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

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