1. The Florida Reading Initiative (FRI) is a research-based school wide reform effort committed to providing the professional development and follow up support necessary for schools to achieve just that - -- 100% literacy! Teachers are given the background knowledge, skills and strategies needed to teach all students.

2. HISTORICAL PERSPECTIVE FALL 1999: Member districts requested NEFEC to assist with providing professional development to teachers that would lead to increased student achievement in reading SPRING 2000: NEFEC began researching reading instruction and requested legislative dollars to develop a reading best practices center

3. SUMMER 2000: NEFEC conducted a survey of schools in member districts to assess reading needs in schools ranging from K-12. Seventy schools responded indicating more than 50 different reading programs being used throughout the region.

4. FALL 2000: 40 Individuals representing the Florida Department of Education, NEFEC and member districts traveled to Birmingham to observe the Alabama Reading Initiative in a variety of schools. WINTER 2001: NEFEC and PK Yonge Developmental and Research School staff returned to Alabama to attend training and obtain training modules.

5. SPRING 2001: NEFEC held the first train the trainer session. SUMMER 2001: NEFEC held the first Summer Reading Academy and the “Lucky Thirteen” Schools attended the training.

6. SINCE THAT TIME Summer Reading Academies since June, 2001 Over 80 schools in northeast Florida participating Recognized by the Florida Legislature and Just Read, Florida as a research based reading initiative showing improved reading instruction for students in grades kindergarten through 12 th grade

9. The Key Elements of the Florida Reading Initiative: Whole School Approach Principal As Leader Face to face and online professional development Support for Leadership Teams/Reading Coaches Onsite Support District Level Support

10. Summer Reading Academy School Support Colleague Re-FRI Principal / Leadership Team Workshops Teacher and Principal Action Research Principal and Coach Cadre Meetings Florida Reading Initiative- Components of Implementation DeepFRI Research In Action

11. Florida Reading Initiative Delivery Model 5 day face-to-face training (30 hrs) Online professional development (30 hrs) 2 day school-wide faculty data analysis and action planning for implementation Meets requirements of Competency 2 of the Florida Reading Endorsement (60 hrs) Interactive training that utilizes the following- –Activities designed for the needs of adult learners –Demonstration lessons that are interactive and practice the introduced strategies

12. Deepen teacher knowledge in the following areas: –What Makes Reading Hard –Comprehension –Fluency –Vocabulary –Reading-Writing Connection –Reading in the Content Areas of Language Arts, Math, Science, Social Studies, and Electives –Reading Intervention Secondary Summer Reading Academy Components

13. The Essential Six Skills for Success PAS

14. Why these Six? Researched-based strategies Applicable to every content area Move from random, optional strategy use to a collective effort Versatility – can be used for introductory skills or higher order thinking Increase student engagement with the learning process Narrow and focus the conversation, professional development, support, and the work

15. What are the Essential Six? 1.Pre-Reading (PAS) 2.Question-Answer Relationship (QAR) 3.Summary Frames 4.Concept Maps 5.Column Notes 6.Reciprocal Teaching PAS

16. Instructional Model

17. #1 Pre-Reading: PAS Preview the Text and Critical Vocabulary Access and Build Background Knowledge Set the Purpose PAS

18. #2 Question-Answer Relationships (QAR) Helps students –Understand the nature of questioning –Monitor comprehension –Have a purpose for reading the text Students categorize comprehension questions according to where they get the information they need to answer each question

19. #3 Summarization Summaries teach students to differentiate among –Main ideas –Supporting details –Unnecessary embellishment –Text structures Writing effective summaries requires lots of modeling and practice Summarization happens during and after reading

20. #4 Concept Maps Comprehension ReaderActivityText A picture is worth a thousand words. New strategy; familiar material

21. Concept Maps Enhance understanding of text structure Enhance vocabulary acquisition Allow students to transform information and make it their own Improve understanding and recall

22. Venn Diagram: Comparison/Contrast A skilled readerA skilled cook Concept Maps in Action

23. # 5 Column Notes Help students –Pay attention to what they read –Organize ideas –Understand text structure Adaptable to different purposes and types of text

24. Two-Column Notes Main IdeasDetails

25. Four-Column Notes for Vocabulary WordMeaningExampleDrawing

26. # 6 Reciprocal Teaching

27. Four Strategies Questioning Clarifying Summarizing Predicting

28. Lessons Learned and Elements of Success The Role of the Teacher The Role of the Reading Coach The Principal as the Instructional Leader The Principal-Coach Relationship The Importance of District Support

29. Next Steps Follow up meetings with school leadership teams NEFEC site visits for T.A. CWTs to monitor implementation RE – FRI and future PD Evaluate the Program