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

2. 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

3. 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

4. District Leadership and Monitoring

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

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

7. Chiles High School Reading Leadership Team
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

8. 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

9. 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.

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

11. 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

12. 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

13. Professional Development

14. 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

15. 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

16. 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 , 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.

17. 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.

18. 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

19. K-12 Reading and Language Arts Developers
Marsha Glover
Eydie Sands
Phone Number:

20. 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

21. 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

22. 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

23. 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

24. 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?