Leon County Schools’ K-12 Comprehensive Research-Based Reading Plan Adapted from 2005 Administrators’ Meeting August 3, 2005

Closing the Achievement Gap “No significant learning occurs without a significant relationship of mutual respect.” Dr. James Comer “Active participation by ALL students.” Brian M. Pete and Robin J. Fogarty

K-12 Comprehensive Research-Based Reading Plan Leadership & Monitoring Professional Development Elementary Student Achievement and Instruction Middle School Student Achievement and Instruction High School Student Achievement and Instruction

District Leadership and Monitoring

Leadership & Monitoring District Reading Leadership Team Iris Wilson Margo Hall Bev Owens DJ Wright Merry Ortega Marsha Glover Eydie Sands Reading First Project Manager

Expectations of the Reading District Leadership Team Monitor Reading Plans Monitor Reading Coaches Visit Schools Conferencing Resources

Chiles High School Reading Leadership Team 8 - 12 Members Educational Leaders (Principal and APs) Reading Coach: Kathy Corder Content Area/Grade Level Teachers (“The A Team”) Reading Specialists: Linda Heller & Debbie McKinnon Media Specialist Parents Students Community Member

Responsibilities of the School Reading Leadership Team Gather information about literacy and resources Facilitate workshops Organize study groups Initiate action research Support peer coaching Participate in demonstration lessons Examine student artifacts Investigate areas of concern and develop an action plan

What is a Reading Coach? A reading coach is a professional development liaison within the school that provides support, models lessons, and continuously assists in improving instructional programs in reading to assure reading improvement for ALL students.

What a Reading Coach is NOT!! A Reading Resource teacher A substitute teacher An evaluator/administrator An enforcer/dictator Negative

How Administrator Supports the Reading Coach… Ensures that the reading coaches attend required professional development, such as Reading Coach Conferences and monthly District Coaches meetings, reading instructional practices workshops, etc. Provides time for reading professional development for the staff Encourages teachers to use the coach and provides specific feedback to teachers

Monitoring…. Classroom Walk-Throughs (District & School) Informal and Formal Visits to school during the first 3 months of school to ensure plan has been implemented (State, District and School) Additional monthly fidelity checks will be conducted Formally report all findings to the District Assistant Superintendent of Management and Curriculum Services (State, District and School) Based upon monitoring results, additional support may be provided

Professional Development

Professional Development Everyone will participate in some type of professional development (Faculty Meeting In-Service & Book Study Groups) Administrators will attend Just Read, Florida! K-12 Leadership Conference (Dr. Cox attended) Monthly Principal and Assistant Principals meetings will have reading as an agenda item Reading Coaches will provide professional development Professional development should support district reading plan and School Improvement Plan Model Classrooms will be utilized to model the 5 components of reading

High School Student Achievement and Instruction First Step is to identify students and students needs: FCAT - determines most needy SNAPSHOT online database of student test records Level I and Level ll students

Requirements for Level 1 Students In addition to the minimum 50 minute intensive reading class, the student will be provided extended reading instruction in a content area class with a teacher who has the reading endorsement, is working on the reading endorsement or has K-12 Reading Certification If a Level 1 student is receiving a minimum 90 minutes of intensive reading instruction, then an additional core content area class with a reading endorsed teacher is optional. By the school year 2006-07, the students with the greatest reading deficiencies will receive a continuous 90 minute reading block of instruction. The teacher will have the K-12 reading endorsement, will be working towards the reading endorsement or will have reading certification.

Requirements for Level 2 students Students scoring a scale score below 280 on the Reading FCAT SSS with a NRT score below the 50% percentile, will receive a minimum of 50 minutes in a daily intensive reading class with a teacher who has reading endorsement, who is working on reading endorsement or who has reading certification. Students scoring a scale score at or above 280 on the FCAT-SSS Reading and have a NRT score at or above the 50%tile, will receive intensive reading strategies instruction (i.e., differentiated instruction, leveled text, etc.) in a content area class with a teacher who has reading endorsement, is working on reading endorsement or who has reading certification. Students receiving reading instruction will be screened using data from Reading FCAT-SSS, fluency probes, diagnostic test, and vocabulary checks.

High Quality Instruction Goal: Proficient Grade Level Students Provide Print-rich Environment Integrate Authentic Literature into Content Area Classes Incorporate Reading into Subject Areas with the utilization of leveled texts Incorporate Writing in the Subject Areas Offer Before and After School Activities

K-12 Reading and Language Arts Developers Marsha Glover gloverm@mail.leon.k12.fl.us Eydie Sands sandse@mail.leon.k12.fl.us Phone Number: 487-7893

2005-2006 LCHS Reading Plan Goal: Continuous Reading Achievement Faculty Meeting In-service (all faculty) “The A Team” (9th & 10th content area teachers focus on Systematic Vocabulary Instruction--SVI) with monthly trainings Learning Communities—Book Study Groups: Classroom Instruction that Works by Robert Marzano A+ Learning Systems—Computer Lab Reading Coach

Snapshot Data Based decisions FCAT performance Statistics about Chiles High that are helpful to understanding student achievement Focus on reading skills of bottom 30% to increase overall reading comprehension content knowledge http://www.chiles.leon.k12.fl.us/

Assessments What is on the FCAT? Item Specifications (list of content areas--informational text) Test Questions—Sample: Read “King of Fibers” and respond to questions #7-14 now. Content vocabulary-SSS and FCAT Explorer Standards based curriculum

Asking the tough questions???? Whose job is it to teach reading? What are YOU doing to improve reading in your classroom? What are you willing to do each day in your class to enhance reading skills? Are you covering the content and reading standards in your lessons? REFLECTION: PAIR AND SHARE

Faculty Feedback Written response: What are your concerns? How do you plan to contribute to our school goal of continuous improvement in reading? What kind of support, resources or training do you need to meet your goal?