2007-08 K-12 Comprehensive Research-Based Reading Plan

K-12 Comprehensive Research-Based Reading PlanBrevard Public Schools2012-2013Introduction and BackgroundIn order to receive reading funding, districts must write a K-12 ComprehensiveResearch-Based Reading Plan that ensures the following: Leadership at the district and school level is guiding and supporting theinitiative. The analysis of data drives all decision-making. Professional development is systemic throughout the district and is targeted atindividual teacher needs as determined by analysis of student performance data. Measurable student achievement goals are established and clearly described. Appropriate research-based instructional materials and strategies are used toaddress specific student needs.The guidelines provided for districts, schools, principals, and teachers within Brevard’sK-12 Comprehensive Research-Based Reading Plan are aligned with the criticalcomponents of the Multi-tiered System of Supports framework, including data-basedproblem-solving, utilizing student-centered response to instruction/intervention data tomake educational decisions. A multi-tiered system involves key elements: 1) effectivecore instruction for all students; 2) high quality assessments to monitor progress andidentify students and systems in need of intervention; 3) instructional use of a widevariety of complex texts to challenge student vocabulary and comprehension learning;and, 4) interventions designed and implemented that are matched to student needs.Through the implementation of the K-12 Comprehensive Research-Based ReadingPlan, Brevard Public Schools continue to build proficiency in the implementation of aneffective multi-tiered system of supports meeting the needs of all students.Charter SchoolsBrevard Public Schools charter schools are given the opportunity to participate in thedistrict plan. Charter schools that choose to participate in the plan must meet therequirements outlined in this document; however, they may meet these requirementsthrough methods that differ from those in the district plan. For example, if an entireschool district uses one core reading program in their elementary schools, and theelementary charter school chooses to use another state-adopted core program, this isacceptable.As with any school in the district, charter schools will not receive a set amount offunding through the reading allocation based upon their student enrollment, butwill be subject to the district prioritization of funds based on need. If charterschools decline to participate, the funds that would have been directed to them remainin the district to serve low performing schools.1 | P a g e

Reading and Literacy CoachesReading/literacy coaches have been an integral part of the success of the districtreading initiatives during the last few years. The role of the reading coach has beendefined in Rule 6A-6.053, FAC. While it is not required that every school be provideda reading/literacy coach, district leadership must allocate resources to hirereading/literacy coaches for the schools determined to have the greatest need based onthe following: Student performance data Experience and expertise of the administration and faculty in readingassessment, instruction, and intervention Receptiveness of administration and faculty to the coaching modelAll schools utilizing reading/literacy coaches during the 2012-2013 school year mustimplement the Just Read, Florida! literacy coach model. The coach model formed thebasis for the state funded reading coach grants in 2004-2005 and is further delineatedin Brevard Public Schools’ Role of the Literacy Coach document (Attachment C).Districts must ensure that the number of state, federal, or locally funded readingcoaches is prioritized based on school need. All coaches, regardless of their fundingsource, must report their time to the Progress Monitoring and Reporting Network(PMRN) on a biweekly basis. Principals will be required to log onto the PMRN prior tothe start of school to enroll their reading/literacy coach(es). Coaches will not be able touse the system until they have been enrolled by their principal. Principals will also berequired to provide the funding source(s) for each coach at the time of enrollment.Throughout the school year, principals and district reading contacts should regularlyreview reading coach log entries in order to support the role of the coach.Any reading/literacy coach who is funded through the Research-Based ReadingInstruction Allocation in the FEFP as part of the K-12 Comprehensive Reading Planmust be a full-time coach. Reading/literacy coaches who split their time between twoschools are considered full-time coaches. This includes coaches who are only partiallyfunded through the Research-Based Reading Instruction Allocation in the FEFP. Whileit is recommended that reading coaches not be assigned a regular classroomteaching assignment, they are expected to work frequently with students in wholeand small group instruction in the context of modeling and coaching in otherteachers’ classrooms.2 | P a g e

LeadershipDistrict Level LeadershipMany of the school buildings within a district look the same, but the needs of teachersand students within those buildings are diverse. District level administrators must lookat schools on an individual basis and distribute resources based on students’ andteachers’ level of need. The district system for monitoring reading instruction thatdifferentiates school level services is addressed in the following:District Level Questions1. What are your measurable district goals for student achievement in reading for the2012-13 school year as described as a percentage increase from last year’s scores?Florida Assessments for Instruction in Reading data will be used as the growthmeasure for Kindergarten through second grades:K -Current district data indicates fifty-two percent of our students in kindergartenperformed at or above the 70th percentile rank in vocabulary during the thirdassessment window. Our goal for school year 2012-2013 is to have sixty percentof kindergartners performing at or above the 70th percentile rank invocabulary.1st - Current district data indicates fifty percent of our students in first gradeperform at or above the targeted passage rate. Our goal for school year 2012-2013 is to have sixty percent of first graders reading at or above the targetedpassage.2nd - Current district data indicate sixty-four percent of our students insecond grade perform at or above the targeted passage rate. Our goal forschool year 2012-2013 is to have seventy-five percent of second gradersreading at or above the targeted passage.FCAT 2.0 data will be used as the growth measure for reading in grades 3 - 10:Grade% Level 3 % Level %Level Movement % Level Movementor above 1 2 from L1-L2 3 from L2-L33 79 12 9 3% 31 2%4 77 12 11 3% 30 3%5 76 11 13 2% 32 4%6 81 8 11 1% 31 2%7 78 9 13 1% 35 2%8 65 10 25 2% 38 7%9 61 12 27 2% 33 5%10 50 21 29 3% 21 7%2. How will the district assure that administrators and reading/literacy coaches providefollow up on literacy professional development (Common Core State Standards3 | P a g e

Implementation, Text Complexity and Comprehension Instructional Sequence) andteaching standards through course descriptions?Brevard Public Schools will have a built-in structure consisting of eight early releasedays to be used for on-site professional development through professional learningcommunities. Administrators took part in a yearlong introduction to the Common CoreState Standards and implications for instruction. They were tasked to identify teacherleaders who will support teachers as they begin the implementation process. Literacycoaches have been included and will be instrumental in facilitating teachers’ work atthe building as they unpack the new standards and discuss instructional practices.3. How will the district assure (a) systematic and explicit instruction, based on data and(b) use of text-based instruction, with an emphasis on complex text?The use of data to guide instruction is the strength of Brevard Public Schools. We havesystems in place that provide up-to-date data on a variety of instructional programs.Our student data system is tied to our “Desktop Student Data System” which allowsteachers to have instant access to FCAT scores and the names of the students in thelowest quartile. We also utilize the A3 system for data management. This system pullsin FCAT results, Differentiated Accountability Assessment results, Florida Assessmentsfor Instruction in Reading results as well as allows teachers to enter formativeassessment data on student groups based on their needs. A3 allows administrators,teachers and support personnel to intersect data from numerous sources, which isinstrumental in the Response to Intervention process. Our teachers have the tools theyneed to plan systematic and explicit instruction.Brevard Public Schools has district unified textbook policy and our teachers areexpected to use materials chosen by the adoption committee for the majority of theirinstruction. An emphasis of the textbook committee was to ensure that the materialswere not only engaging, but included a range of genres and complexity. Movingforward through our Common Core State Standards implementation plan, we will beproviding direction to teachers on how to review their existing materials to judge thecomplexity and how to select supplemental materials to ensure that our students areexposed to the appropriate levels of complex text.4. How will the district assure that schools increase the amount and variety of complextexts used to teach complex comprehension tasks -- in addition to the ComprehensiveCore Reading Program (CCRP), Supplemental Intervention Reading Program (SIRP),and Comprehensive Intervention Reading Program (CIRP)?Elementary schools are encouraged to include the use of not only the leveled texts fromsocial studies and science, but also the textbook during the ninety-minute readingblock. Secondary intervention curriculum has been reviewed and supplementalmaterial has been created when necessary to ensure that students are exposed to morecomplex text in order to be better prepared for FCAT 2.0. All teachers will be trainedin the use of creating text-dependent questions and incorporating close reading duringthe instructional cycle. In addition, teachers will be provided with a district createddocument, “Steps to Quality Questioning.” This document was crafted with theCommon Core State Standards and demonstrates how to move up the continuum toanswer higher order thinking questions.4 | P a g e

5. If additional exposures to complex texts are needed, how will this be addressed?Our school system has access to Gale Online Resources, an online database ofperiodicals and journals from a wide variety of genres and topics. Media specialistsassist teachers with securing articles and text to support their standards and lessons.6. How will the district support implementation of Next Generation Content Area ReadingProfessional Development (NGCAR-PD) and the Comprehension InstructionalSequence (CIS)?During the summer of 2012, elementary and secondary teachers will be trained in howto use the Comprehension Instructional Sequence. The training will provide teacherswith time to dig deeper into the Common Core State Standards for Literacy.Throughout the school year, this training will be repeated. Additionally, content arearesource teachers will emphasize and embed the components of the CIS model and theliteracy standards within their training.7. How will the district facilitate improvement in and intensify interventions for schoolsthat are not making academic improvements as determined by walk through and studentperformance data?The district has established strategic plan work project teams consisting of districtand school level personnel to research and analyze district data in order to determineplausible action steps which address Brevard’s unique concerns regarding studentachievement. Data sources reviewed include AYP subgroup data, free and reducedlunch rate and student achievement regression data, and Differentiated AccountabilityAssessment data. This data guides allocation of resources as well as additional teachertraining. In addition, Brevard’s literacy coaches are allocated in a tiered model basedon student demographic and achievement data.8. How and when will the district provide principals with the information contained in theK-12 Comprehensive Research-Based Reading Plan?All of our principals and assistant principals of curriculum the Department ofEducation’s training on the Common Core State Standards this summer. This trainingwill include information on text complexity and instructional implications whenimplementing the new standards. These are critical components of the K-12 ReadingPlan.Also, as schools develop their reading section of the School Improvement Plan, teamswill ensure that reading programs and strategies are in place to monitor studentprogress. All building level administrators are required to attend the BrevardLeadership Charge Session where new programs and plans are addressed. As part ofthe K-12 Comprehensive Research Based Reading Plan, each principal will be madeaware of changes in state statutes, board rules and curriculum updates at the chargesession. The Comprehensive K-12 Reading Plan will be posted on the Brevard PublicSchools' website to ensure easy access to the information.9. How will the district ensure the provision of an additional hour of intensive readinginstruction beyond the normal school day for each day of the entire school year for5 | P a g e

to focus differentiated instruction, assisting with the Multi-tiered System of StudentSupport and providing classroom modeling of best practices.13. How will the district and schools recruit and retain highly qualified reading teachersand reading coaches?The district will retain highly qualified reading teachers by assigning a NBCT as a mentor, and encouraging new teachers to contact Peggy Yelverton, Brevard’sCertification and Professional Development Resource Teacher, forassistance as needed.The district will recruit highly qualified reading teachers by attending on-campus recruitment activities, advertising in a variety of media sources such as newspapers, universityjob boards and online with groups such as Teacher-Teachers.Com, and encouraging middle and high school students to consider a career inteaching, with a specialization in reading.14. How will the district determine allocation of reading coaches based on the needs ofschools?It is the goal of the district to have a full-time literacy coach in every school. Ourdistrict uses the following criteria to determine the allocation of literacy coaches: percentage of Exceptional Student Education students percentage of students receiving free or reduced lunch percentage of students scoring level one or two on FCAT Reading percentage of students scoring 3.5 or more on FCAT Writing previous year's school grade AYP status total school enrollmentThe district will communicate with principals where a possible coach change isindicated based on school data and allocation of funds. The discussion will focus onthe coach's role and responsibilities, schedule and coach log as well as how thecoach is being utilized by the administrative team. Coaches who have proven successwill be provided the opportunity to be placed in the neediest schools.15. How will the professional development provided to district supervisors be delivered atthe school level?As district supervisors receive information or training, it is shared with the appropriatepersonnel. A variety of methods are employed including sharing at staff meetings andproviding professional development to administrators during leadership team meetingsor charge sessions. The most frequent method utilized is providing the professionaldevelopment to the literacy coaches so they can turnkey the training at their buildingsites. Literacy coaches are instrumental in providing crucial follow-up and support asteachers implement best practices.7 | P a g e

3. How are texts reviewed and selected for complexity? How are ‘stretch texts’ provided inall courses/grades, particularly in reading intervention? Students should have regularaccess to grade level appropriate text.Texts are selected for complexity through the district-adopted materials. Mediaspecialists review and select grade appropriate materials and assist teachers as theyseek “stretch texts” through Gale Online Resources.Through teacher training, text complexity is being addressed as they are introduced toAppendix A of the Common Core State Standards. Text exemplars are being shared soteachers can examine current practices in selecting materials for instructionalpurposes.4. How will the principal increase the amount of time that students read text closely fordeep understanding across the school day and outside of school? One goal should bethat students are reading one book every two weeks. Include how the principal willincrease media center circulation.One of the district's goals is to encourage students to read at least fifteen to thirtyminutes per night. Student reading development is enhanced and reinforced througheasy, frequent, open and flexible access to classroom libraries and the schoolmedia center. Principals recognize media centers are the hub of our schoolsproviding easy, frequent and open access to books. Schools have implemented variousways to increase media circulation by providing students access before and afterschool. Student book clubs, Sunshine State Book Bash competition, and Sunshine StateYoung Readers’ Award books are also used as a way to encourage students to read.Throughout the school year, our school media centers offer a variety ofpromotional activities such as Children’s Book Week, National Library Week, ReadAcross America Day, Banned Book Week and Teen Read Week. Parents are alsoencouraged to utilize the media resources to increase media circulation.All schools utilize Reading Counts and/or Accelerated Reader to encourage students toread outside of the school day. The Scholastic Reading Inventory provides each child abook list based on their interest and their lexile level which will assist them in selfselectingappropriate books from the media center. As teachers become morecomfortable with the concept of text complexity, they will encourage their students totake text complexity as well as lexile scores into account as they make their choices forindependent reading.5. How will school level leadership ensure that intensive reading instruction meets thefollowing characteristics outlined in Section 1011.62(1)(f), Florida Statutes?Brevard Public Schools is not offering an additional hour of instruction for all Levelone and two students in grades K-5.9 | P a g e

Professional DevelopmentProfessional development for all teachers, coaches and administrators must beprovided to ensure that all district educators are grounded in the essentialcomponents of reading instruction. Providers of professional development (internaland external) must base training in reading instruction on scientifically-based readingresearch. Professional development options must be provided to address thefollowing: Implementation of all instructional materials, all reading programs, andstrategies based on scientifically-based reading research, including earlyintervention, classroom reading materials, and accelerated programs.Immediate intensive intervention (iii) should also be addressed. Instruction in the use of screening, diagnostic, and classroom-based progressmonitoring assessments, as well as other procedures that effectively identifystudents who may be at risk of reading failure or who are experiencing readingdifficulties.Further, for professional development to be considered comprehensive, it must addressthe body of knowledge grounded in scientifically-based reading research and must be inalignment with the National Staff Development Council Standards (NSCD) andFlorida’s Professional Development System Evaluation Protocol.In order to assure that each individual teacher has the level of intensity needed forprofessional growth based on student achievement data, professional developmentmust be individualized. All teachers, paraprofessionals and substitutes, and evenmentors can benefit from differentiated professional development – providing moreinformation for less experienced teachers and advanced activities for those who are at amentor level.1. Chart A provides the district professional development schedule for ALL readingprofessional development for the 2012-2013 school year.2. Does your district offer Next Generation Content Area Reading ProfessionalDevelopment (NGCAR-PD) or CAR-PD in at least one school?Not at this time3. Please list and describe the professional development teachers will receive to ensuretext based content area instruction in English/Language Arts, History/Social Studies,Science, and Technical Subjects.Content area teachers will be provided professional development on how to utilize theComprehension Instructional Sequence beginning June of 2012. Content-like teacherswill be trained using content specific examples over the course of two days. Included inthe two-day training will be unpacking the Common Core State Standards for ContentLiteracy and time for planning instruction, implemented during the school year. Thistraining will be repeated throughout the school year. Additionally, Brevard PublicSchools has a district wide Document Based Question initiative for social studiesteachers. Training is ongoing to support this initiative.10 | P a g e

Elementary Assessment, Curriculum, and InstructionIt is the philosophy of the Just Read, Florida! Office to use scientifically-based readingresearch (SBRR), including that found in the National Reading Panel Report (2001)and Preventing Reading Difficulties in Young Children (1998). Research shows thatchildren benefit from reading instruction that includes explicit and systematicinstruction in skills and strategies and opportunities to apply those skills and strategieswhile reading text.Schools must offer daily classroom instruction in reading in a dedicated, uninterruptedblock of time of at least 90 minutes. All reading instruction is based on the EnglishLanguage Arts Common Core State Standards or NGSS, student needs, and curricularguidelines. In addition to, or as an extension of, the 90 minute reading block, theclassroom teacher, special education teacher, or reading resource teacher will provideimmediate intensive intervention (iii) on a daily basis to children as determined by theanalyzed results of progress monitoring and other forms of assessment.While reading instruction during the reading block explicitly and systematicallysupports reading development, reading instruction also needs to relate to the overallEnglish Language Arts literacy program using both an integrated and interdisciplinaryapproach:1. Integrated approach to the language arts strands and skills (reading, writing,listening, speaking): Schools will integrate opportunities for students to apply thecomposite use of these skills they are learning in order to further strengthen theiroverall literary development.2. Interdisciplinary approach: The English Language Arts program needs to attain abalance of literature and informational texts in history, social studies, and science. Thisinterdisciplinary approach to literacy is based on extensive research that establishes theneed for students to be proficient in reading complex informational text independentlyin a variety of content areas in order to be college and career ready by the time theygraduate.Using this integrated, interdisciplinary approach requires systematic studentengagement 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 theirliteracy instruction, providing various instructional opportunities for students to read,write, discuss, and listen to text for different specific purposes. This includes but is notlimited to focusing on: new and increasingly more complex text structures (sequence, comparisonand/or contrast, cause/effect, problem/solution, etc.) vocabulary and concepts on social studies and science topics how to extract information from complex informational text how to use text evidence to explain and justify an argument in discussion andwriting how to analyze and critique the effectiveness and quality of an author’swriting style, presentation, or argument paired use of texts for students to engage in more complex text analyses independent reading and writing practice to:11 | P a g e

elate to increasingly more complex text structures use content-area vocabulary and concepts develop fluency and prosody strengthen and finish mastering literacy skillsand strategiesFrom low to high reading performance, all students need opportunities to engage inintegrated, interdisciplinary instruction with complex cognitive tasks that challengethem to apply their foundational skills toward high-level thinking as they relate tocomplex texts. Availability and access to texts of various types, topics, and complexitylevels is necessary for such instruction to occur. Consequently, districts and schoolswill need to consider how they will differentiate challenging learning opportunities forlow-performing and high-performing students alike, ensuring that each student canengage 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 processesPersonnel will need to assess the type, amount, and complexity of the texts locallyavailable for differentiated use in literacy instruction and independent student readingpractice. School and classroom inventory will need to identify the proportion ofliterary and informational texts to ensure that students have literacy experiences thatalign with the ratios from the FCAT 2.0 Item Specifications:GRADE Literary Text Informational Text3 60% 40%4 50% 505 50% 50%6 40% 60%1. Chart C provides information regarding reading instructional materials by school.2.1. Describe all research-based instructional materials used to provide reading instructionduring the school day. Include a description of how they will be integrated into theoverall instructional design.The School Board of Brevard County will continue to utilize state adopted 2009Macmillan/McGraw Hill Treasures as our comprehensive core reading program forK-6 students. Treasures is based on scientific, research–based methods of readinginstruction and is authored by distinguished researchers and authors of readinginstruction. The six essential components of reading, as identified by the NationalReading Panel, “Reading First”, and the state’s “Just Read, Florida!” initiative, areemphasized within the instructional design of lessons, instructional routines, andpractices of Treasures. The award-winning literature, representing a wide range ofgenres within this series, provides a systematic path toward reading independence.Small group instructional lesson plans provide intensive instruction that is explicitand is carefully scaffolded to meet the needs of readers. Schools have a variety ofresources within the program such as the leveled readers (beyond, approaching, onlevel, or ELL) letter cards, decodable readers, word sorts or Elkonin Boxes, lettersound cards, retelling cards, oral vocabulary cards, and phonics/grammar practice12 | P a g e

ooks which are utilized for differentiated small group instruction and to supportinitial instruction of language arts and reading standards.All children receive ninety minutes of initial reading instruction on grade level statestandards (2007 or Common Core) utilizing the comprehensive core reading programas a guide during whole group instruction. Brevard Public Schools developed animplementation guide of the adopted core reading that streamlines the instructionalresources and lesson delivery for teachers. Teachers use provided matrix for focusingtheir instructional time addressing essential skills, vocabulary and strategies initially,and highlighting concepts or skills that need to be addressed during review week.K-2 ELA Common Core Launch Teams have been established in every elementaryschool including charter schools. Each team consists of a lead kindergarten, first,second grade teacher and an administrator. Launch team members have receivedextensive training and have unpacked the common core standards by clusters. Launchteam members are charged with duplicating the opportunity for unpacking oranalyzing of the Common Core Standards with their grade level peers, as well asfacilitating the discussion regarding instructional implications for their grade level.A planning tool on how to utilize their current resources to instruct with the CommonCore State Standards was shared with teachers. Teachers have been instructed to startwith the Common Core State Standards and cross-reference with their Treasuresmaterials by looking at the Week at a Glance or Unit Matrix to indicate whatstandards are not covered or are possibly no longer a requirement for their gradelevel. Also, the district required criterion-reading assessments will be aligned with theCommon Core State Standards.K-2 teachers are embracing the Common Core Standards. Primary ComprehensionToolkit (Harvey and Goudvis) training is a district initiative. Teachers who haveattended this training made the connection immediately as to how the instructionalstrategies introduced, if implemented, would assist with meeting the high expectationsset by the Common Core State Standards. Teachers are learning how to facilitate textbaseddiscussions, model text-based writing, and how to incorporate speaking andlistening opportunities for deepening comprehension. Future training will provideprimary teachers support on how to effectively use complex text in daily instruction.Charter schools that are participating in the K-12 Reading Plan list their instructionalprograms on Chart C. These programs are approved under their charter agreementwith the district. Brevard Public Schools provide consultative services when requestedregarding the purchasing and implementation of core materials.2.2. Describe all research-based materials used to provide reading intervention during the onehour extended day. Explain how intervention in extended day will align with readinginstruction provided during the school day.Brevard Public Schools does not anticipate having a school in the 100-lowestperforming elementary schools. However, our lowest performing elementary school hasimplemented an extended day for all of its students. The additional hour will be an13 | P a g e

extension of the reading block to accelerate student growth. All elementary schools areprovided academic support before or after school for identified students who needadditional literacy instruction.2.3. How will your district assure that the offerings in addition to your CCRP(s),Supplemental Intervention Reading Program(s), and Comprehensive InterventionReading Program(s) introduce and increase the amount of complex text provided foryour students? If additional exposure to complex text is needed, how will this beaddressed?Teachers utilize Macmillan/McGraw-Hill Treasures Time for Kids articles, whichprovide an enriching exposure to nonfiction and real-world literature. The pairedselection element of the core reading program pairs an informational text with aliterature text around a central theme providing a balance of literature andinformational text within their weekly plan. Students make text-based comparisons andconnections and synthesize information providing evidentiary support from both texts.Teachers are encouraged to incorporate their science or social studies leveled readersas way to differentiate and to stretch their students during small group instruction.Through grant funds, some schools have updated classroom libraries to includerigorous and relevant titles, which support NGSSS and the Common Core StateStandards.Involvement of classroom teachers, media specialists and parents help to guide ourstudents to appropriate reading selections. Common Core Text Exemplars provide asample of appropriate grade level text with complex language, structure and content.Teachers and media specialists will refer to the Common Core Text Exemplars as theytransition from solely matching students to text to selecting text for their instructionalpurpose. A district priority for the upcoming reading adoption is to select a program,which provides a wide range and quality of complex text. As we move forward withCommon Core State Standards implementation, teachers will be provided training onhow to use complex text for close reading purposes as well as enriching Read Aloudsand small group instructional time through utilizing complex text.Brevard Public Schools has a history of utilizing Lexiles to assist in matching studentsto text. Using FAIR (Florida Assessments for Instruction in Reading) or SRI (ScholasticReading Inventory) data, students set growth goals throughout the school year toincrease their Lexile score, which motivates students to read more, as well as morecomplex, text. An integral part of the Scholastic Reading Inventory is the InterestInventory that each student takes as part of the test. At the end of each assessment, eachstudent will be provided with a list of books that are targeted to his interest and Lexilelevel. We also encourage teachers to look beyond lexiles, the quantitative measure oftext. Text may be more complex and have a lower Lexile on account of the shades orlevels of meaning within a text, the language or structures within the text or the priorknowledge the reader must have to understand the meaning of the text. The mediaspecialist and teacher will play an integral role in helping our students find readingmaterials that will be motivating and challenging at a variety of reading levels andcomplexities based on the required task of reader.Student reading development is enhanced and reinforced through easy, frequent, openand flexible access, to classroom libraries and to the school media center. Research14 | P a g e

studies indicate that participation in the Accelerated Reader and Reading Countsprograms increases students’ reading motivation. The majority of elementary studentshave access to the Accelerated Reader or Reading Counts reading incentive programs.District guidelines are in place to ensure that these programs are used appropriately,not for grades or limiting student choice and access to text. In addition to texts in themedia center, the teacher monitors independent reading practice. Time spent readingfrom a variety of diverse text provides opportunities for students to increase theirreading fluency, develop vocabulary and comprehension skills, and apply higher orderthinking skills. Teachers will monitor progress through running records, responsejournals and conferencing.3. Schools must diagnose specific reading difficulties of students who do not meetspecific levels of reading performance as determined by the district school board todetermine the nature of the student's difficulty and strategies for appropriateintervention and instruction.Assessment/Curriculum Decision Tree (Chart D1) demonstrates how assessment datafrom progress monitoring and other forms of assessment will be used to determinespecific reading instructional needs and interventions for students in grades K-2.4. Schools must diagnose specific reading difficulties of students scoring at Level 1 andLevel 2 on FCAT Reading to determine the nature of the student's difficulty andstrategies for appropriate intervention and instruction.Assessment/Curriculum Decision Tree (Chart D2) demonstrates how assessment datafrom progress monitoring and other forms of assessment will be used to determinespecific reading instructional needs and interventions for students in grades 3-5(6).5. How will the district assure that all elementary schools have an uninterrupted 90 minutereading block for core reading instruction, and, as needed, additional time forimmediate intensive intervention (iii)? Describe how language arts instruction buildsfrom reading instruction to align with the Common Core State Standards for Writing.Elementary Programs requires that all K-6 student schedules reflect not only 90minutes of uninterrupted initial reading instruction daily, but immediate intensiveintervention as needed. Research shows that ALL children benefit from grade levelinitial instruction from a Comprehensive Core Reading Programs (CCRPs) that issystematic and explicit. While ensuring the basic skills are instructed and mastered aspart of the 90-minute block, the bulk of instructional time is spent on building uponthese critical foundational reading skills by developing/deepening students’ knowledgeof more complex language and writing skills of the Common Core ELA StateStandards. Sentence Imitation and Quick Writes are two writing strategies beingimplemented to strengthen the language arts, writing and reading connection inelementary schools. Teachers will use “Sentence Imitation” to understand fully howcraft and conventions clearly communicate a thought by using sentences from currentselected reading pieces and noting all that they offer, worthy of future imitation. QuickWrites provide an easy avenue for writing to a source which can vary from characterdescription, comparing/contrasting, noting text features and responding to open-endedquestions regarding a topic. Responding in writing will have students delving deeperinto the text, looking for that central message or expounding on a given point with15 | P a g e

evidentiary support. The very act of reading for comprehension can only be fullysatisfied or evaluated if the student can defend or extrapolate in a written form.6. How will all students receive motivating, high-quality, explicit, and systematic readinginstruction according to their needs during the 90-minute uninterrupted reading block?Brevard Public Schools follows a balanced approach during the literacy block.Common Core ELA Standards for Speaking, Listening and Writing are infusedthroughout the 90-minute block. The components of the state approvedMacmillan/McGraw-Hill Reading Treasures core reading program combine to createa dynamic system that can generate success for all students. Whole groupinstruction will focus on exposing all children to on grade level standards throughteacher modeling of instructional strategies in comprehension, vocabulary, orallanguage, phonemic awareness, phonics, and fluency.Instructional routines for teaching the six components of reading provide asystematic approach for learning and students are exposed to high quality literatureand writing through shared/interactive reading, guided reading, independent reading,modeled reading, think a l o u d and r e a d a l o u d e x p e r i e n c e s . Teachers usethe Oral Language Vocabulary Cards and Read Aloud Anthology, as well as openendedquestions to model and promote thinking and oral language skills during wholegroup component. The main selection targets comprehension strategies and skills,vocabulary and writing skills. Students are asked to talk about text, read severaltexts on a central theme (non-fiction and fiction) and write and respond to text aspart of the program design. Because it is scientifically researched based and alignedto the state adopted reading and language arts standards, the comprehensive corereading program is the primary instructional tool that teachers use to teach childrento read and to ensure that students meet or exceed grade level standards.The Leveled Readers component of the CCRP is used within the small groupinstructional component of the 90-minute reading block. Guided reading in small,flexible groups with leveled texts will provide daily opportunities for differentiatedinstruction for students. Guided reading lessons focus on areas identified asweaknesses through running records or other assessment data during daily sessions.The leveled readers target the same comprehension and vocabulary skills that areincluded in the regular pupil text, but are written at the student’s instructional level.Teachers supplement with text of various genres and text complexities to deepen tostudents’ understanding of standards as appropriate. Integration of content area textis used to teach text features and structures for enhancing comprehension in allsubjects. Lesson plans and practice pages for each leveled reader provide the teacherwith instructional support, engaging practice activities, and week six of every themeprovides a skill wrap up for reviewing skills taught. Teachers may incorporateportions of their DBQ (Document Based Questioning) lessons during the literacy blockwhen it supports the standards being taught. Schools also have a variety of resourceswithin the core program such as the Leveled Readers: on level, approaching andbeyond grade level, ELL leveled readers, vocabulary decodable readers, flip charts,vocabulary cards, phonics/word study practice books to support the wide range ofstudents’ academic abilities.16 | P a g e

ESE and ELL teachers utilize the core-reading program as stated above with themajority of Brevard students, since we are moving to the inclusive model. One ofthe district's strategic plan objectives is to provide a more inclusive environment forall student services. Brevard Public Schools finds innovative ways to help itsstudents succeed, while recognizing that there is no single solution that works for allstudents. Students on the alternative assessment track will receive instruction asidentified by the access points provided within the 2007 Standards and Common CoreState Standards with district adopted materials.7. How will students targeted for immediate intensive intervention receive services?In K-2, students in need of an intensive reading intervention should be part of theinstructional core program for activities such as a read aloud, think aloud,comprehension strategy instruction, and oral language/vocabulary instruction. In smallgroup teacher directed instruction immediate intensive intervention (iii) should beprovided on a daily basis to children as determined by progress monitoring and otherforms of assessment. As an extension of the 90-minute reading block, instruction in asmaller group size should focus on generalizing the newly acquired reading skills toprogressively more complex text.Brevard Pubic Schools has in place methods and procedures for providing supportsfor student learning and the transfer of knowledge and skills. Tier 1, or coreinstruction, is evaluated first to identify what is and is not working and thendetermining how best to address struggling readers’ needs. Through a scaffoldedapproach, teachers provide direct, explicit instruction by modeling strategies,engaging students in guided practice, and gradually releasing responsibility (“I do,”“We do,” “You do”) to individual students to ensure application and transfer. Thesmall group component of the 90-minute reading block effectively enables teachers tomeet diverse and changing needs of struggling readers. Teachers plan differentiatedlessons and tiered activities for students of similar needs. Differentiated small grouplessons incorporate foundational reading, writing, and language skills. TheMacmillan/McGraw-Hill Instructional Routines provide a systematic and consistentmodel for teaching key elements such as vocabulary and spelling. The Read AloudAnthology and Think Clouds, which engage students in creating, thinking and askingrelevant questions about text, are part of the teacher’s weekly instructional plan forTreasures. Also, teachers incorporate the key comprehension strategies as modeledand outlined in the core program and by the Comprehension Toolkit (Harvey andGoudvis).Teachers use a variety of screening and progress monitoring assessment data asoutlined on Assessment Decision Trees (Chart D1 and D2) to identify studentswho need intervention beyond the 90-minute reading block. Literacy coaches assistteachers on narrowing intervention group's instructional focus using the PhonologicalAwareness, Phonics, and Comprehension Continua. Through completing error patternanalysis on running records or oral reading fluency measures, teachers can identifyaccuracy issues that are prohibiting a student's reading progress. Teachers use avariety of formal, informal, and on-going progress monitoring assessments such asrunning records, Phonological Awareness Screening Instrument, oral reading fluencypassages, FAIR K-2 and 3-12 Toolkit measures, MAZE and the Phonics ScreeningInstrument to monitor student growth and achievement, grouping students for17 | P a g e

assessment, assess for student skill and strategy proficiency, and assess theeffectiveness of instruction. Principals and teachers utilize A3, Student Data Desktopand Dashboard district tools, as well as, the PMRN for reviewing student progressand achievement data.In addition to the 90-minutes of initial instruction, the classroom teacher, specialeducation teacher, reading resource teacher or other highly qualified school staffmember will provide daily immediate intensive intervention to identified children.School Literacy Leadership Teams develop a school wide plan for intervention (Walkto Intervention Model, Grade Level Intervention Blocks on Master Schedule, orthrough the use of support personnel: ESE, Title I or Instructional Assistants)based on student assessment data. Intensive immediate intervention (iii) instruction isprovided daily for students needing Tier 2 or Tier 3 services as outlined in MTSS(Multi-Tiered System of Student Support). Students who are identified as needingsupport by either scoring Level 1 or 2 on FCAT Reading or who are working belowgrade level in grades K – 3, have a set time for intervention reflected on their dailyschedule in addition to the 90-minute reading block. A Progress Monitoring Plan(PMP) or Individual Education Plan (IEP) documents an instructional plan foraddressing reading deficiencies. Small group instruction occurs daily for 20 - 45minutes based on student deficiencies and the severity of the gaps in reading skillsmastered. Teachers provide iii instruction with their students in groups of similarneeds and with no less than two students, as well as, no more than eight students inthat focus group.Brevard’s Elementary Programs Division has implemented intervention programs thathave been reviewed by The Florida Center for Reading Research (FCRR). Also,schools have purchased or been provided a variety of approved materials/programssuch as, but not limited to, Early Reading Intervention, Voyager Passport, SRAReading Mastery, SRA - Open Court, SRA Corrective Reading, Waterford, Read 180,Earobics Comprehension Toolkit, Barton Reading and Spelling Program, StarLit,Early Success, Soar to Success, Text Talk, In a Word, 100 Book Challenge, SRALanguage for Learning, Macmillan/McGraw-Hill Triumphs, Reading A- Z,Classworks, FCAT Explorer, FCAT Galactic Library, FCAT Focus,PowerMediaPlus, Voyager Learning Ticket to Read, Successmaker, AcceleratedReader and Reading Counts.8. How will teachers provide student access to leveled classroom libraries of both fictionand nonfiction text focused on content area concepts implemented during the 90 minutereading block as a meaningful extension of the skills taught through the core readingprogram? Include the following: how these classroom libraries are utilized; how thebooks will be leveled; and the process for matching students to the appropriate level oftext.Teachers are encouraged to create classroom libraries that provide a wide variety ofgenres at multiple readability levels for student access during the literacy centerportion of the 90-minute block and throughout the day for promoting application ofreading skills and strategies. Macmillan/McGraw-Hill Treasures provides Timefor Kids articles enriching the exposure to nonfiction and real-world literature.Through grant funds, some schools have updated classroom libraries to include18 | P a g e

igorous and relevant titles that support NGSSS and the Common Core StateStandards. In addition, students have access to fiction and nonfiction text from avariety of resources, such as, but not limited to: Rigby, Newbridge, PerfectionLearning, Macmillan/McGraw-Hill Social Studies, Reading A-Z, 100 BookChallenge, PowerMediaPlus, and National Geographic Science leveled readers.Classroom libraries support daily independent reading. Primary teachers organizetheir libraries by genre, interest and author studies. Intermediate teachers use LexileRange, Accelerated Reader, genre, interest or alphabetical order to organize theirclassroom libraries. The district accesses MetaMetrics and Lexile resources forleveling of classroom libraries, differentiated text articles, core reading program textselections and supplemental reading materials. Media center collections are leveledwith a Lexile level. Each school has a determined system for leveling text. Schoolsuse different systems that include, but are not: limited to Lexile, Grade Levelequivalencies, Reading Recovery, DRA and Fountas & Pinnell.Teachers will determine appropriate text through assessments such as the QRI-3,DAR, DRA, running records, Scholastic Reading Inventory (SRI), teacher observation,and other appropriate assessments. Teachers will provide ongoing progressmonitoring and conferencing. Teachers guide students to select text at anappropriate reading and interest level for that student. Teachers observe studentswhile they are reading materials, assess fluency utilizing timed readings, conferencewith individual students on text, and use other ongoing assessments and anecdotalrecords to monitor progress. Time spent reading from a variety of diverse text providesopportunities for students to increase their reading fluency, develop vocabulary andcomprehension skills, and apply higher order thinking skills, will enhance andreinforce student reading development and independent reading, and support practicein critical reading components.9. How will all content area teachers incorporate reading and literacy instruction intosubject areas to extend and build discussions of text in order to deepen understanding?Include detail regarding how teachers will address the NGSSS in all contentclassrooms.Content area teachers are trained in CRISS and Thinking Maps, as well as how to useguided instruction in comprehension strategies before, during, and after readingthrough explicit modeling (think-alouds), practice in instructional level texts, andfeedback. CRISS training has been ongoing since 1998 across the district and isrequired for all new teachers. Teachers pre-teach text features, structures andvocabulary critical for comprehending content. Ongoing vocabulary andcomprehension training, which focuses on how teachers can incorporate literacystrategies and connections throughout their content area instruction, is provided. Acontent area vocabulary and comprehension strategy handbook has been developed toaid teachers in embedding these strategies during the instruction with the content areatexts. This handbook focuses on two pedagogical principals – scaffolded release ofresponsibility (“I do”, “We do”, “You do”) and supporting students before, during andafter reading. Also, the use of word walls for vocabulary instruction focuses onpertinent Greek/Latin roots suffixes and prefixes to aid in student comprehension ofdiscipline specific words. Continued training for departmentalized elementary social19 | P a g e

studies teachers will strengthen and increase the use of Document Based Questions(DBQs). DBQs require students to participate in not only close reading but inanswering text-based questions. Thinking Maps are often utilized as a way for studentsto organize content information. These constructs for organizing information allowstudents to make connections with prior information and deepen comprehension asdemonstrated through written responses and text-based discussions.Schools have a variety of resources to utilize as they increase explicit comprehensioninstruction in content area classrooms. Literacy coaches, administrators and teacherleaders will facilitate professional learning communities focused on the Common CoreState Standards for ELA and Content Literacy with an emphasis on the informationaltext and text-based discussions. Available resources include CRISS strategies, ThinkingMaps, FCAT 2.0 Item Specifications, Text Complexity rubrics and the MESHVocabulary and Comprehension Strategies Handbook.10. How will writing to a source to strengthen reading comprehension be incorporated intothe 90-minute reading block to deepen text comprehension?Students will have opportunities to engage in shared and independent writingexperiences during the 90-minute block in order to enhance their understanding oftext. Experiences will include teacher modeling, guided practice, and studentapplication of responding to text by writing questions, descriptions of connectionsinspired by text, and comparisons of the current reading selection to other texts orprevious experiences.Mentor texts will be part of modeling and guided practice for teaching the concepts ofword choice (vocabulary), voice, and effective use of organization and conventions.In addition, students will read, analyze, and apply to their own work a variety of textgenres in order to develop an understanding of text structure and author’s craft fordifferent purposes. Within genre studies, specific literary devices used by authorswill be the focus of mini-lessons to assist students in recognizing and interpretingdescriptive and figurative language, an aid in comprehension.Sentence Imitation and Quick Writes are two writing strategies being implemented byelementary teachers to strengthen student language and writing skills. Teachers willuse “Sentence Imitation” to understand fully how craft and conventions clearlycommunicate a thought by using sentences from current selected reading pieces andnoting all that they offer, worthy of future imitation. Quick writes provide an easyavenue for writing to a source which can vary from character description,comparing/contrasting, noting text features and responding to open-ended questionsregarding a topic. Responding in writing will have students delving deeper into thetext, looking for the central message or expounding on a given point with evidentiarysupport. The very act of reading for comprehension can only be fully satisfied orevaluated if the student can defend or extrapolate in a written form.Anytime writing is included as a response to reading, students are asked to demonstratetheir comprehension to a deeper extent. As we prepare teachers to implement theCommon Core State Standards, we will be emphasizing answering or responding totext-based questions. The Comprehension Instructional Sequence (CIS) training fordepartmentalized intermediate teachers will be offered throughout the year to support20 | P a g e

use of the close reading model. Close reading training will be provided and literacycoaches will provide ongoing support as teachers implement this strategy with complextext. In addition, fifth and sixth grade social studies teachers will be utilizingDocument Based Questioning, another model of close reading where writing anddiscussion are the performance measures.11. What before, after, and summer school reading activities will be utilized, includingmentoring and tutoring activities? Include criteria for student eligibility and how theseactivities will be linked to reading instruction provided during the school day.Third Grade Summer Reading Camp schedule facilitates intensive reading interventionfor all third grade students scoring a Level 1 on FCAT.Brevard Public Schools encourage students to participate in the summer readingopportunity Ride the Reading Wave. Students are motivated to read from a variety ofgenres to broaden their vocabulary and deepen their comprehension skills. Also, manyschools challenge their students to read over the summer through school wide or gradelevel contests by submitting the books read, minutes read or time spent reading online.Classroom teachers and literacy coaches collaborate with organizations whichprovide tutoring and mentoring before, during, and after the school day for studentsneeding additional reading support. Student Progress Monitoring Plans (PMP) driveall instructional services provided. Mentoring and tutoring services are documentedand reported to individual classroom teachers regarding students’ progress. Studenteligibility is based on data from the schools and teacher availability. Attendanceareas based on home school geographic location and the number of students whomeet the eligibility requirements are identified for the summer school activities.Students are provided opportunities to improve their reading skill through a unifiedprogram.Tutoring programs - Brevard students are tutored before/or after school through thefollowing: Academic Support Program - Based on student assessment, teachersprovide additional instructional support utilizing both the core andsupplemental reading materials targeted to address individual studentdeficiencies in the six components of reading. Reading Buddies - Students or teachers select reading materials andtravel to other grade level classrooms to promote literacy. Rolling Readers – Retired Brevard residents are trained in providingtutoring services in reading. Service Learning – Students are trained to work with younger students toprovide academic support in reading. Community Centers - Computer assisted programs available for studentsand parents of low-income neighborhoods. SES (Supplemental Educational Services) - Title I Schools identified underNCLB as being in “Improvement” for two or more years must offerSupplemental Educational Services (SES) provided by state-approvedproviders. Classroom teachers provide student data information to the21 | P a g e

private providers to ensure that reading instruction focuses on the areasof reading deficiency during tutoring sessions.Mentoring programs: Take Stock in Children - Brevard Schools Foundation provide mentorsand tutoring to middle school students who are encouraged to attendcollege. A full college scholarship is awarded with successful high schoolcompletion. Business Partners - Many local area businesses encourage employees tomentor at local schools. FBBR - Families Building Better Readers - Many schools provide thistraining throughout the year for parents to encourage collaboration onbuilding reading skills in their children. Third Grade Summer Camp – Service- l ea rning students will providementoring services to Level 1 third grade students.12. Please list the qualifications for reading intervention teachers in elementary schools,summer reading camps, and one hour extended day programs.Elementary principals select reading intervention teachers based on studentachievement outcomes. Priority is given to teachers who maximize instructional timewhile accelerating learning, as well as those who have evidence of prior successteaching reading to struggling readers as indicated by various assessment data andstudent work samples over time. Teachers who have additional reading training orcertification are preferred as indicated on in-service component record or teachingcertificate.13.1. Assessments administered to determine reading instructional needs for the followingstudents:Non-English speaking ELL students?ELL students should be placed in Intensive Reading courses based on theirperformance on the Florida Assessments for Instruction in Reading as well as theComprehensive English Language Learning Assessment (CELLA). The CELLA is afour-skill language proficiency assessment that is designed to provide: evidence of program accountability in accordance with Title III of No ChildLeft Behind (NCLB), which requires schools and districts to meet stateaccountability objectives for increasing the English-language proficiency ofEnglish Language Learners (ELLs). data which is useful for charting student progress over time and for newlyarrived students, charting progress over the first year. information about the language proficiency levels of individual students thatmay be helpful in making decision to exit a student from the English forSpeakers of Other Languages (ESOL) program. diagnostic information about individual students’ strengths andweaknesses in English (with as much specificity as possible within thelimitations of a large-scale standardized test).22 | P a g e

The tests items included in this assessment are based on the CELLA proficiencybenchmarks, which are aligned to the English language proficiency standards ofFlorida. Scores are reported in three categories: oral skills, reading skills, andwriting skills. Four skill levels are used to describe student performance: beginning,low intermediate, high intermediate and proficient.13.2. Students with severe speech/auditory impairments?The Resource Teacher for students with severe speech/auditory impairmentsrecommends that reading instructional needs for students with severe speech andauditory impairments, are determined using the same assessments administered toregular education students. If appropriate, accommodations would be provided anddocumented during administration. Additional assessments may be selected at thediscretion of the Individual Education Plan (IEP) and/or the Individual ProblemSolving Team.13.3. Students with severe vision impairments?The resource teacher for students with visual impairments recommends the mostaccessible reading modality for the student – regular print, large print, tactile orauditory. Reading instructional needs for students who are visually impaired/blindwould be determined using the same assessments used for regular education students.Appropriate individual accommodations would be implemented at the discretion of theIndividual Education Plan (IEP) and/or the Individual Problem Solving Team.13.4. Alternate assessment used for promotion of third grade students scoring Level 1 onFCAT Reading?For those students who are not promoted with a Good Cause Exemption based onportfolio evidence or other criteria as outlined in Brevard’s Student Progression Plan,the SAT 10 (Stanford Achievement Test) is the alternative assessment utilized.Middle School Assessment, Curriculum, and InstructionStudents entering the middle grades who are not reading on grade level have a varietyof reading intervention and learning needs. A single program or strategy is notsufficient for remediation, and, likewise, remediation is not sufficient for lowperformingmiddle school students. In addition to focusing on the development offoundational skills, instruction needs to engage students in complex cognitive tasks thatchallenge students to apply their foundational skills toward high-level thinking whilerelating to complex text. Such instruction expands literacy development beyondfoundational skills to include such capacities as: general academic and discipline-specific vocabulary, high-level comprehension and critical literary analysis, student question generation, inquiry, and research processes.23 | P a g e

proportion of literary and informational texts to ensure that students have literacyexperiences that align with the ratios from the FCAT 2.0 Item Specifications:GRADE Literary Text Informational Text7 40% 60%8 40% 60%Successful implementation of the K-12 Comprehensive Research-Based Reading Planwill meet the requirements of the Florida Secondary School Redesign Act, whichrequires each school to use research-based reading activities that have been shown to besuccessful in teaching reading to low-performing students.1. Chart F provides information regarding reading instructional materials by school.2.1. The goal of a middle grades reading program is to provide a variety of methods andmaterials to develop strategies and critical thinking skills in reading for students whoare reading on or above grade level and enrolled in reading courses which may betransferred to content courses across the curriculum. The skills and strategies taughtshould align with Sunshine State Standards for Reading at the appropriate grade level,specifically those benchmarks that are assessed by the Florida ComprehensiveAssessment Test (FCAT).Is a middle grades reading course required for students scoring Level 3 and above onFCAT Reading? If so, for which students is this required?Brevard Public Schools does not offer a Reading course for middle school studentswho score Level 3 or above on FCAT Reading.2.2. How will your district assure that the offerings in your SIRP(s), and CIRP(s) introduceand increase the amount of complex text provided for your students in order to learnhow to extract and use information from increasingly complex text? If additionalexposure to complex text is needed, how will this be addressed?The materials being utilized in middle school intervention classrooms were chosen byBrevard Public Schools’ teachers during the last adoption cycle. All materials wereselected from the state approved materials list and all provide scaffolded instructionwith a variety of texts. To provide students exposure to more complex text, teachershave worked together to develop supplemental materials over the last two summers.These materials are intended to supplement and not replace currently adoptedmaterials as Brevard Public Schools follows a district-unified adoption.3. Section 1003.4156, Florida Statutes, requires middle school students who score atLevel 1 on FCAT Reading to complete an intensive reading course. Those studentswho score at Level 2 must be placed in an intensive reading course or a content areareading intervention course. A middle grades student who scores at Level 1 or Level 2on FCAT Reading but who did not score below Level 3 in the previous 3 years may begranted a 1-year exemption from the reading remediation requirement; however, thestudent must have an approved academic improvement plan already in place, signedby the appropriate school staff and the student's parent, for the year for which theexemption is granted.25 | P a g e

Middle school students who score at Level 1 or Level 2 on FCAT Reading and haveintervention needs in the areas of decoding and/or text reading efficiency must haveextended time for reading intervention. This extended time may include, but is notlimited to, students reading on a regular basis before and after school with teachersupport, or for students two or more years below grade level a double block of readingto accelerate foundational reading skills and to apply them as they relate toincreasingly complex text.This 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 areablocked 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.) at a ratiomatching FCAT 2.0 Item Specifications.Schools must progress monitor students scoring at Level 1 and 2 on FCAT Reading aminimum of three times per year. This should include a Baseline, Midyear, and End ofthe Year Assessment (Florida Assessments for Instruction in Reading).As a reminder, each struggling reader must be provided instruction that best fits his orher needs. Districts must establish criteria beyond FCAT for placing students intodifferent levels of intensity for reading intervention classes to be certain that studentsare sufficiently challenged but not frustrated in relating to text of varying complexity.It is recommended that districts implement a placement process that includes: Consideration of historical data including prior FCAT scores: Has the studentever scored at Level 3 or above during previous school years? Asking students to read: Does the teacher ask the student to read a gradelevel passage silently and then read it aloud? Does the student mispronounceonly those words that are unfamiliar and not significant to the comprehensionof the text? Asking questions: Does the teacher ask the student to answer severalcomprehension 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, canaccurately read a grade level passage, and answers most comprehension questionscorrectly, the teacher should provide instruction that is sufficiently challenging to thisstudent. If a student has always scored at Level 1 or Level 2, cannot accurately read agrade level passage aloud and/or cannot answer comprehension questions correctly, theteacher should deliver explicit instruction and systematic student practice opportunitiesin order to accelerate decoding, fluency, vocabulary, and comprehension development.Data from screenings, progress monitoring and diagnostic assessments already in use inthe district, as well as teacher recommendation should be considered. New researchsuggests that fluency is not a strong predictor of a student’s ability to comprehend text26 | P a g e

in middle grades and high school. Therefore, caution is suggested in using fluency datafor placement in reading intervention in the upper grades.Schools must diagnose specific reading deficiencies of students scoring at Level 1 andLevel 2 on FCAT Reading. Although formal diagnostic assessments provide specificinformation about a student’s reading deficiencies, many progress monitoring tools andinformal teacher assessments can provide very similar information in a more efficientmanner. The only reason to administer a formal diagnostic assessment to any student isto determine the specific deficit at hand so teachers can better inform instruction tomeet student needs. The decision to deliver a formal diagnostic assessment should bethe result of an in-depth conversation about student instructional and assessment needsby the teacher, reading coach, and reading specialist.Assessment/Curriculum Decision Tree (Chart G) demonstrates how assessment datafrom progress monitoring and other forms of assessment will be used to determinespecific interventions for students at each grade level.4. How will the district ensure extended intervention time is provided for students in needof decoding and text reading efficiency at the middle school level?All secondary schools are required to provide Intensive Reading classes for allstudents who scored Level 1 or 2 on the previous year’s FCAT. If a student isdetermined to need additional support in the areas of decoding and text readingefficiency, based on Brevard’s Assessment Decision Tree, he/she will be placed in anadditional reading class to provide extended time for intensive intervention. Thisstudent will receive two periods of reading (back to back) in addition to the regularLanguage Arts class. Student Information System reports will be reviewed during FTEsurvey periods to ensure all schools, including charter schools, are adhering to therequirement of extended intervention time for these students.5. How will students be provided with access to authentic fiction and non-fiction textsrepresenting a range of levels, interests, genres, and cultures within the readingprogram? Include the following: a) how daily independent reading, monitored by theteacher, will be incorporated into all reading classrooms; b) how classroom librarieswill be utilized; c) the process for leveling books; and d) the process for matchingstudents with the appropriate level of text.Involvement of classroom teachers, media specialists and parents help to guide ourstudents to appropriate reading selections. Common Core Text Exemplars provide asample of appropriate grade level text with complex language, structure and content.Teachers and media specialists will refer to the Common Core Text Exemplars as theytransition from solely matching students to text to selecting text for their instructionalpurpose. A district priority for the upcoming reading adoption is to select a programthat provides a wide range and quality of complex text. As we move forward withCommon Core State Standards implementation, teachers will be provided training onhow to use complex text for close reading purposes as well as enriching Read Aloudsand small group instructional time through utilizing complex text.27 | P a g e

Brevard Public Schools has a history of utilizing Lexiles to assist in matching studentsto text. Using FAIR (Florida Assessments for Instruction in Reading) or SRI (ScholasticReading Inventory) data, students set growth goals throughout the school year toincrease their Lexile score, which motivates students to read more, as well as morecomplex, text. An integral part of the Scholastic Reading Inventory is the InterestInventory that each student takes as part of the test. At the end of each assessment, eachstudent will be provided with a list of books that are targeted to his interest and Lexilelevel. We also encourage teachers to look beyond Lexiles, the quantitative measure oftext. Text may be more complex and have a lower Lexile on account of the shades orlevels of meaning within a text, the language or structures within the text or the priorknowledge the reader must have to understand the meaning of the text. The mediaspecialist and teacher will play an integral role in helping our students find readingmaterials that will be motivating and challenging at a variety of reading levels andcomplexities based on the required task of reader.Student reading development is enhanced and reinforced through easy, frequent, openand flexible access to classroom libraries and to the school media center. Researchstudies indicate that participation in the Accelerated Reader and Reading Countsprograms increases students’ reading motivation. The majority of secondary studentshave access to the Accelerated Reader or Reading Counts reading incentive programs.District guidelines are in place to ensure that these programs are used appropriately,not for grades or limiting student choice and access to text. In addition to texts in themedia center, independent reading practice is monitored by the teacher in all readingclassrooms using the classroom libraries that accompany the Comprehensive ReadingIntervention Program as well as a variety of materials. Time spent reading from avariety of diverse text provides opportunities for students to increase their readingfluency, develop vocabulary and comprehension skills, and apply higher orderthinking skills. Teachers will monitor progress through running records, responsejournals and shared inquiry or literacy center activities.6. How will all content area and elective teachers teach students to think as they read insubject area classrooms and extend and build discussions of text in order to deepenunderstanding? Describe how teachers are implementing text based content areainstruction in:Content area teachers (English, social studies, science) have been provided text setscreated after a review of content standards. These text sets, from American ReadingCompany, have a range of six reading levels and are to be used as a supplementaryresource to the textbook. Teachers received training in matching students to text aswell as how to incorporate text sets into their instruction. Providing access toauthentic content area material at appropriate reading levels will increase studentbackground knowledge and overall comprehension of material.Literacy coaches continue to provide support to teachers as they utilize the “MESHVocabulary and Comprehension Strategies” handbook. This handbook focuses on twopedagogical principals – scaffolded release of responsibility (“I do”, “We do”,“You do”) and supporting students before, during and after reading. Each contentarea teacher (math, English, science and history) is provided a handbook that has thesame literacy strategies but with his or her own specific content area examples.28 | P a g e

Moving forward, the Comprehension Instructional Sequence (CIS) will be thecornerstone of our support for content area teachers – it is critical to the success ofour students. In fact, the English Language Arts curriculum guides are beingrewritten this summer and the CIS will be embedded as an example of best practice.Additionally, all English Language Arts and reading teachers will be receivingtraining in the Common Core State Standards over the next two years:Session 1: Overview, Developing a K-U-D: Where Standards and DI MeetSession 2: ELA – Unpack the Language Cluster; Reading – Unpack theFoundational Skills ClusterSession 3: Unpack the Reading Informational and Reading Literature ClustersSession 4: Vendor Showcase for Adoption – Review for alignment to CCSSSession 5: Unpack the Speaking and Listening Cluster; Socratic Seminar,Philosophical Chairs, Discussion ProtocolsSession 6: Literacy Design Collaborative and/or Tiered Lesson (DI)In addition to the modules being required through Professional Development Day,teachers will required to participate in training on the following six topics:1. Understanding the Staircase of Complexity2. Utilizing the Comprehension Instructional Sequence3. Innovative Grammar4. Teaching how to Write from Sources5. Close Reading and Text Dependent Questioning6. Best Practices for Increasing Rigor in the ELA ClassroomContinued training for social studies teachers will strengthen and increase the useof Document Based Questions (DBQs). DBQs require students to participate in notonly close reading but in answering text-based questions. Thinking Maps are oftenutilized as a way for students to organize information in social studies content aswell. This aid in organizing information allows students the ability to more deeplycomprehend the text as demonstrated by written responses and discussions.Teachers will receive training in Socratic Seminars and Philosophical Chairsactivities that require students to cite specific information from the text to supporttheir answer. Word walls and vocabulary instruction focused on pertinentGreek/Latin roots, suffixes and prefixes aid in student comprehension of disciplinespecific words.The Middle School Science Curriculum Guide is being updated to provide templatesand resources for science teachers to use as they develop differentiated instructionlessons that will provide opportunities to expand literacy development in theirstudents. A curriculum writing team of middle school science teachers will use thecurrent 8 th grade Content Literacy Standards Aligned with the Anchor Standards –Writing and Reading as a framework to develop content specific activities andresources to facilitate literacy. There will be training offered to middle schoolscience teachers during the summer and fall for this framework and its appropriateuse in lesson development. Literacy development will include science vocabulary,critical analysis of informational texts, and the scientific process. The scientificprocess includes a student-generated question being researched and tested to arrive29 | P a g e

at a conclusion. This process requires inquiry as well as reading, writing, listeningand speaking skills.The World Languages department in Brevard Public schools has developed commonassessments in French and Spanish that integrate the three modes of communication,incorporate 21st Century skills and make cross-curricular connections. These commonassessments and all the activities that have been developed to support preparation forthese assessments are IPA's - Integrated Performance Assessments. They begin with atext-based interpretive task (reading or listening) that leads to an interpersonal task(discussion with a partner) to gather more information to deepen understanding of thetopic as well as personalize the information and make it more meaningful to thestudent. All of the information gathered through the interpretive and interpersonaltasks is evaluated and synthesized in order to create a presentation (oral and/orwritten) that will demonstrate a deepened and expanded comprehension of the text.The text that is interpreted is theme-based, cross-curricular and cross-cultural and canbe either literary or informational. Graphic organizers and CRISS strategies areincorporated into both the interpretive and interpersonal tasks in order to facilitatethinking and processing information for the presentation task.Schools have a variety of resources to utilize as they increase explicit comprehensioninstruction in content area classrooms. Literacy coaches, Curriculum Contacts andteacher leaders continue to facilitate professional learning communities focused ontext-based discussions. Available resources include CRISS strategies, Thinking Maps,FCAT 2.0 Item Specifications, Text Complexity rubrics and the MESH Vocabulary andComprehension Strategies Handbook.7. How will writing be incorporated across the curriculum to deepen text comprehension?Anytime writing is included as a response to reading, students are asked to demonstratetheir comprehension to a deeper extent. As we prepare teachers to implement theCommon Core Content Literacy Standards, we will be emphasizing answering textbasedquestions and utilizing the Comprehension Instructional Sequence. In addition,social studies teachers will be utilizing Document Based Questions in their classroomsand all English/Language Arts and Intensive Reading teachers will be trained on howto incorporate Advanced Placement writing strategies within their classrooms. Scienceteachers will focus on having students perform critical analysis of published works andargue whether they accept or reject the evidence and rationale presented by the author.8. What before, after, and summer school reading activities will be utilized, includingmentoring and tutoring activities? Include criteria for student eligibility and how theseactivities will be linked to reading instruction provided during the school day.Classroom teachers and literacy coaches collaborate with organizations whichprovide tutoring and mentoring before, during, and after the school day for studentsneeding additional reading support. Student Progress Monitoring Plans (PMP) driveall instructional services provided. Mentoring and tutoring services are documentedand reported to individual classroom teachers regarding students’ progress. Studenteligibility is based on data from the schools and teacher availability.30 | P a g e

Tutoring and Mentoring Programs:• Brevard students are tutored before or after school with certified teachers inthe Academic Support Program. Based on student assessment, teachersprovide additional instructional support utilizing both the core andsupplemental reading intervention materials targeted to address individualstudent deficiencies in the six components of reading.• Reading Buddies - Students or teachers select reading materials and travelto other grade level classrooms to promote literacy.• Rolling Readers – Retired Brevard residents are trained in providingtutoring services in reading.• Service Learning – Students are trained to work with younger students toprovide academic support in reading.• Community Centers - Computer assisted programs available for studentsand parents of low-income neighborhoods.• Take Stock in Children - Brevard Schools Foundation provides mentors andtutoring to middle school students who are encouraged to attend college. Afull college scholarship is awarded with successful high school completion.• Business Partners - Many local area businesses encourage employees tomentor at local schools.• FBBR - Families Building Better Readers - Many schools provide thistraining throughout the year for parents to encourage collaboration onbuilding reading skills in their children.Brevard Public Schools summer school for secondary students consists of credit makeuponly due to budget constraints. There will be no additional reading support orenrichment offered to students during the summer of 2012.9.1. Assessments administered to determine reading intervention placement for studentswith the following needs:Non-English speaking ELL students?ELL students should be placed in Intensive Reading courses based on theirperformance on the Florida Assessments for Instruction in Reading as well as theComprehensive English Language Learning Assessment (CELLA). The CELLA is afour-skill language proficiency assessment that is designed to provide: evidence of program accountability in accordance with Title III of NoChild Left Behind (NCLB), which requires schools and districts to meetstate accountability objectives for increasing the English-languageproficiency of English Language Learners (ELLs). data which is useful for charting student progress over time and for newlyarrivedstudents, charting progress over the first year. information about the language proficiency levels of individual studentsthat may be helpful in making decision to exit a student from the Englishfor Speakers of Other Languages (ESOL) program. diagnostic information about an individual student’s strengths andweaknesses in English (with as much specificity as possible within thelimitations of a large-scale standardized test).31 | P a g e

The tests items included in this assessment are based on the CELLA proficiencybenchmarks, which are aligned to the English language proficiency standards ofFlorida. Scores are reported in three categories: oral skills, reading skills, andwriting skills. Four skill levels are used to describe student performance: beginning,low intermediate, high intermediate and proficient.9.2. Students with severe speech/auditory impairments?The Resource Teacher for students with severe speech/auditory impairmentsrecommends that reading instructional needs for students with severe speech andauditory impairments be determined using the same assessments administered toregular education students. If appropriate, accommodations would be provided anddocumented during administration. Additional assessments may be selected at thediscretion of the Individual Education Plan (IEP) and/or the Individual ProblemSolving Team.9.3. Students with severe vision impairments?The resource teacher for students with visual impairments recommends the mostaccessible reading modality for the student – regular print, large print, tactile orauditory. Reading instructional needs for students who are visually impaired/blindwould be determined using the same assessments used for regular education students.Appropriate individual accommodations would be implemented at the discretion of theIndividual Education Plan (IEP) and/or the Individual Problem Solving Team.9.4. Students in grades 6 and above with no FCAT scores?Students who come to Brevard County with no FCAT scores will be administered theFlorida Assessment for Instruction in Reading. The results will be used to determineif placement is necessary in an intensive reading course. Placement decisions will bemade following Brevard Public Schools’ Assessment-Curriculum Decision Trees.32 | P a g e

High School Assessment, Curriculum, and InstructionSuccessful implementation of Brevard Public Schools’ K-12 Comprehensive Research-Based Reading Plan will meet the requirements of the Florida Secondary SchoolRedesign Act, which requires each school to use research-based reading activities thathave been shown to be successful in teaching reading to low-performing students.Students entering the upper grades who are not reading on grade level have a variety ofreading intervention and learning needs. A single program or strategy is not sufficientfor remediation; therefore, it is necessary to implement a combination of research-basedprograms and strategies that have been proven successful in the remediation of olderstruggling readers. Likewise, remediation is not sufficient to meet the learning needs oflow-performing high school students who are simultaneously preparing for graduationand college/career readiness. In addition to focusing on basic literacy skills, instructionneeds to engage students in complex cognitive tasks that challenge them to apply theirliteracy skills toward high-level thinking while relating to complex text. Suchinstruction expands literacy development beyond basic skills to include capacities thatbetter prepare them for both graduation and college/career coursework such as: general academic and discipline-specific vocabulary, including technicalterms extracting and using information from informational and technical textshigh-level comprehension and critical literary analysisstudent question generation, inquiry, and research processes for validationand corroboration of complex informationIn order to simultaneously offer reading intervention and cognitive challenges, highschool reading instruction needs to incorporate the use of an integrated andinterdisciplinary approach:1. Integrated approach to the language arts strands and skills (reading, writing,listening, speaking): High schools will integrate opportunities for students to apply thecomposite use of these skills they are learning in order to further strengthen theiroverall literary development.2. Interdisciplinary approach: High school literacy instruction needs to attain a balanceof literature and informational texts in history, social studies, and science. Thisinterdisciplinary approach to literacy is based on extensive research that establishes theneed for students to be proficient in reading complex informational text independentlyin a variety of content areas in order to be college and career ready by the time theygraduate.Using this integrated, interdisciplinary approach requires systematic studentengagement 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 theirinstruction, providing various instructional opportunities for students to read, write,discuss, and listen to text for different specific purposes. This includes but is notlimited to focusing on: new and more complex text structures (single or multiple organizationalpatterns in text) vocabulary and concepts on social studies and science topics how to extract information from complex informational text33 | P a g e

how to use text evidence to explain and justify an argument in discussion andwriting how to analyze and critique the effectiveness and quality of an author’swriting style, presentation, or argument paired use of texts for students to engage in more complex text analyses independent reading and writing practice to: relate to increasingly more complex text structures use content-area vocabulary and concepts develop literacy skills with increasingly complex textThe availability and access to texts of various types, topics, and complexity levels isnecessary for integrated, interdisciplinary instruction to occur. Consequently, districtsand schools will need to consider how they will differentiate instruction to meet thevaried learning needs of high school students while also engaging them in variouscomplex cognitive tasks that develop such capacities as: general and discipline-specific academic vocabulary high-level comprehension and critical literary analysis skills student question generation, inquiry, and research processes on complextopicsTo operate such integrated and interdisciplinary high school literacy program, districtand school personnel will need to assess the type, amount, and complexity of the textslocally available for differentiated use in literacy instruction and independent studentreading practice. School and classroom inventory will need to identify the proportionof literary and informational texts to ensure that students have literacy experiences thatalign with the ratios from the FCAT 2.0 Item Specifications:GRADE Literary Text Informational Text9 30% 70%10 30% 70%1. Chart I provides information regarding reading instructional materials by school.2. How will your district assure that the offerings in your SIRP(s), and CIRP(s) introduceand increase the amount and different types of complex text provided for your students,reading for a wide variety of purposes? If additional exposure to complex text is neededfor high-level comprehension instruction and complex cognitive tasks, how will this beaddressed?The materials being utilized in high school intervention classrooms were chosen byBrevard Public Schools’ teachers during the last adoption cycle. All materials wereselected from the state approved materials list and all provide scaffolded instructionwith a variety of texts. To provide students exposure to more complex text, teachershave worked together to develop supplemental materials over the last two summers.These materials are intended to supplement and not replace currently adoptedmaterials as Brevard Public Schools follows a district-unified adoption.3. Section 1003.428, Florida Statutes, requires high school students who score at Level 1on FCAT Reading to complete an intensive reading course. Those students who scoreat Level 2 must be placed in an intensive reading course or a content area reading34 | P a g e

intervention course. A high school student who scores at Level 1 or Level 2 on FCATReading but who did not score below Level 3 in the previous 3 years may be granted a1-year exemption from the reading remediation requirement; however, the student musthave an approved academic improvement plan already in place, signed by theappropriate school staff and the student's parent, for the year for which the exemption isgranted.Passing scores on FCAT and concordant scores on other assessments may not be usedto exempt students from required intervention. Districts may use flexibility to provideintervention to students in grades 11 and 12 who have met the graduation requirement(1926 on FCAT or concordant score). Courses that may be used to provide readingintervention 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 thegoal of providing instruction that enables students to develop and strengthen readingcomprehension of complex grade level texts and developing independent cognitiveendurance while reading. Other commonalities include a focus on understandingvocabulary in context, recognizing various rhetorical structures, identifying main idea,inferences, purpose, and tone within texts. While all three courses require the reading ofboth fiction and nonfiction texts, Reading for College Success provides a specific focuson informational text while English 4 provides a specific focus on literature.High school students who score at Level 1 or Level 2 on FCAT Reading and who haveintervention needs in the areas of decoding and/or text reading efficiency must haveextended time for reading intervention. This extended time may include, but is notlimited to, students reading on a regular basis before and afterschool with teachersupport, or for students two or more years below grade level a double block of readingto accelerate foundational reading skills and to apply these skills with increasinglycomplex texts. This teacher should be highly qualified to teach reading or workingtoward that status (pursuing the reading endorsement or K-12 reading certification) andclassroom infrastructure (class size, materials, etc.) should be adequate to implementthe intervention course.This reading 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 areablocked 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.) at a ratiomatching FCAT 2.0 Item Specifications.Schools must progress monitor students scoring at Level 1 and 2 on FCAT Reading aminimum of three times per year. This should include a Baseline, Midyear, and End ofthe Year Assessment.As a reminder, each struggling reader must be given the instruction that best fits his orher needs. Districts must establish criteria beyond FCAT for placing students into35 | P a g e

different levels of intensity for reading intervention classes. Examples include datafrom screenings, progress monitoring and diagnostic assessments already in use in thedistrict, as well as teacher recommendation. New research suggests that fluency is not astrong predictor of a student’s ability to comprehend text in middle grades and highschool. Therefore, caution is suggested in using fluency data for placement in readingintervention in the upper grades.Schools must diagnose specific reading deficiencies of students scoring at Level 1 andLevel 2 on FCAT Reading. Although formal diagnostic assessments provide specificinformation about a student’s reading deficiencies, many progress monitoring tools andinformal teacher assessments can provide very similar information in a more efficientmanner. The only reason to administer a formal diagnostic assessment to any student isto determine the specific deficit at hand so teachers can better inform instruction tomeet student needs. The decision to deliver a formal diagnostic assessment should bethe result of an in-depth conversation about student instructional and assessment needsby the teacher, reading coach, and reading specialist.Assessment/Curriculum Decision Tree (Chart J) demonstrates how assessment datafrom progress monitoring and other forms of assessment will be used to determinespecific interventions for students at each grade level.4. Describe the reading intervention that your high schools will be providing for 11 th and12 th grade students, including both those students who still need to meet the FCATReading graduation requirement and those 12 th grade students who have met thegraduation requirement through an FCAT Reading score of 1926-2067 (Level 2) orthrough the use of concordant scores. Keep in mind that districts have great flexibilityin how these juniors and seniors who have met the graduation requirement with a Level2 score on FCAT Reading are served. These students may be served through readingcourses, content area courses without a specific professional development requirement,or reading instruction before or after school.All juniors and seniors who still need to pass FCAT will be placed in IntensiveReading (course number 1000410) until they pass the FCAT or reach the concordantscore on the ACT or SAT. Juniors and seniors who have met the FCAT graduationrequirement but are still within the Level 2 range will be served within English classeswith an emphasis on CRISS strategies and/or Thinking Maps. These classes could beregular level through Advanced Placement (AP) depending on the needs of thestudents. Progress monitoring data (FAIR) will be collected on this group of juniorsand seniors as well.5. How will the district ensure extended intervention time is provided for students in needof decoding and text reading efficiency at the high school level?All secondary schools are required to provide Intensive Reading classes for allstudents who scored a Level 1 or 2 on the previous year’s FCAT. If a student isdetermined to need additional support in the areas of decoding and text readingefficiency, based on Brevard’s Assessment Decision Tree, he/she will be placed in anadditional reading class to provide extended time for intensive intervention. Thisstudent will receive two periods of reading (back to back) in addition to the regularLanguage Arts class. Student Information System reports will be reviewed during FTE36 | P a g e

survey periods to ensure all schools, including charter schools, are adhering to therequirement of extended intervention time for these students.6. How will students be provided with access to authentic fiction and non-fiction textsrepresenting a range of levels, topics – including science and social studies content,interests, genres, and cultures within the reading program? Include the following: a)how daily independent reading, monitored by the teacher, will be incorporated into allreading classrooms; b) how classroom libraries will be utilized; c) the process forleveling books; and d) the process for matching students with the appropriate level oftext.Involvement of classroom teachers, media specialists and parents help to guide ourstudents to appropriate reading selections. Common Core Text Exemplars provide asample of appropriate grade level text with complex language, structure and content.Teachers and media specialists will refer to the Common Core Text Exemplars as theytransition from solely matching students to text to selecting text for their instructionalpurpose. A district priority for the upcoming reading adoption is to select a programthat provides a wide range and quality of complex text. As we move forward withCommon Core State Standards implementation, teachers will be provided training onhow to use complex text for close reading purposes as well as enriching Read Aloudsand small group instructional time through utilizing complex text.Brevard Public Schools has a history of utilizing Lexiles to assist in matching studentsto text. Using FAIR (Florida Assessments for Instruction in Reading) or SRI (ScholasticReading Inventory) data, students set growth goals throughout the school year toincrease their Lexile score, which motivates students to read more, as well as morecomplex, text. An integral part of the Scholastic Reading Inventory is the InterestInventory that each student takes as part of the test. At the end of each assessment, eachstudent will be provided with a list of books that are targeted to his interest and Lexilelevel. We also encourage teachers to look beyond Lexiles, the quantitative measure oftext. Text may be more complex and have a lower Lexile on account of the shades orlevels of meaning within a text, the language or structures within the text or the priorknowledge the reader must have to understand the meaning of the text. The mediaspecialist and teacher will play an integral role in helping our students find readingmaterials that will be motivating and challenging at a variety of reading levels andcomplexities based on the required task of reader.Student reading development is enhanced and reinforced through easy, frequent, openand flexible access, to classroom libraries and to the school media center. Researchstudies indicate that participation in the Accelerated Reader and Reading Countsprograms increases students’ reading motivation. The majority of secondary studentshave access to the Accelerated Reader or Reading Counts reading incentive programs.District guidelines are in place to ensure that these programs are used appropriately,not for grades or limiting student choice and access to text. In addition to texts in themedia center, independent reading practice is monitored by the teacher in all readingclassrooms using the classroom libraries that accompany the Comprehensive ReadingIntervention Program as well as a variety of materials. Time spent reading from avariety of diverse text provides opportunities for students to increase their readingfluency, develop vocabulary and comprehension skills, and apply higher order37 | P a g e

thinking skills. Teachers will monitor progress through running records, responsejournals and shared inquiry or literacy center activities.7. How will all content area and elective teachers (a) teach students to think as they read insubject area classrooms and (b) extend and build discussions of text in order to deepenunderstanding? Describe how teachers are implementing text based content areainstruction in:Literacy coaches continue to provide support to teachers as they utilize the “MESHVocabulary and Comprehension Strategies” handbook. This handbook focuses on twopedagogical principals – scaffolded release of responsibility (“I do”, “We do”,“You do”) and supporting students before, during and after reading. Each contentarea teacher (math, English, science and history) is provided a handbook that has thesame literacy strategies but with his or her own specific content area examples.Moving forward, the Comprehension Instructional Sequence (CIS) will be thecornerstone of our support for content area teachers – it is critical to the success ofour students. In fact, the English Language Arts curriculum guides are beingrewritten this summer and the CIS will be embedded as an example of best practice.Additionally, all English Language Arts and reading teachers will be receivingtraining in the Common Core State Standards over the next two years:Session 1: Overview, Developing a K-U-D: Where Standards and DI MeetSession 2: ELA – Unpack the Language Cluster; Reading – Unpack theFoundational Skills ClusterSession 3: Unpack the Reading Informational and Reading Literature ClustersSession 4: Vendor Showcase for Adoption – Review for alignment to CCSSSession 5: Unpack the Speaking and Listening Cluster; Socratic Seminar,Philosophical Chairs, Discussion ProtocolsSession 6: Literacy Design Collaborative and/or Tiered Lesson (DI)In addition to the modules being required through Professional Development Day,teachers will required to participate in training on the following six topics:1. Understanding the Staircase of Complexity2. Utilizing the Comprehension Instructional Sequence3. Innovative Grammar4. Teaching how to Write from Sources5. Close Reading and Text Dependent Questioning6. Best Practices for Increasing Rigor in the ELA ClassroomContinued training for social studies teachers will strengthen and increase the useof Document Based Questions (DBQs). DBQs require students to participate in notonly close reading but in answering text-based questions. Thinking Maps are oftenutilized as a way for students to organize information in social studies content aswell. This aid in organizing information allows students the ability to more deeplycomprehend the text as demonstrated by written responses and discussions.Teachers will receive training in Socratic Seminars and Philosophical Chairsactivities that require students to cite specific information from the text to supporttheir answer. Word walls and vocabulary instruction focused on pertinent38 | P a g e

Greek/Latin roots, suffixes and prefixes aid in student comprehension of disciplinespecific words.In science, teachers will be provided support as they have students design andimplement experiments, analyze results, and defend conclusions. Students are askedto explain discrepancies between their own results and the published results ofothers. Teachers will also ask students to perform peer reviews. They will reviewpublished works and evaluate the reasoning and evidence presented by the author,evaluate the reliability of sources and synthesize information from a wide range ofscientific sources to formulate a coherent explanation of a scientific phenomenon.Students will use critical thinking to resolve conflicting information as they arguewhether they accept or reject the evidence and rationale presented by the author.The World Languages department in Brevard Public schools has developed commonassessments in French and Spanish that integrate the three modes of communicationincorporate 21st Century skills and make cross-curricular connections. These commonassessments and all the activities that have been developed to support preparation forthese assessments are IPA's - Integrated Performance Assessments. They begin with atext-based interpretive task (reading or listening) that leads to an interpersonal task(discussion with a partner) to gather more information to deepen understanding of thetopic as well as personalize the information and make it more meaningful to thestudent. All of the information gathered through the interpretive and interpersonaltasks is evaluated and synthesized in order to create a presentation (oral and/orwritten) that will demonstrate a deepened and expanded comprehension of the text.The text that is interpreted is theme-based, cross-curricular and cross-cultural and canbe either literary or informational. Graphic organizers and CRISS strategies areincorporated into both the interpretive and interpersonal tasks in order to facilitatethinking and processing information for the presentation task.Schools have a variety of resources to utilize as they increase explicit comprehensioninstruction in content area classrooms. Literacy coaches, curriculum contacts andteacher leaders continue to facilitate professional learning communities focused ontext-based discussions. Available resources include CRISS strategies, Thinking Maps,FCAT 2.0 Item Specifications, Text Complexity rubrics and the MESH Vocabulary andComprehension Strategies Handbook.8. How will writing be incorporated across the curriculum to deepen text comprehension?Anytime writing is included as a response to reading, students are asked to demonstratetheir comprehension to a deeper extent. As we prepare teachers to implement theCommon Core Content Literacy Standards, we will be emphasizing answering textbasedquestions and utilizing the Comprehension Instructional Sequence. In addition,social studies teachers will be utilizing Document Based Questions in their classroomsand all English/language arts and Intensive Reading teachers will be trained on how toincorporate Advanced Placement writing strategies within their classrooms. Scienceteachers will focus on having students perform critical analysis of published works andargue whether they accept or reject the evidence and rationale presented by the author.39 | P a g e

9. What before, after, and summer school reading activities will be utilized, includingmentoring and tutoring activities? Include criteria for student eligibility and how theseactivities will be linked to reading instruction provided during the school day.Classroom teachers and literacy coaches collaborate with organizations whichprovide tutoring and mentoring before, during, and after the school day for studentsneeding additional reading support. Student Progress Monitoring Plans (PMP) driveall instructional services provided. Mentoring and tutoring services are documentedand reported to individual classroom teachers regarding students’ progress. Studenteligibility is based on data from the schools and teacher availability.Tutoring and Mentoring Programs:• Brevard students are tutored before or after school with certified teachersin the Academic Support Program. Based on student assessment, teachersprovide additional instructional support utilizing both the core andsupplemental reading intervention materials targeted to address individualstudent deficiencies in the six components of reading.• Reading Buddies - Students or teachers select reading materials and travelto other grade level classrooms to promote literacy.• Rolling Readers – Retired Brevard residents are trained in providingtutoring services in reading.• Service Learning – Students are trained to work with younger students toprovide academic support in reading.• Community Centers - Computer assisted programs available for studentsand parents of low income neighborhoods.• Take Stock in Children - Brevard Schools Foundation provides mentorsand tutoring to middle school students who are encouraged to attendcollege. A full college scholarship is awarded with successful high schoolcompletion.• Business Partners - Many local area businesses encourage employees tomentor at local schools.• FBBR - Families Building Better Readers - Many schools provide thistraining throughout the year for parents to encourage collaboration onbuilding reading skills in their children.Brevard Public Schools summer school for secondary students consists of credit makeuponly due to budget constraints. There will be no additional reading support orenrichment offered to students during the summer of 2012.10.1. Assessments administered to determine reading intervention placement for studentswith the following needs:Non-English speaking ELL students?ELL students should be placed in Intensive Reading courses based on theirperformance on the Florida Assessments for Instruction in Reading as well as theComprehensive English Language Learning Assessment (CELLA). The CELLA is afour-skill language proficiency assessment that is designed to provide:40 | P a g e

evidence of program accountability in accordance with Title III of NoChild Left Behind (NCLB), which requires schools and districts to meetstate accountability objectives for increasing the English-languageproficiency of English Language Learners (ELLs). data which is useful for charting student progress over time and for newlyarrived students, charting progress over the first year. information about the language proficiency levels of individual studentsthat may be helpful in making decision to exit a student from the Englishfor Speakers of Other Languages (ESOL) program. diagnostic useful information about an individual student’s strengthsand weaknesses in English (with as much specificity as possible within thelimitations of a large-scale standardized test).The tests items included in this assessment are based on the CELLA proficiencybenchmarks, which are aligned to the English language proficiency standards ofFlorida. Scores are reported in three categories: oral skills, reading skills, andwriting skills. Four skill levels are used to describe student performance: beginning,low intermediate, high intermediate and proficient.10.2. Students with severe speech/auditory impairments?The resource teacher for students with severe speech/auditory impairmentsrecommends that reading instructional needs for students with severe speech andauditory impairments, are determined using the same assessments administered toregular education students. If appropriate, accommodations would be provided anddocumented during administration. Additional assessments may be selected at thediscretion of the Individual Education Plan (IEP) and/or the Individual ProblemSolving Team.10.3. Students with severe vision impairments?The resource teacher for students with visual impairments recommends the mostaccessible reading modality for the student – regular print, large print, tactile orauditory. Reading instructional needs for students who are visually impaired/blindwould be determined using the same assessments used for regular education students.Appropriate individual accommodations would be implemented at the discretion of theIndividual Education Plan (IEP) and/or the Individual Problem Solving Team.10.4. Students in grades 9 and above with no FCAT scores?Students who come to Brevard County with no FCAT scores will be administered theFlorida Assessment for Instruction in Reading. The results will be used to determineif placement is necessary in an intensive reading course. Placement decisions will bemade following Brevard Public Schools’ Assessment-Curriculum Decision Trees.41 | P a g e

Role of the Literacy CoachSchools utilizing literacy coaches during the 2012-2013 school year must implement Brevard PublicSchools’ literacy model based upon the Just Read, Florida! Office’s guidelines and Rule 6A-6.053,Florida Administrative Code (FAC) which requires that 64% of the Literacy Coach’s workweek must bespent on providing professional development. The remaining 36% of time should be spent in studentassessment (8%), data analysis (9%), data reporting (3%), meetings (4%), knowledge building (4%),managing reading materials (5%) and other (3%).According to State Rule, Literacy Coaches must spend 64% of their time as follows:1. Whole group PD (5% of time):2. Small group PD (14% of time):a. Providing guidance for action research groupsb. Facilitating professional learning communitiesc. Leading book studiesd. Facilitating grade level/department professional development (data reviews in termsof planning instruction or intervention, standards, differentiation, etc.)e. Providing guidance and knowledge during MTSS and/or collaborative team meetingsf. Coaching teachers through planning standards-based instruction and utilize theCommon Core State Standards (ELA and Content Literacy)3. Planning (8% of time):a. Surveying teachers for PD needsb. Preparing content for PD for teachers, parents and othersc. Locating and providing resources for teachers or collaborative teamsd. Preparing for Literacy Leadership Team meetingse. Planning strategies to close the achievement gap (Differentiated AccountabilityReports, School Improvement Plans)4. Modeling Lessons (LIST TEACHERS) (14% of time):a. Demonstrating lessons while teachers observe (live or via technology)b. Co-teach lessonsc. Facilitate fish-bowl experiences for teachersd. Conducting student data-chats (if teacher stays in the room)5. Coaching (Coaching for Teacher Excellence Cycle) (LIST TEACHRS) (9% of time):6. Coach-Teacher Conference (14% of time):a. Participating in informal conversationsb. Participating in formalized conversations including (LIST TEACHERS):i. Debriefing after model lessonsii. Discussing focus of individual Professional Growth Plansiii. Discussing individual teacher concerns/questions with instructional model ormaterialsiv. Discussing intervention, differentiation or content literacy strategies withindividual teachersIn order to meet the law’s requirement, school administration must be intentional about how they utilizetheir coach. The literacy coach should serve as a stable resource for professional development in supportof the School Improvement Plan, with a focus on reading and literacy instruction, and are a criticalresource for teachers as they incorporate the ELA and Content Literacy Standards of the Common CoreState Standards.Coaches are required to document their workweek (exclusive of the half hour lunch) on the ProgressMonitoring and Reporting Network (PMRN). The Coach Log is monitored to assure that coaches are notroutinely utilized to tutor, substitute, provide classroom coverage to allow teachers additional planningtime or to fulfill administrative duties.

Brevard Public Schools Data Driven Process ChartA process for coaching for student success(see color key at bottom of page)Increase teacher effectives throughcoaching for student successReview of School Improvement Plan andLiteracy Non-negotiablesPrioritize coaching focusCommunicate coaching focusand schedule to staffIdentify individual staff memberneeding supportSchedule collaborative plan meeting withindividual and establish timeframe forcoachingSchedule meeting with coach to developaction plan based on option 1, 2 and/or 31.Determine trainingfor advancement ofskills2.Set date and time forcoach to model bestpracticeOr3.Set date, time andduration for coach toco-teach to establishroutines and bestpracticesAttend staffdevelopmentSkillacquired?NoObserve modellesson and debriefwith coachPresent lesson andreceive feedbackfrom coachCo-teach/model withdaily conferencingfor predeterminedtimeframeYesBestpracticeacquired?NoRoutinesand bestpracticesestablished?NoSchedule collaborative planmeeting with individual todetermine next stepsIncreased teachereffectiveness achievedYesYesPrincipal Principal/Coach Teacher Teacher/Coach All5/20/2011

9.17.20122012 – 2013K-6 Assessment/Curriculum Decision TreesWhy do we have Assessment/Curriculum Decision Trees?The K-12 Comprehensive Reading Plan (6A-6.053) and Student Reading Intervention Requirements(6A-6.054) state board rules mandate districts and schools to diagnose specific reading difficulties ofstudents not meeting specific levels of reading performance. Districts and schools are required tointervene by providing focused and targeted intervention (Pursuant to Section 1008.25, Florida Statutes).Please note that students not achieving a Level 3 or higher on FCAT Reading and primary students whoare identified as substantially deficient must receive Tier 2 or Tier 3 intervention services in addition totheir 90 minutes of initial reading instruction.What is the purpose of the Assessment/Curriculum Decision Tree?The Assessment/Curriculum Decision Trees guide teachers in the use of Brevard’s universal screeningassessment FAIR (Florida Assessment for Instruction in Reading). FAIR data and theAssessment/Curriculum Decision Trees work in combination to assist teachers and data teams with theproblem solving process. The Assessment/Curriculum Decision Trees use data points from the universalscreener to direct teachers to additional diagnostic tools for determining areas of deficiency or learninggaps of a reader. The teacher and/or the school’s problem solving team determine the instructional planfor addressing student deficiency and the strategies for targeted intervention instruction, as well as thetool which will be used for ongoing progress monitoring. Data from progress monitoring and other formsof assessment are used to determine specific reading instructional needs and interventions for students ingrades K-6 who are failing to meet benchmark standards.What is the intended use of the Assessment/Curriculum Decision Trees?The Assessment/Curriculum Decision Trees provide a strong research base summary, or big picture, ofgrade level common practices, intervention programs, and assessments for reading. TheseAssessment/Curriculum Decision Trees are by no means a comprehensive representation of allinformation, definitions, programs, assessments or benchmarks for a grade or grade level span. The gradelevel documents provide options which can assist teachers and data teams when addressing the readingneeds of individual students. Each grade level Assessment/Curriculum Decision Tree begins with the stateuniversal screener, which is the FAIR Broad Screen. IF/THEN statements provide teachers next steps forstudents not meeting the grade level performance expectation.How can the Assessment/Curriculum Decision Trees be used inappropriately?The Assessment/Curriculum Decision Trees provide a big picture and should not be the only tool usedwhen addressing student progression or placement. Students meeting or exceeding the grade levelbenchmarks are not required to receive additional assessment with diagnostic tools intended for strugglingreaders. Assessment/Curriculum Decision Tree benchmarks that indicate that a student scored belowgrade level in a particular area (e.g. fluency) DO NOT automatically equate to below grade levelperformance. Data should be triangulated and examined in conjunction with multiple data sourcessuch as District Required Literacy Assessments (DRLA) and classroom portfolios prior to makinginstructional recommendations. It is not the intention for the Assessment/Curriculum Decision Trees tolimit the ability of a school’s problem solving team to use different evidence based instructional materialsor assessments which better match the student’s instructional plan. Data walls are a great tool for trackingand monitoring student progress. However, it is not recommended for students meeting or exceeding thegrade level benchmarks to be assessed with diagnostic tools intended for struggling readers solely in orderfor every student to be represented on a school’s data wall.

Kindergarten Assessment Decision TreeAP 1Letter Naming+PhonemicAwarenessFAIR Broad Screen/Progress Monitoring Tool (BS/PMT)AP 2Letter Sounds+PhonemicAwarenessAP 3Word Reading+PhonemicAwareness=Probability of Reading Success(PRS)Red, Yellow or GreenSuccess ZonesListening ComprehensionFAIR Broad Diagnostic Inventory (BDI)+Vocabulary (VOC)(1st and 3rd Assessments)Beginning of the Year:Provide multiple Oral Language and Print Concepts experiencesPre-teach the Applying Language and Concepts and Terms terminology of Skill 1 and 2 on thePhonological Awareness ContinuumAP 1, 2 & 3:IF a student’s Broad Screen (BS) Probability of Reading Success (PRS) score is 84% or lowerTHEN administer the Kindergarten Short Form of the Phonological Awareness Screener for Intervention (PASI 3.1)instead of the FAIR Targeted Diagnostic Inventory (TDI) tasks.Phonemic AwarenessIntervention should be provided 20—30 minutes daily outside the 90 Minute Reading Block. Monitor progress with theLong Form of PASI 3.1 and/or DIBELS Next PSF, NWF or WWR measure.Refer to Connections to Multi-Tiered System of Supports (MTSS) chart on p.2 of Assessment Decision Tree for appropriateongoing progress monitoring tool.Kindergarten Progress Monitoring BenchmarksEnd of 1st 9 Weeks End of 2nd 9 Weeks End of 3rd 9 Weeks End of 4th 9 Weeks*KLS Letter Naming15/26 22/26 25/26 26/26(lowercase)*KLS Letter Sounds 5/26 12/26 19/26 26/26*KLS4/40 16/40 24/40 36/40High Frequency Words*PASI 3.1 Skill Level 3.1 4.6 5.4 5.11*Running Record Level 2FAIR ListeningComprehensionNote: If a student masters Phonological Awareness and grade level Phonics Skills, but has a vocabulary score at or below40th percentile, consult with building Speech and Language Pathologist to develop targeted language andvocabulary interventions.*Refer to Kindergarten Blueprint for further clarification and guidance.4/5 4/5 4/59.19.12 Page 1

Grade 1 Assessment Decision TreeFAIR Broad Screen/Progress Monitoring Tool (BS/PMT)Word Reading(WR)=Probability of Reading Success (PRS)Red, Yellow and Green Success ZonesComprehension Placement Word List (CPWL)Reading Comprehension (RC){Alternative Listening Comprehension (LC)}FAIR Broad Diagnostic Inventory (BDI)+Vocabulary (VOC)(1st and 3rd Assessments)Beginning of the Year: Revisit phoneme blending and segmentation (deletion, addition, & substitution)AP 1, AP 2, AP 3:IF the student’s Broad Screen Probability of Reading Success (PRS) is 84 % or lowerTHEN administer the Phonics Screener for Intervention (PSI) instead of the FAIR Targeted Diagnostic Inventory (TDI) tasks.In addition…AP 2, AP 3: IF the student’s Targeted Passage Score is below grade level benchmark and the PRS is 85% or higher,THEN administer DIBELS Next oral reading fluency measure to establish a baseline for purposes of progress monitoringAdminister the PSI (Phonics Screener for Intervention) to diagnose need for targeted intervention. Phonics interventionshould be provided 30 minutes daily outside the 90 Minute Reading Block.Refer to Connections to Multi-tiered Systems of Support Chart on p. 2 of Assessment Decision Treefor appropriate progress monitor tool.If student does not show mastery of PSI Skill 1, administer the First Grade Short Form of the Phonological AwarenessScreener for Intervention (PASI 3.1). Phonological awareness intervention should be provided 30 minutes daily outside the90 Minute Reading Block. Progress monitor with the Long Form of the PASI 3.1 and/or DIBELS Next PSF.End of 1st 9WeeksPASI 3.1 Skill Level 5.11First Grade Progress Monitoring BenchmarksEnd of 2nd 9WeeksEnd of 3rd 9WeeksEnd of 4th 9WeeksPSI Skill Level 2 3 4 5Running Record Level 4 8-10 12 16FAIR Targeted Passage 1.1 1.3 1.5FAIR Reading4/5 4/5 4/5ComprehensionHigh Frequency Words50 65 80 100*(Fry Word List)Oral Reading Fluency50th National Norms23 41 60Fluency, Vocabulary, and Reading Comprehension Intervention (Additional targeted instruction and occurs outside the 90 Minute Block)Students should receive 30 minutes of daily intervention instruction in Reading Comprehension and/or Vocabulary if they meet the following criteria: Unsuccessful in reading targeted passage for each assessment period Vocabulary Percentile Score of 40th percentile or below (consult Speech Language Pathologist for appropriate interventions)Note: Decoding is a necessary prerequisite for comprehension. Therefore, Phonological Awareness, Phonics, and Fluency deficiencies should be addressed prioror in conjunction with Comprehension and Vocabulary intervention.*Refer to Treasures Implementation Guide p. 135.9.19.2012

.Word Reading (WR)Grade 2 Assessment Decision Tree=Probability of Reading Success (PRS)Red, Yellow or Green Success ZonesComprehension PlacementCalculation Procedure (CPCP)Reading Comprehension (RC)FAIR Broad Diagnostic Inventory (BDI)+(1stVocabulary (VOC)and 3rd Assessments)+(GroupSpelling (SPL)Administration)Beginning of the Year: Teach blends and digraphs in closed syllable words (CVC/VC) , silent e, long and short vowels skillsAP 1, 2 & 3:AP 1, 2 & 3:AP 1, 2 & 3:AP 2 & 3:IF the student’s Targeted Passage score is at or above benchmark and the Probability of Reading Success (PRS) is 84% or lower,THEN review and monitor progress with District Required Literacy Assessments (DRLA) Item Analysis and Running Records.IF the student’s Targeted Passage score is below benchmark and the Probability of Reading Success (PRS) is 85% or higher,THEN administer DIBELS Next oral reading fluency measure to establish a baseline for purposes of progress monitoring.IF the student’s Broad Screen (BS) Probability of Reading Success (PRS) score is 84% or lower,THEN proceed to the FAIR Targeted Diagnostic Inventory (TDI) tasks.IF the student's Broad Screen PRS score is 84% or lower,THEN continue with interventions and progress monitoring with PSI or PASI instead of FAIR TDI tasks.FAIR Targeted Diagnostic Inventory (TDI) Refer to Connections to Multi– Tiered System of Supports Chart on p. 2Task 1: Phoneme Deletion– Initial (PD-I)Task 2: Phoneme Deletion– Final (PD-F)Task 3: Word Building- Consonants (WB-C)Task 4: Word Building– CVC/CVCe (WB-CVC CVCe)Task 5: Word Building- Blends/Vowels (WB-B/V)Task 6: Multisyllabic Word Reading (Multi)Administer Tasks 1-2If a child scores BE (Below Expectations) on Tasks 1 or 2, Then triangulatestudent data to determine if phonological awareness intervention is needed.Provide 30 minutes of intervention daily outside the 90 Minute ReadingBlock. Progress monitor using the PASI 3.1 and/or DIBELS Next PSF.Administer Tasks 3-5If a child scores BE on any of Tasks 3-5, Then stop andadminister the PSI (Phonics Screener for Intervention) to diagnose need fortargeted intervention. Intervention should be provided 30 minutes daily outsidethe 90 Minute Reading Block. Progress monitor using the PSI and/orDIBELS Next NWF.Administer Task 6If a child scores BE on Task 6, Then provide core instruction inmultisyllabic words including multisyllabic words with open and closedsyllables with blends and digraphs. Monitor progress with DRLA and RR.Second Grade Progress Monitoring BenchmarksEnd of 1st 9 Weeks End of 2nd 9 Weeks End of 3rd 9 Weeks End of 4th 9 WeeksPSI Skill Level 6 7 8 9Running Record Level 18 20 24 28FAIR Targeted Passage 2.2 2.4 2.5FAIR ReadingComprehension*High Frequency Words(Fry Word List)Oral Reading Fluency (ORF)50th National WCPM Norms4/5 4/5 4/5125 150 175 20051 72 81 90Fluency, Vocabulary, and Reading ComprehensionStudents should receive 20—30 minutes of daily Immediate Intensive Instruction (iii) in Reading Comprehension and/or Vocabulary if they meet the following criteria: Unsuccessful in reading targeted passage for each assessment period Vocabulary Percentile Score of 40th percentile or below (consult Speech Language Pathologist for appropriate interventions)Note: Decoding is a necessary prerequisite for comprehension. Therefore, Phonological Awareness, Phonics, and Fluency deficiencies should be addressed prior or inconjunction with Comprehension and Vocabulary intervention.*Refer to Treasures Implementation GuideRevised 9.19.2012

K-2 Progress Monitoring BenchmarksKindergarten 1 st Grade 2 nd GradeEnd of 1 st9 weeksEnd of 2 nd9 weeksEnd of 3 rd9 weeksEnd of 4 th9 weeksEnd of 1 st9 weeksEnd of 2 nd9 weeksEnd of 3 rd9 weeksEnd of 4 th9 weeksEnd of 1 st9 weeksEnd of 2 nd9 weeksEnd of 3 rd9 weeksTier 1 and Tier 2Tier 3End of 4 th9 weeksKLS Letter Naming(lowercase)15/26 22/26 25/26 26/26KLS Letter Sounds 5/26 12/26 19/26 26/26KLS High Frequency Words 4/40 16/40 24/40 36/40PASI 3.1 Skill Number 3.1 4.6 5.4 5.11 5.11Running Record Level 2 4 10 12 16 18 20 24 28FAIR Target Passage 1.1 1.3 1.5 2.2 2.4 2.5FAIR Listening/Reading Comprehension4/5 4/5 4/5 4/5 4/5 4/5 4/5 4/5 4/5HFW –High Frequency Words(Treasures ImplementationGuide p. 135)OPM (Whole Words Read)*DIBELS Next is the recommended tool for Ongoing Progress Monitoring (OPM)Tier1instruction1assessment2instruction(Examples)2assessment40 50 65 80 100 125 150 175 200PSI Skill Number 2 3 4 5 6 7 8 9*Oral Reading Fluency50 th National Norms - WCPM23 47 52 72 87*PSFOPM (PhonemeSegmentation)*NWF – CLS FluencyOPM (Correct Letter Sounds)*NWF – WWR Fluency20 40 4017 28 27 43 58 541 8 13 13Connections to Multi-Tiered System of Supports (MTSS)Tier 1 – Core, Universal Instruction for All StudentsPhonologicalPhonics Fluency Vocabulary & ComprehensionAwarenessCommon Core State Standards using district resources and differentiated small groupsFAIR, RunningKLS, DRLA KLS, DRLAFAIR, DRLA, Running RecordRecord, ORFTier 2 – Targeted, Supplemental Instruction for Identified StudentsHeggerty, Phonics Lesson Reader’s Theater,FAIR Toolkit, FCRR & EmpoweringBlueprint for Library, FCRR & Fry Words,Teacher Resources, Voyager PassportPA, Barton Empowering Teachers Repeated ReadingPASI 3.1 PSI *ORF Running Record, *ORFTier 3 – Intensive Individualized Instruction for Identified Students3instructionTier 3 instruction may include Tier 2 curriculum with increased time, smaller group size, more frequentOPM, or more targeted instruction.3assessment*PSF *NWF/ORF *NWF/ORF *ORFFormal Diagnostic DAR/ERDA DAR/ERDA DAR/ERDA DAR/ERDAStudents meeting or exceeding the grade level benchmarks are not required to receive additional assessment with diagnostic tools intended for strugglingreaders. Assessment/Curriculum Decision Tree benchmarks that indicate that a student scored below grade level in a particular area (e.g. fluency) DO NOTautomatically equate to below grade level performance. Data should be triangulated and examined in conjunction with multiple data sources such asDistrict Required Literacy Assessments (DRLA) and classroom portfolios prior to making instructional recommendations.Note: Classroom teachers administer a formal diagnostic when recommended by the problem solving team. Intervention instruction occurs outside the 90Minute Reading Block and is not in lieu of initial instruction. Chart above provides options for instructions and examples of assessments; it is not an inclusivelisting of assessments and materials.9.19.12 Page 2

Reading Comprehension (RC)=IF student's Reading Comprehension (RC) is 39 th percentile rank or lower AND…Maze score is ABOVE 30th percentile (Box 1) WA score is ABOVE 30th percentile (Box 3)Provide enhanced core instruction in the high-level reasoningskills, vocabulary, and reading comprehension strategies requiredto read/understand complex text and meet grade level standards.Provide enhanced core instruction in the high-level reasoningskills, vocabulary, and reading comprehension strategies requiredto read/understand complex text and meet grade level standards.Maze score is BELOW 30th percentile (Box 2) WA score is BELOW 30th percentile (Box 4)Administer DIBELS Next Oral Reading Fluency grade levelUse writing samples and error pattern analysis from runningmeasure. Teacher monitors and documents student’s readingrecord or ORF in conjunction with Word Analysis Student Detailbehaviors and fluency (accuracy, expression, rate) whileReport to determine focus of word study instruction.administering the measure.IF student reads fluently at Oral Reading Fluency gradelevel benchmark, THEN work on comprehension strategies. If thestudent struggles with comprehension, intervention instruction incomprehension is needed. Progress monitor growth using DIBELSNext Daze measure.IF the student reads below Oral Reading Fluency gradelevel benchmark, THEN administer a Running Record. Reviewdata and determine whether student needs intervention addressingfluency, phonics or phonological awareness deficiencies.Intervention should be provided daily outside the 90 MinuteReading Block. Progress monitor fluency and strategic readingusing the DIBELS Next oral reading fluency measures.IF decoding and phonics is determined to be area ofdeficiency, THEN administer Phonics Screener for Intervention(PSI) starting with Skill 10, Multisyllabic Words.Intervention should be provided daily outside the 90 MinuteReading Block. Progress monitor growth using the PSI and/orDIBELS Next oral reading fluency measures.Grades 3-6 Assessment Decision TreeFAIR Broad Screen/Progress Monitoring Tool (BS/PMT)Beginning of the Year: Teach predictable and unpredictable vowel teams and the six syllable types with one syllable and multisyllabic words.AP 1, 2 & 3: IF the student’s FCAT Success Probability (FSP) score on the Broad Screen (BS) is 84% or lower,THEN administer the FAIR Maze and Word Analysis Targeted Diagnostic Inventory (TDI) Tasks.FAIR Targeted Diagnostic Inventory (TDI)Maze+FCAT Success Probability (FSP)Red, Yellow or Green Success ZonesWord AnalysisIF student struggles with *phonological or*orthographicerrors, THEN provide instruction in basic phonics (letter/soundpatterns, syllable types, etc.).IF student struggles with *morphological errors, THENprovide instruction in base/root words and prefixes/suffixes.Intervention instruction in *phonics or word study should beprovided 30 minutes daily. Progress monitor growth usingDIBELS Next oral reading fluency measures, FAIR Toolkitmeasures or the Phonics Screener for Intervention (PSI).*Phonological – Sounds of the English language*Orthographic – Written patterns of standard English*Morphological - Meaning of words or word partsInstructional ImplicationsIF a student's score falls in Box 1 & 3, THEN provide rigorous instruction using informational and complex grade level text. Studentsshould be responding to texts through conversation and writing and directed to reread text for multiple purposes.IF a student's score falls in Box 1 & 4, THEN the student might have a specific weakness in spelling that does not impact reading; provideinstruction in basic orthographic patterns of standard English and affixes/roots. (e.g. vowel team ---receive grief)IF a student's score falls in Box 2 & 3, THEN work on text reading efficiency (comprehension and fluency); automaticity at the phrase,sentence, and paragraph level, practice with repeated readings, teach using a comprehension focus during intervention instruction.IF a student's score falls in Box 2 & 4 THEN provide intensive intervention instruction in sight word recognition, phonics, word studyor/and etymology work on applying decoding strategies to connected text to reinforce purpose of strategies, build fluency as accuracyincreases, and focus on comprehension strategies.Resources to assist with providing appropriate phonics, comprehension, fluency and vocabulary interventions:• Brevard’s Strategy Notebook - http://elementarypgms.sp.brevardschools.org/home/WebPages/StrategyNotebook.aspx• Quick Reference to Reading Intervention Strategies Document• FAIR Search Tool - http://www.fcrr.org/FAIR_Search_Tool/FAIR_Search_Tool.aspx• Just Read Now! – Strategy Lessons http://www.justreadnow.com/florida.htm• Empowering Teachers – Intervention Lessons http://www.fcrr.org/assessment/ET/routines/routines.htmlPage 1 9.17.2012

3 rd - 6 th Grade Progress Monitoring Benchmarks3 rd Grade 4 th Grade 5 th Grade 6 th GradeEnd of 1 st 9 WeeksEnd of 2 nd 9 WeeksEnd of 3 rd 9 WeeksEnd of 4 th 9 WeeksEnd of 1 st 9 WeeksEnd of 2 nd 9 WeeksEnd of 3 rd 9 WeeksEnd of 4 th 9 WeeksEnd of 1 st 9 WeeksEnd of 2 nd 9 WeeksEnd of 3 rd 9 WeeksEnd of 4 th 9 WeeksEnd of 1 st 9 WeeksEnd of 2 nd 9 WeeksEnd of 3 rd 9 WeeksEnd of 4 th 9 WeeksTier 1, 2 and 3Tier 3PSI Skill Number 12Running Record Level 30 34 38 40+ 50+ 60+(Macmillan Level)*Oral Reading Fluency(ORF)50 th National Norms - WCPM71 83 95 107 94 103 113 123 110 119 128 139 127 134 141 150*Daze14 21 26 20 23 31 21 25 32 23 31 31OPM for Comprehensionand Vocabulary*DIBELS Next is the recommended tool for Ongoing Progress Monitoring and BGL Oral Reading Fluency assessments.*District Oral Reading Fluency Timeline (Grades 3-6) – DIBELS Next with Retell ComponentGradeFirstSecondThirdFourthGrading PeriodGrading PeriodGrading PeriodGrading PeriodPassage # 5 10 15 20A3 Week 9 18 27 363 rd Retained and Below Grade Students Below 71 WCPM Students Below 83 WCPM Students Below 95 WCPMGradeLevel Students4 th Retained and Below Grade Students Below 94 WCPM Students Below 103 Students Below 113GradeLevel StudentsWCPMWCPM5 th Retained and Below Grade Students Below 110 WCPM Students Below 119 Students Below 128GradeLevel StudentsWCPMWCPM6 th Retained and Below Grade Students Below 127 WCPM Students Below 134 Students Below 141GradeLevel StudentsWCPMWCPMConnections to Multi-Tiered System of Supports (MTSS) ChartTier 1 – Core, Universal Instruction for All StudentsTierPhonologicalAwarenessPhonics Fluency Vocabulary & Comprehension1instructionStandards based instruction using district resources and differentiated small groups1FAIR, RunningDRLADRLAassessmentRecord, *ORFFAIR, DRLA, Running Record, *ORFTier 2 – Targeted, Supplemental Instruction for Identified Students2instruction(Examples)2assessmentBarton,Blueprint for PAPhonics LessonLibrary, FCRR &Empowering TeachersFry Words,Reader’s Theater,Repeated ReadingTriumphs, Rewards, FAIR Toolkit,FCRR and Empowering Teachers,Voyager PassportN/A PSI *ORF *ORFTier 3 – Intensive Individualized Instruction for Identified Students3instructionTier 3 instruction may include Tier 2 curriculum with increased time, smaller group size, more frequentongoing progress monitoring (OPM) or more targeted instruction.3assessmentN/A *ORF *ORF *ORFFormal Diagnostic DAR/ERDA DAR/ERDA DAR/ERDA DAR/ERDAStudents meeting or exceeding the grade level benchmarks are not required to receive additional assessment with diagnostic tools intended for struggling readers.Assessment/Curriculum Decision Tree benchmarks that indicate that a student scored below grade level in a particular area (e.g. fluency) DO NOT automatically equate tobelow grade level performance. Data should be triangulated and examined in conjunction with multiple data sources such as District Required Literacy Assessments(DRLA) and classroom portfolios prior to making instructional recommendations.Note: Classroom teachers administer a formal diagnostic when recommended by the problem solving team. Intervention instruction occurs outside the 90 Minute ReadingBlock and is not in lieu of initial instruction. Chart above provides options for instructions and examples of assessments; it is not an inclusive listing of assessments andmaterials.Page 2 9.19.2012

2012 –2013 Assessment–CurriculumDecisionTree:MiddleSchoolComprehensiveIntensiveReadingPrograms(CIRP)Language!Read‐180VoyagerJourneysIandII(JourneysI–7 th grade,JourneysII–8 th grade)ObjectiveIn the Language! program,students will engage incumulative and sequentialmultisensory activities,establishing skills in phonemicawareness and phonics, wordrecognition and spelling,vocabulary and morphology,grammar and usage as well ascomprehension.In the Read-180 program,students’ individual needs areaddressed through differentiatedinstruction, adaptive andinstructional software, highinterestliterature and non-fiction,and direct instruction in reading,writing, and vocabulary skills.In the Voyager program,students will receive direct,explicit comprehension andvocabulary instruction throughthe use of content-area texts,authentic writing, and websupportedinstruction.EmphasizedComponentsofReading(Source: Sopris West website)*Phonemic awareness*Phonics*Fluency*Vocabulary*Comprehension(Source: Read-180 website)*Comprehension*Vocabulary*Fluency*Phonics (specific to spelling)(Source: Voyager website)*Comprehension*Vocabulary*FluencyFAIR DATA:FAIR DATA:FAIR DATA:PlacementCriteriaRC≤10Maze≤30*Confirm placement via agrade level ScaffoldedDiscussion Passage (from theFAIR Toolkit) and the NAEPFluency rubric.RC≥11Maze≤30RC≥15≥10Maze≤30≥30DeliveryModelCourseCodes*Direct instruction1000010 LG_ _PLUS1008040 – 7 th grade, or1008070 – 8 th grade(Each program will be coded;schools can use the last twodigits to indicate sectionnumbers)*Direct instruction*Guided reading*Computer-assisted instruction*Independent reading1000010 SR_ _(Each program will be coded;schools can use the last two digitsto indicate section numbers)*Whole-class directinstruction*Small group directinstruction*Paired reading*Independent reading*Computer-assistedinstruction1000010 VG_ _(Each program will be coded;schools can use the last twodigits to indicate sectionnumbers)

ComprehensiveIntensiveReadingPrograms(CIRP)Language!Read‐180VoyagerJourneysIandII(JourneysI–7 th grade,JourneysII–8 th grade)Content mastery and fluencyassessment results will berecorded immediately uponcompletion so that the nextday’s lesson can be planned.District will review data as perK-12 plan.BiweeklyEvaluate Read-180 ProgressReport for the following:*consistency of total sessionsacross the class.*average session length of 15-18minutes.*number of sessions per segmentbetween 5 and 10.*comprehension and vocabularyscores at least 70%.Teachers will reviewvocabulary, fluency andcumulative reports weekly toensure accuracy and progress.Book Cart and On-line Bookswill be checked monthly.Progress monitoring forfluency should occur witheach visit to the SOLO Lab.ProgressMonitoringEvaluate Comparative Time onTask report to ensure time taskequals 60 minutes biweekly.MonthlyEvaluate Read-180Comprehension Skills Report forthe following:*students who are “flagged” forhaving less than 70% on aspecific skill.*skills that have a high numberof students that are notproficient (not 70%).*which students to group fordifferentiated instruction.Reading Connected Text willbe administered and entered ateach benchmark period.District will review fluencyprogress monitoring datamonthly.District will review data asper K-12 plan.BenchmarkAssessmentsProfessionalDevelopmentResourcesAdditionalResourcesonBlackboardSite*Language Placement test(will indicate placement ineither Level “A” or Level “C”)*Summative testswww.florida.teachlanguage.com*Video examples of lessons*Video explanation ofassessments and reports*Pacing calendar*Portfolio requirements*Lexile level of readingpassages*FCAT practice books*Lexile level of FCATpassagesDistrict will review data as perK-12 plan.*SRI test(three times a year)*rSkills tests(one test per two workshops)www.scholasticred.com*READ-180 Best Practices forReading Intervention*READ-180 Digital TeachingSystem and Teacher’s Edition*READ-180 ImplementationDVD*Teacher’s guide*Pacing calendar*Portfolio requirements*Additional articles andactivities for each workshop*Independent reading articles*FCAT skills activities*Accountability charts*Software posters*Benchmark test/RCT(three times a year)www.voyagerlearning.com*Video Examples of Lessons*Classroom ManagementTips*Training Modules*“How-to” Documents*Training Presentations*Scope and sequence ofskills*13-day lesson cycle*Pacing calendar*Benchmark directions andbooklets*Powerpoints for eachexpedition*Lexile levels for classroomlibraries*Grading recommendations

Reading curricula for students who have been identified in the IEP as requiring the Sunshine State Access Points andusing the Florida Alternate Assessment in lieu of FCAT.StudentsattheSupportedorParticipatoryLevel News2Youwebsite UniqueLearningwebsiteTargetGroupPredictedCourseCodeProgressMonitoringAccessPointsSupported or participatory level studentsat the middle or high school; used as areading across the content areasupplemental.7810020791010079101107910400As incorporated within the structure ofthe reading programSupported and participatory levels foreach gradeSupported or participatory level students at the middle orhigh school; used as a reading across the content areasupplemental.7810020791010079101107910400As incorporated within the structure of the reading programSupported and participatory levels for each grade RealWorldPictureWordsCurriculumTargetGroupPredictedCourseCodeProgressMonitoringAccessPointsParticipatory level studentsat the middle and highschool level who have beenunsuccessful with or are notready for PCIEnvironmental PrintReading7810020791010079101107910400As incorporated within thestructure of the readingprogramParticipatory level for eachgradeStudentsattheSupportedorParticipatoryLevelPCIEnvironmentalPrintSupported or participatory levelstudents at the middle or highschool level who have beenunsuccessful with or are notready for PCI Reading Level 17810020791010079101107910400As incorporated within thestructure of the readingprogramSupported and participatorylevel for each gradePCIReadingLevel1Supported level non-readers at themiddle or high school level7810020791010079101107910400StudentsattheSupportedorParticipatoryLevelAs incorporated within the structure ofthe reading programSupported level for each gradePCIReadingLevel2 EdgeFundamentals EdgeLevelATargetGroupSupported level students atthe middle or high schoolIndependent level high schoolstudents who are reading atinstructional levels from nonreaderto 2 nd gradeIndependent level high schoolstudents who are reading atinstructional levels from 2 nd grade to4 th gradePredictedCourseCode7810020791010079101107910400791010079101107910400791010079101107910400ProgressMonitoringAs incorporated within thestructure of the readingprogramAs incorporated within thestructure of the readingprogramAs incorporated within the structureof the reading programAccessPointsSupported level for eachgradeIndependent level for eachgradeIndependent level for each grade

2012 – 2013 AssessmentCurriculumDecisionTree–HighSchoolComprehensiveIntensiveReadingPrograms(CIRP)ObjectiveVoyagerJourneysII Read‐180 EdgeLevelBorCIn the Voyager program,students will receive direct,explicit comprehension andvocabulary instructionthrough the use of contentareatexts, authentic writing,and web-supportedinstruction.In the Read-180 program, students’individual needs are addressedthrough differentiated instruction,adaptive and instructionalsoftware, high-interest literatureand non-fiction, and directinstruction in reading, writing, andvocabulary skills.In the Edge program, studentswill receive direct, explicitinstruction in vocabulary andcomprehension strategies withhigh interest, multiculturalliterature selections of bothfiction and non-fiction.(Source: Edge Website)EmphasizedComponentsofReading(Source: Voyager website)Word Study (REQUIRED)FluencyVocabularyComprehension(Source: Read-180 website)ComprehensionVocabularyFluencyPhonics (specific to spelling)ComprehensionVocabularyFluencyFAIR DATA:FAIR DATA:FAIR DATA:PlacementCriteriaRC≤10Maze≤30*Confirm placement via agrade level ScaffoldedDiscussion Passage (from theFAIR Toolkit) and the NAEPFluency rubric.RC≥11Maze≤30RC≥15≥10Maze≤30≥30DeliveryModelCourseCodes*Whole-class directinstruction*Small group directinstruction*Paired-reading*Independent reading*Computer-assistedinstruction1000410 VG_ _PLUS1008300 – 9 th grade1008310 – 10 th grade1008330 – 11 th grade1000400 – 12 th grade*Direct instruction*Guided reading*Computer-assisted instruction*Independent reading1000410 SR_ _*Whole group guidedinstruction*Small group guidedinstruction*Independent reading1000410 EG_ _(Each program should becoded; schools can use thelast two digits to indicatesection numbers)(Each program should be coded;schools can use the last two digitsto indicate section numbers)(Each program should becoded; schools can use the lasttwo digits to indicate sectionnumbers)

ComprehensiveIntensiveReadingPrograms(CIRP)VoyagerJourneysII Read‐180 EdgeLevelBorCProgramSpecificProgressMonitoringBenchmarkAssessmentsTeachers will reviewvocabulary, fluency andcumulative reports weeklyto ensure accuracy andprogress.Book Cart and On-lineBooks will be checkedmonthly.Progress monitoring forfluency should occur witheach visit to the SOLO Lab.Reading Connected Textwill be administered andentered at each benchmarkperiod.District will review fluencyprogress monitoring datamonthly.District will review data asper K-12 plan.*Benchmark Test/RCT(three times a year)BiweeklyEvaluate Read-180 ProgressReport for the following:*consistency of total sessionsacross the class.*average session length of 15-18minutes.*number of sessions per segmentbetween 5 and 10.*comprehension and vocabularyscores being at least 70%.Evaluate Comparative Time onTask report to ensure time taskequals 60 minutes biweekly.MonthlyEvaluate Read-180 ComprehensionSkills Report for the following:*students who are “flagged” forhaving less than 70% on aspecific skill.*skills that have a high number ofstudents that are not proficient(not 70%).*which students to group fordifferentiated instruction.District will review data as per K-12 plan.*SRI test(three times a year)*rSkills tests(one test per two workshops)All Cluster and Unit Tests willbe administered as per pacingcalendar.Students will completeindividual “Cluster Profile”and “Unit Profile” data sheetsin portfolio handbook afterreceiving their graded tests.Teachers will input results ofCluster and Unit tests into A3Vision in order to trackstudent progress and identifyThis process should take placewithin a reasonable time afterthe administration of eachcluster and unit test (2-3 days).The completed spreadsheetsshould be used in schoolbaseddata meetings withteachers, coaches andadministrators.District will review data asper K-12 plan.*Cluster Tests*Unit tests(throughout year)AdditionalInstructionalMaterialProfessionalDevelopmentResourcesReading Plus or Lexiarequired three times a weekto address phonemicawareness, phonics andfluency (during secondperiod of class)www.voyagerlearning.com*Video examples oflessons*Classroom managementtips*Training modules*Training presentations*“How-to” documentsRead-180 Stretch Librarywww.scholasticred.com*READ-180 Best Practices forReading Intervention*READ-180 Digital TeachingSystem and Teacher’s Edition*READ-180 ImplementationDVDReading Plus(optional resource for use inschool or as homework)www.hbedge.net*Video examples of lessons*On-demand trainingmodules*Explanation of allassessments*Teacher editions/ e-planner*Reteaching guide andlessons

ComprehensiveIntensiveReadingPrograms(CIRP)VoyagerJourneysII Read‐180 EdgeLevelBorCAdditionalResourcesonBlackboardSite*Scope and sequence ofskills*13-day lesson cycle*Pacing calendar*Benchmark directions andbooklets*Power points for eachexpedition*Lexile levels forclassroom libraries*Grading recommendations*Teacher’s guide*Pacing calendar*Portfolio requirements*Additional articles and activitiesfor each workshop*Independent reading articles*FCAT skills activities*Accountability charts*Software posters*Pacing calendars*Portfolio requirements*Item-analysis spreadsheets*Vocabulary posters andquizzes*Supplemental activities byunitBrevard Public Schools recognizes the need for flexibility in placement. In situations that studentsare not showing progress in a specific intervention program, student placement may be adjusted.There are three adopted CIRP’s to allow for the best match of student to intervention program. Thereis no need for a student to repeat a program if the student is not making progress.IntensiveReadingwithaScienceEmphasisIntensiveReadingwithaSocialStudiesEmphasisObjectiveInstructionalMaterialsCourseCodesAdditionalInstructionalMaterialAdditionalResourcesonBlackboardSiteIn this course, juniors or seniors willparticipate in an intervention course focusedon science content. Students will receivesupport for all components of reading throughdirect, whole and small group instruction.Successful completion of this course willenable a student to qualify for a waiver for thefourth required science course.*“Dr. Art’s Guide to Science”*Text-sets from American Reading Company(Force and Motion, Matter, Energy, Space)*Timed Readings in Science - Jamestown1000410 SC_ _(Course must be coded in order for student toreceive waiver; schools can use the last twodigits to indicate section numbers)Reading Plus or Lexia required three times aweek to address phonemic awareness, phonicsand fluency – students can access program onlinefor one session if necessary*Teacher notes*Pacing guide*Student workbooks*AssessmentsIn this course, juniors or seniors will participate inan intervention course focused on social studiescontent. Students will receive support for allcomponents of reading through direct, whole andsmall group instruction. Successful completion ofthis course will enable a student to qualify for awaiver for the fourth required social studiescourse.*“50 American Heroes Every Kid should Know”*Text sets from American Reading Company(Contemporary Issues, Latino Heritage, AfricanAmerican History)*Timed Readings in Social Studies - Jamestown1000410 SS_ _(Course must be coded in order for student toreceive waiver; schools can use the last two digitsto indicate section numbers)Reading Plus or Lexia required three times aweek to address phonemic awareness, phonics andfluency – students can access program on-line forone session if necessary*Teacher notes*Pacing guide

Reading curricula for students who have been identified in the IEP as requiring the Sunshine State Access Points andusing the Florida Alternate Assessment in lieu of FCAT.StudentsattheSupportedorParticipatoryLevel News2Youwebsite UniqueLearningwebsiteTargetGroupPredictedCourseCodeProgressMonitoringAccessPointsSupported or participatory level studentsat the middle or high school; used as areading across the content areasupplemental.7810020791010079101107910400As incorporated within the structure ofthe reading programSupported and participatory levels foreach gradeSupported or participatory level students at the middle orhigh school; used as a reading across the content areasupplemental.7810020791010079101107910400As incorporated within the structure of the reading programSupported and participatory levels for each grade RealWorldPictureWordsCurriculumTargetGroupPredictedCourseCodeProgressMonitoringAccessPointsParticipatory level studentsat the middle and highschool level who have beenunsuccessful with or are notready for PCIEnvironmental PrintReading7810020791010079101107910400As incorporated within thestructure of the readingprogramParticipatory level for eachgradeStudentsattheSupportedorParticipatoryLevelPCIEnvironmentalPrintSupported or participatory levelstudents at the middle or highschool level who have beenunsuccessful with or are notready for PCI Reading Level 17810020791010079101107910400As incorporated within thestructure of the readingprogramSupported and participatorylevel for each gradePCIReadingLevel1Supported level non-readers at themiddle or high school level7810020791010079101107910400StudentsattheSupportedorParticipatoryLevelAs incorporated within the structure ofthe reading programSupported level for each gradePCIReadingLevel2 EdgeFundamentals EdgeLevelATargetGroupSupported level students atthe middle or high schoolIndependent level high schoolstudents who are reading atinstructional levels from nonreaderto 2 nd gradeIndependent level high schoolstudents who are reading atinstructional levels from 2 nd grade to4 th gradePredictedCourseCode7810020791010079101107910400791010079101107910400791010079101107910400ProgressMonitoringAs incorporated within thestructure of the readingprogramAs incorporated within thestructure of the readingprogramAs incorporated within the structureof the reading programAccessPointsSupported level for eachgradeIndependent level for eachgradeIndependent level for each grade

Grades 3- Assessment Decision Tree AnalysisFAIR Targeted Diagnostic InventoryIF a student’s FAIR Reading Comprehension (RC) is in the 39 th percentile rank or lowerOR if a student’s previous year’s FCAT Reading was a level 1 or 2IF a student’s score falls in Box 1 and 3…(Maze score is above the 30 th percentile and WA score is abovethe 30 th percentile)THEN provide rigorous Core Instruction using informational andcomplex grade level text. Students should be responding totexts through conversation and writing and directed to rereadtext for multiple purposes.Monitor progress with DRLA Item AnalysisANDIF a student’s score falls in Box 1 and 4….(Maze score is above the 30 th percentile and WA score is belowthe 30 th percentile)THEN the student might have a specific weakness in spellingthat does not impact reading; provide instruction in basicorthographic patterns of standard English and affixes/roots (e.g.vowel team ---receive grief).Error Pattern and FAIR Detail Report AnalysisIF student’s score falls in box 2 and 3…(Maze score below the 30 th percentile and WA score is abovethe 30 th percentile)THEN work on text reading efficiency (comprehension andfluency); automaticity at the phrase, sentence, and paragraphlevel, practice with repeated readings, teach using acomprehension focus during intervention instruction.Fluency Check with DIBELS Next ORFIF a student’s score falls in box 2 and 4…(Maze score is below 30 th percentile and WA score is below the30 th percentile)THEN provide intensive intervention instruction in sight wordrecognition, phonics, word study or/and etymology work onapplying decoding strategies to connected text to reinforcepurpose of strategies, build fluency as accuracy increases, andfocus on comprehension strategies.DIBELS Next ORF and Running Record and/or PSISY 2012-2013Modified version - CMV Literacy Coach

Instructional ImplicationsIF a student's score falls in Box 1 & 3, THENprovide rigorous instruction using informational andcomplex grade level text. Students should be responding totexts through conversation and writing and directed to rereadtext for multiple purposes.IF a student's score falls in Box 1 & 4, THENthe student might have a specific weakness in spelling thatdoes not impact reading; provide instruction in basicorthographic patterns of standard English and affixes/roots.(e.g. vowel team ---receive grief)IF a student's score falls in Box 2 & 3, THENwork on text reading efficiency (comprehension andfluency); automaticity at the phrase, sentence, and paragraphlevel, practice with repeated readings, teach using acomprehension focus during intervention instruction.IF a student's score falls in Box 2 & 4, THENprovide intensive intervention instruction in sight wordrecognition, phonics, word study or/and etymology work onapplying decoding strategies to connected text to reinforcepurpose of strategies, build fluency as accuracy increases,and focus on comprehension strategies.Suggested Instructional Practices and Strategies• Two column note taking• Activating background knowledge• KWL charts and other graphic organizers• Think-Pair-Share• Metacognitive strategieso Rereading to fix areas of confusiono Clarifying unfamiliar vocabulary words• Direct and explicit comprehension strategy instruction.• Opportunities for extended discussion of text meaning and interpretation.• Increase student motivation and engagement in literacy learning.• Text features• Letter-sound correspondence• Spelling generalizations or patternso E.g., 'I before e except after c and in words like neighbor and weigh• Affixes/roots to help with reading for meaning (vocabulary) and accuracy in writingo E.g., using graphic organizers or shades of meaning continuums• Affixes/roots to help with reading for meaning (vocabulary) and accuracy in writingo E.g., using graphic organizers or shades of meaning continuums• Sentence or paragraph level comprehension instruction• Text features• Repeated readings with variety of genres• Reciprocal Teaching Strategies• SQ3R-Survey, Question, Read, Recite, and Review• Syllable types for pronunciation of multisyllabic words• Affixes/roots to help with reading for meaning (vocabulary) and accuracy in reading andwriting • Building a repertoire of word knowledge to assist students when encounteringunfamiliar words• Increase student motivation and engagement in literacy learning9.17.12

Oral LanguageVocabulary (Receptive) Fluency PhonicsPhonological AwarenessEssential Components of ReadingDirectionalityCause and EffectUnderstanding Verbal DirectionsInferencesPicture VocabularyPlot DevelopmentExpressing IdeasCharacterStory RetellSettingAppropriate Responses to Questions and ConversationsSequence of EventsAuthor's PurposeSyllables Compound - Segment/BlendAuthor's PerspectiveSyllables Compound- Identify/CategorizeAuthor's ViewpointSyllables Compound - Add, Del, SubSummarize and RetellSyllabes Noncompound - Segment/BlendAuthor's CraftSyllabes Noncompound - Count/CategorizeText StructureOnset-Rime - Blend, Segment, IsolateListening ComprehensionOnset-Rime - Identify, Categorize, SubText FeaturesSingle Phoneme - IsolateLiterary AnalysisSingle Phoneme - Identify/CategorizeKey Idea/Central Message/ThemeAll Phonemes - Blend, Segment, CategorizeFacts and DetailsAll Phonemes - Add, Del, SubCompare/Contrast within One TextCompare/Contrast across Multiple TextsLetter NamesLetter SoundsCitation of Textual EvidenceMultisyllabic Words (specific syllable type)Evaluation of ArgumentCVC WordsValidity of ReasoningConsonant BlendsConsonant DigraphsConnectingLong Vowel Silent-eQuestioningMultiple Vowel TeamsPredictingVowel-rImaging/VisualizingComplex ConsonantsInferringMultisyllabic Words (specific syllable type)Determining Importance- NonfictionLetter Names - Text StructureLetter Sounds - Text FeaturesHigh Frequency Words (HWF)- Combining DetailsAccuracy of Decoding - Important DetailsPhrasing/chunking - SummarizingWords Correct per Minute-Oral- FictionWords Correct per Minute-Silent - Story ElementsReading with Expression - SummarizingSynthesizingWord MeaningsContext CluesFigurative LanguageGreek and Latin RootsAccurately Identifying Frequently Confusing Letters,Words, and NumbersUnderstanding Concepts of PrintComprehensionResearchProcessComprehension Process ContinuumTraits of Good ReadersWords in IsolationWord FamiliesSynonyms and AntonymsWord RelationshipsMultiple Meaning WordsBase WordsCompound WordsAffixes9.2012 adapted from multiple sources including 95 Percent Group, Inc.Demonstrating Working MemoryTracking TextAccessing Background KnowledgeUsing Picture CluesUsing Visualization StrategiesMaking ConnectionsAsking Questions