Hernando County School District Comprehensive Research-Based Reading Plan

Rationale for the Literacy Plan ●Outlines literacy instruction and provides a guide for content area expectations ●Aligns standards driven literacy instruction with research based tools o Curriculum Planning and Learning Management System (CPALMS), Core and Supplemental Materials ●Emphasizes the use of research-based literacy instructional strategies across the disciplines: close reading, use of complex text, writing in response to reading, Comprehension Instructional Sequence ●Drives instruction through the use of formative and summative assessments

Introduction and Background Florida Statute requires school districts to write a K-12 Comprehensive Research- Based Reading Plan annually. According to State School Board Rule 6a the plan must ensure the provision of: ●Professional development for school district teachers in scientifically based reading instruction, including strategies to teach reading in content areas and with an emphasis on technical and informational text ●Summer reading camps for elementary students who score at Level 1 on Florida State Assessment in Reading ●Students who do not pass the tenth grade Florida State Assessment will retake the Florida State Assessment twice a year (October and April) until they pass ●Supplemental instructional materials that are grounded in scientifically based reading research ●Intensive interventions for middle and high school students reading below grade level

●Standards-based instruction ●Data-driven instruction ●Research-based instructional models (Gradual Release Model, Comprehension Instructional Sequence, Inquiry Based Model, 5E Learning Cycle, 7E Learning Cycle, Universal Design for Learning) ●Model classrooms ●Writing throughout the content areas ●Close reading of complex text ●Multistrategy reading lessons (reading, writing, listening, speaking, and mini-research opportunities) K-12 Literacy Focus

Reading/ELA Goals ●64% of American Indian will score a level 3 or above on Florida State Assessment in Reading ●76% of Asian will score a level 3 or above on Florida State Assessment in Reading ●39% of Black/African American will score a level 3 or above on Florida State Assessment in Reading ●53% of Hispanic will score a level 3 or above on Florida State Assessment in Reading ●63% of White will score a level 3 or above on Florida State Assessment in Reading ●53% of Economically Disadvantaged will score a level 3 or above on Florida State Assessment in Reading ●30% of English Language Learners will score a level 3 or above on Florida State Assessment in Reading ●26% of Students with Disabilities will score a level 3 or above on Florida State Assessment in Reading

District Reading Coaches ●Role of coach must be clear to all stakeholders ●Be highly qualified ●Assist teachers with instructional decisions based on data ●Assist teachers with o Effective reading instruction o Intervention and infusing content area instruction based on the needs of the student

District Reading Coaches

Leadership: School Level Reading Leadership Team Support Text Complexity ●Make close reading and rereading of texts central to lessons ●Provide scaffolding that does not preempt or replace text ●Ask text dependent questions from a range of question types ●Emphasize students supporting answers based upon evidence from the text ●Provide extensive research and writing opportunities (claims and evidence)

Professional Development Secondary Professional Development ●Project CRISS (Creating Independence- through Student-owned Strategies) ●Differentiated Instruction (DI) in Centers ●Unpacking the Florida Standards ●Building Rigor in the Classroom ●Comprehension Instructional Sequence (CIS) and Close Reads ●Differentiating Instruction in Reading ●Writing Across the Content Areas ●Continuation of facilitated lesson planning and backwards planning ●Utilizing Teengagement in Reading ●Next Generation Content Area Reading Professional (NGCAR-PD) ●Reading Competency on-line Elementary Professional Development ●Project CRISS (Creating Independence-through Student-owned Strategies) ●Fostering Instruction in the English Language Arts block utilizing the Florida Standards ●Integrating Science into the English Language Arts block ●Sizzling Science in the English Language Arts block ●Project Read ●Guided Reading ●Differentiated Instruction (DI) in Centers ●Unpacking the Florida Standards ●Building Rigor in the Classroom ●Comprehension Instructional Sequence (CIS) and Close Reads ●Reading Competency on-line ●Writing Across the Content Areas

Elementary Curriculum & Instruction Pearson Reading Street ●Leveled Readers ●Decodable Readers ●Leveled classroom libraries ●Sleuth ●Integrating the science and social studies curriculum within 90/120 minute reading block Strategies to Enhance Comprehension ●Close Reads and rereading ●Short challenging text ●Text-based discussions ●Broader questioning of text and themes ●Effective scaffolding of complex text which will lead to independent learners

Elementary Curriculum & Instruction Differentiated Instruction Universal Design of Learning (UDL): ●Multiple flexible methods of presentation to meet the needs of diverse learners ●Alternative expression to demonstrate what the diverse learner has mastered ●Engagement into diverse learners’ interests, challenge them appropriately and motivate them to learn Cognitive Tasks: ●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 process ●Expertise in reading, writing, speaking and listening Instructional strategies include: ●Use of technology, lesson studies ●Menu choices ●Multiple texts on various reading levels ●Proactive design ●Formative assessments

Elementary Curriculum & Instruction Multi-Tiered Systems of Support ●Achievement gap o Accelerates and closes the gap ●Targeted student enter/exit the system of support o Students are flagged in yellow and red success zones o Student not making progress based on response to intervention will be further identified to determine specific needs ●Ongoing Progress Monitoring (OPM) o Graph data and weekly assessments to measure students’ ongoing progress ●iii Students o Outside the 90 minute reading block o Intensive research based materials (see Chart C) o Smaller group size or 1:1 (classroom teacher, special education teacher or reading resource teacher to deliver instruction) o Instruction to take place until reading deficiency is remedied o Multi-Tiered Systems of Support teams meet regularly to problem- solve

Elementary Assessment Assessment Formative ●Infused throughout the entire reading block ○Examples: Journal entries, center work, ticket out the door, discussions, questioning, graphic organizers, teacher observations, etc. ●Use of rubrics ○Examples: picture notes, journals, etc. ●Exemplar Artifacts Summative ●Written response ●Project-based ●Portfolio ●Comprehension Assessment

Elementary Assessment

Formative and Summative Assessments Florida State Assessment (FSA) ●Given in math, reading and science ●Students on-level score 3 and above; below 3 at risk Florida Assessment for Instruction in Reading (FAIR-FS) ●Progress monitoring tool to give a baseline and on-going data ●At-risk students are progressed monitored every 20 days Other Screenings/Assessments for Unique Populations ●Woodcock-Munoz Language Survey in English/Spanish ●World-Class Instructional Design and Assessment ●Stanford Achievement Test (SAT 10) ●Naglieri Non-Verbal Ability Test o to be completed end of 2nd semester of 1st grade 3rd Grade IfThen Student struggles with FAIR- FS/Weekly Test scores Administer Portfolios during current school year Student scores a level 1 on FSA SAT 10 will be administered (end of year) Student doesn’t meet requirements on SAT 10 Attend summer reading camp & SAT 10 will be readministered

Elementary Beyond School Day Support ●English for Speakers of Other Languages (ESOL) programs for English Language Learners (ELL) students ●Exceptional Student Education (ESE) programs for exceptional students ●Third grade summer camp ●Title I schools offer extended day for Exceptional Student Education (ESE) and English Language Learner (ELL) ●Mentor programs ●300 lowest performing schools in the state will be required to have an additional hour of school

Students who are not reading on grade level have a variety of interventions and learning needs. Instruction needs to engage students in complex cognitive tasks that challenge students to apply their foundational skills. This needs to include high-level thinking opportunities for students to grapple with and construct meaning. Reading Intervention Instruction Should Include: ●General academic and discipline-specific vocabulary ●Close reading of literary and informational text ●High-level comprehension such as argumentation ●Critical analysis of literary and informational text ●Student question generation, inquiry and research process Secondary (6-12) Curriculum and Instruction

Secondary (6-12) Reading Intervention Instructional Models

Secondary (6-12) Assessment Formative and Summative Assessments Florida Standards Assessment (FSA) ●Reading assessment given to all students in grades 6-10 ●Students on level score a 3 or above; below level score a 1 or 2 ●Below level students will receive reading intervention Florida Assessment Instruction in Reading-Florida Standards (FAIR-FS) ●All below level students in grades 6-10 receive remedial reading, as well as students in grades ●Ongoing progress monitoring

Secondary (6-12) Assessment Assessment Formative ●Infused throughout the entire reading block ○Examples ■Journal entries ■Center work ■Tickets out the door ■Discussions ■Questioning ■Graphic Organizer ●Use of rubrics on project-based learning ○Picture notes ○Journals ●Exemplar Artifacts Summative ●Written response ●Projects ●Portfolio ●Comprehension Assessments

Secondary (6-12) Assessment

Hernando County