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Leon County Schools’ K-12 Comprehensive Research-Based Reading Plan. Adapted from 2005 Administrators’ Meeting August 3, 2005. Closing the Achievement Gap. “No significant learning occurs without a significant relationship of mutual respect.” Dr. James Comer

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


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leon county schools k 12 comprehensive research based reading plan

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

Adapted from 2005 Administrators’ Meeting

August 3, 2005

closing the achievement gap
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
k 12 comprehensive research based reading plan
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
leadership monitoring
Leadership & Monitoring
  • District Reading Leadership Team
    • Iris Wilson
    • Margo Hall
    • Bev Owens
    • DJ Wright
    • Merry Ortega
    • Marsha Glover
    • Eydie Sands
    • Reading First Project Manager
expectations of the reading district leadership team
Expectations of the Reading District Leadership Team
  • Monitor Reading Plans
  • Monitor Reading Coaches
  • Visit Schools
  • Conferencing
  • Resources
chiles high school reading leadership team
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
responsibilities of the school reading leadership team
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
what is a reading coach
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.

what a reading coach is not
What a Reading Coach is NOT!!
  • A Reading Resource teacher
  • A substitute teacher
  • An evaluator/administrator
  • An enforcer/dictator
  • Negative
how administrator supports the reading coach
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
monitoring
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
professional development14
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
high school student achievement and instruction
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
requirements for level 1 students
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.
requirements for level 2 students
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.
high quality instruction
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
slide19
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

slide20

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
snapshot
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/
assessments
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
asking the tough questions
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

faculty feedback
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?