1. Reading Coaches Meeting Friday, August 24, 2012 1 Please sign in on the blue sheet. Pick up notebook, dividers, and handouts. We will organize the notebook in a few minutes. Enjoy the snacks and each other!

2. Welcome and Announcements 2 Welcome and introductions Announcements Contact List Refreshments Calendar of Events Reading Endorsement

3. Reading Coaches Meeting Dates 2012-2013 3 Friday, August 24 Friday, October 26 Friday, January 11 Friday, February 15 Friday, May 10

4. Achieve Training Dates 2012-2013 4 Friday, September 7 Friday, September 28 Friday, May 10 There are also optional training dates. Cara will discuss this afternoon.

5. Celebrate Literacy Week, Florida! 2013 Save the Date January 21-25, 2013 5 Last year, Leon County Schools had incredible participation. Please start thinking about what we can do in our district and our schools to bring attention to literacy with our students and families. Check out our SharePoint page for a slide show of pictures from Celebrate Literacy Week 2012.

6. 2012-2013 Reading Endorsement Reading Endorsement classes will now be offered online through Beacon Educator and will begin on September 24 th. Reading coaches, assess who at your school needs Reading Endorsement classes and forward the list to Racquel Harrell, harrellr2@leonschools, by September 1 st. Beacon Educator will offer a two-track system for the 1. Beginning Reading Endorsement Educator - http://www.beaconeducator.com/contractPage.asp?ID=66 http://www.beaconeducator.com/contractPage.asp?ID=66 2. Partially Completed Reading Endorsement Educator- http://www.beaconeducator.com/contractPage.asp?ID=67 http://www.beaconeducator.com/contractPage.asp?ID=67 Space is limited!!

7. Paul Felsch Director Testing, Research, and Evaluation Florida Department of Education Updates and Changes

8. Organization of Notebook (1)K-12 Reading Plan (2)Reading Coaches Meetings (3)Progress Monitoring/Data (4)Reading Coach Responsibilities (5)Reading Strategies (6)Common Core State Standards (CCSS) 8

9. K-12 Reading Plan 9 Lets look closely at LCSs Comprehensive Research-based K-12 Reading Plan. As we read key parts of the plan, please take time to highlight and annotate important sections.

10. Florida Statutes and Role of Reading Coach 10

11. Florida Statutes and Role of Reading Coach 11

12. Florida Statutes and Role of Reading Coach 12

13. Florida Statutes and Role of Reading Coach 13

14. Data Driven Coaching Cycle 14

15. Leon County Schools K-12 Reading Decision Tree The Decision Tree was developed based on the recommendations of FDOE and FAIR. Revisions will need to be made in this document with the inclusion of Achieve 3000. Take a few minutes to review Decision Tree at your table. Discuss how your school makes decisions about placement. How are you serving level ones and twos at your school? Please indicate on Reading Coaches Update chart. 15

16. Resources and Materials Review the resources identified for your school in the K-12 Plan for accuracy. On the Reading Coaches Update form, indicate the materials and programs you are currently using in your reading classes. Discuss with your middle or high school colleagues. What is working? What isnt? What additional resources would be helpful to you in your role as a reading teacher and coach? On the Reading Coaches Update form, list resources you would like to have. 16

17. The Reading Coach in the Content Classroom Identify a science or social studies teacher you believe will be receptive to your involvement in his or her classes. Ask him or her if you can observe a class in which he or she will be using text. Arrange a time to go to the classroom. Make notes about your observations, i.e. uniqueness of the text, student engagement with text, how the teacher approaches the text, etc. Withhold judgment. Take some time to review the textbook, reading strategies that are located in the textbook, supplemental materials, etc. Make notes. 17

18. The Reading Coach in the Content Classroom Research and review strategies for the type of texts the teacher uses. Compile the strategies in your folder, along with your observation notes. Select a strategy or two to use and approach the teacher. Ask him or her if you can try out a strategy in his or her class. Focus your lesson close reading, engaging all students, and writing in response to text. Prepare the lesson, making sure that all of your materials, plans, handouts, etc., are in order. You want to win over the teacher with your amazing teaching, so be sure you are prepared to do just that. 18

19. The Reading Coach in the Content Classroom On the day of your lesson, ask the teacher to provide feedback for you. Set aside a time to meet with him or her to discuss. When you meet with the teacher, be open to constructive criticism. We are NOT experts in teaching their reading content, so we need to be open to their suggestions. Be prepared to share your experience when you return to the next reading coaches meeting. Bring all of your materials with you, including the lesson you did in the class. 19

20. Group Activity: Modeling a Lesson in a Content Class In your middle and high school groups, imagine you have been asked to model a lesson in 50 minutes using the text we have been given. Considering what you know about reading and the imminent CCSS, what reading areas would you address with the class? What specific strategies would you use to address these areas? How would you engage every student in the discussion? How could you incorporate writing as a tool? Be prepared to share your ideas. 20

21. Lunch 11:30 to 1:00 21

22. Progress Monitoring if Using FAIR FAIR Assessment Dates: Assessment 1 August 21-October 15 Assessment 2 November 26-January 29 Assessment 3 March 4- March 15 FAIR Toolkit Resource FAIR Training Date TBA Exploring PMNR Resources Users Guide Instructional Materials for Teachers FAIR Online Resources https://pmrn.fcrr.org/PMRNWeb/PMRN/(S(z2vxia5xwb2aebxww34c0ts 5))/Signin.aspx?ReturnUrl=%2fPMRNWeb%2fPMRN%2f 22

23. Progress Monitoring if Using Achieve As with FAIR, progress monitoring must be done three times a year: baseline, mid-year, and end-of-year. Reading coaches meetings will be used to review student reports generated from Achieve. Best practices that address specific needs of students will be discussed. 23

24. 2012-2013 Reading Initiatives Middle School Reading Project Scope and Upfront Achieve 3000 24

25. Text Complexity Writing Activity: Take a minute to think about what you have learned about text complexity. What are the four considerations in determining complexity of a text? On your paper, briefly describe the four considerations. Table Talk: At your table, discuss the four considerations in determining the complexity of a text. Be prepared to share with the whole group. 25

26. Overview of Text Text Complexity Text complexity is defined by: Qualitative Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Quantitative Quantitative measures – readability and other scores of text complexity often best measured by computer software. Reader and Task Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. 26

27. Selecting Complex Texts for our Classes Use a reliable readability tool to determine quantitative measure of text. Refer to Appendix A for tools. Use Qualitative Dimensions of Text Complexity Chart to determine levels of complexity for purpose, structure, language, and knowledge demands. Consider appropriateness for age and maturity of reader(s). Consider the learning objectives. Does the text match learning goals for the course? Discuss grade level appropriateness with colleagues, keeping in mind the need for more complex texts in our classes. Make a decision regarding grade level placement. 27

28. Additional Readability Measures Recognized by CCSS 28

29. Additional Readability Measures Recognized by CCSS 29

30. Additional Readability Measures Recognized by CCSS 30 With these changes to Appendix A, we now have more than one readability tool to study the quantitative aspects of a text. Remember that the quantitative measure is only one of four considerations for selecting text for the classroom.

31. Qualitative Measure of Text 31 See pages 3-6 in the Supplemental Information for Appendix A. Structure Language Demands Knowledge Demands Levels of Meaning

32. Qualitative Measure of Text 32

33. Qualitative Measure of Text 33

34. Lets Practice. Read The Longitude Prize, an excerpt from Appendix B. What grade level do you project it would be appropriate for? Lets look at some quantitative measures for this piece: DRP66 Lexile1300L Source Rater10.7 ATOS10.5 34

35. At your table, use the qualitative measures chart to determine complexity of The Longitude Prize. 35

36. At your table, use the qualitative measures chart to determine complexity for The Longitude Prize. 36

37. Now consider the reader and the task for The Longitude Prize. Discuss relevant issues related to student considerations, i.e. emotional maturity, age, motivation, knowledge, etc. Discuss learning objectives and goals relevant to courses and grade. What subject and grade are appropriate for this selection. 37

38. Decision Time: The Longitude Prize Based on the four considerations, in what grade level band would you place this text? 38

39. Where do we find texts in the appropriate text complexity band? Choose an excerpt of text from Appendix B as a starting place: We could…. or… Use available resources to determine the text complexity of other materials on our own. 39

40. Determining Text Complexity A Four-step Process: Quantitative Qualitative Reader and Task 4.Recommend placement in the appropriate text complexity band. 3.Reflect upon the reader and task considerations. 2.Analyze the qualitative measures of the text. 1.Determine the quantitative measures of the text. 40

41. Wrap-up Questions or concerns? Next meeting date: October 26 Contact Kathy, Racquel, or Cara if you have questions or concerns. 41