grade

FRI FCAT SSS Reading

49

51

5352

5455

28 28

2625

22 22

20

25

30

35

40

45

50

55

60

2002 2003 2005 2005 2006 2007

% S

tud

ents

Levels 3 and Above Level 1

FRI FCAT SSS Reading Level 1

29

26

24

22

1817

33

29

2625

2221

3231

29

25

22 22

34

30 3029

26

29 2928

2930

26 26

36

34 3435

2524

15

20

25

30

35

40

Cohor

t 1 2

002

2003

2004

2005

2006

2007

Cohor

t 2 2

002

2003

2004

2005

2006

2007

Cohor

t 3 2

002

2003

2004

2005

2006

2007

Cohor

t 4 2

002

2003

2004

2005

2006

2007

Cohor

t 5 2

002

2003

2004

2005

2006

2007

Cohor

t 6 2

002

2003

2004

2005

2006

2007

% S

tud

ent

The Key Elements of the Florida Reading Initiative:

Whole School Approach

Principal As Leader

Face to face and online professional development

Support for Leadership Teams/Reading Coaches

Onsite Support

District Level Support

SummerReading Academy

School Support

Colleague

Re-FRIRe-FRI

Principal / Leadership

TeamWorkshops

Teacher and

PrincipalAction

Research

Principal andCoach Cadre

Meetings

Principal andCoach Cadre

Meetings

Florida ReadingInitiative- Components of

Implementation

DeepDeepFRIFRI

ResearchIn Action

Florida Reading Initiative Delivery Florida Reading Initiative Delivery ModelModel

• 5 day face-to-face training (30 hrs)

• Online professional development (30 hrs)

• 2 day school-wide faculty data analysis and action planning for implementation

• Meets requirements of Competency 2 of the Florida Reading Endorsement (60 hrs)

• Interactive training that utilizes the following-

– Activities designed for the needs of adult learners

– Demonstration lessons that are interactive and practice the introduced strategies

• Deepen teacher knowledge in the following areas:– What Makes Reading Hard– Comprehension– Fluency– Vocabulary– Reading-Writing Connection– Reading in the Content Areas of Language Arts,

Math, Science, Social Studies, and Electives– Reading Intervention

Secondary Summer Reading Secondary Summer Reading Academy ComponentsAcademy Components

The Essential Six

Skills for Success

PAS

Why these Six?

• Researched-based strategies• Applicable to every content area• Move from random, optional strategy use to a

collective effort• Versatility – can be used for introductory skills or

higher order thinking• Increase student engagement with the learning

process• Narrow and focus the conversation, professional

development, support, and the work

What are the Essential Six?

1. Pre-Reading (PAS)

2. Question-Answer Relationship (QAR)

3. Summary Frames

4. Concept Maps

5. Column Notes

6. Reciprocal Teaching

PAS

Instructional ModelInstructional Model

Generalization

“A Model of Comprehension Instruction” Duke and Pearson (2002)

Ap

plication

Teacher describes the strategy,

the steps, and how it is used

Teacher models use-

student observes, follows along

Collaboration Between

teacher and student- in using the strategy

Guided practice-

student uses strategy while

teacher provides support

Independent use of strategy-

student uses strategy in

context

Evaluation

Generalization

#1 Pre-Reading: PAS#1 Pre-Reading: PAS

Preview the Text and Critical Vocabulary

Access and Build Background Knowledge

Set the Purpose

PAS

#2 Question-Answer Relationships #2 Question-Answer Relationships (QAR)(QAR)

• Helps students –Understand the nature of questioning–Monitor comprehension–Have a purpose for reading the text

• Students categorize comprehension questions according to where they get the information they need to answer each question

#3 Summarization#3 Summarization

• Summaries teach students to differentiate among–Main ideas–Supporting details–Unnecessary embellishment–Text structures

• Writing effective summaries requires lots of modeling and practice

• Summarization happens during and after reading

#4 Concept Maps#4 Concept Maps

Text Activity

Reader

Comprehension

A picture is worth a thousand words.

New strategy; familiar m

aterial

Concept MapsConcept Maps

• Enhance understanding of text structure

• Enhance vocabulary acquisition

• Allow students to transform information and make it their own

• Improve understanding and recall

Venn Diagram: Comparison/ContrastVenn Diagram: Comparison/Contrast

A skilled reader A skilled cook

Concept Maps in Action

# 5 Column Notes# 5 Column Notes

• Help students –Pay attention to what they read–Organize ideas–Understand text structure

• Adaptable to different purposes and types of text

Two-Column NotesTwo-Column Notes

Main Ideas Details

Four-Column Notes for VocabularyFour-Column Notes for Vocabulary

Word Meaning Example Drawing

# 6 Reciprocal Teaching# 6 Reciprocal Teaching

Four StrategiesFour Strategies

• Questioning

• Clarifying

• Summarizing

• Predicting

Lessons Learned and Elements of Success

• The Role of the Teacher• The Role of the Reading Coach• The Principal as the Instructional Leader• The Principal-Coach Relationship• The Importance of District Support

Next Steps

• Follow up meetings with school leadership teams

• NEFEC site visits for T.A.

• CWTs to monitor implementation

• RE – FRI and future PD

• Evaluate the Program