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

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