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Improving Literacy Instruction throughStriving Readers Comprehensive Literacy Grants Hillsborough County Public Schools Wynne A. Tye Assistant Superintendent Division of Curriculum and Instruction 901 East Kennedy Boulevard Tampa, FL 33602 Phone: (813) 272-4221 Fax: (813) 272-4220 Wynne.Tye@sdhc.k12.fl.us Just Read, Florida! Stuart GreenbergExecutive Director325 West Gaines Street, Suite 514Tallahassee, Florida 32399-0400Phone: (850) 245-0503Fax: (850) 245-9530Stuart.Greenberg@fldoe.org
It’s All About Connections… District State
Florida’s Literacy Plan Key to literacy is effective teaching • To support teacher effectiveness, FLDOE: • Provides leadership structure and resources to all districts • Supplies infrastructure for data collection, assessment, and dissemination of information • Offers systemic professional development • Provides easy access to reading research • Establishes clear student achievement goals • Uses data analysis to drive decision-making
Current State Support Structures • Robust state data infrastructure (further enhancement under Race to the Top) • Florida Center for Reading Research (FCRR) • Florida Assessments for Instruction in Reading (FAIR) • Progress Monitoring and Reporting Network (PMRN) • Response to Intervention (RtI)
Current State Support Structures (continued) • Leverage the use of other funds including ESEA, IDEA, and Perkins CTE Act • Combine program funds with the Perkins Career and Technical Education Act funds to provide support for literacy integration into career and technical education classes • Join program funds with other funding sources to provide additional reading teachers, district and school based literacy support staff, and/or professional development
District Structures • K-12 Comprehensive Reading Plan (K-12 CRP) approved by SEA • District leadership • School leadership • Professional development • Student achievement • Alignment between K-12 CRP, Title I reading plans, Title I School Improvement Grant (lowest 5% schools), Differentiated Accountability • Leverage Resources (IDEA, Title I-III, Perkins, SAI, etc.)
State Transition to Internationally-benchmarked College- and Career-ready Standards • Align professional development with Common Core State Standards implementation • Provide direction toward common items developed to assess Common Core State Standards
District Literacy Design Collaborative:Making the Connection • Framework that establishes a connection between the common core standards, with the purpose of preparing students to be college/career ready • Grounded in : • critical reading • analytical thinking • implementation of civil discourse • creation of writing products as specified by the common core standards • Components include: • a prompt (template task) that allows teachers to “plug in” the content and the type of product that focuses students on what they should do and what product they should produce. • a scoring rubric for the template task that describes and connects demands and qualities established by the common core standards. • a template module that provides an “instructional ladder” to organize instruction based on the instructional demands of the template task.
Striving Readers Grant:Support Effective Teaching • Eliminate strict research design • Focus on effective teaching rather than purchase and analysis of specific reading program • Focus on job-embedded professional development, follow-up support, and instructional delivery • Support technology and materials conforming to universal design for learning principles • Include integrated assessment system • Include rigorous accountability measures and fidelity checks
Addressing the Needs of Economically Disadvantaged Children, LEP, and SWD All Title I schools operating school wide programs must implement school wide plans including: • the critical goal of improving reading achievement • a school improvement plan • coordination and integration of their Striving Readers activities • staff development based upon the findings of NELP, RtI, and National Literacy Panel on Language-MinorityChildren andYouth • the provision of high quality instruction for ALL students
Addressing the Needs of Diverse Learners Across the Age Spans • Ensure vertical articulation between feeder pattern schools so that diverse student needs across age spans are considered and addressed • Provide mentoring and transition programs for diverse learners between preschool and kindergarten, elementary and middle school, and middle to high school • K-12 CRP addresses the needs of students across age spans