Leon County Schools’ K-12 Comprehensive Research-Based Reading Plan

1. Leon County Schools’K-12 Comprehensive Research-Based Reading Plan Adapted from 2005 Administrators’ Meeting August 3, 2005

2. Closing the Achievement Gap • “No significant learning occurs without a significant relationship of mutual respect.” • Dr. James Comer • “Active participation by ALL students.” • Brian M. Pete and Robin J. Fogarty

3. K-12 Comprehensive Research-Based Reading Plan • Leadership & Monitoring • Professional Development • Elementary Student Achievement and Instruction • Middle School Student Achievement and Instruction • High School Student Achievement and Instruction

4. District Leadership and Monitoring

5. Leadership & Monitoring • District Reading Leadership Team • Iris Wilson • Margo Hall • Bev Owens • DJ Wright • Merry Ortega • Marsha Glover • Eydie Sands • Reading First Project Manager

6. Expectations of the Reading District Leadership Team • Monitor Reading Plans • Monitor Reading Coaches • Visit Schools • Conferencing • Resources

7. Chiles High School Reading Leadership Team • 8 - 12 Members • Educational Leaders (Principal and APs) • Reading Coach: Kathy Corder • Content Area/Grade Level Teachers (“The A Team”) • Reading Specialists: Linda Heller & Debbie McKinnon • Media Specialist • Parents • Students • Community Member

8. Responsibilities of the School Reading Leadership Team • Gather information about literacy and resources • Facilitate workshops • Organize study groups • Initiate action research • Support peer coaching • Participate in demonstration lessons • Examine student artifacts • Investigate areas of concern and develop an action plan

9. What is a Reading Coach? A reading coach is a professional development liaison within the school that provides support, models lessons, and continuously assists in improving instructional programs in reading to assure reading improvement for ALL students.

10. What a Reading Coach is NOT!! • A Reading Resource teacher • A substitute teacher • An evaluator/administrator • An enforcer/dictator • Negative

11. How Administrator Supports the Reading Coach… • Ensures that the reading coaches attend required professional development, such as Reading Coach Conferences and monthly District Coaches meetings, reading instructional practices workshops, etc. • Provides time for reading professional development for the staff • Encourages teachers to use the coach and provides specific feedback to teachers

12. Monitoring…. • Classroom Walk-Throughs (District & School) • Informal and Formal Visits to school during the first 3 months of school to ensure plan has been implemented (State, District and School) • Additional monthly fidelity checks will be conducted • Formally report all findings to the District Assistant Superintendent of Management and Curriculum Services (State, District and School) • Based upon monitoring results, additional support may be provided

13. Professional Development

14. Professional Development • Everyone will participate in some type of professional development (Faculty Meeting In-Service & Book Study Groups) • Administrators will attend Just Read, Florida! K-12 Leadership Conference (Dr. Cox attended) • Monthly Principal and Assistant Principals meetings will have reading as an agenda item • Reading Coaches will provide professional development • Professional development should support district reading plan and School Improvement Plan • Model Classrooms will be utilized to model the 5 components of reading

15. High School Student Achievement and Instruction • First Step is to identify students and students needs: • FCAT - determines most needy SNAPSHOT online database of student test records • Level I and Level ll students

16. Requirements forLevel 1 Students • In addition to the minimum 50 minute intensive reading class, the student will be provided extended reading instruction in a content area class with a teacher who has the reading endorsement, is working on the reading endorsement or has K-12 Reading Certification • If a Level 1 student is receiving a minimum 90 minutes of intensive reading instruction, then an additional core content area class with a reading endorsed teacher is optional. • By the school year 2006-07, the students with the greatest reading deficiencies will receive a continuous 90 minute reading block of instruction. The teacher will have the K-12 reading endorsement, will be working towards the reading endorsement or will have reading certification.

17. Requirements forLevel 2 students • Students scoring a scale score below 280 on the Reading FCAT SSS with a NRT score below the 50% percentile, will receive a minimum of 50 minutes in a daily intensive reading class with a teacher who has reading endorsement, who is working on reading endorsement or who has reading certification. • Students scoring a scale score at or above 280 on the FCAT-SSS Reading and have a NRT score at or above the 50%tile, will receive intensive reading strategies instruction (i.e., differentiated instruction, leveled text, etc.) in a content area class with a teacher who has reading endorsement, is working on reading endorsement or who has reading certification. • Students receiving reading instruction will be screened using data from Reading FCAT-SSS, fluency probes, diagnostic test, and vocabulary checks.

18. High Quality Instruction Goal: Proficient Grade Level Students • Provide Print-rich Environment • Integrate Authentic Literature into Content Area Classes • Incorporate Reading into Subject Areas with the utilization of leveled texts • Incorporate Writing in the Subject Areas • Offer Before and After School Activities

19. K-12 Reading and Language Arts Developers Marsha Glover gloverm@mail.leon.k12.fl.us Eydie Sands sandse@mail.leon.k12.fl.us Phone Number: 487-7893

20. 2005-2006 LCHS Reading Plan Goal: Continuous Reading Achievement • Faculty Meeting In-service (all faculty) • “The A Team” (9th & 10th content area teachers focus on Systematic Vocabulary Instruction--SVI) with monthly trainings • Learning Communities—Book Study Groups: Classroom Instruction that Works by Robert Marzano • A+ Learning Systems—Computer Lab • Reading Coach

21. Snapshot • Data Based decisions • FCAT performance • Statistics about Chiles High that are helpful to understanding student achievement • Focus on reading skills of bottom 30% to increase overall reading comprehension content knowledge • http://www.chiles.leon.k12.fl.us/

22. Assessments What is on the FCAT? • Item Specifications (list of content areas--informational text) • Test Questions—Sample: Read “King of Fibers” and respond to questions #7-14 now. • Content vocabulary-SSS and • FCAT Explorer • Standards based curriculum

23. Asking the tough questions???? • Whose job is it to teach reading? • What are YOU doing to improve reading in your classroom? • What are you willing to do each day in your class to enhance reading skills? • Are you covering the content and reading standards in your lessons? REFLECTION: PAIR AND SHARE

24. Faculty Feedback Written response: • What are your concerns? • How do you plan to contribute to our school goal of continuous improvement in reading? • What kind of support, resources or training do you need to meet your goal?