Sumter County 2014-2015 K-12 Reading Plan...year. The district will also recognize and support...

Sumter County 2014-2015 K-12 Reading Plan

TABLE OF CONTENTS

SECTION PAGES

District Leadership Narrative 1 - 4

Sumter Coaching Process Chart 5

School Leadership Narrative 6– 9

Professional Development Narrative 10 - 12

Chart A — Professional Development 13 - 70

Elementary School Narrative 71 - 83

Chart C — Elementary Instructional Materials

Information 84 - 87

Charts D1 & D2 — Elementary Assessment/

Curriculum Decision Tree for K-2 & 3-5 88 - 94

Middle School Narrative 95– 105

Chart F — Middle School Instructional Materials

Information 106 - 109

Chart G — Middle School Assessment/Curriculum

Decision Tree for Reading Placement 110– 111

High School Narrative 112 - 123

Chart I — High School Instructional Materials

Information 124 - 127

Chart J — High School Assessment/Curriculum

Decision Tree for Reading Placement 128 - 129

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1. What are your measurable district goals for student achievement in reading for the 2014-15

school year?

K-2: Increase the number of K-2 students who score at the proficiency level in reading by 5 percent.

3-5: Increase the number of 3rd, 4th, and 5th grade students who score at the proficiency level in

reading by 5 percent.

6-8: Increase the number of 6th, 7th, and 8th grade students who score at the proficiency level in

reading by 5 percent.

9-12: Increase the number of 9th, 10th, 11th and 12th grade students who score at the proficiency level

in reading by 5 percent.

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

of text-based vocabulary and comprehension instruction, with an emphasis on complex text?

Sumter School District will continue to use data to drive instruction. Our reading coaches, reading

department chairs and reading teachers will continue to use formative and progress monitoring

data to guide the instruction based on students' needs. The students who are not achieving at

proficiency levels will be targeted for systematic and explicit instruction in the reading

classrooms using the flexible grouping model. The same students will be scheduled for more time

in the teacher-led centers which include more explicit and directed instruction on the skills that

students have not mastered based on the data.

All of the ELA/Reading curriculum maps will include a template utilizing at least one complex

longer text along with multiple shorter related texts that may be either literary or nonfiction. The

teachers all use vocabulary in context and comprehension instruction as part of the Learning

District: Sumter

Leadership: District Level

Contact Information The district contact should be the person ultimately responsible for the plan. This person will be

the Department of Education’s contact for the K-12 Comprehensive Research-Based Reading

Plan. Please designate one contact for your district.

•District Name: Sumter

•District Contact: Gina Merritt

•Contact Address: 2680 W. County Road 476, Bushnell, FL 33513

•Contact E-mail: [email protected]

•Contact Telephone: 352-793-2315

•Contact Fax: 352-793-4377

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

students within those buildings are diverse. District level administrators must look at schools on

an individual basis and distribute resources based on students’ and teachers’ level of need. To

describe the district system for monitoring reading instruction that differentiates school level

services, please address the following:

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Focused Solutions planning model that our district has adopted.

The district will ensure that the above mentioned activities are being implemented in the

classrooms through regular monitoring of classroom instruction using walkthroughs by the

principals, assistant principals and the district reading specialist.

*3. In addition to using texts from core, supplemental, and intervention programs, how will the

district assure that schools increase the amount and variety of increasingly complex texts,

use multiple texts which includes but is not limited to various accounts of a subject told in

different mediums, as part of instruction that focuses on complex vocabulary and

comprehension tasks?

Our elementary schools were all asked to implement the use of longer nonfiction passages with

questions beginning at one passage delivered in a sitting per week in the beginning, increasing to

two passages delivered in a sitting per week, and finally getting up to three passages in one sitting

per week by March/April. The passages have been selected based on their reading levels to

increase in complexity through the course of the school year. The thought behind the initiative is

to build students’ reading endurance for longer passages.

The secondary schools have implemented Achieve 3000 which is a program that delivers non-

fiction passages to teachers every day and the teacher in turn assigns passages for students to read.

The passages are delivered on the students' reading levels based on a placement test taken at the

beginning of the year. As students become more competent in their comprehension, the program

increases the lexile level of passages that the students receive. Along with reading, students are

required to answer comprehension questions and to respond in writing to a prompt about the texts.

Many of the questions students are asked are related to vocabulary in context.

In addition, the district has decided to implement the DBQ Project in 4th-8th grade social studies

and World History and U.S. History at the high school level. DBQ stands for document based

questions and comes from the AP exam portion of the same name. It was developed by AP

teachers who felt that all students could benefit from close reading and writing about historical

documents. Each question is connected to 10 to 12 historical texts (including pictures, political

cartoons, and various other mediums) that have to be read/examined closely and analyzed in order

to answer the critical thinking question in the form of an essay. Historical documents tend to be

more complex in nature for a variety of reasons. Our district is confident that this decision will

ensure that our students see an increase in the amount and variety of complex texts.

*4. How will students analyze media literacy including the various mediums: print media, still

photography, radio/audio, television/film, and the internet in reading and content area

subject areas?

Our District Media Supervisor is working with the media specialists regarding the selection of a

wider variety of mediums that are related to topics of study in various content areas including a

variety of more complex texts to be available for students to read independently and for teachers

to use in instruction. Schools have already responded by changing their reading incentive plans to

require students to read more nonfiction books as part of their AR goals. We are also considering

the use of lexiles rather than AR levels as part of AR programs in order to get students, teachers

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and parents accustomed to the new and more challenging lexile ranges associated with grade

levels in the Common Core State Standards.

In addition, the DBQ Project as mentioned above includes the use of a variety of mediums that

students must analyze in order to answer a critical thinking question in the form of an essay.

5. How will the district facilitate improvement in the intensity of interventions for schools that

are not making academic improvements as determined by student performance data and

confirmed by administrative observations?

The district will facilitate improvement in and intensify interventions for schools not making

academic improvements through frequent monitoring of progress and fidelity reviews and by

working closely with the reading coach (if applicable) and principal on a plan to address academic

improvements. The plan will identify specific areas which may be impeding student progress and

outline strategies or steps that need to be taken to address these areas. The frequency of

monitoring visits will be increased so that the District Reading Specialist may review the progress

and make suggestions to aid in success of the academic improvement plan.

6. How and when will the district provide principals with the information contained in the K-

12 Comprehensive Research-Based Reading Plan?

The district will provide principals with the information contained in the K-12 Comprehensive

Research-Based Reading Plan through a review of the current year's plan during monthly

principals' meetings after the new plan is approved. For most principals, this will be a review of

the plan with a summary of new language during the Principals’ Meeting in July. New principals

will receive an individual session for a complete review the K-12 Reading Plan after that date.

*7. If the district has an elementary school identified on the list of 100 lowest performing

schools, how will the district ensure the provision of an additional hour of intensive reading

instruction beyond the normal school day to meet the needs of their school’s population?

Our district does not contain any of the lowest-performing elementary schools. However, for

many years we have been providing after school instruction at our elementary, middle and high

schools for students scoring below proficiency in reading. We will continue to ensure that our

students in need of additional time in reading are provided with this opportunity.

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

coach for school administrators, teachers, and reading coaches?

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

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

uploaded through the online system. You will find a sample at

https://app1.fldoe.org/Reading_Plans/.

Please be sure to address the following: Florida State Standards implementation, text

complexity, and multi-strategy instructional approaches such as the comprehension

https://app1.fldoe.org/Reading_Plans/Narrative/%20https:/app1.fldoe.org/Reading_Plans/

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instructional sequence.

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

administration, teachers, and the coach. The role of the coach is specified in 1011.62 (9) (c)

3, noting that highly qualified reading coaches specifically support teachers in making

appropriate instructional decisions based on student data, and in improving teacher

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

based on student need.

Variable Chart Last Uploaded:3/10/2014 5:01:18 PM

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

district for the 2013-14 school year?

Sumter County had three reading coaches for the 2013-2014 school year.

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

will be serving the district for the 2014-15 school year?

For the 2014-15 school year, the number of reading coaches will remain at three.

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

reading coaches?

The Personnel Department will continue to purchase recruitment materials and travel to

universities and career fairs for recruitment purposes. The department utilizes the Internet to

advertise job openings with teacher vacancies being transferred to the Great Florida Teach-In

recruitment website to create greater visibility. In addition, teacher vacancies are posted on the

Teachers-Teachers website thanks to a paid subscription offered by Florida DOE. In March 2006,

the Sumter County School Board approved a contract with SearchSoft Solutions to provide an on-

line application.

The personnel staff and principals continue to assist new teachers in finding housing and

employment for spouses. New recruits are provided Sumter County maps, newspapers, and realty

brochures. The personnel staff works with mortgage and housing rental agencies providing

necessary schedules and employment verifications.

The Sumter School District will continue to promote online classes for Competencies 1 -4 and

provide Competency 5 locally for enabling teachers to earn the reading endorsement in one school

year. The district will also recognize and support completion of the ABCTE reading professional

certificate. Transfer credit from colleges/universities and from Florida school districts will also be

reviewed for applicability in satisfying requirements.

12. How will the district determine allocation of reading coaches based on the needs of schools?

Coaches will be allocated to schools on a priority basis using the percentages of students below

proficiency level on the state adopted assessment. The number of students and teachers at each

school will also be considered as a factor in deciding which schools get reading coaches.

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6

1. How are Reading Leadership Teams used to create capacity of reading knowledge within the

school and focus on areas of literacy concern across the school?

Please consider focusing on the following items:

Support for Text Complexity

Support for Instructional Skills to Improve Reading Comprehension

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

central to lessons.

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

Developing and asking text dependent questions from a range of question types.

Emphasizing students supporting their answers based upon evidence from the text.

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

The team will be formed during the first few weeks of school after the principal and reading coach

have a chance to decide about membership of this team. The principal will select team members by

choosing a variety of teachers that are knowledgeable and that represent the school best in regards

to reading issues. The team should consist of educational leaders, the reading coach or literacy

coach, content area and/or grade level teachers, special area teachers and the media specialist. The

team may also consist of community members, parents and students.

The principal should ensure continuance of the Reading Leadership Team through regular (no

fewer than four) meetings. A schedule for regular articulation will be developed by the Reading

Leadership Team at the beginning of the school year. A meeting log will be kept by the reading

coach (if applicable), or the curriculum coordinator/literacy coach.

The team will focus on all matters that are related to reading. However, every agenda will contain

the following topics and the progress on each item will be discussed by the team at each meeting:

1) Support for Text Complexity – (What are we doing to ensure that our teachers get support on

how to choose complex texts and to ensure that we have them available at our school?)

2) Support for Instructional Skills to Improve Reading Comprehension – (What are we doing to

ensure that the following steps are being taken at this school?)

• Ensuring that text complexity along with close reading and rereading of texts is central to lessons.

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

• Developing and asking text dependent questions from a range of question types.

• Emphasizing students supporting their answers based upon evidence from text.

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

District: Sumter

Leadership: School Level

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

These changes should occur in conjunction with the School Improvement Plan at each school, which

may be found at: http://www.www.flsiponline.com.

http://www.flsiponline.com/

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*2. How does the reading coach provide professional learning opportunities for the following?

Elementary & Secondary:

All instructional staff?

Reading intervention teachers?

Guidance counselors, including the facilitation of reading intervention services?

Reading coaches will provide regular (no less than monthly) professional development at the

schools based on the needs of the students/teachers at that school. In addition, all coaches will

include as part of their Professional Development Plans/Schedules the following trainings with

their teachers:

• Text complexity, Implementation of the Florida Standards in Literacy, and Close Reading with

text dependent questions for all teachers

• Training with reading intervention teachers to include a study of our initiative with flexible

grouping and literacy centers

• Training with reading intervention teachers to include a study of our initiative involving extended

reading of nonfiction passages with text dependent questions (What methods of scaffolding are

they using? What additional support is needed, etc.?)

• Training with guidance counselors regarding the placement of reading intervention students.

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

For schools without a reading coach, the District Reading Specialist will provide the training.

4. All students should have regular access to grade level appropriate text. How are texts

reviewed and selected for complexity? How are 'stretch texts' provided and appropriately

used in all courses/grades, particularly in reading intervention?

The Sumter County School District has already initiated training for teachers in methods for

assessing text complexity. There will be ongoing training of this nature during the 2014-15 school

year since it is a difficult concept to understand. This training will be modified based on needs of

the teachers as identified by the District Reading Specialist and the reading coaches.

Teachers will be trained on the three-part model involved in measuring text complexity

(Quantitative, Qualitative and Reader & Task Considerations). They will learn about tools that

they can use to determine the appropriate text difficulty ranges (such as Lexile, Flesch Kincaid

and/or Reading Maturity). Teachers will learn about the qualitative features that have to be

considered when choosing texts.

Teachers will learn to use the Qualitative Dimensions of Text Complexity Chart or Rubric with

anchor texts to do some text scoring exercises which will help teachers get aligned in their thinking

about texts. Teachers will learn that professional judgment, experience and knowledge will have to

be employed to use the third rating as it will depend on what they know of their students and the

particular tasks involved in the use of the texts.

Our initial trainings have already brought about discussions regarding a need to reexamine the

alignment of novel sets that are used at the various grade levels. We will continue that process in

8

the coming year and during the process, we will provide “stretch texts” in all courses/grades by

ensuring that adequate numbers of text selections are available at the upper range of each grade

band.

At the elementary level, our teachers are exposing students to on-grade level and instructional level

texts through the teacher-led centers where they can assist students who are struggling and find out

how they need help. The “Extended Reading Passages” are on grade level and are used with all

students to help build their endurance.

At the secondary level, our Intensive Reading teachers are ensuring that our students are reading

grade level texts through program entitled Achieve 3000 which features nonfiction articles every

day and can be delivered to students either at the reading level or set by the teacher for on-grade

level. Students may read the article at their own levels independently at least at the beginning of

the year. For those students who are not on grade level, the teachers use the grade level texts in the

teacher-led center so that it can be scaffolded and in another center the students are asked to

respond in writing to a thought question that comes with it. By the end of the year, students are

better prepared to read and respond to the grade level texts independently.

*5. How will the principal ensure that vocabulary and comprehension instruction builds student

capacity to successfully engage in close reading so that the amount of close reading

instruction can increases across the school day?

Each principal will lead the school’s Reading Leadership Team in developing a Literacy Plan that

will be a part of the school’s Academic Growth Plan for her/his school that outlines goals for how

reading will be increased inside and outside the school and how the school will provide incentives

to achieve those goals.

For instance, the goal might be to increase the number of Accelerated Reader points attained by the

entire school and it might outline different incentives that will be provided to students at various

levels of point achievement.

The plans should also include areas of focus in reading for the school such as vocabulary and

comprehension. Other goals that have recently been added to schools' incentive plans/requirements

are for students to read a nonfiction book for every fiction book that is read. Schools should also

add a goal about close reading and text dependent questions.

Teachers and administrators have begun discussions about adding writing assignment and/or other

culminating project requirements to the AR Incentive Plans. There was also discussion about

requiring students to first write about the book before taking the AR quiz which contains only low

level questions. In the Sumter School District we want our students to move to a deeper

understanding of what they have read through the use of activities and assignments in all of the

levels of Bloom's Thinking processes and questions from all of the DOK levels.

6. For schools identified as one of the 100 lowest performing elementary schools, how will

schools level leadership ensure that intensive reading instruction during the additional hour

of instruction meets the following characteristics outlined in Section 1011.62(1)(f), Florida

Statutes?

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The intensive reading instruction delivered in this additional hour shall include:

research-based reading instruction that has been proven to accelerate progress of

students exhibiting a reading deficiency;

differentiated instruction based on student assessment data to meet students’ specific

reading needs;

explicit and systematic reading development in phonemic awareness, phonics, fluency,

vocabulary, and comprehension, with more extensive opportunities for guided

proactive, error correction and feedback; and,

the integration of social studies, science, and mathematics text reading, text

discussion, and writing in response to reading.

In Sumter County, there are no schools that have been identified as one of the 100 lowest

performing elementary schools. However, we have consistently provided after school and summer

school programs for the students who are not proficient for many years and plan to continue this

practice as long as funds allow.

The principals at our schools will monitor the after school intensive reading programs to ensure

that the teachers of the programs are using the prescribed reading intervention programs that have

been outlined in this K-12 Reading Plan. The programs used in Sumter have been selected for their

research-base which has proven them to accelerate progress of students exhibiting reading

deficiencies.

In addition, all of Sumter's reading teachers have had training in flexible grouping and are

expected to employ the strategies of that training. The training outlined for teachers how to use

student data that is available to them to group students by their needs and to work out a system of

rotation so that they see the students with the greatest needs on a more frequent, small group basis.

With the students grouped by their needs, the teacher can be more focused in approaching the

specific needs of the students. The small groups can get that explicit and systematic instruction

guided by the teacher as well as opportunities to practice the skills in other settings such as the

writing station or Achieve 3000/Successmaker computer stations. Principals will monitor their

intensive reading programs to ensure that flexible grouping is being used appropriately in their

schools.

Our students will continue to receive extensive opportunities for the integration of social studies,

science, and math text reading through our use of "Extended Reading Passages" (elementary) and

Achieve 3000 (secondary). In both cases, the goal is to have students read more non-fiction texts

from the various content areas, respond to questions based on the texts and to respond in writing to

these texts. Principals will ensure that "Extended Reading Passages" and Achieve 3000 are being

used appropriately in their schools for the after school programs.

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District: Sumter

Professional Development

Professional development for all teachers, coaches and administrators must be provided to ensure

that all district educators are grounded in the essential components of reading instruction.

Providers of professional development (internal and external) must base training in reading

instruction on scientifically-based reading research. Professional development options must be

provided to address the following:

Implementation of all instructional materials, all reading programs, and strategies based

on scientifically-based reading research, including early intervention, classroom reading

materials, and accelerated programs. Immediate intensive intervention (iii) should also be

addressed.

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

assessments, as well as other procedures that effectively identify students who may be at

risk of reading failure or who are experiencing reading difficulties.

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

of knowledge grounded in scientifically-based reading research and must be in alignment with

the Learning Forward and Florida's Professional Development System Evaluation Protocol.

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

growth based on student achievement data, professional development must be individualized.

All teachers, paraprofessionals and substitutes, and even mentors can benefit from differentiated

professional development – providing more information for less experienced teachers and

advanced activities for those who are at a mentor level.

1. Provide the district professional development schedule for ALL reading professional

development, including those funded through the FEFP and non-FEFP reading allocation,

for the 2014-2015 school year through Chart A. This chart will be completed through the

web based system. Repeat this process within the application as many times as necessary

for each professional development offering in reading offered by your district. ALL

Reading Endorsement professional development offerings should be described in Chart A

and should reflect courses that are aligned with the 2011 Reading Endorsement. Delete

charts that reference old courses as they should no longer be offered. Address the Reading

Endorsement professional development first in your charts. To create and edit all

professional development charts for Chart A, use the link provided within this section

online. Please Indicate whether you are accepting a previously approved chart or

creating/revising a new chart by clicking the appropriate radio button on Chart A.

Chart A

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

school level?

Professional Development provided to district supervisors will in turn delivered to the following

groups who will then deliver at the schools:

Reading coaches

Reading resource teachers

http://learningforward.org/standards#.UxX1Jxgo670

http://www.fldoe.org/profdev/pdstandards.asp

https://app1.fldoe.org/Reading_Plans/Narrative/ProfessionalDevelopment.aspx

11

School leadership teams

School administrators

In addition, the PD that district supervisors get will be transferred to the schools using the

following methods:

District-wide professional development days

The District Reading Specialist will work closely with the reading coaches and/or

designated reading department teachers to coordinate and/or deliver professional

development.

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

follow up on literacy professional development (e.g., Florida Standards implementation,

text complexity, comprehension instructional sequence, close reading, etc.)?

Sumter County School District will employ the following to ensure that administrators and

reading/literacy coaches provide follow up on literacy professional development:

• Attendance at professional development offerings

• Review of agendas

• Collection of sign-in sheets

• PLC’s schedules submitted by each school site

• Lesson Study groupings and schedules submitted by each school site

• The District Reading Specialist will work closely with the reading coaches and/or designated

reading department teachers to coordinate and/or deliver professional development.

• The reading coaches and the District Reading Specialist will continue to provide professional

development on the Florida Standards along with Comprehension Instruction Sequence

professional development to all content areas. We will continue to provide updates and offer

professional development on text-dependent instruction for our teachers.

3. Does your district offer Next Generation Content Area Reading Professional Development

(NGCAR-PD)?

NGCAR-PD is available in all of our secondary schools because we sent staff to the train-the-

trainer professional development that was offered during the train-the-trainer professional

development offered during the summer of 2010-11. All of our secondary reading coaches were

trained as well as several content area teachers. The schools that offer the course are: South

Sumter Middle, South Sumter High School and Wildwood Middle High. We have found that

very few of our teachers are interested in this opportunity once they find out the number of hours

required to complete it. However, we will continue to promote it. We have not been able to get

our trainers through the requirements they need to get the certificate because we are unable to

find a group for them to train in order to satisfy this. We will try again this coming year.

4. How is your district building capacity through NGCAR-PD to provide reading

intervention in content area classes for secondary students in need of reading intervention

per Florida Statutes 1003.4156, 1003.428, and 1003.4282?

NGCAR-PD is available in all of our secondary schools because we sent staff to the train-the-

trainer professional development that was offered during the train-the-trainer professional

development offered during the summer of 2010-11. All of our secondary reading coaches were

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trained as well as several content area teachers. The schools that offer the course are: South

Sumter Middle, South Sumter High School and Wildwood Middle High. We have found that

very few of our teachers are interested in this opportunity once they find out the number of hours

required to complete it. However, we will continue to promote it. We have not been able to get

our trainers through the requirements they need to get the certificate because we are unable to

find a group for them to train in order to satisfy this. We will try again this coming year.

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

Professional Development (NGCAR-PD)?

Sumter County School District will continue to promote and support the implementation of

NGCAR-PD by recommending it as a way to make planning the master schedule easier for

principals and as a way for content area teachers to ensure they are more employable. If any

teachers express an interest in getting this PD, the district will find a way to make it happen.

6. Please list and describe the professional development that teachers will receive to support

research-based content area literacy practices within English/Language Arts,

History/Social Studies, Science, and Technical Subjects.

The District Reading Specialist will work closely with the reading coaches and/or designated

reading department teachers to coordinate and/or deliver professional development ensuring that

our teachers get more training with the Florida Standards, are able to use text-based instruction,

and that they know how to instruct students using close reading.

In addition, our district has implemented the DBQ Project which will incorporate the use of text-

based evidence to answer questions in an essay format. The project involves training for all

teachers involved (Grades 4-8 social studies and World History and U.S. History). Then, once

the teachers have completed the first DBQ, the trainer is scheduled to come back for a follow-up

training. We will provide for new teacher training along with more follow-up on the writing for

the DBQ Project.

In addition, we plan to have professional development this summer with Core Connections

which is training on how to implement the ELA Florida Standards.

We also have scheduled for the Common Core Institute to come to our district and provide some

further training with text-dependent questions, using the deconstructed standards and depth of

knowledge to plan lessons for K-12 teachers.

7. Does your district conduct transcript reviews of college coursework for application

towards the District Add-On Reading Endorsement?

The Sumter School District is prepared to conduct reviews of college coursework for application

towards the District Add On Reading Endorsement, however, has had limited inquiries.

13

District : Sumter

Professional Development in Reading

Chart is Identical to Previous Approved Version New or Revised Chart

Chart A: Grade Level

Elementary School

Middle School

High School

Name of Professional Development:

Implementation of New Reading Programs into the Classrooms

Information about the delivery model:

Who will provide the professional development?

Representatives from Publishers

Who is the targeted audience for the professional development?

Teachers/coaches who have not had this training.

How will the professional development be delivered?

In a classroom setting.

What is the length of the professional development?

Varies

Professional Development in Assessment and the Five Components of Reading

Phonemic Awareness

Phonics/Words Analysis

Fluency

Vocabulary

Comprehension

Assessment

Other

Other

Other

Evidence of Scientific Basis

Just Read, Florida! Developed or Approved

(Including FLaRE, Reading First PD, NEFEC, FCRR)

DOE Developed

Favorable Review by FCRR

Name of Researcher or Name of Scientific Study

Report of the National Reading Panel

Preventing Reading Difficulties in Young Children

University of Oregon (DIBELS)

14

USDOE Developed ~ Put Reading First

Other

Other

Other

Follow-up provided by:

Reading Coach

Reading Coach may provide assistance through side-by-side coaching, modeling, or

conferencing if requested by teacher or principal.

Mentor Teacher

Principal

Ongoing follow-up from principal through walk-throughs.

Assistant Principal

Assistant Principal will follow up with teachers to ensure their understanding and to see if

further training necessary.

District Staff

Ongoing follow-up from Reading Specialist, Director of Elementary and/or Director of

Secondary

Publisher

Contracted Follow-up

FLaRE Coordinator

Reading First PD Coordinator

Other

Other

Other

15

District : Sumter




Elementary School

Middle School

High School


Training Targeting One of Five Components of Reading (Depends upon needs of teachers)



Reading Coaches and/or District Reading Specialist


Teachers/coaches in need of particuluar professional development.


May vary.


May vary.


Phonemic Awareness


Fluency

Vocabulary

Comprehension

Assessment

Other

Other

Other




DOE Developed






16


Other

Other

Other


Reading Coach

Follow up by coach if applicable. Coach may conference, model or assist teacher in planning.

Mentor Teacher

Principal

Principal will identify areas of need as determined by student performance data and feedback

from teachers.

Assistant Principal



District Staff

On going follow-up with District Reading Specialist regarding PD needs.

Publisher


FLaRE Coordinator

On going follow-up with FLaRE Coordinator regarding PD needs.


Other

Other

Other

17

District : Sumter




Elementary School

Middle School

High School


Flexible Grouping/Literacy Center Development



District Reading Specialist, FDLRS, and/or mentor teachers.


Teachers and coaches in need of flexible grouping/literacy center training.


Various methods (Classroom setting, make and take, videos, etc.)


Varies depending on the needs of teachers.


Phonemic Awareness


Fluency

Vocabulary

Comprehension

Assessment

Other

Other

Other




DOE Developed






18


Other

Other

Other


Reading Coach



Mentor Teacher

Mentor may follow-up with teachers as necessary.

Principal

On-going follow-up by principal and/or curriculum coordinator. Further inservices as necessary.

Assistant Principal



District Staff

On-going follow-up by District Reading Specialist during meetings and through instructional

reviews.

Publisher


FLaRE Coordinator


Other

Other

Other

19

District : Sumter




Elementary School

Middle School

High School


Training for Online Programs - Successmaker and/or Achieve 3000 as needed.



Company Representative


Those teachers, coaches or administrators who need the training or a refresher.


Hands-on in the computer lab.


Varies depending upon needs of teachers.


Phonemic Awareness


Fluency

Vocabulary

Comprehension

Assessment

Other

Other

Other




DOE Developed






20


Other

Achieve 3000 recommended by Learning Focused Solutions creator, Max Thompson.

Other

Other


Reading Coach



Mentor Teacher

May provide assistance to teachers that need help.

Principal

Follow up by prinicpal to see if further training necessary.

Assistant Principal



District Staff

District Reading Specialist and/or Director of Elementary to see if teachers have further needs.

Publisher


FLaRE Coordinator


Other

Other

Other

21

District : Sumter




Elementary School

Middle School

High School


Learning Focused Strategies



Company Consultants and District Trainers


All teachers, coaches and administrators in this district.


May vary


Four six-hour sessions with additional assignments to be done outside classroom. Other sessions

such as review or summary sessions may only be for one hour or one and a half hours.


Phonemic Awareness


Fluency

Vocabulary

Comprehension

Assessment

Other

Other

Other




DOE Developed



Robert Marzano and MCREL research in models of learning and strategy use



22



Other

Dimensions of Learning - ASCD, 1992

Other

Classroom Instruction That Works - ASCD, 2001

Other


Reading Coach



Mentor Teacher

Principal

Principal will follow up by checking progress in use of strategies in classroom.

Assistant Principal

Assistant principal will follow up by checking progress in use of strategies in classroom.

District Staff

District staff will follow up by checking progress and providing further training if necessary.

Publisher


FLaRE Coordinator


Other

Consultants or District trainers will follow up through conferencing.

Other

Other

23

District : Sumter




Elementary School

Middle School

High School


Learning Focused Strategies Mini-Lessons



District Trainers


Teachers, Coaches and Administrators that are in need of the training.


Face to face.


Typically 30 to 45 minutes before or after school.


Phonemic Awareness


Fluency

Vocabulary

Comprehension

Assessment

Other

Writing

Other

Differentiated Assignments

Other

Extended Thinking (Higher Level Thinking)




DOE Developed



Max Thompson




24


Other

USDOE studies on exemplary schools

Other

Other


Reading Coach



Mentor Teacher

Mentor teacher may provide assistance if a teacher needs assistance in an area where they are a

mentor.

Principal

Principal will follow up with those trained to see that they share information from training.

Assistant Principal



District Staff

Coaches and/or principals will let Reading Specialist know about need of additional training.

Publisher


FLaRE Coordinator


Other

Other

Other

25

District : Sumter




Elementary School

Middle School

High School


SRA Corrective Reading (Decoding or Comprehension)



Company Representative or User Expert


Intensive Reading teachers using the SRA Program or coaches that would like to know more

about the program.


Face to face


Depends upon the needs of the teachers and coaches


Phonemic Awareness


Fluency

Vocabulary

Comprehension

Assessment

Other

Other

Other




DOE Developed





26



Other

Other

Other


Reading Coach



Mentor Teacher

Principal

Assistant Principal

District Staff

Reading Specialist will follow up with teachers to see if further training necessary.

Publisher


FLaRE Coordinator


Other

Other

Other

27

District : Sumter




Elementary School

Middle School

High School


SRA Placement Testing



User Experts


Teachers, coaches or aides who administer placement testing.


One-on-one or group instruction depending upon needs.


One to two-hour sessions.


Phonemic Awareness


Fluency

Vocabulary

Comprehension

Assessment

Other

Other

Other




DOE Developed






28


Other

Other

Other


Reading Coach



Mentor Teacher

Principal

Ongoing follow up by principal to see if teacher needs additional training.

Assistant Principal



District Staff

Reading Specialist will follow up with coaches to see if further training necessary.

Publisher


FLaRE Coordinator


Other

Other

Other

29

District : Sumter




Elementary School

Middle School

High School


CARS - Content Area Reading Strategies (District Professional Development provided by

Reading Coaches & Reading Specialist)



Reading Coaches and/or Reading Specialist


All teachers and administrators


In a classroom setting, through modeling, and through assistance in the form of coaching for

teachers to use in the classrooms.


Ongoing


Phonemic Awareness


Fluency

Vocabulary

Comprehension

Assessment

Other

Data Analysis

Other

Other




DOE Developed




30




Other

Other

Other


Reading Coach



Mentor Teacher

Mentor teacher may be utilized to help teachers in strategy use.

Principal

Principal will ensure that coach delivers PD on a regular basis and spends most of time working

with teachers in regards to this instruction.

Assistant Principal



District Staff

Reading Specialist will follow up with coach through visits and a review of PD schedule to

ensure that this PD is taking place at the schools.

Publisher


FLaRE Coordinator


Other

Other

Other

31

District : Sumter




Elementary School

Middle School

High School


READ 180



Scholastic Consultants


New Teachers of READ 180 or as needed


Face to face or in classroom setting


six hours for initial and several hours for classroom coaching


Phonemic Awareness


Fluency

Vocabulary

Comprehension

Assessment

Other

Other

Other




DOE Developed






32


Other

Other

Other


Reading Coach



Mentor Teacher

Principal

Ongoing follow up by principal to see if teacher needs additional training.

Assistant Principal

Ongoing follow up by assistant principal to see if teacher needs additional training.

District Staff

On-going follow-up by District Reading Specialist during meetings and through instructional

reviews.

Publisher


Consultants to follow-up if teachers need additional training.

FLaRE Coordinator


Other

Other

Other

33

District : Sumter




Elementary School

Middle School

High School


Reading Competency Two - Foundations of Research-Based Practices (Lake Sumter State

College) - Any State Approved Course



Instructors at LSSC


Teachers/coaches who want or need a reading endorsement or would like more information

about reading.


Through a combination of in-class hours and out-of-class assignments


One semester


Phonemic Awareness


Fluency

Vocabulary

Comprehension

Assessment

Other

Other

Other




DOE Developed




34




Other

Other

Other


Reading Coach

Reading coach may provide assistance through side-by-side coaching, modeling, or


Mentor Teacher

Principal

Ongoing follow-up by principals using walk-throughs and to see that teacher has finished class if

required by teaching assignment.

Assistant Principal

Ongoing follow-up by assistant principals using walk-throughs and to see that teacher has

finished class if required by teaching assignment.

District Staff

Publisher


FLaRE Coordinator


Other

Other

Other

35

District : Sumter




Elementary School

Middle School

High School


Reading Competency One - Foundations of Language and Cognition (NEFEC - FOLAC)



NEFEC Instructors



about reading


Through a combination of online communication and assignments.


60 hours


Phonemic Awareness


Fluency

Vocabulary

Comprehension

Assessment

Other

Other

Other




DOE Developed





36



Other

Other

Other


Reading Coach

Reading coach may provide assistance through side-by-side coaching, modeling , or


Mentor Teacher

Principal

Ongoing follow-up by principal using walk-throughs and to see that teacher has finished class if

required for teaching assignment.

Assistant Principal

Ongoing follow-up by assistant principal using walk-throughs and to see that teacher has

finished class if required for teaching assignment.

District Staff

Publisher


FLaRE Coordinator


Other

Other

Other

37

District : Sumter




Elementary School

Middle School

High School


Reading Competency Two - Foundations of Research-Based Practices (NEFEC)



NEFEC Instructors



about reading


Through online communication and assignments


60 hours


Phonemic Awareness


Fluency

Vocabulary

Comprehension

Assessment

Other

Other

Other




DOE Developed





38



Other

Other

Other


Reading Coach



Mentor Teacher

Principal

Ongoing follow-up by principals using walk-throughs and to see that teacher has finished class if

required for teaching assignment.

Assistant Principal

Ongoing follow-up by assistant principals using walk-throughs and to see that teacher has

finished class if required for teaching assignment.

District Staff

Publisher


FLaRE Coordinator


Other

Other

Other

39

District : Sumter




Elementary School

Middle School

High School


Reading Competency Three - Foundations of Assessments (NEFEC - ADAPT)



NEFEC Instructors


Teachers/Coaches who want or need a reading endorsement or would like more information

about reading.


Through online communication and assignments


60 hours


Phonemic Awareness


Fluency

Vocabulary

Comprehension

Assessment

Other

Data Analysis

Other

Other




DOE Developed





40



Other

Other

Other


Reading Coach



Mentor Teacher

Principal



Assistant Principal



District Staff

Publisher


FLaRE Coordinator


Other

Other

Other

41

District : Sumter




Elementary School

Middle School

High School


Reading Competency Four - Foundations/Applications of Differentiated Instruction (NEFEC -

FADI)



NEFEC Instructors


Teachers/coaches who need reading endorsement or who want more information about reading.


Through online communication and assignments.


60 hours


Phonemic Awareness


Fluency

Vocabulary

Comprehension

Assessment

Other

Action Research

Other

Other




DOE Developed





42



Other

Other

Other


Reading Coach

Reading coach may provide assistance through side-by-side coaching, modeling or conferencing

if requested by teacher or principal.

Mentor Teacher

Principal



Assistant Principal



District Staff

Publisher


FLaRE Coordinator


Other

Other

Other

43

District : Sumter




Elementary School

Middle School

High School


Reading Compentecy Four - Foundations/Applications of Differentiated Instruction (FDLRS-

ESE)



FDLRS Instructors


Teachers/coaches who need a reading endorsement or who want more information about reading


Through a combination of in class and outside assignments.


60 hours


Phonemic Awareness


Fluency

Vocabulary

Comprehension

Assessment

Other

Action Research

Other

Other




DOE Developed





44



Other

Other

Other


Reading Coach



Mentor Teacher

Principal



Assistant Principal



District Staff

Publisher


FLaRE Coordinator


Other

Other

Other

45

District : Sumter




Elementary School

Middle School

High School


Reading Competency Five - Demonstration of Accomplishment (District)



District Instructors


Teachers/coaches who need a reading endorsement or who want more information about

reading.


Through a combination of class time and outside assignments.


60 hours


Phonemic Awareness


Fluency

Vocabulary

Comprehension

Assessment

Other

Action Research

Other

Case Study

Other




DOE Developed





46



Other

Other

Other


Reading Coach



Mentor Teacher

Principal

Ongoing follow-up by principal using walk-throughs and to see that teacher has finished class

successfully if required by teaching assignment.

Assistant Principal


finished class successfully if required by teaching assignment.

District Staff

District Reading Specialist and Director of Staff Development will follow-up to see who has

completed class successfully.

Publisher


FLaRE Coordinator


Other

Other

Other

47

District : Sumter




Elementary School

Middle School

High School


LANGUAGE! Training



The publisher


High School Reading Teachers who will use the program and who haven't had the training.


Face to face in a classroom setting.


Three days


Phonemic Awareness


Fluency

Vocabulary

Comprehension

Assessment

Other

Other

Other




DOE Developed






48


Other

Other

Other


Reading Coach

Reading Coaches will follow-up to see if teachers need further training or support from the

publisher.

Mentor Teacher

Principal

Principals will follow-up to ensure that teachers have what they need to use the program.

Assistant Principal

Assistant Principals will follow-up to ensure that teachers have what they need to use the

program.

District Staff

District Reading Specialist will follow-up to ensure that teachers are using the program with

fidelity and to see if further training necessary.

Publisher

Publisher may need to conduct follow-up visits if part of the contract.


Sopris West has agree to come back for two site visits to assist teachers.

FLaRE Coordinator


Other

Other

Other

49

District : Sumter




Elementary School

Middle School

High School


Hampton-Brown, The Edge



The publisher


High School reading teachers who will be using the program and have not had the training.


Face to face in a classroom setting.


1 day


Phonemic Awareness


Fluency

Vocabulary

Comprehension

Assessment

Other

Other

Other




DOE Developed






50


Other

Other

Other


Reading Coach

Reading Coach will follow up to ensure that teachers have everything necessary to use the

program.

Mentor Teacher

Principal

Principals will follow up to ensure that teachers have what is necessary to use the program.

Assistant Principal

Assistant Principals will follow up to ensure that teachers have what is necessary to use the

program.

District Staff

District Reading Specialist will follow up to see if teachers have everything necessary for

teaching the program including any additional training.

Publisher


FLaRE Coordinator


Other

Other

Other

51

District : Sumter




Elementary School

Middle School

High School


FAIR Training for Elementary Teachers (K)



Elementary Master Trainers


Teachers who will be using the FAIR with their students.


Classroom or lab setting, face to face


K & 1st grade - 12.5 hours


Phonemic Awareness


Fluency

Vocabulary

Comprehension

Assessment

Other

Other

Other




DOE Developed






52


Other

Other

Other


Reading Coach

Reading Coaches will assist or conduct trainings.

Mentor Teacher

In some cases, mentor teachers will be the trainers or may give individual assitance to teachers

who need further training.

Principal

Principals will ensure that teachers have enough training to administer the testing.

Assistant Principal

Assistant Principals will ensure that teachers have enough training to administer the testing.

District Staff

District Reading Specialist will follow-up and/or assist to ensure that teachers have enough

training to administer testing.

Publisher


FLaRE Coordinator


Other

Other

Other

53

District : Sumter




Elementary School

Middle School

High School


AR/Renaissance Learning



Company Representatives


Teachers, Lab Managers or Administrators who need this training


In a lab setting


Varies


Phonemic Awareness


Fluency

Vocabulary

Comprehension

Assessment

Other

Other

Other




DOE Developed






54


Other

Other

Other


Reading Coach

Follow up by reading as necessary to see if further training needed.

Mentor Teacher

Principal

Follow up by principal to see if further training needed.

Assistant Principal

Follow up by assistant principal to see if further training needed.

District Staff

Publisher


FLaRE Coordinator


Other

Other

Other

55

District : Sumter




Elementary School

Middle School

High School


Florida Standards Training



District Curriculum Specialist


Reading/ELA Teachers


Face to face


Varies depending on time available - 1/2 day to 1 hour


Phonemic Awareness


Fluency

Vocabulary

Comprehension

Assessment

Other

Other

Other




DOE Developed






56


Other

The Common Core Institute

Other

Other


Reading Coach

Reading Coach will follow up with teachers for understanding and to see if further training

necessary.

Mentor Teacher

Principal

Principal will follow up with teachers to ensure their understanding and to see if further training

necessary.

Assistant Principal



District Staff

District Reading Specialist will monitor through fidelity walk-throughs and through meetings

with reading coaches reading departments to see if teaches understand or if further

training/clarification is necessary.

Publisher


FLaRE Coordinator


Other

Other

Other

57

District : Sumter




Elementary School

Middle School

High School


Comprehension Instructional Sequence



District Reading Specialist and Reading Coaches


6-12 Teachers


Face-to-face instruction


1 day


Phonemic Awareness


Fluency

Vocabulary

Comprehension

Assessment

Other

Other

Other




DOE Developed






58


Other

Other

Other


Reading Coach


necessary.

Mentor Teacher

Principal


necessary.

Assistant Principal



District Staff




Publisher


FLaRE Coordinator


Other

Other

Other

59

District : Sumter




Elementary School

Middle School

High School


Reading Block (90 minute or 45 minute) - Components and Time Management



District Reading Specialist and/or Teachers (mentors - exemplary teachers in the content)


New teachers/coaches and/or those unsure of how to implement the reading block.


On-site in a classroom type setting.


One to two hours depending on the needs of the teachers.


Phonemic Awareness


Fluency

Vocabulary

Comprehension

Assessment

Other

Other

Other




DOE Developed






60


Other

Other

Other


Reading Coach


conferencing if determined by principal and/or coach that teacher needs assistance.

Mentor Teacher

Principal


necessary.

Assistant Principal

District Staff




Publisher


FLaRE Coordinator


Other

Other

Other

61

District : Sumter




Elementary School

Middle School

High School


Achieve 3000



Achieve 3000 trainer/representatives


Secondary teachers who need the updated information and information about to use the program

for different purposes.


Face-to-face and in some cases in a lab setting.


Varies depending on the content to be delivered. (1 hour up to 2.5 hours)


Phonemic Awareness


Fluency

Vocabulary

Comprehension

Assessment

Other

Writing in response to a text.

Other

Reading non-fiction texts.

Other

Skill building




DOE Developed





62



Other


Other

Other


Reading Coach


necessary.

Mentor Teacher

Principal


necessary.

Assistant Principal



District Staff




Publisher


FLaRE Coordinator


Other

Other

Other

63

District : Sumter




Elementary School

Middle School

High School


Teachscape - ELA and Literacy



This a computer-based program that delivers short video segments to teachers in various areas.


Teachers at all grade levels


Via short video segment


The video segments average about 15 minutes.


Phonemic Awareness


Fluency

Vocabulary

Comprehension

Assessment

Other

Other

Other




DOE Developed






64


Other

Other

Other


Reading Coach

Reading Coach may follow up with side-by-side coaching, modeling or conferencing.

Mentor Teacher

Principal

Principal will follow up to ensure that teachers complete assigned PD.

Assistant Principal

District Staff

Publisher


FLaRE Coordinator


Other

Other

Other

65

District : Sumter




Elementary School

Middle School

High School


The DBQ Project



Trainers from the company will provide the preliminary training and follow-up training.


Social Studies teachers at grades 4 - 11.


Face to face training in a classroom setting.


full day


Phonemic Awareness


Fluency

Vocabulary

Comprehension

Assessment

Other

Writing Arguments

Other

Other




DOE Developed






66


Other

Other

Other


Reading Coach

Reading coaches will provide assistance to teachers as needed through coaching, modeling, or

location of resources.

Mentor Teacher

Mentor teachers that are especially skilled with DBQ Project could assist other teachers as

necessary.

Principal

Principals will follow-up with teachers to see if they need additional support.

Assistant Principal



District Staff

District Reading Specialist will follow up with teachers when doing instructional reviews to

ensure that teachers have enough support.

Publisher

Company will provide preliminary training.


Follow-up training has already been contracted to be conducted after the administration of the

first DBQ. Additional training may be contracted as necessary.

FLaRE Coordinator


Other

Other

Other

67

District : Sumter




Elementary School

Middle School

High School


Text-Dependent Questions, Deconstructed Standards and DOK levels in Lesson Planning





K-12 Teachers


Face-to-face


1/2 day


Phonemic Awareness


Fluency

Vocabulary

Comprehension

Assessment

Other

Text-dependent questions, knowledge of standards, levels of thinking

Other

Other




DOE Developed






68


Other


Other

Other


Reading Coach

Reading Coach will follow up with teachers to see if further support/training necessary.

Mentor Teacher

Principal

Principal will follow up with teachers to see if further support/training necessary.

Assistant Principal

Assistant Principal will follow up with teachers to see if further support/training necessary.

District Staff

Reading Specialist will follow up with teachers to see if further support/training necessary.

Publisher


FLaRE Coordinator


Other

Other

Other

69

District : Sumter




Elementary School

Middle School

High School


Core Connections - Training on ELA Florida Standards Use



Core Connections


ELA Teachers


Face-to-Face


1 day in the summer and 1 follow-up day during the school year


Phonemic Awareness


Fluency

Vocabulary

Comprehension

Assessment

Other

Writing in response to reading

Other

Close reading of complex texts

Other




DOE Developed






70


Other

Other

Other


Reading Coach

Reading Coach will follow up with teachers to see if further support/training necessary.

Mentor Teacher

Principal

Principal will follow up with teachers to see if further support/training necessary.

Assistant Principal

Assistant Principal will follow up with teachers to see if further support/training necessary

District Staff

Reading Specialist will follow up with teachers to see if further support/training necessary.

Publisher


FLaRE Coordinator


Other

Other

Other

71

District: Sumter

Elementary Student Achievement and Instruction

It is the philosophy of the Just Read, Florida! Office to use scientifically-based reading research

(SBRR), including that found in the National Reading Panel Report (2001) and Preventing

Reading Difficulties in Young Children (1998). Research shows that children benefit from

reading instruction that includes explicit and systematic instruction in skills and strategies and

opportunities to apply those skills and strategies while reading text.

Schools must offer daily classroom instruction in reading in a dedicated, uninterrupted block of

time of at least 90 minutes. All reading instruction is based on the ELA Florida Standards,

individual either the ELA Common Core State Standards or NGSS, student needs, and curricular

guidelines. In addition to, or as an extension of, the 90 minute reading block, the classroom

teacher, special education teacher, or reading resource teacher will provide immediate intensive

intervention (iii) on a daily basis to children as determined by the analyzed results of progress

monitoring and other forms of assessment.

While reading instruction during the reading block explicitly and systematically supports reading

development, reading instruction also needs to relate to the overall English Language Arts

literacy program using both an integrated and interdisciplinary approach:

1. Integrated approach to the language arts strands and skills (reading, writing,

listening, speaking): Schools will integrate opportunities for students to apply the

composite use of these skills they are learning in order to further strengthen their overall

literary development.

2. Interdisciplinary approach: The English Language Arts program needs to attain a

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

This interdisciplinary approach to literacy is based on extensive research that establishes

the need for students to be proficient in reading complex informational text independently

in a variety of content areas in order to be college and career ready by the time they

graduate.

3. Simultaneous use of both approaches: The English Language Arts literacy program

will incorporate the integration of reading, writing, listening, and discussing as students

relate to various interdisciplinary texts during instruction, partner work, and independent

practice.

Using this integrated, interdisciplinary approach requires systematic student engagement in

complex cognitive tasks with a wide variety of different types of texts. Teachers will also need to

incorporate texts of varying levels of complexity into their literacy instruction, providing various

instructional opportunities for students to read, write, discuss, and listen to text for different

specific purposes. This includes but is not limited to focusing on:

new and increasingly more complex text structures (sequence, comparison and/or

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

vocabulary and concepts on social studies and science topics

how to extract information from complex informational text

72

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

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

presentation, or argument

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

independent reading and writing practice to:

o relate to increasingly more complex text structures

o use content-area vocabulary and concepts

o develop fluency and prosody

o strengthen and finish mastering literacy skills and strategies

All students need opportunities to engage in integrated, interdisciplinary instruction with

complex cognitive tasks that challenge them to apply their foundational skills toward high-level

thinking as they relate to complex texts. Availability and access to texts of various types, topics,

and complexity levels is necessary for such instruction to occur. Consequently, districts and

schools will need to consider how they will differentiate challenging learning opportunities for

low-performing and high-performing students alike, ensuring that each student can engage in

various complex cognitive tasks that develop such capacities as:

general and discipline-specific academic vocabulary (oral language/written)

high-level comprehension and critical literary analysis skills (oral/reading)

student question generation, inquiry, and research processes

To operate an integrated and interdisciplinary English Language Arts program that differentiates

student learning needs as well as cognitive challenges, district and school personnel will need to

assess the type, amount, and complexity of the texts locally available for differentiated use in

literacy instruction and independent student reading practice. School and classroom inventory

will need to include a wide range of diverse text that support each of the standards and meet the

instructional needs of all students.

PROVIDING TARGETED INSTRUCTION

State Board Rule 6A-6.053 reflects that the following performance-based flexibility options may

be utilized by districts to provide targeted instruction according to student needs:

Elementary schools meeting all of the following criteria are not required to implement a

Comprehensive Core Reading Program:

A current school grade of an A or B,

AYP in reading met for all subgroups,

90% of students meeting high standards in reading (an FCAT score of Level 3 or above).

For students in grades four and five scoring Level 4 or 5 on FCAT reading, districts should offer

enrichment programs, steeped in content, that continue to develop the child’s reading skills.

These students are not required to receive instruction from a Comprehensive Core Reading

Program, nor are they required to receive 90 minutes of reading instruction.

73

Districts implementing this flexibility must report the reading instruction that will be provided to

these students, including the time allotted for reading instruction in questions 6 and 7.

All information provided in this section should detail how you will meet the reading needs of all

student subgroups identified under No Child Left Behind.

*1. Each district will be given one school user log-in password so that each school may

enter their own information into Chart C by using the web-based template. It is

recommended that districts create a timeline for school users to enter this information

for their school. Districts will be able to review and revise the school based information

before submitting Chart C on April 4, 2014. School level users should select all

applicable adopted reading instructional materials from the lists provided and add any

other materials in the text boxes. Information regarding materials specifically for ESE

and ELL students should be listed in the text box labeled ‘Other.’ To review and edit all

school information for Chart C before submitting, use the link provided within this

section online.

Chart C

2.1 List your Comprehensive Core Reading Programs (CCRP). Comprehensive Core

Reading Programs are the instructional tools used to provide high quality instruction in

K-5 classrooms. Describe how teachers will align instruction in K-2 to meet the Florida

Standards for English Language Arts.

McGraw-Hill Reading Wonders is the Comprehensive Core Reading Program used by all of

Sumter County School District's elementary schools used in the K-5 Classrooms.

Our K-2 teachers will align their instruction to meet the Florida Standards in English

Language Arts through the building of foundational skills such as phonological awareness,

phonemic awareness, phonics, building fluency and learning high frequency words. In

addition, K-2 teachers will focus on building oral vocabulary with students.

Our K-2 teachers will ensure that students have been exposed to and can be successful in

comprehending varying levels of complex text within the grade level band for their grade

level. These teachers will scaffold student learning when it comes to the more complex texts

for that grade level. K-2 teachers will employ close reading of texts with students to ensure

that they are able to think and write about what they are reading. Lastly, K-2 teachers will

include text dependent questioning at varying DOK levels so that students will learn to find

evidence in the text to support their thinking about texts.

2.2 List all research based materials that will be used to provide reading intervention

during the one hour extended day in the event the district has a school identified on the

list of 100 lowest performing elementary schools. Describe how intervention in extended

day will align with reading instruction provided during the school day.

https://app1.fldoe.org/Reading_Plans/Narrative/ChartC.aspx

74

In our district, we will use McGraw-Hill Reading Wonders, Successmaker, Study Island and

flexible grouping in our extended day programs. These programs and structures are what we

use during the school day so it aligns perfectly and is merely an extension of the ELA block.

This will give those students that need more intensive, explicit instruction additional time

with teachers in small group situations.

3. How will your district assure that reading intervention provided to students performing

below grade level addresses both student acceleration and remediation?

Teachers in our district use the Next Generation Learning Focused Solutions (NG LFS)

planning model as our major initiative. This model includes a plan for previewing with

struggling students the upcoming vocabulary and concepts they will be learning in class. It

also includes anticipating the struggle points that students will have in each lesson and

providing an intervention for that anticipated struggle. The NG LFS model also goes further

by requiring teachers to think of their students that will need to be challenged and

anticipating what types of activities can be provided for those students to move them to

where they are capable of performing.

All of our reading teachers are required to use the flexible grouping model as part of their

classroom instruction/design. We require teachers to use data in determining the weaknesses

and strengths of students and to use that information in the formation of their flexible groups.

The group's needs are considered as the teacher sets up centers and decides on what type of

assistance will be offered at the teacher-led center.

The teachers ensure that they see the weakest groups more frequently than those who need

more of a challenge. While the teacher uses more direct, explicit instruction with the weaker

students, those who need challenge can be provided activities that allow them to move

forward in their learning. The groups change on a regular basis based on the formative

assessments that teachers use to ensure that students are getting the concepts that are being

provided more explicitly to them in this setting.

The teacher led center is also the perfect place to use direct instruction with small groups of

students to assist them in working with more complex texts. The teachers will use scaffolding

to help students in understanding complex grade level text and then will gradually release

them as they progress through the school year.

4. Schools must diagnose specific reading difficulties of students who do not meet specific

levels of reading performance as determined by the district school board to determine

the nature of the student's difficulty and strategies for appropriate intervention and

instruction.

Create an Assessment/Curriculum Decision Tree (Chart D1) to demonstrate how

assessment data from progress monitoring and other forms of assessment will be used

to determine specific reading instructional needs and interventions for students in

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grades K-2.

The chart must include:

Name of assessment(s)

Targeted audience

Performance benchmark used for decision-making

Assessment/curriculum connection

An explanation of how instruction will be modified for students who have not

responded to a specific reading intervention with the initial intensity (time and group

size) provided.

* District contacts will create and upload Chart D1 using the link provided within this section

online. There are two samples for Chart D1 (Assessment/Curriculum Decision Tree) located

at https://app1.fldoe.org/Reading_Plans/. Last year's chart is available at your district's public

view page. If your district wishes to use this chart it must be uploaded into this year's plan.

Please upload the desired file

Chart D1 - Elementary Assessment Curriculum Decision Tree Last Uploaded:5/14/2014

3:17:53 PM

5. Schools must diagnose specific reading difficulties of students scoring at Level 1 and

Level 2 on FCAT Reading to determine the nature of the student's difficulty and

strategies for appropriate intervention and instruction.

Create an Assessment/Curriculum Decision Tree (Chart D2) to demonstrate how

assessment data from progress monitoring and other forms of assessment will be used

to determine specific reading instructional needs and interventions for students in

grades 3-5(6).



Targeted audience





size) provided.

* District contacts will create and upload Chart D2 using the link provided within this

section online. There are two samples for Chart D1 (Assessment/Curriculum Decision Tree)

located athttps://app1.fldoe.org/Reading_Plans/. Last year's chart is available at your

district's public view page. If your district wishes to use this chart it must be uploaded into

https://app1.fldoe.org/Reading_Plans/

https://app1.fldoe.org/Reading_Plans/Narrative/NarrativeList.aspx




76

this year's plan. Please upload the desired file.

Chart D2 - Elementary Assessment Curriculum Decision Tree Last Uploaded:3/12/2014

11:31:58 AM

6. How will the district assure that all elementary schools have an uninterrupted 90

minute reading block for core reading instruction, and, as needed, additional time for

immediate intensive intervention (iii)?

Every elementary school is required by the district to provide an uninterrupted reading block

of 90 minutes for the core reading instruction as well as additional time outside the block for

the immediate intensive intervention (iii). Some schools have added an additional 30 minutes

of time to the uninterrupted block since there is now only one course for ELA. The schools

have various methods in place for ensuring the additional time for iii. Some examples of

these include teacher directed instruction in small groups used when other students have

Accelerated Reader time, small group with the teacher while other students are working in

the Successmaker lab, and some students use the PE waiver to provide iii time. Some of the

programs that are utilized for the iii time include Wonderworks - Foundational Reading

Skills Kits, Reading Wonders Leveled Readers, Extended Reading Passages and

Successmaker.

The District Reading Specialist will conduct regular fidelity reviews at the schools to ensure

that the schools have uninterrupted reading blocks with additional time for the iii. The

frequency of the review visits will be based on the number of students who are below

proficiency in reading for each school and whether or not the school is involved in

Differentiated Accountability. In addition, schools are required to submit their finalized

master schedules to the curriculum department and the District Reading Specialist will check

to see whether the 90 minute reading block and the iii time are reflected on each master

schedule.

Teachers will align writing with instruction of the reading skills by having students respond

in writing about texts. Teachers will use more text dependent questions. The texts from the

CCRP and other sources will serve as the basis that students use for demonstrating their skills

on the Florida Standards for Language Arts. Students respond in writing to the Extended

Reading Passages as well as answer the corresponding questions.

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

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

If districts are choosing to implement the flexibility options regarding the 90 minute

reading block provided in the introduction to this section, please include a description

of implementation of these options here.)

Sumter school district regularly conducts training for reading teachers on "Flexible

Grouping" originally through LFS and now through a Mini-training offered by the District

Reading Specialist. The training focuses on how to take the data available to teachers from

various assessments and use it to deliver the best instruction for the needs of individual

students. The training also includes detailed information on what to include in the teacher-led

center with examples of explicit instruction in both the whole group and the teacher-led

77

center. Also provided to teachers through the training are examples of the types of centers

that teachers should include on a regular basis for students and details on how to adjust them

based on the needs of students. All reading teachers in Sumter County regardless of grade

level are expected to use the "Flexible Grouping" model in their classrooms.

In the flexible grouping model, the teacher-led center will be the perfect place for teachers to

use direct instruction and scaffolding of more complex on-grade level texts with students that

need more assistance. The gradual release method will also be incorporated so that students

can gradually become more successful as they progress through the year.

8. In K-5, students in need of an intensive reading intervention should be part of the

instructional core program for activities such as a read aloud, think aloud,

comprehension strategy instruction, and oral language/vocabulary instruction. In small

group teacher directed instruction immediate intensive intervention (iii) should be

provided on a daily basis to children as determined by progress monitoring and other

forms of assessment. In addition to or as an extension of the ninety (90) minute reading

block, instruction in a smaller group size should focus on generalizing the newly

acquired reading skills to progressively more complex text. How will students targeted

for immediate intensive intervention receive services?

Every elementary school is required by the district to provide an uninterrupted reading block

of 90 minutes for the core reading instruction as well as additional time outside the block for

the immediate intensive intervention (iii). Some schools have added an additional 30 minutes

of time to the uninterrupted block since there is now only one course for ELA. The schools

have various methods in place for ensuring the additional time for iii. Some examples of

these include teacher directed instruction in small groups used when other students have

Accelerated Reader time, small group with the teacher while other students are working in

the Successmaker lab, and some students use the PE waiver to provide iii time. Some of the

programs that are utilized for the iii time include Wonderworks - Foundational Reading

Skills Kits, Reading Wonders Leveled Readers, Extended Reading Passages and

Successmaker.

All of the ELA/Reading curriculum maps include a template utilizing at least one complex

longer text along with multiple shorter related texts that may be either literary or nonfiction.

The teachers all use vocabulary in context and comprehension instruction as part of the

Learning Focused Solutions planning model that our district has adopted. The longer, more

complex texts are scaffolded in the iii small group instruction until students can become more

independent or through use of strategies at least experience a level of success with these

texts.

*9. How will teachers provide student access to leveled classroom libraries of both literary

and informational text focused on content area concepts implemented during the 90

minute reading block as a meaningful extension of the foundational skills taught

through the core reading program? Include the following: how these leveled classroom

78

libraries are utilized; how the books will be leveled; and the process for matching

students to the appropriate level of text.

Every classroom in grades K-5 has leveled texts in the classroom library as part of the daily

instruction. The goal of implementing leveled classroom libraries is to maintain balanced

literacy classrooms. The key to a balanced literacy library is diversity. In each classroom

library there will be books of various reading levels and genres (fiction, non-fiction, classics,

adventure, science fiction, fantasy, biography, autobiography and historical fiction). Every

effort will be made to ensure that classroom libraries offer an array of books to engage,

excite, and encourage readers of all age groups and ability levels and that are focused on

content area concepts and to include an increased amount non-fiction selections that align

with Florida Standards percentages.

Teacher groups have been working on the realignment of the classroom libraries based on

what we now know about the more rigorous requirements of the Florida Standards. We will

try to ensure that the levels begin a little higher and extend upward a little higher to match the

newer range of levels that have now been suggested. Some of the books may have to be

shifted between grade levels to provide the "stretch" reading materials that we need at each

grade level.

The CCRP (Reading Wonders) has leveled readers that come with the program making texts

accessible at varying levels. In addition, our ELA/Reading curriculum maps include a

template that utilizes related texts. Every unit contains one lengthy, more complex text along

with multiple shorter related texts at varying levels of complexity.

Students will be matched to text through the Accelerated Reading STAR test and teacher

judgment. The STAR test basically levels students based on their vocabulary knowledge but

additionally our teachers will apply their knowledge of the student to assist in the process.

Student levels will not regress, unless possibly at the beginning of the school year due to

summer loss.

In addition, teachers may use ATOS or Lexile.com in leveling any additional books that need

to be added the classroom libraries.

*10. How will all elementary teachers incorporate reading and literacy instruction into the

various subject areas to extend and build text-based discussions in order to deepen

content-area understandings? Include detail regarding how teachers will address the

Florida Standards in all content classrooms. In addition, describe how content area

texts will be integrated into the 90 minute reading block to address literacy standards.

Each content area teacher will be incorporating the literacy "Skill of the Month" into their

own lessons using mini-lessons to explicitly teach the skills and then have students use the

skill within the content area. All content areas are expected to incorporate the use of writing

within their lessons. The expectation to use writing is a district focus, whether it is

responding to something the students have read in writing, summarizing in writing, or

79

explaining something in writing. All content area teachers have and will receive additional

training on how to create text dependent questions since another expectation for teachers in

our district is to use evidence from the text as part of assignments as well as class

discussions.

An additional goal is to ensure that students are given the opportunity to work with on-grade

level and above texts focused on content-area concepts. Our content area teachers are

expected to incorporate more reading of texts related to their content areas. One way that we

have accomplished this task is through the DBQ project which has students read and analyze

texts related to a topic in order to answer a critical thinking question in the form of an essay.

Another way that our teachers have incorporated other content areas is through

comprehension centers utilizing science and social studies texts.

*11. How will students analyze media literacy including the various mediums: print media,

still photography, radio/audio, television/film, and the internet in reading and content

area subject areas?

ELA/Reading curriculum maps include a template that utilizes related texts based on a

particular topic or theme. Where possible, they also include a variety of mediums that also

relate to the topic or theme of the unit and are included as part of the resources on the maps.

Students will be asked to do close reading and/or analyzing of complex texts which may be

enhanced through the various mediums when available. Students will understand that other

mediums should be considered text as well.

In addition, the DBQ Project involves having students read and analyze texts, pictures,

videos, audio, and any other medium that is related to a particular topic in social studies. The

students use a variety of mediums to answer critical thinking questions about the topic in the

form of an essay.

*12. To strengthen and deepen text comprehension, how will writing from sources be

supported during the 90 minute reading block? Describe how students will have

consistent access to texts that appropriate for researching information.

Writing is a district focus. All content areas are expected to incorporate the use of writing

within their lessons. The expectation is to use writing, whether it is responding to something

the students have read in writing, summarizing in writing, or explaining something in

writing. All content area teachers have and will receive additional training on how to create

text dependent questions since another expectation for teachers in our district is to use

evidence from the text as part of the writing assignments.

Our schools have already been incorporating additional writing during the reading block to

deepen text comprehension. The teachers are using writing before, during and after the

CCRP story selection using the following strategies:

Summary Point Writing

Literature Responses

Questioning-all levels (Bloom's Thinking Processes and DOK levels)

80

Student Reflection Journals

Predicting and checking predictions

Graphic Organizers

Writing about connections in their reading between fiction/nonfiction and poetic

forms/devices

Writing about causes/effects

Writing to compare/contrast

Writing about story elements

In addition, we are currently working to incorporate lengthy writing/research assignments

into every ELA/Reading map as well as shorter writing assignments that are in response to

texts that students have read and analyzed in each unit. Students are required to summarize in

writing after reading each extended reading passage. Writing has been a primary focus on

each elementary campus for the past several years and continues to be our focus for the 2014-

2015 school year.

*13. How will the district and schools provide an altered instructional day as a means of

further increasing instructional intensity for those K-3 students who have received

intensive intervention for 2 or more years, have been retained for a total of two years,

and still demonstrate a reading deficiency? Describe how the altered instructional day

is organized and designed to further intensify instruction and, thereby, meet the

reading needs of these students throughout the school year. FS 1008.25 (6) (b)Students

who have received intensive remediation in reading or English Language Arts for 2 or

more years but still demonstrate a deficiency and who were previously retained in

Kindergarten, grade 1, grade 2, or grade 3 for a total of 2 years. Intensive instruction

for students so promoted must include an altered instructional day that includes

specialized diagnostic information and specific reading strategies for each student. The

district school board shall assist schools and teachers to implement reading strategies

that research has shown to be successful in improving reading among low-performing

readers.

a) Extended Day Program for 2013-2014 - The Extended Day Program for Sumter County

Elementary Schools provided an additional four hours of instruction each week through a

two day per week, two hour per day program during the regular school year. The program

targeted students scoring below 50 percent on the SAT 10 and those who were level two or

below on FCAT Reading for students attending Wildwood Elementary School, Bushnell

Elementary School, Lake Panasoffkee Elementary and Webster Elementary School. The

program will be continued as funding permits.

During this program, students are provided with additional intervention time in reading and

writing. Tutoring and homework assistance are also offered to the students daily. Students

are provided a nutritional snack during the program and transportation home in the

afternoons.

b) After School Programs - After School Programs funded through Title I and SAI may

utilize such activities as mentoring programs, reading/math and/or writing small group skill

practice and/or use of computer programs that build reading/math and/or writing skills. The

81

district determines the criteria for inviting students based on needs and funding availability.

c) Free Tutoring Program - Free tutoring is available at WES, LPES and WWES through

SES for grades K-5.

c) Summer Programs - For this summer, we are considering plans to offer Summer Programs

to K-2 students who score below 45 percent on SAT 10 as well as the 3rd Grade Reading

Camps that are required for students in third grade scoring level one on FCAT Reading.

In the Extended Day and After School Programs and Summer Programs, instruction will be

linked to reading instruction taking place during the school day/year through our district

curriculum maps. The teachers of these programs will include the programs and/or processes

that are used during the regular day ELA block.

In addition, for those students in grades K-3 who have received intensive intervention for 2

or more years and still demonstrate a reading deficiency the school will alter those students

schedule to include additional time in small group directed instruction when the other

students are scheduled to be in the computer lab. These students will get monthly diagnostic

testing using the assessments available to teachers through Reading Wonders and Discovery

Education. The results of the testing will guide the teachers in the instruction for these

students.

14. What supportive reading opportunities will be provided before school, after school, and

during summer school, including mentoring and tutoring? Include criteria for student

eligibility and how these opportunities are linked to reading instruction provided

during the school day?

District and school site designees for the Third Grade Summer Reading Camp must

create a reading camp schedule that facilitates intensive reading intervention for all

third grade students scoring a Level 1 on FCAT 2.0 Reading. The plans for the Third

Grade Summer Reading Camps are due April 4, 2014 for the Just Read, Florida! Office

to review and provide feedback by April 25, 2014. For more guidance on Third Grade

Summer Reading Camps and to submit the district’s Summer Reading Camp Plan,

visit http://www.justreadflorida.com/camps/. Florida Statute 1011.62 has been revised

to recommend Summer Reading Camps for K-2 and 4-5 students. Describe any plans to

offer Summer Reading Camps to this extended group of students.

a) Extended Day Program for 2013-2014 - The Extended Day Program for Sumter County

Elementary Schools provided an additional four hours of instruction each week through a

two day per week, two hour per day program during the regular school year. The program

targeted students scoring below 50 percent on the SAT 10 and those who were level two or

below on FCAT Reading for students attending Wildwood Elementary School, Bushnell

Elementary School, Lake Panasoffkee Elementary and Webster Elementary School. The

program will be continued as funding permits.

http://www.justreadflorida.com/camps/

82

During this program, students are provided with additional intervention time in reading and

writing. Tutoring and homework assistance are also offered to the students daily. Students

are provided a nutritional snack during the program and transportation home in the

afternoons.

b) After School Programs - After School Programs funded through Title I and SAI may

utilize such activities as mentoring programs, reading/math and/or writing small group skill

practice and/or use of computer programs that build reading/math and/or writing skills. The

district determines the criteria for inviting students based on needs and funding availability.

c) Free Tutoring Program - Free tutoring is available at WES, LPES and WWES through

SES for grades K-5.

c) Summer Programs - For this summer, we are considering plans to offer Summer Programs

to K-2 students who score below 45 percent on SAT 10 as well as the 3rd Grade Reading

Camps that are required for students in third grade scoring level one on FCAT Reading.

In the Extended Day and After School Programs and Summer Programs, instruction will be

linked to reading instruction taking place during the school day/year through our district

curriculum maps. The teachers of these programs will include the programs and/or processes

that are used during the regular day ELA block.

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

summer reading camps, and one hour extended day programs.

- Preference will be given to teachers with current teaching experience in the appropriate

grade level.

- Preference will also be given to teachers who have prior success in teaching reading to

struggling readers and who have expertise in tailoring instruction to student needs.

- Preference will be given to those teachers who have either reading certification or a reading

endorsement.

- Certification in appropriate content area required.

*16.1 Which assessments are administered to determine reading instructional needs for the

following students populations:

Non-English speaking ELL?

FAIR, Discovery Education Benchmark Assessments, Reading Wonders Placement Tests,

and Successmaker Tests.

CELLA and STAR tests are administered to determine the reading instructional needs for

Non-English speaking ELL students. Approved accommodations will be provided when

appropriate.

16.2 Severe speech/auditory impaired.

Sumter County students with severe speech/auditory impairments are served in a neighboring

83

county (Pasco).

16.3 Severe visually impaired.

If tests are needed in Braille, our vision teacher can convert them or they can be ordered

through FIMC.

16.4 Grades 4 and 5 transfer students who do not have any FCAT 2.0 Reading scores and/or

no standardized reading assessment scores. Note: If no scores are available, an

appropriate assessment should be administered to determine the overall reading ability

of the student and to identify appropriate placement.

Discovery Education Assessments, Successmaker Tests, Reading Wonders Assessments and

NAEP Fluency Tests

17. What alternate assessment is used for promotion of third grade students scoring Level 1

on FCAT Reading?

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tory

Tas

ks,

Flu

ency

, Vo

cab

ula

ry a

nd

C

om

pre

hen

sio

n s

core

s fr

om

th

e R

ead

ing

Wo

nd

ers

Se

ries

to

det

erm

ine

the

leve

l of

dai

ly d

iffe

ren

tiat

ed

inte

rven

tio

n r

equ

ired

fo

r th

e st

ud

ents

.

Pro

vid

e m

ore

inte

nsi

ty

thro

ugh

ad

dit

ion

al t

ime,

sm

alle

r gr

ou

p s

ize

and

m

ore

tar

gete

d in

stru

ctio

n.

Focu

s o

n t

he

skill

str

engt

hs

and

wea

knes

ses

and

use

in

flex

ible

gro

up

inst

ruct

ion

.

Rea

din

g W

on

der

s

Wo

nd

erw

ork

s –

Fou

nd

atio

nal

Rea

din

g Sk

ills

Kit

s

Rea

din

g W

on

der

s Le

vele

d

Rea

der

s

Saxo

n P

ho

nic

s

SRA

Rea

din

g M

aste

ry

Succ

essm

aker

Lett

er P

eop

le

Bre

akth

rou

gh t

o L

iter

acy

Use

of

exte

nd

ed r

ead

ing

pas

sage

s w

ith

co

mp

reh

ensi

on

qu

esti

on

s.

Stu

den

t g

ets

iii t

ime.

(D

ail

y sm

all

gro

up

or

ind

ivid

ua

lized

d

iffe

ren

tia

ted

inte

rven

tio

n

in a

dd

itio

n t

o o

r a

n

exte

nsi

on

of

the

90

-m

inu

te r

ead

ing

blo

ck a

nd

ta

rget

ed t

o m

eet

stu

den

ts'

inst

ruct

ion

al n

eed

s.)

88

ASS

ESSM

ENT(

S)

IF

THEN

M

ATE

RIA

LS/A

CTI

VIT

IES

SAT

10

FAIR

Dis

cove

ry E

du

cati

on

Ear

ly

Skill

s A

sses

smen

ts

Stu

den

t sc

ore

ab

ove

25%

b

ut

bel

ow

45

% o

n S

AT

10;

Has

a P

rob

abili

ty o

f R

ead

ing

Succ

ess

(PR

S) t

hat

is

16

- 8

4%

(Ye

llow

Su

cces

s Zo

ne)

on

FA

IR;

Or,

Stu

den

t sc

ore

s Le

vel 2

(Y

ello

w)

Pro

fici

ency

Lev

el

on

Dis

cove

ry E

du

cati

on

A

sses

smen

t.

Wri

te a

PM

P.

Ad

min

iste

r V

oca

bu

lary

Ta

sk a

nd

Tar

gete

d

Dia

gno

stic

Inve

nto

ry (

TDI)

.

Use

th

e Li

sten

ing

Co

mp

reh

ensi

on

, V

oca

bu

lary

an

d T

DI s

core

s fr

om

FA

IR o

r th

e P

ho

nem

ic

Aw

are

nes

s In

ven

tory

Ta

sks,

Flu

ency

, Vo

cab

ula

ry

and

Co

mp

reh

ensi

on

sco

res

fro

m t

he

Rea

din

g W

on

der

s Se

ries

to

det

erm

ine

the

leve

l of

dai

ly d

iffe

ren

tiat

ed

inte

rven

tio

n r

equ

ired

fo

r th

e st

ud

ents

.

Focu

s o

n t

he

skill

str

engt

hs

and

wea

knes

ses

and

use

in

flex

ible

gro

up

inst

ruct

ion

.

Rea

din

g W

on

der

s

Wo

nd

erw

ork

s –

Fou

nd

atio

nal

Rea

din

g Sk

ills

Kit

s

Rea

din

g W

on

der

s Le

vele

d

Rea

der

s

Saxo

n P

ho

nic

s

SRA

Rea

din

g M

aste

ry

Succ

essm

aker

Lett

er P

eop

le

Bre

akth

rou

gh t

o L

iter

acy

Use

of

exte

nd

ed r

ead

ing

pas

sage

s w

ith

co

mp

reh

ensi

on

qu

esti

on

s.

Stu

den

t g

ets

iii t

ime.

(D

ail

y sm

all

gro

up

or

ind

ivid

ua

lized

d

iffe

ren

tia

ted

inte

rven

tio

n

in a

dd

itio

n t

o o

r a

n

exte

nsi

on

of

the

90

-m

inu

te r

ead

ing

blo

ck a

nd

ta

rget

ed t

o m

eet

stu

den

ts'

inst

ruct

ion

al n

eed

s.)

ASS

ESSM

ENT(

S)

IF

THEN

M

ATE

RIA

LS/A

CTI

VIT

IES

89

FAIR

Dis

cove

ry E

du

cati

on

Ear

ly

Skill

s A

sses

smen

t

Stu

den

t's

Pro

bab

ility

of

Rea

din

g Su

cces

s (P

RS)

is a

t o

r ab

ove

85

% (

Gre

en

Succ

ess

Zon

e) a

nd

Li

sten

ing

Co

mp

reh

ensi

on

/Rea

din

g sc

ore

is 3

or

bel

ow

.

Stu

den

t sc

ore

s in

th

e Le

vel

3 (

Gre

en

) P

rofi

cien

cy L

evel

o

n t

he

Dis

cove

ry E

du

cati

on

A

sses

smen

t.

Det

erm

ine

the

bre

akd

ow

n

of

exp

licit

an

d im

plic

it

qu

esti

on

s. P

rovi

de

com

pre

hen

sio

n

inst

ruct

ion

, fo

cusi

ng

on

st

rate

gic

liste

nin

g/re

adin

g th

at in

clu

des

exp

licit

in

stru

ctio

n in

usi

ng

bef

ore

, d

uri

ng,

an

d a

fter

co

mp

reh

ensi

on

str

ateg

ies.

Fo

cus

on

th

e sk

ill

stre

ngt

hs

and

wea

knes

ses

and

use

in f

lexi

ble

gro

up

in

stru

ctio

n.

Rea

din

g W

on

der

s an

d s

mal

l gr

ou

p d

iffe

ren

tiat

ed

inst

ruct

ion

th

at f

ocu

ses

on

b

efo

re, d

uri

ng

and

aft

er

read

ing

stra

tegi

es.

Use

of

smal

l gro

up

d

iffe

ren

tiat

ed in

stru

ctio

n

focu

sed

on

ski

ll st

ren

gth

s an

d w

eakn

esse

s.

Use

of

exte

nd

ed r

ead

ing

pas

sage

s w

ith

co

mp

reh

ensi

on

qu

esti

on

s.

FAIR

Dis

cove

ry E

du

cati

on

Ear

ly

Skill

s A

sses

smen

t

Stu

den

ts P

rob

abili

ty o

f R

ead

ing

Succ

ess

(PR

S)

sco

re is

at

or

abo

ve 8

5%

(G

ree

n S

ucc

ess

Zon

e) a

nd

Li

sten

ing/

Rea

din

g C

om

pre

hen

sio

n s

core

is 4

o

r ab

ove

on

FA

IR.

Stu

den

ts s

core

in t

he

Leve

l 4 o

r 5

(B

lue)

P

rofi

cien

cy L

evel

s o

f D

isco

very

Ed

uca

tio

n

Ass

essm

ents

.

Co

nti

nu

e w

ith

en

han

ced

in

stru

ctio

n t

hat

fo

llow

s d

evel

op

men

tal r

ead

ing

con

tin

uu

m in

clu

din

g in

stru

ctio

n w

ith

hig

her

le

vel c

om

pre

hen

sio

n,

voca

bu

lary

, ph

on

ics

and

fl

uen

cy a

t th

e w

ord

an

d/o

r co

nn

ecte

d t

ext

leve

l.

Focu

s o

n t

he

skill

str

engt

hs

and

wea

knes

ses

and

use

in

flex

ible

gro

up

inst

ruct

ion

.

Rea

din

g W

on

der

s.

Use

of

smal

l gro

up

d

iffe

ren

tiat

ed in

stru

ctio

n

focu

sed

on

ski

ll st

ren

gth

s an

d w

eakn

esse

s.

Use

of

exte

nd

ed r

ead

ing

pas

sage

s w

ith

co

mp

reh

ensi

on

qu

esti

on

s.

For

stu

de

nts

wh

o h

ave

no

t re

spo

nd

ed

to

a s

pe

cifi

c re

adin

g in

terv

en

tio

n d

eliv

ere

d w

ith

fid

elit

y an

d w

ith

th

e in

itia

l in

ten

sity

(ti

me

an

d g

rou

p s

ize

) p

rovi

de

d,

read

ing

inte

rve

nti

on

inst

ruct

ion

an

d/o

r m

ater

ials

will

be

ch

ange

d b

ase

d o

n s

tud

en

t d

ata.

Stu

de

nts

may

be

re

com

men

de

d f

or

afte

r sc

ho

ol p

rogr

ams

or

to u

se

a co

mb

inat

ion

of

dif

fere

nt

sup

ple

me

nta

l re

adin

g p

rogr

ams.

Aft

er

revi

ew

of

stu

de

nt

pro

gre

ss, i

f st

ud

en

t is

sti

ll h

avin

g d

iffi

cult

y w

ith

mas

tery

, it

ma

y b

eco

me

n

ece

ssar

y to

re

fer

the

stu

de

nt

to t

he

sch

oo

l's In

terv

en

tio

n A

ssis

tan

ce T

eam

(IA

T) t

o d

ete

rmin

e m

ore

ind

ivid

ual

ize

d in

terv

en

tio

ns,

an

d p

erh

aps

elig

ibili

ty a

s a

stu

de

nt

wit

h a

dis

abili

ty.

90

CH

AR

T D

2: E

lem

en

tary

Ass

essm

en

t/C

urr

icu

lum

De

cisi

on

Tre

e, G

rad

es

3, 4

& 5

(2

01

4-1

5)

Dis

tric

t N

ame

: Su

mte

r (A

ll el

emen

tary

sch

oo

ls e

xcep

t th

e V

illag

es C

har

ter

Sch

oo

l)

N

ote

: Im

me

dia

te In

ten

sive

Inte

rve

nti

on

will

be

pro

vid

ed

acc

ord

ing

to n

eed

fo

r at

leas

t 7

5 m

inu

tes

a w

ee

k b

eyo

nd

th

e 9

0 m

inu

te r

ead

ing

blo

ck. T

he

dai

ly

amo

un

t o

f ti

me

use

d f

or

imm

ed

iate

inte

nsi

ve in

terv

en

tio

n w

ill b

e n

o le

ss t

han

15

min

ute

s p

er

day

fo

r fi

ve d

ays

ASS

ESSM

ENT(

S)

IF

THEN

M

ATE

RIA

LS/A

CTI

VIT

IES

SAT

10

(3

rd G

rad

e O

nly

)

Sta

te A

sses

smen

ts

Dis

cove

ry E

du

cati

on

A

sses

smen

ts

Stu

den

t sc

ore

s b

elo

w 2

5%

o

n S

AT

10 R

ead

ing;

Far

Bel

ow

Pro

fici

ency

on

St

ate

Ass

essm

ent;

Or,

Stu

den

t sc

ore

s in

th

e lo

wes

t (

Red

) P

rofi

cien

cy

Leve

l on

Dis

cove

ry

Edu

cati

on

Ass

essm

ent

Wri

te a

PM

P.

Det

erm

ine

stra

tegi

es &

ti

mel

ines

, an

d a

dm

inis

ter

dia

gno

stic

ass

essm

ents

to

d

eter

min

e ar

ea(

s) o

f d

efic

ien

cy t

o g

uid

e in

stru

ctio

n a

nd

pla

cem

ent.

Teac

her

use

s th

e ap

pro

pri

ate

Dis

cove

ry

Edu

cati

on

res

ou

rces

in

dic

ated

by

the

stu

den

t sc

ore

s.

Pro

vid

e m

ore

inte

nsi

ty

thro

ugh

ad

dit

ion

al t

ime,

sm

alle

r gr

ou

p s

ize

and

m

ore

tar

gete

d in

stru

ctio

n.

Focu

s o

n t

he

skill

str

engt

hs

and

wea

knes

ses

and

use

in

flex

ible

gro

up

inst

ruct

ion

.

Rea

din

g W

on

der

s an

d

asso

ciat

ed A

sses

smen

ts

Rea

din

g W

on

der

s Le

vele

d

Rea

der

s

Succ

essm

aker

Dis

cove

ry E

du

cati

on

P

rob

es

AR

/STA

R

SRA

Rea

din

g M

aste

ry

Use

of

flex

ible

gro

up

ing

bas

ed o

n s

tud

ent

skill

w

eakn

esse

s an

d s

tren

gth

s.

Use

of

exte

nd

ed r

ead

ing

pas

sage

s an

d g

rad

e le

vel

qu

esti

on

s b

ased

on

st

and

ard

s.

Stu

den

t g

ets

iii t

ime.

(D

ail

y sm

all

gro

up

or

ind

ivid

ua

lized

d

iffe

ren

tia

ted

inte

rven

tio

n

in a

dd

itio

n t

o o

r a

n

exte

nsi

on

of

the

90

-m

inu

te r

ead

ing

blo

ck a

nd

ta

rget

ed t

o m

eet

stu

den

ts'

inst

ruct

ion

al n

eed

s.)

91

ASS

ESSM

ENT(

S)

IF

THEN

M

ATE

RIA

LS/A

CTI

VIT

IES

SAT

10

(3

rd G

rad

e O

nly

)

FCA

T

Dis

cove

ry E

du

cati

on

Ass

essm

ents

Stu

den

ts s

core

ab

ove

25

%

bu

t b

elo

w 4

5%

on

SA

T 10

;

Bel

ow

Pro

fici

ency

Lev

el o

n

Stat

e A

sses

smen

t;

Or,

Stu

den

t sc

ore

s n

ext

to

low

est

(Yel

low

) P

rofi

cien

cy

Leve

l on

Dis

cove

ry

Edu

cati

on

Ass

essm

ents

Wri

te a

PM

P.

Det

erm

ine

stra

tegi

es a

nd

tim

elin

es.

Ad

min

iste

r d

iagn

ost

ic

test

ing

to d

eter

min

e ar

ea(s

)

of

def

icie

ncy

to

gu

ide

inst

ruct

ion

an

d p

lace

men

t.

Teac

her

use

s th

e

app

rop

riat

e D

isco

very

Edu

cati

on

res

ou

rces

ind

icat

ed b

y th

e st

ud

ent

sco

res.

Pro

vid

e m

ore

inte

nsi

ty

thro

ugh

ad

dit

ion

al t

ime,

sm

alle

r gr

ou

p s

ize

and

m

ore

tar

gete

d in

stru

ctio

n.

Focu

s o

n t

he

skill

str

engt

hs

and

wea

knes

ses

and

use

in

flex

ible

gro

up

inst

ruct

ion

.

Rea

din

g W

on

der

s an

d

asso

ciat

ed A

sses

smen

ts

Rea

din

g W

on

der

s Le

vele

d

Rea

der

s

Succ

essm

aker

Dis

cove

ry E

du

cati

on

P

rob

es

AR

/STA

R

SRA

Rea

din

g M

aste

ry

Use

of

flex

ible

gro

up

ing

bas

ed o

n s

tud

ent

skill

w

eakn

esse

s an

d s

tren

gth

s.

Use

of

exte

nd

ed r

ead

ing

pas

sage

s an

d g

rad

e le

vel

qu

esti

on

s b

ased

on

st

and

ard

s.

Stu

den

t m

ay

get

iii t

ime.

(D

ail

y sm

all

gro

up

or

ind

ivid

ua

lized

d

iffe

ren

tia

ted

inte

rven

tio

n

in a

dd

itio

n t

o o

r a

n

exte

nsi

on

of

the

90

-m

inu

te r

ead

ing

blo

ck a

nd

ta

rget

ed t

o m

eet

stu

den

ts'

inst

ruct

ion

al n

eed

s.)

92

ASS

ESSM

ENT(

S)

IF

THEN

M

ATE

RIA

LS/A

CTI

VIT

IES

SAT

10

(3

rd G

rad

e O

nly

)

FCA

T

Dis

cove

ry E

du

cati

on

Ass

essm

ents

Stu

den

t sc

ore

s ab

ove

45

%

on

SA

T 10

;

Pro

fici

ent

on

Sta

te

Ass

essm

ent;

Or,

Lev

el 3

(G

ree

n)

Pro

fici

ency

Lev

el o

n

Dis

cove

ry E

du

cati

on

Ass

essm

ents

Pro

vid

e cu

rren

t le

vels

of

inst

ruct

ion

in h

igh

-lev

el

reas

on

ing

skill

s, v

oca

bu

lary

and

rea

din

g

com

pre

hen

sio

n s

trat

egie

s

req

uir

ed t

o m

eet

grad

e

leve

l sta

nd

ard

s.

Teac

her

fo

llow

s p

resc

rib

ed

pro

gram

of

inst

ruct

ion

by

Rea

din

g W

on

der

s fo

cusi

ng

on

stu

den

t's

skill

wea

knes

ses

and

str

engt

hs.

Teac

her

use

s th

e

app

rop

riat

e D

isco

very

Edu

cati

on

res

ou

rces

ind

icat

ed b

y th

e st

ud

ent

sco

res.

Focu

s o

n t

he

skill

str

engt

hs

and

wea

knes

ses

and

use

in

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95

District: Sumter

Middle School Student Achievement and Instruction

The goal of the K-12 Comprehensive Reading Plan is to ensure that students are reading at or above

grade level. Students entering the middle grades who are not reading on grade level have a variety of

reading intervention and learning needs. A single program or strategy is not sufficient for remediation,

and, likewise, remediation is not sufficient for low-performing middle school students. In addition to

focusing on the development of foundational skills, instruction needs to engage students in complex

cognitive tasks that challenge students to apply their foundational skills. This application needs to

include high-level thinking opportunities for students to grapple with and construct meaning from

complex texts. Such instruction expands literacy development beyond foundational skills to include

such capacities as:

general academic and discipline-specific vocabulary

high-level comprehension such as argumentation

critical literary analysis

student question generation, inquiry, and research processes

In order to simultaneously offer reading intervention and cognitive challenges, middle school reading

instruction needs to incorporate the use of an integrated and interdisciplinary approach:

1. Integrated approach to the language arts strands and to skill application: Middle schools

will integrate opportunities for students to apply the composite use of the language skills –

reading, writing, listening, speaking -- that they are learning in order to further strengthen their

overall literary development.

2. Interdisciplinary approach: Middle school literacy instruction needs to attain a balance of

literature and informational texts that relate to history, social studies, and science content. This

interdisciplinary approach to literacy is based on extensive research that establishes the need for

students to become proficient in reading complex informational text independently in a variety

of content areas in order to develop college career readiness by the time they graduate.

3. Simultaneous use of both approaches: Middle school literacy instruction will incorporate the

integration of reading, writing, listening, and discussing as students relate to various

increasingly complex interdisciplinary texts throughout the school year.

Using this integrated, interdisciplinary approach requires systematic student engagement in complex

cognitive tasks with wide variety of different types of texts. Teachers will also need to incorporate texts

of varying levels of complexity into their instruction, providing various instructional opportunities for

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

limited to focusing on:

new and more complex text structures (single structures as well as multiple organizational text

patterns )

academic and domain-specific vocabulary and concepts on social studies and science topics




96






o develop literacy skills with increasingly complex text

The availability and access to texts of various types, topics, and complexity levels are necessary for

integrated, interdisciplinary instruction to occur. Consequently, districts and schools will need to

consider how to differentiate instruction in order to meet the varied learning needs of middle school

students so that they can successfully in a variety of complex cognitive tasks. Differentiated

opportunities develop student capacities such as:

general and discipline-specific academic vocabulary

high-level comprehension skills

critical literary analysis skills

student question generation, inquiry, and research skills

To operate such an integrated and interdisciplinary middle school literacy program, district and school

personnel will need to assess the type, amount, and complexity of the texts locally available for

differentiated use in literacy instruction and independent student reading practice. School and

classroom inventories will need to include a wide range of diverse texts that support each of the

standards and meet the instructional needs of all students.

All information provided in this section should detail how you will meet the reading needs of all

student subgroups identified under No Child Left Behind.

1. Each district will be given one school user log-in password so that each school may enter their

own information into Chart F by using the web-based template. It is recommended that districts

create a timeline for school users to enter this information for their school. Districts will be able

to review and revise the school based information before submitting Chart F on April 4, 2014.

School level users should select all adopted reading instructional materials from the lists

provided and add any other materials in the text boxes. Information regarding materials

specifically for ESE and ELL students should be listed in the text box labeled ‘Other.’ To

review and edit all school information for Chart F before submitting, please use the link

provided within this section online. Chart F

*2. The goal of a middle grades reading program is to provide a variety of methods and

materials to develop strategies and critical thinking skills in reading. This goal applies to

the following students:

1. Students with reading performance below grade level: For these students,

acceleration is just as important as remediation. Describe how your district will

assure that reading intervention services provide both acceleration and remediation

https://app1.fldoe.org/Reading_Plans/Narrative/ChartF.aspx

97

to meet the needs of low-performing students and facilitate their college-career

readiness by high school graduation.

2. Students with reading performance on or above grade level: Describe how your

district will assure that the reading development of students performing on or

above grade level will continue to progress toward college-career readiness by high

school graduation.

Students who score below proficiency level on the state assessment for ELA/Reading will be

served with a reading intervention in Sumter County Schools. In addition to the reading

intervention program that is used in the reading intervention course, teachers are required to use

the Flexible Grouping model. In this model, student data is reviewed on a regular basis to

analyze students' strengths and weaknesses. This data is also used as a basis for the formation of

the centers and for decisions on what the teacher will use in the teacher-led center for the

directed, explicit instruction he/she will use in the teacher-led center. The teachers will see these

students on more frequent basis throughout the week whereas students with fewer weaknesses

will be accelerated in those areas where they can be more independent.

In addition to working on the weaknesses that students exhibit on assessments, teachers will use

on-grade text and above as well as more and more complex text with the students in the teacher-

led center. The teachers can scaffold for students and gradually release them as they become

more independent with these more complex texts as they learn more strategies. Teachers will

also be able to accelerate these students by previewing vocabulary and building background

knowledge for upcoming lessons that will be taught in whole group. In this way, students with

weaknesses can get a "double dose" that will accelerate them to where their counterparts will

start for the upcoming lesson. (Learning Focused Solutions)

Students who score at proficiency level and above will be using a developmental core reading

program (Prentice Hall Language and Literature). In addition, ELA/Reading curriculum maps

are built using unit templates that utilize a longer more complex text along with multiple shorter

varying levels of texts that vary between literary and nonfiction but along the same topic or

theme. Every unit will include at least one lengthy research/writing project and several shorter

research/writing projects all related to or in response to the text or multiple texts they have been

reading. Each unit will end with a culminating project that incorporates all that has been learned

throughout the unit. These projects should be relevant and engaging for students. All writing

assignments should require students to use evidence from the text to support their thoughts. Our

students will learn and understand the Florida Standards through these units.

*3. To effectively use assessment data, districts and schools with carefully crafted protocols are

prepared to efficiently differentiate student reading needs and offer an appropriate array of

intervention options that meet various individual student learning needs. To develop and utilize

these local protocols, districts and schools need to address state legislation that informs local

policies.

Section 1003.4156, Florida Statutes, requires middle school students who score at Level 1 on

98

FCAT 2.0 Reading to receive intervention services in the following courses:

an intensive reading course and/or

A content area course that is taught by a content-area teacher who has participated in

content-area reading professional development, such as NGCAR-PD/CAR-PD, that

builds teacher capacity to deliver scientifically-based content-area literacy practices that

support low-performing students.

Middle school students who score at Level 1 or Level 2 on FCAT 2.0 Reading and have

intervention needs in the areas of foundational reading skills (e.g. decoding, fluency) must have

extended time for reading intervention:

Students two or more years below grade level should receive double block of time for

reading to provide a sufficient amount of the following:

o remediation in foundational reading skills

o supportive opportunities to apply foundational skills

o acceleration in vocabulary development and comprehension skills in relating to

increasingly complex texts

Students less than two years below grade level may receive these services during the

school day or before/after school with teacher support

Intervention course should include on a daily basis:

whole group explicit and systematic instruction

small group differentiated instruction

independent reading practice monitored by the teacher

infusion of reading and language arts benchmarks specific to the subject area blocked

with the intensive reading course (biology, world history, etc.)

a focus on increasingly complex literary and informational texts (exposition,

argumentation/persuasive, functional/procedural documents, etc.)

Middle school students scoring at Level 1 or Level 2 on FCAT 2.0 Reading who do not have

intervention needs in the areas of foundational reading skills (e.g. decoding, fluency) may be

served in content area reading intervention classes. These teachers must meet one of the

following requirements:

Content Area Reading Professional Development (CAR-PD)

Next Generation content Area Reading-Professional Development (NGCAR- PD),

Reading Endorsement

K-12 Reading Certification

In implementing this legislation, make sure that the classroom infrastructure (class size,

materials, etc.) is adequate to implement the necessary array of intervention service option.

These interventions should include the following characteristics:

whole group explicit and systematic instruction

99


independent reading practice monitored by the teacher (applicable to the reading

intervention course)

infusion of reading and language arts benchmarks specific to the subject area (biology,

world history, etc.)

a focus on increasingly complex literary and informational texts (exposition,

argumentation/persuasive, functional/procedural documents, etc.).

Schools must progress monitor students scoring at Level 1 and 2 on FCAT 2.0 Reading a

minimum of three times per year in order to appropriately plan for subsequent instruction and

ensure student learning progress over time. This progress monitoring should include a Baseline,

Midyear, and End of the Year Assessment.

Schools must diagnose specific reading deficiencies of students scoring at Level 1 and Level 2

on FCAT Reading. Although formal diagnostic assessment provides specific information about

a student’s reading deficiencies, many progress monitoring tools and informal teacher

assessments can provide very similar information in a more efficient manner. The only reason to

administer a formal diagnostic assessment to any student is to determine the specific deficit at

hand so that teachers can better inform instruction to meet the needs of students who continue to

struggle in reading. The decision to deliver a formal diagnostic assessment should be the result

of an in-depth conversation about student instructional and assessment needs by the teacher,

reading coach, and reading specialist.

Each identified struggling reader must be provided instruction that best fits his or her needs.

Districts must establish criteria beyond FCAT 2.0 Reading for placing students into different

levels of intensity for reading intervention to be certain that students are sufficiently challenged

but not frustrated in relating to text of varying complexity. It is recommended that districts

implement a placement process that includes a variety of considerations with protocols, such as

the following:

Historical assessment data results, including prior FCAT scores:

o Level 2 student who scored at Level 3 or above during previous school years

require instructional support that focuses on accelerating development in

academic vocabulary and high-level comprehension, ensuring that student

development keeps pace with increases in text complexity that occurs from grade

to grade. Further assessment is required to determine whether remediation is

needed.

o Students who have historically scored below Level 3 in numerous past years will

require intervention focused on both remediation and acceleration. Further

assessment is required to determine the appropriate proportion of remediation and

acceleration for each student.

Assessment using grade-level passages: Administer oral reading and comprehension

questions of a grade-level passage:

o Independent student oral reading:- For Level 1 or Level 2 students who struggle

to read a grade level passage aloud, distinguish the impact that each students’

decoding issue has on his or her text comprehension in order to determine

100

remediation needs:

Does the student successfully monitor basic comprehension of the grade-

level text in spite of some decoding challenges?.

Does the student struggle to decode the grade-level passage, and does this

negatively impact his or her grade-level text understanding?

o Comprehension questions: Level 1 or Level 2 students who have difficulty

accurately answering several basic comprehension questions (e.g., main idea,

details, etc.) summarizing the passage, or identifying text evidence that supports

the author’s claim will require systematic remediation in such skills as text

structure, summarization, and comprehension monitoring using explicit

instructional strategies such text-marking/coding.

For the various student profiles referenced above, all will require accelerated instruction

in academic vocabulary and high-level comprehension using complex texts to ensure

their college-career readiness. Research suggests that fluency is not a strong predictor of

a student’s ability to comprehend text in middle grades and high school. Therefore,

caution is recommended in using fluency data as a primary determinant for placement in

reading intervention in the upper grades.

Asking students to read: – Does the teacher asks the student to read a grade level passage

silently and then read it aloud? – Does the student mispronounce only those words that

are unfamiliar and not significant to comprehension of the text?

Asking questions: – Does the teacher ask the student to answer several comprehension

questions? – Does the student answer all or most correctly? If a student has at some time

in their school career scored at Level 3 or above, can accurately read a grade level

passage, and answers most comprehension questions correctly, the teacher should

provide instruction that is sufficiently challenging to this student. If a student has always

scored at Level 1 or Level 2, cannot accurately read a grade level passage aloud and/or

cannot answer comprehension questions correctly, the teacher should deliver explicit

instruction and systematic student practice opportunities in order to accelerate decoding,

fluency, vocabulary, and comprehension development.

Data Examples include data from screenings, progress monitoring and diagnostic assessments

already in use in the district, as well as teacher recommendation should be considered. New

research suggests that fluency is not a strong predictor of a student’s ability to comprehend text

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

placement in reading intervention in the upper grades.

Additional guidelines for determining student placement in reading intervention can be found

through using the Just Read, Florida! Student Reading Placement Chart at:

http://info.fldoe.org/justread/educators/Secondary_Reading_Placement_Chart.pdf End-of-year

assessments should be used to determine specific areas of student reading difficulty and reading

intervention placement.

Complete an Assessment/Curriculum Decision Tree (Chart G) to demonstrate how

http://info.fldoe.org/justread/educators/Secondary_Reading_Placement_Chart.pdf

101

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

determine specific interventions for students at each grade level. The chart must include:


Targeted audience



An explanation of how instruction will be modified for students who have not responded

to a specific reading intervention with the initial intensity (time and group size) provided.

* District contacts will create and upload Chart G using the link found within this section online.

A sample for Chart G (Assessment/Curriculum Decision Tree) can be found in the

https://app1.fldoe.org/Reading_Plans/ . Last year's chart is available at your district's public


Please upload the desired file.

Chart G - Middle School Assessment Curriculum Decision Tree Last Uploaded:3/12/2014

4:49:31 PM

*4. How will the district ensure that middle school students in need of decoding and text

reading efficiency have sufficient time to receive the intervention services that they need?

Sumter will ensure that all middle school students who are in need of decoding and text reading

efficiency receive extended reading intervention time by using the following placement

procedure.

All level one and two FCAT Reading students will be tested using the MAZE. Those who score

in the high and moderate risk levels (red and yellow), will also be NAEP Fluency tested using

Lexiled grade level passages and/or the Scaffolding Discussion Templates. Students who score a

level one or two on the NAEP Oral Reading Fluency Rubric will be placed in Intensive Reading

classes that have extended time (other placement testing may be done to determine levels within

programs once extended time has been established). The placement of the students from the

previous year will also be considered, especially if the student is continuing in Intensive

Reading. This same procedure will be employed for those students who have no FCAT Reading

scores.

5. How will students be provided with access to both leveled and authentic literary and

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

reading program to develop independent reading capacity? Include the following

information:

a) how daily independent reading, monitored by the teacher, will be incorporated into all

reading classrooms;

b) how classroom libraries will be utilized;

c) the process for leveling books; and

d) the process for matching students with the appropriate level of text.

The middle schools will integrate authentic fiction and nonfiction representing a range of levels,

interests, genres, and cultures into the classroom by having daily independent reading practice




102

monitored by the teacher in all reading classrooms using classroom libraries, the media center,

Achieve 3000 and/or leveled texts. The middle schools will require participation by all students

in the Accelerated Reader (AR) program as part of the students' grade. In addition, the middle

schools will use novel studies of different genres and develop the use of learning teams/literature

circles.

Books will be leveled using the Renaissance Place guidelines but also with lexiles whenever

possible to ensure that we are reaching more challenging levels of reading required by the

adjusted lexile ranges for Florida Standards. Students will be able to choose books based on

teacher input and student choice/interest. Teachers will determine the appropriate level of texts

for students below proficiency levels based on their STAR scores or Achieve 3000 (Lexile)

scores. Teachers will determine the appropriate level of text for students scoring proficient or

higher by using the specific grade level Renaissance Learning Goal Setting Chart. In addition,

teachers will monitor students’ progress using Renaissance Place assessment reports.

*6. How will students analyze media literacy including the various mediums: print media, still

photography, radio/audio, television/film, and the internet in reading and content area

subject areas?

ELA/Reading curriculum maps include a template that utilizes related texts based on a particular

topic or theme. Where possible, they also include a variety of mediums that also relate to the

topic or theme of the unit and are included as part of the resources on the maps. Students will be

asked to do close reading and/or analyzing of complex texts which may be enhanced through the

various mediums when available. Students will understand that other mediums should be

considered text as well.

In addition, the DBQ Project done through our social studies courses at the middle level

involves having students read and analyze texts, pictures, videos, audio, and any other medium

that is related to a particular topic in social studies. The students use a variety of mediums to

answer critical thinking questions about the topic in the form of an essay.

*7. Students' college-career readiness is dependent upon high quality learning opportunities in

content area and elective classrooms. What practices are in place to ensure that content-

area instruction builds student capacity to think as they read subject area texts, extending

and building text-based discussions in order to deepen content-area understanding?

Describe how teachers are implementing text-based content area instruction in:

English/Language Arts

History/Social Studies

Science

Technical Subjects

Content Area Reading Strategies (CARS) professional development - Guided instruction in

comprehension strategies using nonfiction books from the school media center that support

content areas and textbooks.

103

Learning Focused Strategies – All teachers, administrators and reading coaches have been

trained in the use of high impact strategies and where to use them in their lessons to have the

most impact on student learning. In addition, new teachers are trained every year in the Learning

Focused Strategies. One of the major components of LFS involves the use of collaborative pairs

where students discuss concepts, answer questions and clarify concepts with one another. In

addition, LFS incorporates extended thinking for the most essential skills which involves the use

of thinking skills (abstracting, compare/contrast, analyzing perspectives, induction, deduction,

error analysis, categorizing, constructing support and writing to prompts).

High Quality Text Dependent Questions and Tasks:

A. A significant percentage of questions/tasks are to be text dependent. Aligned curriculum

materials will include rigorous text dependent questions that require students to demonstrate that

they follow the details of what is explicitly stated but also are able to make valid claims that is

supported with evidence in the text.

B. Questions and tasks require the use of textual evidence, including supporting logical

inferences from the text. Require students to become more adept at drawing evidence from the

text and explaining that evidence orally and in writing.

C. Questions and tasks require careful comprehension of the text before asking for further

connections, evaluation, or interpretation.

Our content area teachers will be trained in the Comprehension Instructional Sequence (CIS)

method. The CIS is a complex form of multiple strategy instruction that promotes student

development in reading comprehension, vocabulary, content-area knowledge, and critical

thinking about complex texts. A CIS lesson is delivered in three steps with integrated and

sustained text-based discussions and writing used throughout. Multiple readings of the same text

facilitate deeper thinking. Step one of the CIS lesson contains explicit instruction in vocabulary

and close reading through text-marking and directed note-taking. In step two, students generate

questions that launch them into collaborative inquiry, supporting the practice of lifelong

learning. Step three challenges students to use text evidence to validate positions they have

formed over the course of the lesson.

Our content area teachers are required to use Achieve 3000 to supplement their curriculum. It is

a computer-based program in which non-fiction articles are assigned to students for reading and

answering text-based questions is well as answering a thought question in writing. Articles have

been tied to the curriculum and placed on curriculum maps.

In addition, our district has decided to implement the DBQ Project in our social studies

curriculum at grades 4-11. The DBQ involves the use of primary and secondary documents and

having students read closely and analyze those documents to answer a question in an argument-

based writing format.

An administrative team at each school as well as the District Reading Specialist will monitor

implementation of the strategies through classroom visits and evaluations.

104

8. Explain how the school will address writing from sources as a means to strengthen and

deepen text comprehension, increase domain-specific knowledge, and provide meaningful

writing opportunities:

How will writing from sources be supported in reading intervention courses to

accelerate student literacy development? Describe how students will have consistent

access to appropriate texts for gathering and researching information.

How will writing from source be incorporated across the curriculum in content-

area course? Describe how content-area courses will provided frequent

opportunities for students to engage in short research projects to research and

write on various content-area topics.

Writing is a district focus. All content areas are expected to incorporate the use of writing within

their lessons. The expectation is to use writing, whether it is responding to something the

students have read in writing, summarizing in writing, or explaining something in writing. All

content area teachers have and will receive additional training on how to create text dependent

questions since another expectation for teachers in our district is to use evidence from the text as

part of the writing assignments.


deepen text comprehension. The teachers are using writing before, during and after the use of

any texts using the following strategies:

a. Before reading: written predictions, quick writes, possible sentences, KWL, brainstorming.

b. During reading: KWL, SQ3R, journaling, predicting.

c. After reading: KWL, learning logs, short and extended responses, graphic organizers.

d. Teachers will be provided with staff development in the CARS (Content Area Reading

Strategies) that will enable them to incorporate writing across the curriculum.

e. Learning Focused Strategies: LFS incorporates writing to learn in every content area. It also

requires the use of summarization throughout lessons and at the end of every lesson and this

may be done through writing. Extended Thinking is another component of LFS that is used to

extend the thinking of students regarding essential concepts. One of ways to extend thinking is

through writing.

f. The CIS model will require teachers to incorporate evidence-based writing throughout the

lessons that are used for the model. We are asking that teachers use one of these lesssons per

unit for next school year.

g. Achieve 3000 requires students to answer thought questions based on non-fiction articles they

have read. The questions require a written response.

h. The DBQ Project requires social studies students to write a paper to answer a content-based

question after close reading of several primary and secondary documents and analyzing them.

*9. What supportive reading opportunities will be provided before school, after school, and

during summer school, including mentoring and tutoring? Include criteria for student

105

eligibility and how these opportunities are linked to reading instruction provided during

the school day.

Criteria for selection of students will be any students scoring below proficiency level on the

state assessment. Each school will be responsible for selecting programs that fit students’ needs

and the school’s schedule. For examples, see below.

a. FCAT remediation classes – students receive additional and more explicit reading instruction

that will help them in acquiring skills necessary for passing the state assessment.

b. Peer tutors – students will be paired together for mentoring and help with studies. Higher

performing students will model for and motivate lower performing students.

c. Achieve 3000 - students will get additional time on this program that requires them to read

nonfiction articles and answer text-based questions, then respond in writing to the text. Teachers

will work in small group settings to explicitly teach and model for the students how to attack the

questions and writing tasks associated with the program.

d. Study Island - students will get an opportunity to work on this engaging computer program

that provides them extra practice on skills taught in various content areas.

The activities for After School and Summer School programs will be linked to instruction

provided during the school day through our curriculum maps.

10.1 Which assessments are administered to determine reading intervention placement for the

following student’s populations:

Non-English speaking ELL?

Same as above. See number 4 or Chart G.

10.2 Severe speech/auditory impaired?

Our students with severe speech/auditory impairments are served in a neighboring county

(Pasco).

10.3 Severe visually impaired?

If any students need the tests converted to Braille, our vision teacher can do this or the tests can

be ordered through FIMC. See number 4 or Chart G.

10.4 Grades 6 and above transfer students who do not have any FCAT 2.0 Reading scores

and/or other standardized reading scores. NOTE: If no scores are available, an

appropriate assessment should be administered to determine the overall reading ability of

the student and to identify appropriate placement.

Students without FCAT scores are addressed in the middle school assessment curriculum

decision tree chart. Students are given a series of placement measures beginning with the

Maze/NAEP Oral Reading Fluency tests to determine if intensive reading placement is

necessary and at which level. Further assessments will be administered as soon as possible to

obtain more instructional information.

J00260

Typewritten Text

106

J00260

Typewritten Text

107

J00260

Typewritten Text

108

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109

MA

ZE s

core

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om la

test

ad

min

istra

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eva

lua

ted

by

or

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estin

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scor

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is L

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r hi

gher

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1 or

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with

no

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cem

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with

rec

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from

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rict

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l fro

m S

prin

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dm

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rati

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THEN

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h (R

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a

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se L

exile

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ass

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ffol

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pla

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de

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and

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h N

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rub

ric t

o a

sses

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ud

ent

need

s in

tex

t re

ad

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ienc

y. If

stu

den

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ores

at

Leve

l 1 o

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kee

p g

o to

b. I

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den

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ores

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el 3

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se sc

aff

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ed

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estio

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o a

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ghly

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ud

ent

will

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nten

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ined

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el a

dm

inist

er S

RA

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odin

g Te

sts

(6th

– 8

th g

rad

es).

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den

t sh

ould

be

pla

ced

in in

tens

ive

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din

g cl

ass

for

the

SRA

leve

l in

whi

ch h

e/sh

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ored

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fer

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ud

ent

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ced

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el B

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nsiv

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ead

ing

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ss.

d)

See

Sum

ter

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chm

ark

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eria

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lace

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r P

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gies

. M

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low

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a)

Use

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ssa

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aff

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mp

late

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t th

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ith

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uen

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ficie

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ud

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t Le

vel 1

or

2, g

o to

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el 3

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se s

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ghly

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ced

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l B o

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ain

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nnel

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min

ister

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ecod

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gra

des

). If

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den

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lace

s in

to S

RA

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odin

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e/sh

e w

ill b

e p

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d in

a

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el A

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nsiv

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ead

ing

cla

ss. C

onfe

r w

ith r

eadi

ng c

oach

if t

his p

lace

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t is

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poss

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hat

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ccep

tabl

e pl

acem

ent

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be d

eter

min

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f stu

den

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lace

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t of

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ecod

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den

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ill b

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evel

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r C

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nsiv

e R

ead

ing

cla

ss.

d)

See

Sum

ter

Ben

chm

ark

Crit

eria

for

Rea

din

g P

lace

men

t fo

r P

rogr

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stru

ctio

nal M

ate

rials

and

Str

ate

gies

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w (

Gre

en)

a

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dm

inist

er D

iscov

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catio

n if

win

dow

ava

ilab

le o

r Fo

rma

tive

Ass

essm

ents

– U

sed

to

det

erm

ine

stu

den

t’s in

stru

ctio

nal n

eed

s fo

r co

mp

rehe

nsio

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oca

bu

lary

. (B

ased

on

resu

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stu

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lace

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el C

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nsiv

e R

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See

Sum

ter

Ben

chm

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lace

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t fo

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stru

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nal M

ate

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and

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. *I

f stu

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ay b

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con

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a cl

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CA

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GC

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Sum

ter

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20

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1 2 3

110

SU

MTE

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ENC

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gram

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Leve

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- Ex

tend

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90

Min

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Leve

l B -

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–

Exte

nded

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equ

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(90

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Leve

l C –

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ss T

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Req

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45

Min

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Leve

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–

(45

Min

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)

FCA

T Le

vel:

1 or

2

MA

ZE R

isk

Lev

el: H

igh

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oder

ate

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ello

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NA

EP F

luen

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ubri

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vel:

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core

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– 7

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isk

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EP F

luen

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1, 2

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Lexi

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core

: 650

– 9

00

FCA

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vel:

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isk

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el: M

oder

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(Y

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w)

or L

ow (

Gre

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N

AEP

Flu

ency

Rub

ric

Leve

l: 3

or

4

Lexi

le S

core

: 80

0 –

100

0

FCA

T Le

vel:

2 &

up

M

AZE

Per

cent

ile

Ra

nk: L

ow

(Gre

en)

Lexi

le S

core

: 90

0 &

up

Pro

gra

m/

Ma

teri

als

&

Stra

teg

ies

SR

A C

orre

ctiv

e R

ead

ing

(Dec

odin

g)

P

H L

ang

uage

& L

itera

ture

usin

g sc

aff

old

ing

with

gra

dua

l rel

ease

m

etho

d

C

lose

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g Le

sson

s

Suc

cess

ma

ker

N

ovel

Set

s/C

lass

room

Lib

rarie

s

Disc

over

y Ed

uca

tion

Pro

bes

Ach

ieve

30

00

- E

xten

ded

R

ead

ing

Pa

ssa

ges a

long

with

on-

gra

de

leve

l ben

chm

ark

q

uest

ions

.

Flex

ible

Gro

upin

g

P

H L

ang

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& L

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ture

usin

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aff

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with

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l rel

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Succ

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ake

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Nov

el S

ets/

Cla

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om L

ibra

ries

D

iscov

ery

Educ

ati

on P

rob

es

A

chie

ve 3

00

0 -

Ext

end

ed R

ead

ing

Pa

ssa

ges a

long

with

on

gra

de-

leve

l b

ench

ma

rk q

uest

ions

.

Flex

ible

Gro

upin

g

P

H L

ang

uage

& L

itera

ture

usin

g sc

aff

old

ing

with

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d

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lose

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din

g Le

sson

s

Nov

el S

ets/

Cla

ssro

om L

ibra

ries

D

iscov

ery

Educ

ati

on P

rob

es

A

chie

ve 3

00

0 -

Ext

end

ed R

ead

ing

Pa

ssa

ges a

long

with

on

gra

de-

leve

l b

ench

ma

rk q

uest

ions

.

Flex

ible

Gro

upin

g

P

H L

ang

uage

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ture

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se R

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Less

ons

N

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Pro

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Ach

ieve

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de-

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l ben

chm

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q

uest

ions

.

Flex

ible

Gro

upin

g

***N

ote:

FO

R S

TUD

ENTS

NO

T SH

OW

ING

PR

OG

RES

S –

See

Bel

ow:

The

SRA

Cor

rect

ive

Rea

din

g P

rogr

am

inc

lud

es m

ast

ery

test

ing

at

regu

lar

inte

rva

ls th

rou

ghou

t th

e p

rogr

am

. If

stu

den

ts a

re n

ot m

ast

erin

g th

e sk

ills,

the

pro

gra

m d

irec

ts t

each

ers

to r

e-te

ach

tho

se s

kill

s. St

ud

ents

who

con

tinu

e to

ha

ve d

iffic

ult

ies

wit

h m

ast

ery

aft

er s

ever

al a

ttem

pts

at

re-t

each

ing,

will

be

furt

her

dia

gnos

ed t

hrou

gh t

he F

AIR

. A

dd

itio

nally

, st

ud

ent

reco

rds

are

kep

t a

nd r

evie

wed

ea

ch m

ark

ing

per

iod

/sem

este

r/ye

ar

to e

nsu

re t

hat

stu

den

ts a

re p

lace

d i

n a

dva

ncin

g le

vels

of t

he p

rogr

am

. A

rtic

ula

tion

bet

wee

n m

idd

le a

nd h

igh

scho

ols

is ro

uti

ne a

t th

e en

d o

f ea

ch s

choo

l ye

ar

to e

nsu

re t

hat

the

stu

den

t re

cord

s fo

llow

the

stu

den

t a

nd t

hat

pro

per

pla

cem

ent

is co

ntin

uou

s. In

ad

dit

ion,

Su

mte

r Sc

hool

Dist

rict

is

init

iati

ng a

rea

din

g b

lock

tem

pla

te t

his

scho

ol y

ear

tha

t re

qu

ires

con

tinu

ous

ass

essm

ent

of s

tud

ent

pro

gres

s on

FC

AT

ben

chm

ark

sk

ills.

The

tea

cher

s w

ill b

e u

sing

flexi

ble

gro

up

ing

du

ring

the

rea

din

g b

lock

tim

e to

ad

dre

ss p

art

icu

lar

skill

nee

ds

thro

ugh

sm

all

stu

den

t gr

oup

s. T

he

flexi

ble

gro

up

s w

ill c

hang

e a

s st

ud

ents

ma

ster

sk

ills

or it

is d

eter

min

ed t

hat

mor

e a

ssist

anc

e is

req

uir

ed o

n sk

ills.

A

fter

rev

iew

ing

stu

den

t p

rogr

ess,

it m

ay

be

det

erm

ined

tha

t th

e st

ud

ent

has

bee

n p

lace

d a

t th

e w

rong

leve

l of

inte

rven

tion

and

wou

ld b

e m

ore

ap

pro

pri

ate

ly

pla

ced

at

ano

ther

lev

el.

How

ever

, it

ma

y b

ecom

e ne

cess

ary

to

refe

r th

e st

ud

ent

to t

he s

choo

l’s I

nter

vent

ion

Ass

ista

nce

Tea

m (

IAT)

to

det

erm

ine

mor

e in

div

idu

aliz

ed in

terv

enti

ons,

and

per

hap

s el

igib

ility

as

a s

tud

ent

wit

h a

disa

bili

ty.

111

112

District: Sumter

High School Achievement and Instruction

The goal of the K-12 Comprehensive Reading Plan is to ensure that students are reading at or

above grade level. A single program or strategy is not sufficient for remediation. Therefore, it is

necessary to implement a combination of research-based programs and strategies that have been

proven successful in the remediation of older struggling readers. Likewise, remediation is not

sufficient to meet the learning needs of low-performing high school students who are

simultaneously preparing for graduation and college/career readiness. In addition to focusing on

basic literacy skills, instruction needs to engage students in complex cognitive tasks that

challenge them to apply their literacy skills toward high-level thinking while relating to complex

text. Such instruction expands literacy development beyond basic skills to include capacities that

better prepare them for both graduation and college/career coursework such as:

general academic and discipline-specific vocabulary, including technical terms

extracting and using information from informational and technical texts

high-level comprehension, including argumentation

critical literary analysis

student question generation, inquiry, and research skills that include validation and

corroboration of complex information

In order to simultaneously offer reading intervention and cognitive challenges, high school

reading instruction needs to incorporate the use of an integrated and interdisciplinary approach:

1. Integrated approach to the language arts strands and skills: High schools will

integrate opportunities for students to apply the composite use of the language arts skills

reading, writing, listening, speaking that they are learning in order to further strengthen

their overall literary development.

2. Interdisciplinary approach: High school literacy instruction needs to attain a balance of

literature and informational texts that relate to history, social studies, and science content.

This interdisciplinary approach to literacy is based on extensive research that establishes

the need for students to become proficient in reading complex informational text

independently in a variety of content areas in order to develop college career readiness by

the time they graduate.

3. Simultaneous use of both approaches: High school literacy instruction will incorporate

the integration of reading, writing, listening, and discussing as students relate to various

increasingly complex interdisciplinary texts throughout the school year.

Using this integrated, interdisciplinary approach requires systematic student engagement in

complex cognitive tasks with a wide variety of different types of texts. Teachers will also need to

incorporate texts of varying levels of complexity into their instruction, providing various

instructional opportunities for students to read, write, discuss, and listen to text for different

specific purposes. This includes but is not limited to focusing on:

new and more complex text structures (single structures as well as multiple

organizational text patterns)

academic and domain-specific vocabulary and concepts on social studies and science

topics

113

1. Each district will be given one school user log-in password so that each school may enter their

own information into Chart I by using the web-based template. It is recommended that districts

create a timeline for school users to enter this information for their school. Districts will be able

to review and revise the school based information before submitting Chart I on April 4, 2014.

School level users should select all adopted reading instructional materials from the lists

provided and add any other materials in the text boxes. Information regarding materials









o develop literacy skills with increasingly complex text

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

for integrated, interdisciplinary instruction to occur. Consequently, districts and schools will

need to consider how to differentiate instruction in order to meet the varied learning needs of

high school students so that they can successfully in a variety of complex cognitive tasks.

Differentiated opportunities develop student capacities such as:

general and discipline-specific academic

high-level comprehension skills

critical literary analysis skills

student question generation, inquiry, and research processes on complex topics

To operate such an integrated and interdisciplinary high school literacy program, district and

school personnel will need to assess the type, amount, and complexity of the texts locally

available for differentiated use in literacy instruction and independent student reading practice.

School and classroom inventories will need to include a wide range of diverse texts that support

each of the Florida Standards and meet the instructional needs of the students. To provide the

type of reading, discussion, and writing opportunities necessary for college-career readiness,

these text inventories need to include the following:

informational texts of numerous types such as exposition, argumentation, persuasive

essays, functional documents, procedural texts, speeches, biographies, etc. These

informational texts need to contain information on various content-area topics such as

history, social studies, and science.

literary texts of different genres such as historical fiction, mythology, poetry, drama,

fantasy, humor, legend, etc.

All information provided in this section should detail how you will meet the reading needs

of all student subgroups identified under No Child Left Behind.

114

specifically for ESE and ELL students should be listed in the text box labeled ‘Other.’ To

review and edit all school information for Chart I before submitting, please use the link

provided within this section online. Chart I

*2. The goal of a high school reading program is to provide a variety of methods and

materials to develop strategies and critical thinking skills in reading. This goal applies to

the following students.

1. Students with reading performance below grade level: For these students,

acceleration is just as important as remediation. Describe how your district will

assure that reading intervention services provide both acceleration and

remediation to meet the needs of lo2-performing students and facilitate their

college-career readiness by high school graduation.

2. Students with reading performance on or above grade level: Describe how your

district will assure that the reading development of students performing on or

above grade level will continue to progress toward college-career readiness by high

school graduation.

Students who score below proficiency level on the state assessment for ELA/Reading will be

served with a reading intervention in Sumter County Schools. In addition to the reading

intervention program that is used in the reading intervention course, teachers are required to

use the Flexible Grouping model. In this model, student data is reviewed on a regular basis to

analyze students' strengths and weaknesses. This data is also used as a basis for the formation

of the centers and for decisions on what the teacher will use in the teacher-led center for the

directed, explicit instruction he/she will use in the teacher-led center. The teachers will see

these students on more frequent basis throughout the week whereas students with fewer

weaknesses will be accelerated in those areas where they can be more independent.

In addition to working on the weaknesses that students exhibit on assessments, teachers will

use on-grade text and above as well as more and more complex text with the students in the

teacher-led center. The teachers can scaffold for students and gradually release them as they

become more independent with these more complex texts as they learn more strategies.

Teachers will also be able to accelerate these students by previewing vocabulary and building

background knowledge for upcoming lessons that will be taught in whole group. In this way,

students with weaknesses can get a "double dose" that will accelerate them to where their

counterparts will start for the upcoming lesson. (Learning Focused Solutions)

Students who score at proficiency level and above will be using a core language arts program

(We are unsure at this time which program will be selected). In addition, ELA/Reading

curriculum maps are built using unit templates that utilize longer more complex texts along

with multiple shorter varying levels of texts that vary between literary and nonfiction but along

the same topic or theme. Every unit will include at least one lengthy research/writing project

and several shorter research/writing projects all related to or in response to the text or multiple

texts they have been reading. Each unit will end with a culminating project that incorporates all

https://app1.fldoe.org/Reading_Plans/Narrative/ChartI.aspx

115

that has been learned throughout the unit. These projects should be relevant and engaging for

students. All writing assignments should require students to use evidence from the text to

support their thoughts. Our students will learn and understand the Florida Standards through

these units.

*3. To effectively use assessment data, districts and schools with carefully crafted protocols are

prepared to efficiently differentiate student reading needs and offer an appropriate array of

intervention options that meet various individual student learning needs. To develop and utilize

these local protocols, districts and schools need to address state legislation that informs local

policies.

Section 1003.428, Florida Statutes, requires students in the ninth grated cohort beginning in

2013-2014, who score at Level 1 on FCAT Reading 2.0 to receive interventions services in the

following courses:

an intensive reading course and/or

a content area reading intervention course that is taught by a content-area teacher who

has participated in content –area reading professional development, such as NGCAR-

PD/CAR-PD, that builds teacher capacity to deliver scientifically-based content –area

literacy practices that support low-performing students.

Section 1003.428 Florida Statutes, requires students in the ninth grade cohorts for 2011-12, and

2012-13 who score at Level 1 on FCAT Reading 2.0 to complete an intensive reading course.

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

area reading intervention course.

A student in the 2011-12 and 2012-13 ninth grade cohort who scores at Level 1 or Level 2 on

FCAT 2.0 Reading but who did not score below Level 3 in the previous 3 years may be granted

a 1-year exemption from the reading remediation requirement; however, the student must have

an approved academic improvement plan already in place, signed by the appropriate school

staff and the student's parent, for the year for which the exemption is granted.

Passing scores on FCAT and concordant scores on other assessments may not be used to

exempt students from required intervention. Districts may use flexibility to provide

intervention to students in grades 11 and 12 who have met the graduation requirement. Courses

that may be used to provide reading intervention to 11th and 12th grade students include

Reading For College Success, English 4-College Prep, or Intensive Reading. Each of these

three courses focus on the goal of providing instruction that enables students to develop and

strengthen reading comprehension of complex grade level texts and developing independent

cognitive endurance while reading. Other commonalities include a focus on understanding

vocabulary in context, analysis of affix meanings in academic terminology, recognizing various

rhetorical structures, identifying main idea, inferences, purpose, and tone within texts. While

all three courses require the reading of both fiction and nonfiction texts, Reading for College

Success provides a specific focus on informational text while English 4 provides a specific

focus on literature.

116

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

intervention needs in the areas of foundational reading skills (e.g. decoding, fluency) must have

extended time for reading intervention:

Students two or more years below grade level should receive a double block of time for

reading to provide a sufficient amount of the following:

o remediation in foundational reading skills

o supportive opportunities to apply these skills

o acceleration in academic vocabulary development and high-level

comprehension of increasingly complex text

Students less than two years below grade level may receive these services during the

school day or before/after school with teacher support.

Teachers of intensive reading courses should be highly qualified to teach reading or should be

working toward that status (pursuing the reading endorsement or K-12 reading certification). It

is important that the classroom infrastructure (class size, materials, etc.) is adequate to

implement the necessary array of reading intervention service options.

These intervention should the following characteristics:

whole group explicit instruction


independent reading practice monitored by the teacher (applicable to reading

intervention course)

infusion of reading and language arts benchmarks specific to the subject area blocked

with the intensive reading course (biology, world history, etc.)

a focus on informational complex literary and informational texts (exposition

argumentation/persuasive, functional/procedural documents, etc.).

Beginning with the 2013-14 ninth grade cohort, students who score at Level 1 who do not have

intervention needs in the areas of foundational reading skills(e.g. decoding, fluency) may be

served in content area reading intervention classes. Districts may also continue to serve

students scoring at Level 2 on FCAT Reading who do not have intervention needs in the areas

of foundational reading skills (e.g. decoding fluency). Teachers of these classes must meet one

of the following requirements:

Content Area Reading Professional Development (CAR-PD)

Next Generation Content Area Reading-Professional Development (NGCAR-PD)

package

Reading Endorsement

K-12 Reading Certification

Schools must progress monitor students scoring at Level 1 and 2 on FCAT 2.0 Reading a

minimum of three times per year in order to appropriately plan for subsequent instruction and

ensure student learning progress over time. This progress monitoring should include a Baseline,

117

Midyear, and End of the Year Assessment.

Schools must diagnose specific reading deficiencies of students scoring at Level 1 and Level 2

on FCAT Reading. Although formal diagnostic assessments provide specific information about

a student’s reading deficiencies, many progress monitoring tools and informal teacher

assessments can provide very similar information in a more efficient manner. The only reason

to administer a formal diagnostic assessment to any student is to determine the specific deficit

at hand so teachers can better inform instruction to meet the needs of students who continue to

struggle in reading. The decision to deliver a formal diagnostic assessment should be the result

of an in-depth conversation about student instructional and assessment needs by the teacher,

reading coach, and reading specialist.

Each identified struggling reader must be given the instruction that best fits his or her needs.

Districts must establish criteria beyond FCAT 2.0 Reading for placing students into different

levels of intensity for reading intervention classes. It is recommended that districts implement a

placement process that includes a variety of considerations with protocols, such as the

following:

Historical assessment data results, including prior FCAT scores:

o Level 2 students who scored at Level 3 or above during previous school years

require instructional support that focuses on accelerating development in

academic vocabulary and high-level comprehension, ensuring that student

development keeps pace with increases in text complexity that occurs from

grade to grade. Further assessment is required to determine whether remediation

is needed.

o Students who have historically scored below Level 3 in numerous past years

will require intervention focused on both remediation and acceleration. Further

assessment is required to determine the appropriate proportion of remediation

and acceleration for each student,

Assessment using grade-level passages: Administer oral reading and comprehension

questions of a grade-level passage:

o Independent student oral reading: For Level 1 or Level 2 students who

struggle to read a grade level passage aloud, distinguish the impact that each

students’ decoding issues have on his or her text comprehension in order to

determine remediation needs:

Does the student successfully monitor basic comprehension of the grade-

level text in spite of some decoding challenges?

Does the student struggle to decode the grade-level passage, and does

this negatively impact his or her grade-level text understandings?

o Comprehension questions: Level 1 or Level 2 students who have difficulty

accurately answering several basic comprehension questions (e.g., main idea,

details, etc.), summarizing the passage, or identifying text evidence that supports

the author’s claim will require systematic remediation in such skills as text

structure, summarization, and comprehension monitoring using explicit

instructional strategies such as text-marking/coding.

118

For the various student profiles referenced above, all will require accelerated instruction in

academic vocabulary and high-level comprehension using complex texts to ensure their

college-career readiness. Research suggests that fluency is not a strong predictor of a student’s

ability to comprehend text in middle grades and high school. Therefore, caution is

recommended in using fluency data as a primary determinant for placement in reading

intervention in the upper grades.

Additional guidelines for determining student placement in reading intervention can be found

through using the Just Read, Florida! Student Reading Placement Chart at:


End-of-year assessments should be used to determine specific areas of student reading

difficulty and reading intervention placement.

Complete an Assessment/Curriculum Decision Tree (Chart J) to demonstrate how

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

determine specific interventions for students at each grade level.



Targeted audience





size) provided.

* District contacts will create and upload Chart J using the link found within this section

online. A sample for Chart G (Assessment/Curriculum Decision Tree) can be found in the

https://app1.fldoe.org/Reading_Plans/. Last year's chart is available at your district's public


Please upload the desired file.

Chart J - High School Assessment Curriculum Decision Tree Last Uploaded:4/29/2014 1:34:52

PM

4. Describe the reading intervention that your high schools will be providing for 11th and

12th grade students, including both those students who still need to meet the FCAT

Reading graduation requirement and those 12th grade students who have met the

graduation requirement through the use of concordant scores. Keep in mind that districts

have great flexibility in how these juniors and seniors who have met the graduation

requirement with a Level 2 score on FCAT Reading are served. These students may be

served through reading courses, content area courses without a specific professional

development requirement, or reading instruction before or after school.





119

Students in grades 11 or 12 who have not met the graduation requirement will be using either

LANGUAGE! or Hampton-Brown Edge, depending on their needs. These students will be

served a reading intervention through an intensive reading course or reading for college success

course. These courses will also focus on reading strategies for comprehension and ACT/SAT

preparation. All reading classes are required to use the flexible grouping model.

Students who have met the graduation requirements in reading through concordant scores will

be served through their English courses or by attendance in the after school program. The after

school programs at high school focus on reading comprehension strategies and skills as well as

ACT/SAT preparation.

*5. How will the district ensure that high school students in need of decoding and text reading

efficiency have sufficient time to receive the intervention services that they need?

Sumter will ensure that all high school students who are in need of decoding and text reading

efficiency receive extended reading intervention time by using the following placement

procedure.

First, all level one and two FCAT Reading students will be tested using the MAZE. Those who

score in the high and moderate risk levels (red and yellow), will also be NAEP Fluency tested

using Lexiled grade level passages and/or the Scaffolding Discussion Templates. Students who

score a level one or two on the NAEP Oral Reading Fluency Rubric will be placed in Intensive

Reading classes that have extended time. The placement of the students from the previous year

will also be considered, especially if the student is continuing in Intensive Reading. This same

procedure will be employed for those students who have no FCAT Reading scores.

*6. Within the reading program, how will students be provided with access to authentic

literary and informational texts representing a range of levels, interests, genres, cultures,

and topics – including science and social studies content -- to develop independent reading

capacity? Include the following information:

how daily independent reading, monitored by the teacher, will be incorporated

into all reading classrooms;

how classroom libraries will be utilized;

the process for leveling books; and

the process for matching students with the appropriate level of text.

The high schools will integrate authentic fiction and nonfiction representing a range of levels,

interests, genres, and cultures into the classroom by having daily independent reading practice

monitored by the teacher in all reading classrooms using classroom libraries, the media center,

Achieve 3000 and/or leveled texts. The high schools that have Renaissance Place will require

participation by students by making it a part of the students' grade. In addition, the high schools

will use novel studies of different genres and develop the use of learning teams/literature

circles.

Books will be leveled using the Renaissance Place guidelines but also with lexiles whenever

120

possible to ensure that we are reaching more challenging levels of reading required by the

adjusted lexile ranges for the Florida Standards. Students will be able to choose books based on

teacher input and student choice/interest. Teachers will determine the appropriate level of texts

for Level 1 and 2 students based on their STAR scores or Achieve 3000 (Lexile) scores.

Teachers will determine the appropriate level of text for Levels 3 - 5 students by using the

specific grade level Renaissance Learning Goal Setting Chart. In addition, teachers will

monitor students’ progress using Renaissance Place assessment reports.

*7. How will students analyze media literacy including the various mediums: print media,

still photography, radio/audio, television/film, and the internet in reading and content

area subject areas?

ELA/Reading curriculum maps include a template that utilizes related texts based on a

particular topic or theme. Where possible, they also include a variety of mediums that also

relate to the topic or theme of the unit and are included as part of the resources on the maps.

Students will be asked to do close reading and/or analyzing of complex texts which may be

enhanced through the various mediums when available. Students will understand that other

mediums should be considered text as well.

In addition, the DBQ Project done through our social studies courses at the high school level

involves having students read and analyze texts, pictures, videos, audio, and any other medium

that is related to a particular topic in social studies. The students use a variety of mediums to

answer critical thinking questions about the topic in the form of an essay.

*8. Students’ college-career readiness is dependent upon high quality learning opportunities

in content-area and elective classrooms. How will all content area and elective teachers (a)

teach students to think as they read in subject area classrooms and (b) extend and build

text-based discussions in order to deepen content-area understandings? Describe how

teachers are implementing text based content area instruction in:

English/Language Arts

History/Social Studies

Science

Technical Subjects

Content Area Reading Strategies (CARS) professional development - Guided instruction in

comprehension strategies using nonfiction books from the school media center that supports

content areas and textbooks.

Learning Focused Strategies – All teachers, administrators and reading coaches have been

trained in the use of high impact strategies and where to use them in their lessons to have the

most impact on student learning. In addition, new teachers are trained every year in the

Learning Focused Strategies. One of the major components of LFS involves the use of

collaborative pairs where students discuss concepts, answer questions and clarify concepts with

one another. In addition, LFS incorporates extended thinking for the most essential skills which

involves the use of thinking skills (abstracting, compare/contrast, analyzing perspectives,

121

induction, deduction, error analysis, categorizing, constructing support and writing to prompts).

High Quality Text Dependent Questions and Tasks:

A. A significant percentage of questions/tasks are to be text dependent. Aligned curriculum

materials will include rigorous text dependent questions that require students to demonstrate

that they follow the details of what is explicitly stated but also are able to make valid claims

that are supported with evidence in the text.

B. Questions and tasks require the use of textual evidence, including supporting logical

inferences from the text. Require students to become more adept at drawing evidence from the

text and explaining that evidence orally and in writing.

C. Questions and tasks require careful comprehension of the text before asking for further

connections, evaluation, or interpretation.

Our content area teachers will be trained in the Comprehension Instructional Sequence (CIS)

method. The CIS is a complex form of multiple strategy instruction that promotes student

development in reading comprehension, vocabulary, content-area knowledge, and critical

thinking about complex texts. A CIS lesson is delivered in three steps with integrated and

sustained text-based discussions and writing used throughout. Multiple readings of the same

text facilitate deeper thinking. Step one of the CIS lesson contains explicit instruction in

vocabulary and close reading through text-marking and directed note-taking. In step two,

students generate questions that launch them into collaborative inquiry, supporting the practice

of lifelong learning. Step three challenges students to use text evidence to validate positions

they have formed over the course of the lesson.

Our content area teachers are required to use Achieve 3000 to supplement their curriculum. It is

a computer-based program in which non-fiction articles are assigned to students for reading

and answering text-based questions as well as answering a thought question in writing. Articles

have been tied to the curriculum and placed on curriculum maps.

In addition, our district has decided to implement the DBQ Project in our social studies

curriculum at grades 4-11. The DBQ involves the use of primary and secondary documents and

having students read closely and analyze those documents to answer a question in an argument-

based writing format.

An administrative team at each school as well as the District Reading Specialist will monitor

implementation of the strategies through classroom visits and evaluations.

*9. Explain how the school will address writing from sources as a means to strengthen and

deepen text comprehension, increase domain-specific knowledge, and provide meaningful

writing opportunities.

How will writing from sources be supported in reading intervention courses to

accelerate student literacy development? Describe how students will have

122

consistent access to appropriate texts for researching and synthesizing

information?

How will writing from sources be incorporated across the curriculum in content-

area courses? Describe how content-area courses will provide frequent

opportunities for students to engage in short research projects to research and

write on various content-area topics?

Writing is a district focus. All content areas are expected to incorporate the use of writing

within their lessons. The expectation is to use writing, whether it is responding to something

the students have read in writing, summarizing in writing, or explaining something in writing.

All content area teachers have and will receive additional training on how to create text

dependent questions since another expectation for teachers in our district is to use evidence

from the text as part of the writing assignments.


deepen text comprehension. The teachers are using writing before, during and after the use of

any texts using the following strategies:

a. Before reading: written predictions, quick writes, possible sentences, KWL, brainstorming.

b. During reading: KWL, SQ3R, journaling, predicting.

c. After reading: KWL, learning logs, short and extended responses, graphic organizers.

d. Teachers will be provided with staff development in the CARS (Content Area Reading

Strategies) that will enable them to incorporate writing across the curriculum.

e. Learning Focused Strategies: LFS incorporates writing to learn in every content area. It also

requires the use of summarization throughout lessons and at the end of every lesson and this

may be done through writing. Extended Thinking is another component of LFS that is used to

extend the thinking of students regarding essential concepts. One of ways to extend thinking is

through writing.

f. The CIS model will require teachers to incorporate evidence-based writing throughout the

lessons that are used for the model. We are asking that teachers use one of these lessons per

unit for next school year.

g. Achieve 3000 requires students to answer thought questions based on non-fiction articles

they have read. The questions require a written response.

h. The DBQ Project requires social studies students to write a paper to answer a content-based

question after close reading of several primary and secondary documents and analyzing them.

*10. What supportive reading opportunities will be provided before school, after school, and

during summer school, including mentoring and tutoring activities? Include criteria for

student eligibility and how these opportunities are linked to reading instruction provided

during the school day.

Criteria for selection of students will be any students scoring below proficiency level on the

state ELA assessment. Each school will be responsible for selecting programs that fit students’

needs and the school’s schedule. For examples, see below.

a. Remediation classes – students receive additional and more explicit reading instruction that

123

will help them in acquiring skills necessary for passing the state assessment.

b. Peer tutors – students will be paired together for mentoring and help with studies. Higher

performing students will model for and motivate lower performing students.

c. Achieve 3000 - students will get additional time on this program that requires them to read

nonfiction articles and answer text-based questions, then respond in writing to the text.

Teachers will work in small group settings to explicitly teach and model for the students how to

attack the questions and writing tasks associated with the program.

d. Study Island – students will get an opportunity to work on this engaging computer program

that provides them extra practice on skills taught in various content areas.

The activities for After School and Summer School programs will be linked to instruction

provided during the school day through our curriculum maps.

*11.1 Which assessments are administered to determine reading intervention placement for the

following student populations:

Non-English speaking ELL students?

See number 4 above and Chart J.

11.2 Severe speech/auditory impaired?

Students with severe speech/auditory impairments from Sumter County are served in a

neighboring county (Pasco).

11.3 Students with severe visual impairments?

If any students need the tests converted to Braille, our vision teacher can do this or the tests can

be ordered through FIMC. See number 4 or Chart G.

11.4 Grades 9 and above transfer students who do not have any FCAT 2.0 Reading score

and/or other standardized reading scores. NOTE: If no scores are available, an

appropriate assessment should be administered to determine the overall reading ability of

the student and to identify appropriate placement.

For those students who do not have FCAT scores the same process will be used as stated in

number 4 above and using Chart J - High School Assessment/Curriculum Decision Tree. Other

assessments will be administered as soon as possible to obtain information for instruction.

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su

cces

sfu

l, st

ud

ent

will

be

pla

ced

in L

evel

B o

r C

Inte

nsiv

e R

ead

ing

or L

A

cla

ss).

b

) Tr

ain

ed p

erso

nnel

ad

min

ister

LA

NG

UA

GE!

pla

cem

ent

test

(9th

– 12

th g

rad

es).

Stu

den

t sh

ould

be

pla

ced

in a

n in

tens

ive

rea

din

g cl

ass

for

the

LAN

GU

AG

E! le

vel i

n w

hich

he/

she

scor

ed (

Leve

l A In

tens

ive

Rea

din

g or

LA

).

Con

fer

with

rea

ding

coa

ch if

thi

s pla

cem

ent

is no

t po

ssib

le so

tha

t ac

cept

able

pla

cem

ent

can

be d

eter

min

ed.

c)

See

Sum

ter

Ben

chm

ark

Cri

teri

a fo

r R

ead

ing

Pla

cem

ent

for

Pro

gra

ms/

Inst

ruct

iona

l Ma

teri

als

and

Str

ate

gies

. Lo

w (

Gre

en)

a)

Ad

min

ister

Disc

over

y Ed

uca

tion

ass

essm

ent

if w

ind

ow o

pen

or

Form

ati

ve A

sses

smen

ts –

Use

d t

o d

eter

min

e st

ud

ents

’ ins

tru

ctio

nal n

eed

s fo

r co

mp

rehe

nsio

n a

nd v

oca

bu

lary

. (B

ase

d o

n re

sult

s –

stu

den

ts p

lace

d in

Lev

el C

Inte

nsiv

e R

ead

ing

or L

A o

r Lev

el D

Reg

ula

r R

ead

ing

cla

ss.)

b

) Se

e Su

mte

r B

ench

ma

rk C

rite

ria

for

Rea

din

g P

lace

men

t fo

r P

rogr

am

s/In

stru

ctio

nal M

ate

ria

ls a

nd S

tra

tegi

es.

128

FOR

STU

DEN

TS W

HO

HA

VE

NO

T SH

OW

N P

RO

GR

ESS,

SEE

BEL

OW

***

***S

um

ter

Cou

nty

Scho

ol D

istri

ct h

as

ma

de

ever

y ef

fort

to

ensu

re t

hat

each

hig

h sc

hool

gra

de

leve

l ha

s tw

o re

ad

ing

inte

rven

tion

pro

gra

ms.

In a

dd

itio

n, m

ost

of t

he p

rogr

am

s a

re m

ad

e u

p o

f va

riou

s le

vels.

LA

NG

UA

GE!

, REA

D 18

0 a

nd H

am

pto

n B

row

n Ed

ge a

ll in

clu

de

ma

ster

y te

stin

g a

t re

gula

r in

terv

als

thro

ugh

out

the

pro

gra

m. I

f st

ud

ents

are

not

ma

ster

ing

the

skill

s,

the

pro

gra

ms

dire

ct t

each

ers

to r

e-te

ach

tho

se s

kills

. Any

stu

den

t co

ntin

uin

g to

ha

ve d

iffic

ult

ies

wit

h m

ast

ery

aft

er m

ult

iple

att

emp

ts, w

ill b

e fu

rthe

r d

iagn

osed

wit

h FA

IR o

r D

iscov

ery

Edu

cati

on A

sses

smen

ts.

Ad

dit

iona

lly,

stu

den

t re

cord

s a

re r

evie

wed

ea

ch q

ua

rter

/sem

este

r/ye

ar

to e

nsu

re t

hat

stu

den

ts a

re p

lace

d i

n a

dva

ncin

g le

vels

of

the

pro

gra

m.

Art

icu

lati

on

bet

wee

n m

idd

le a

nd h

igh

scho

ols

is ro

uti

ne a

t th

e en

d o

f ea

ch s

choo

l yea

r to

ens

ure

tha

t th

e st

ud

ent

reco

rds

follo

w t

he s

tud

ent

and

tha

t p

rop

er p

lace

men

t is

cont

inu

ous.

In a

dd

itio

n, S

um

ter

Scho

ol D

istric

t ha

s im

ple

men

ted

a r

ead

ing

blo

ck t

emp

late

tha

t re

qu

ires

cont

inu

ous

ass

essm

ent

of s

tude

nt p

rogr

ess

on F

CA

T b

ench

ma

rk s

kills

. Fle

xib

le g

rou

pin

g w

ill

be

use

d d

urin

g th

e re

ad

ing

blo

ck t

o a

dd

ress

pa

rtic

ula

r sk

ill d

efic

its

usin

g sm

all

stu

den

t gr

oup

s. Th

e fle

xib

le g

rou

ps

will

cha

nge

as

stu

den

ts m

ast

er s

kills

or

it is

det

erm

ined

tha

t m

ore

ass

ista

nce

is re

qu

ired

on

skill

s. A

fter

rev

iew

of

stu

den

t p

rogr

ess,

it m

ay

be

det

erm

ined

tha

t th

e st

ud

ent

has

bee

n p

lace

d a

t th

e w

rong

leve

l wit

hin

a p

rogr

am

and

wou

ld b

e m

ore

ap

pro

pria

tely

pla

ced

at

ano

ther

le

vel

or i

n a

noth

er p

rogr

am

. It

ma

y b

ecom

e ne

cess

ary

to

refe

r th

e st

ud

ent

to t

he s

choo

l’s I

nter

vent

ion

Ass

ista

nce

Tea

m (

IAT)

to

det

erm

ine

mor

e in

div

idu

aliz

ed i

nter

vent

ions

, a

nd

per

hap

s el

igib

ility

as

a s

tud

ent

wit

h a

disa

bili

ty.

SUM

TER

BEN

CH

MA

RK

CR

ITER

IA F

OR

REA

DIN

G P

LAC

EMEN

T &

P

rogr

ams/

Inst

ruct

iona

l Ma

teri

als

& S

tra

tegi

es

C

rite

ria

Leve

l A –

Inte

nsiv

e R

ead

ing

or

Lang

uag

e A

rts

Leve

l B -

Int

ensi

ve R

ead

ing

or

Lang

uag

e A

rts

Leve

l C -

Int

ensi

ve R

ead

ing

or

Lang

uag

e A

rts

Leve

l D -

Reg

ula

r R

ead

ing

FC

AT

Leve

l: 1

or 2

M

AZE

Ris

k L

evel

: Hig

h (R

ed)

or M

oder

ate

(Y

ello

w)

NA

EP F

luen

cy R

ubri

c Le

vel:

1 or

2

Lexi

le S

core

: BR

– 7

00

LA

NG

UA

GE!

:

D

RP

GE

DR

P G

E

G

L

B

ook

A

Boo

k C

6

3.5

or le

ss

3.

6-5.

0

7

4.

0 o

r le

ss

4.

1-5.

5

8

4.0

or

less

4.1-

6.2

9

4.

0 o

r le

ss

4.

1-7.

0

10

4.

0 o

r le

ss

4.

1-7.

0

11

4

.0 o

r le

ss

4.

1-7.

0

FCA

T Le

vel:

1 or

2

MA

ZE R

isk

Lev

el: H

igh

(Red

) or

M

oder

ate

(Y

ello

w)

NA

EP F

luen

cy R

ubri

c Le

vel:

1, 2

or

3 Le

xile

Sco

re: 7

00

– 9

00

H

am

pto

n B

row

n Ed

ge:

R

aw

Sco

re o

f 0-2

5= F

und

am

enta

l Lev

el

Ra

w S

core

of 2

1-33

= L

evel

A

Ra

w S

core

of 2

9-36

= L

evel

B

Ra

w S

core

of 3

4-40

= L

evel

C

FCA

T Le

vel:

1 or

2

MA

ZE R

isk

Lev

el: M

oder

ate

(Y

ello

w)

or L

ow (

Gre

en)

NA

EP F

luen

cy R

ubri

c Le

vel:

3

Lexi

le S

core

: 80

0 –

100

0

FCA

T Le

vel:

2, 3

or

4 M

AZE

Ris

k L

evel

: Low

(G

reen

)

Lexi

le S

core

: 10

00

&

ab

ove

Pro

gra

m/

Ma

teri

als

&

St

rate

gie

s

LAN

GU

AG

E! (

9th –

12th

gra

des

)

Nov

el S

ets/

Cla

ssro

om L

ibra

ries

AR

Ach

ieve

30

00

- E

xten

ded

Rea

din

g P

ass

age

s w

ith

ben

chm

ark

qu

esti

ons.

(The

re

ad

ing

leve

l of t

he p

ass

age

s w

ould

beg

in

on s

tud

ents

’ lev

el a

nd g

rad

ua

lly in

crea

se

scho

ol y

ear.

)

Flex

ible

Gro

up

ing

REA

D 18

0 (

9th &

10th

Gra

des

)

Ha

mp

ton-

Bro

wn

Edge

(11

th &

12th

G

rad

es)

Nov

el S

ets/

Cla

ssro

om L

ibra

ries

AR

Ach

ieve

30

00

- E

xten

ded

Rea

din

g P

ass

age

s w

ith

ben

chm

ark

qu

esti

ons.

(The

rea

din

g le

vel o

f the

pa

ssa

ges

wou

ld b

egin

on

stu

den

ts’ l

evel

and

gr

ad

ua

lly in

crea

se u

ntil

on g

rad

e-le

vel t

hrou

ghou

t sc

hool

yea

r.)

Flex

ible

Gro

up

ing

(Not

su

re o

f pro

gra

m a

t th

is ti

me)

Nov

el S

ets/

Cla

ssro

om L

ibra

ries

AR

Ach

ieve

30

00

- E

xten

ded

R

ead

ing

Pa

ssa

ges

wit

h b

ench

ma

rk q

ues

tion

s. (T

he

rea

din

g le

vel o

f the

pa

ssa

ges

wou

ld b

egin

on

stu

den

ts’ l

evel

a

nd g

rad

ua

lly in

crea

se u

ntil

on

gra

de-

leve

l thr

ough

out

scho

ol

yea

r.)

Flex

ible

Gro

up

ing

(Not

su

re o

f pro

gra

m a

t th

is ti

me)

Nov

el S

ets/

Cla

ssro

om

Lib

rari

es

AR

Ach

ieve

30

00

- E

xten

ded

R

ead

ing

Pa

ssa

ges

wit

h b

ench

ma

rk q

ues

tion

s. (T

he r

ead

ing

leve

l of t

he

pa

ssa

ges

wou

ld b

egin

on

gra

de-

leve

l.)

Flex

ible

Gro

up

ing

129

Sumter County 2014-2015 K-12 Reading Plan...year. The district will also recognize and support...

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Transcript of Sumter County 2014-2015 K-12 Reading Plan...year. The district will also recognize and support...