Reading placement
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Reading placement 2011-2012. Reading placement k-5 2011-2012. End of Year Testing. K-2 Intervention Placement. All students in the Red Success Zone with a Probability of Reading Success (PRS) <16% MUST participate in daily intervention sessions (30 minutes, minimally) using Voyager.

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Reading placement 2011-2012

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Reading placement 2011 2012

Reading placement2011-2012


Reading placement k 5 2011 2012

Reading placementk-52011-2012


End of year testing

End of Year Testing


K 2 intervention placement

K-2 Intervention Placement

  • All students in the Red Success Zone with a Probability of Reading Success (PRS) <16% MUST participate in daily intervention sessions (30 minutes, minimally) using Voyager.

  • All students in the Yellow Success Zone with a Probability of Reading Success (PRS) between 16-39% MUST participate in daily intervention sessions (30 minutes, minimally) using Voyager.


3 5 intervention placement

3-5 Intervention Placement

  • All FCAT Level 1 (retained) 3rd Grade students MUST participate in daily Immediate Intensive Intervention sessions (30 minutes, minimally) using Voyager.

  • All 3rd Grade Students with FAIR scores falling in 3 + 4 or 3 +5 MUST participate in daily Immediate Intensive Intervention sessions (30 minutes, minimally) using Voyager.

    • Box 3 + 4 (Maze below 25% + WA above 25%)

    • Box 3 + 5 (Maze below 25% + WA below 25%)


3 5 intervention placement1

3-5 Intervention Placement

  • All 4th and 5th grade students scoring FCAT levels 1 or 2 MUST participate in daily Immediate Intensive Intervention sessions (30 minutes, minimally) using Voyager.

  • All 4th and 5th Grade Students with FAIR scores falling in 3 + 4 or 3 +5 MUST participate in daily Immediate Intensive Intervention sessions (30 minutes, minimally) using Voyager.

    • Box 3 + 4 (Maze below 25% + WA above 25%)

    • Box 3 + 5 (Maze below 25% + WA below 25%)


Reading placement 6 12 2011 2012

Reading placement6-122011-2012


1 point to consider in placement 6 12

# 1 Point to Consider in Placement 6-12

  • Essential Question?

  • What is the most appropriate reading intervention for the student, based on reading deficiencies that will maximize and accelerate student progress?


All fcat level 1 and 2 students must be in a reading class

All FCAT Level 1 and 2 students must be in a reading class

  • Does not apply to ESOL students

  • English Language Learners (ELL) students, ESOL levels 1-4, must be enrolled in two language courses at the secondary level that will satisfy the state requirements for language arts and reading. Therefore, ELL students should not be assessed for placement or placed in the IR, IR+ or IR-EN classes.


Reading courses

Reading Courses

  • Intensive Reading Plus

  • Intensive Reading

  • Intensive Reading Enrichment (not optional)

  • High school: Retaker Reading Course

  • Highschool : Retaker Reading Plus Course


How are students placed

How are students placed?

  • Students' are given the Text Reading Efficiency passage (TRE) to ensure accurate information is obtained for placement.

  • The TRE contains 3 scores:

  • Oral Reading Fluency (ORF) The students are timed for one minute

  • Text Efficiency Rubric score (1-4)

  • Comprehension Score (5 questions)

  • The TRE is administered one to one, with the exception of the comprehension section which can be administered whole group.


Tre rubric from naep

TRE Rubric from NAEP


Oral reading risk level chart

Oral Reading Risk Level Chart


Placement based on the tre and fair

Placement based on the TRE and FAIR


Highschool

Highschool

  • Students who did not pass the FCAT in 10th and 11th grade this year must be enrolled in a Retaker course

  • 11th and 12th grade students should be separated. A different curriculum will be used for 12th grade.

  • Consider a Retake Plus class for students scoring at high risk on the TRE, Level 1 or 2 on the TRE rubric and 0-3 comprehension questions correct.


Teacher recommendation should be considered

Teacher Recommendation should be considered..

  • If student results are inconsistent or fall in the middle, discuss appropriate placement with the teacher.

  • Student’s placement maybe changed during the year if the student’s progress accelerates or declines.


Data base

Data Base

  • We have given the coaches and the Assistant Principals directions for downloading the FAIR results from the PMRN.

  • We have asked they add columns to include the TRE scores: ORF column, TRE Rubric column, Reading Comprehension Score column, Teacher Recommendation column, and Final Reading Placement column.

  • The placements should be sorted.

  • The coaches should give recommendations on how many sections are needed for each course and teacher assignment based on strengths along with your input.

  • Although class size allows for 25 students, every effort should be made to keep the class size at 20 and under.


Test incoming students

Test Incoming Students

  • Please assist the coaches by calling the feeder schools’ principal to set up a date, where the coaches and interventionists from the school can work with the coaches from the feeder schools to test the Level 1 & 2 students.


Courses

Courses

  • Intensive Reading Plus (IR+) – intended for students with deficiencies in decoding and fluency in addition to vocabulary and comprehension. Consider gender based classes.

    (Should be the most highly qualified reading teacher, good command of English and background in teaching phonics)

  • Intensive Reading (IR) - intended for students with deficiencies in vocabulary and comprehension.

    (Should be a highly qualified reading teacher)

  • Intensive Reading Enrichment (IR-EN) – intended for students whose FCAT scores have regressed from FCAT Level 3 or higher to FCAT Level 2 and students with high FCAT Level 2 scores. (Attachment C)

    (Should be highly qualified reading teacher with a track record of teaching at a high rigor level)


Courses continued

Courses Continued…

  • NEW COURSE (Optional): 11th/12th Grade Reading Retakers Plus (RR+)- intended for students with deficiencies in decoding and fluency in addition to vocabulary and comprehension who have not met the graduation requirement in reading. (Attachment D)

    (Should be the most highly qualified reading teacher, good command of English and background in teaching phonics)

  • 11th/12th Grade Reading Retakers (RR)- intended for students who have not met the graduation requirement in reading. (Attachment E)

    (Should be a highly qualified reading teacher)


Middle school curriculum

Middle School Curriculum

CIRP= Comprehensive Intervention Reading Program

SIRP= Supplemental Intervention Reading Program


Highschool curriculum

Highschool Curriculum


Highschool curriculum1

Highschool Curriculum

CIRP= Comprehensive Intervention Reading Program

SIRP= Supplemental Intervention Reading Program


At the beginning of the year

At the beginning of the Year

  • Have coaches at registration to administer the TRE to new students with a FCAT Level 1 and 2 or without scores to ensure appropriate placement.

  • Train someone in the front office to administer the TRE throughout the year as new students arrive.


Revisiting essential question remember

Revisiting Essential QuestionRemember….

  • It is essential to put students in the best placement that will target specific reading defiencies and allow students to improve their reading, which will in turn ensure their future!


Questions

Questions

Thank you for your attention

Contact: Instructional Supervisors

Cecelia [email protected]

Darliny Katz- [email protected]

Vanessa De La Pena- [email protected]


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