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

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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
Page 1: K-12 Comprehensive Research-Based R
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Page 11 and 12: Elementary Assessment, Curriculum,
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Page 15 and 16: studies indicate that participation
Page 17 and 18: ESE and ELL teachers utilize the co
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Page 21 and 22: use of the close reading model. Clo
Page 23: The tests items included in this as
Page 26 and 27: Middle school students who score at
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Page 36 and 37: different levels of intensity for r
Page 38 and 39: thinking skills. Teachers will moni
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Page 44 and 45: 9.17.20122012 - 2013K-6 Assessment/
Page 46 and 47: Grade 1 Assessment Decision TreeFAI
Page 48 and 49: K-2 Progress Monitoring BenchmarksK
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ComprehensiveIntensiveReadingProgra
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2012 - 2013 AssessmentCurriculumDec
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ComprehensiveIntensiveReadingProgra
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Grades 3- Assessment Decision Tree
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Oral LanguageVocabulary (Receptive)
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2007-08 K-12 Comprehensive Research-Based Reading Plan

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