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District: Gadsden |
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Leadership: District Level |
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Contact Information |
| •District Name: |
GADSDEN |
| •District Contact: |
Elizabeth E. Turner, Director of Elementary
Educat |
| •Contact Address: |
Max D. Walker Admin. Bldg. 35 Martin Luther
King, Jr., Blvd. Quincy, FL 32351 |
| •Contact Email: |
turnere@mail.gcps.k12.fl.us |
| •Contact Telephone: |
850-627-9651 |
| •Contact Fax: |
850-627-2760 | |
| 1 |
What are your district goals for student
achievement in reading for the 2007-08 school year? |
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Gadsden’s district
goals for student achievement in reading for the 2007-08
school year are: (1) By the end of the 2007-2008 school term,
at least fifty-eight percent (58%) of the students tested on
the FCAT Reading Assessment should demonstrate proficiency by
reading at or above grade level in comparison to thirty-three
percent (33%) in the 2006-2007 school term. For the purposes
of AYP determination, students scoring at Level 3 and above on
the state assessment are considered proficient. (2) By the end
of the 2007-2008 school term, there will be at least a three
percent (3%) decrease in the percent of students scoring in
Levels 1 on the FCAT Sunshine State Standards Reading
Assessment in comparison to the 2006-2007 performance data.
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| 2 |
How will the district ensure that the number of
state, federal, or locally funded reading coaches is increased over
the previous year and prioritized based on school need? |
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Gadsden ensures
that the number of state, federal, or locally funded reading
coaches is increased over the previous year and prioritized
based on school need by monitoring the assignment of reading
coaches to schools based upon the school staffing plan,
percent of Level 1 and/or Level 2 students, the student
enrollment/FTE count, the coaches’ level of expertise, and/or
the school level needs (i.e. deficiencies in personnel,
resources, funding, facilities, etc.). All assignments and/or
transfers are pre-approved by the Superintendent and School
Board of Gadsden County. Every effort is made to ensure that
the current capacity of reading coaches is maintained and/or
increased in comparison to the previous year’s
total. | |
| 3 |
What is the total estimated number of reading
coaches (funded through any source) that will be serving the
district for the 2007-08 school year? |
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The total
estimated number of reading coaches (funded through any
source) that will be serving the district for the 2007-08
school year is fourteen (14). | |
| 4 |
How will the district determine allocation of
reading coaches based on the needs of schools? |
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Gadsden determines
the allocation of coaches based on, but not limited to, the
following school needs: deficiencies in personnel, resources,
funding, student enrollment, etc. All coaching
assignments/transfers are pre-approved by the Superintendent
and School Board of Gadsden
County. | |
| 5 |
How will the district strongly encourage all
principals and reading/literacy coaches to attend the Just Read,
Florida! Leadership Conference and other professional development
opportunities? |
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The district
strongly encourages all principals and reading/literacy
coaches to attend the Just Read, Florida! Leadership
Conference and other professional development opportunities by
notifying all K-12 principals and reading coaches of the
dates, location, and registration information for the Just
Read, Florida! (JRF) Leadership Conference. The district then
directs all K-12 principals and one coach per school to attend
the JRF Leadership Conference and monitors the attendance
through tracking of district leave forms and registration
fees. The District assists attendees by dedicating school,
district and/or grant funds to absorb their registration fee
and to supplement their travel and/or per
diem. | |
| 6 |
For a reading coach to be effective, the role
of the coach must be clear to school administration, teachers, and
the coach. The role of the coach is not to serve as an
administrator, test coordinator, or to conduct bus/lunch duty
(beyond duty service that is required of classroom teachers).
Coaches are not resource teachers and should only be working with
small groups of students when they are modeling for teachers. How
will the district provide leadership and support in defining the
role of the reading coach to school administration, teachers, and
reading coaches? |
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The School Board
of Gadsden County and Superintendent provide leadership and
support in defining the role of the reading coach to school
administration, teachers, and reading coaches by directing
school level administrators to ensure that the reading coach
is not used as a reading resource teacher, a substitute, an
administrator, or in any other capacity that takes the coach
away from being a full time professional development resource
in reading. The principal and assistant principal become more
knowledgeable of the specific job responsibilities of the
reading coaches during the State and/or District’s Leadership
Team meetings. Documentation in the reading coaches’ “Time and
Effort” logs also reflect appropriate areas of
responsibilities to support the K-12 Comprehensive
Research-Based Reading Plan and/or the Reading First Grant’s
criteria. The principal and reading coach, in collaboration
with the district reading teacher, provide an in-service on
Gadsden’s K-12 Comprehensive Research-Based Reading Plan
during pre-planning days. The presenters highlight the
revisions and the specifics of the plan to teachers.
Additionally, they clarify the role of the reading coach, the
documentation process of the District Reading Feedback Form,
and the responsibilities of the classroom teacher to support
the reading initiative. | |
| 7.1 |
In what roles will the coach serve at the
school level? |
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At the school
level, the coach’s primary role is to act as a daily
professional resource, to model instruction, and to serve as a
support person for classroom teachers while providing
appropriate reading inservices and feedback on various
assessments throughout the year. The reading coach makes
data-driven decisions to target a specific population and
conducts specific mentoring/modeling/ demonstration reading
sessions outside of the protected 90 minutes for the sole
purpose of impacting an increased number of classroom
teachers, instead of one classroom teacher in isolation. The
coach serves as a reading resource for school and/or district
level by facilitating professional development, planning,
modeling lessons, coaching, coach-teacher conferencing,
student assessments, data reporting, data analysis, and
managing reading materials. The coach also participates in
meetings, knowledge building, and other reading-related
activities designed to generate instructional improvement and
increase student performance in reading.
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| 7.2 |
What portion of the coaches’ time will be spent
in each of these roles (Please include those roles listed on the
online coach’s log on the Progress Monitoring and Reporting
Network)? |
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The following list
details the approximate percentage/time for each role that
Gadsden’s coaches are expected to perform. Each of the
categorical roles is reflected on the Progress Monitoring and
Reporting Network: o professional development 5% o planning 5%
o modeling lessons 12% o coaching 18% o coach-teacher
conferencing 15% o student assessments 10% o data reporting 3%
o data analysis 7% o meetings 5% o knowledge building 10% o
managing reading materials, and 5% o other reading-related
support 5% Percentage Total 100%
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| 8 |
What are the requirements/qualifications to
become a reading/literacy coach? |
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The qualifications
for becoming a reading/literacy coach in Gadsden pending Board
approval are: (1) Bachelor’s Degree from an accredited
educational institution (2) Strongly encouraged to have K-12
Reading Certification and/or Reading Endorsement by the State
of Florida, or certification in another area and actively
working towards earning Reading Endorsement or K-12
Certification (3) Three (3) years successful experience in
teaching reading or language arts at the elementary or
secondary level | |
| 9 |
What role will the coach play on the Reading
Leadership Team? |
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The coach’s role
on the Reading Leadership Team includes serving as an active
member of the school’s Reading Leadership Team/Reading
Advisory Team and meeting according to schedules developed at
each individual school since site needs may differ. The
coach’s “Time and Effort” log reflects participatory
attendance as a professional resource to support reading
initiatives. Copies of the schedules, attendance rosters, and
minutes are maintained at the site for review by district
personnel. | |
| 10 |
How will the district establish or maintain a
reading coach cadre? |
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In regards to
establishing or maintaining a reading coach cadre, Gadsden
currently has an elementary reading coach cadre and a
secondary reading coach cadre that meets monthly within the
district and/or may quarterly network with other district
coaches. Every reasonable effort is made to ensure that
Gadsden’s current reading coach capacity is maintained, and
funding opportunities to sustain and/or increase the
district’s reading coach cadre are continuously explored.
| |
| 11 |
How will the district evaluate the
effectiveness and address areas of concern in regards to
implementation of the reading coach model? |
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Gadsden evaluates
the effectiveness and addresses areas of concern in regards to
implementation of the reading coach model by securing the
services of an outside evaluator. Once the evaluator has
completed assessing the effectiveness of the reading coach
model and identifying the areas of strength and areas of
concern, findings are shared with key stakeholders. After
analyzing the data, targeted areas for improvement are
prioritized and addressed. | |
| 12.1 |
How will the district ensure that all coaches,
regardless of their funding source are using the online coach’s log
on the PMRN? |
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Gadsden ensures
that all coaches, regardless of their funding source are using
the online coach’s log on the PMRN by directing all school
level administrators to inform each site-based coach that all
coaching hours and activities must be recorded in the reading
coach’s online “Time and Effort” log in accordance with the
online DOE/JRF/ FCRR reporting schedule. The on-line log is
reviewed and monitored by the building principal. The district
reading contact or designee also reviews the logs on a
bi-weekly basis and notifies schools whose data may not be
current. Copies of all logs are submitted to the appropriate
district-level personnel. | |
| 12.2 |
How will the district use the information
obtained from this log to impact student achievement? |
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Gadsden uses the
information obtained from the online coach’s log to identify
potential challenges and takes appropriate action to formulate
and implement strategic steps targeted to positively impact
student achievement. Collaborative planning will include the
various stakeholders at the school level and district
level. | |
| 13 |
How will the district monitor the
implementation of the coaching model and assure communication
between the district, school administration, and the reading coach
throughout the year? |
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The district
monitors the implementation of the coaching model and assures
communication between the district, school administration, and
the reading coach continues throughout the year by conducting
formal and informal observations, engaging in collaborative
discussions, participating in monthly meetings, and
disseminating written communication. The district contact
consults with the appropriate district level administrator and
assists with securing the necessary resources to effectively
implement the coaching model and the K-12 Comprehensive
Reading Plan. | |
| 14 |
How will the district monitor the level of
implementation of the K-12 Comprehensive Research-Based Reading Plan
at the school and classroom level? Please include an explanation of
the data that will be collected, how it will be collected, and the
frequency of review. |
|
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Gadsden monitors
the level of implementation of the K-12 Comprehensive
Research-Based Reading Plan at the school and classroom level
by conducting fidelity checks at the school sites as indicated
in Option 2 of the Intensity Model (pg. 11). Instructional
lesson plans are formally reviewed for specific intervention
and enrichment strategies. The building administrators and
reading coach(es) engage in daily classroom visitations to
ensure teachers are effectively implementing and complying
with the district’s reading plan. The district reading contact
and/or the education directors also monitor compliance through
scheduled and unscheduled site visits during the school
term. | |
| 15 |
According to s. 1011.62 (9), Florida Statute, each district
school superintendent shall certify to the Commissioner of Education
that the district school board has approved a comprehensive staff
development plan that supports fidelity of implementation of
instructional materials programs. The report shall include
verification that training was provided and that the materials are
being implemented as designed. Fidelity of implementation is of
utmost importance when using research-based programs. The research
evidence that most programs use to support the use of their program
is based upon strict adherence to a particular model. Failure to
utilize the programs under the same conditions as the original
research will limit the success with the program.
When implementing both programmatic interventions and
research-based strategies, it is extremely important to implement
with fidelity. For programmatic interventions, this would include
fidelity to both the time and class size recommendations that the
publisher used in developing their evidence-base for the program.
Given that there is no such thing as a “one size fits all” program,
common sense and teacher judgment through analysis of formal and
informal assessment should guide instructional adjustments to the
program when it is determined that the desired effect may not be
occurring for individual students.
How will the district ensure fidelity of implementation of all
reading programs and strategies used at the school level and
determine appropriate instructional adjustments? |
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Gadsden ensures
fidelity of implementation of all reading programs and
strategies used at the school level, and assists with
determining appropriate instructional adjustments by
conducting fidelity checks at the school sites as indicated in
Option 2 of the Intensity Model (Question 19). Instructional
lesson plans are formally reviewed for specific intervention
and enrichment strategies, as well as class size and length of
the instructional period. The building administrators and
reading coach(es) engage in daily classroom visitations to
ensure teachers are effectively implementing and complying
with the district’s reading plan. The district reading contact
and/or the education directors also monitor compliance through
scheduled and unscheduled site visits to ensure effective
programmatic interventions and to participate in data-driven
decisions that guide instructional adjustments. The publisher
provides targeted professional development support during the
school year with highly-trained
consultants. | |
| 16 |
If it is determined that the K-12 Comprehensive
Research-Based Reading Plan is not being implemented with fidelity,
how will concerns be addressed? |
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If it is
determined that the K-12 Comprehensive Research-Based Reading
Plan is not being implemented with fidelity, concerns are
addressed in several ways. First, Gadsden’s District
Organizational Communication Reporting Chart provides a visual
of the communication hierarchy. The district contact for
Gadsden's K-12 CRP will communicate with the appropriate
educational director. The educational director(s) will
disseminate the information to the school-level
administrators. The school-level administrators will share the
information with the reading coach or coaches at their
assigned sites. The coaches will communicate with peer
teachers and school-level administrators. Secondly, a district
resource person is assigned by the Deputy Superintendent
and/or the education directors to each school in need of
improvement, focusing first on those schools with the greatest
need(s). Specific technical assistance includes, but is not
limited to, consulting with school administration to outline
actions having the greatest likelihood of improving student
achievement and recommending additional resources and/or
professional development to address instructional challenges.
The district reading contact, building administrators, reading
coach(es) and/or school level leadership teams form ad hoc
committees to disaggregate and analyze the data and develop an
action plan to address the identified needs. Copies of the
plan are submitted to the education directors. The education
directors consult with the superintendent and/or his designee
regarding the performance of the school administrator(s) as
the instructional leader(s) and as the facilitator(s) for
implementing the Continuous Improvement Model (CIM)
effectively. If schools are neither maintaining overall
progress nor experiencing growth with their at-risk
population, the Superintendent may assign new leadership at
the school level with Board approval to achieve improvement or
to remove the school from the “school improvement
status”. | |
| 17.1 |
How will the district ensure that all
elementary schools have an uninterrupted reading block for core
reading instruction and additional time for immediate intensive
intervention (iii)? |
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The district
ensures that all elementary schools have an uninterrupted
reading block for core reading instruction and additional time
for immediate intensive intervention (iii) by requiring that
all elementary schools, including the participating charter
school, use a minimum ninety-minute (90 minute) uninterrupted
reading block. Additionally, the district’s secondary schools
offer a minimum fifty-five minute (55 minute) protected block
for proficient students, and a ninety-minute (90 minute)
minimum protected reading block for non-proficient students.
Each school’s master schedule and assigned reading teachers’
instructional schedules reflect classroom instruction in
reading as a protected, uninterrupted block of time. All
reading instruction includes specific differentiated
instructional strategies to address any identified
deficiencies in the five reading components: phonemic
awareness, phonics, fluency, vocabulary, and/or comprehension
to ensure student success in reading. In order to meet the
reading needs of all at-risk student subgroups identified
under No Child Left Behind using the Tier 1, 2, and 3 approach
in statute, the district schools implement an instructional
focus to address each of the performance Tiers and adhere to
the Student Progression Plan criteria. All elementary schools
are required to implement a minimum of 90 minutes of protected
reading instruction daily using the SRA Open Court Program as
the core reading program for proficient students, and
Kaleidoscope for non-proficient students until they transition
into the grade level core. In addition, the following
strategies, as well as the progression plan requirements are
implemented to meet student needs: Interventions (i) Tier 1
(Below level, but never retained) may include CCRP
Supplementary materials and the following strategies:
______Reteaching/small group instruction within the protected
reading block ______Interactive learning activities with
continuous monitoring and close proximity ______Additional
time on task outside the protected reading block ______High
expectations/encouragement for success ______Third Grade
Summer Reading Camp (taught by certified/endorsed/high-
performing reading personnel Intensive Interventions ( ii )
Tier 2(Below level, but retained once) may include CCRP
Intervention, PALS, Great Leaps, Kaleidoscope or other
district-approved researched-based SRP/ IRP and the following
strategies: ______Comprehensive Reteaching/small group
instruction skill deficiency specific ______Additional 30
minutes of reading daily outside of the 90 minute protected
block ______Student progress continuously monitored and
documented weekly ______High expectations/encouragement for
success ______Summer Reading Camp (taught by
certified/endorsed/high-performing reading personnel Immediate
Intensive Interventions ( iii ) Tier 2/Tier 3 (Below level,
retained once and is now retained to repeat same grade) may
include CCRP Intervention materials, PALS, Great Leaps,
Kaleidoscope, or another district-approved SRP/IRP, and the
following strategies: ______Comprehensive Reteaching; Direct
differentiated instruction deficiency specific
______Additional 20 minutes of reading three times per week
outside of the 120 minutes ______Student progress continuously
monitored and documented bi-weekly ______High
expectations/encouragement for success ______Student
Progression Portfolio maintained ______Summer Reading Camp
(taught by certified/endorsed/high-performing reading
personnel | |
| 17.2 |
How will the district ensure extended
intervention time is provided for disfluent students at the middle
and high school level? |
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The district
ensures extended intervention time is provided for disfluent
students at the middle and high school level in the following
ways: Level 1 and 2 students are served in the 21st Century
Extended Day Program; Disfluent (Level 1 and 2) students are
also served in the Supplementary Education Services program;
Content area teachers provide intervention using appropriate
subject area materials and/or co-teaching model; and Gadsden
is exploring a partnership with PAEC Migrant Program to assist
with providing intervention strategies that support language
services as well as fluency intervention for ESOL students.
There is also extended time during the school day allocated
for disfluent students to receive additional intervention at
the school levels. This is reflected in student schedules and
extended skill-building opportunities (i.e., reading clubs,
literacy activities, peer tutoring, et
al). | |
| 18 |
How will the district facilitate improvement in
schools that are not making academic improvements as determined by
fidelity checks and student performance data? |
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The district
facilitates improvement in schools that are not making
academic improvements as determined by fidelity checks and
student performance data. The education directors consult with
the superintendent and/or his designee regarding the
performance of the school administrator(s) as the
instructional leader(s) and as the facilitator(s) for
implementing the Continuous Improvement Model (CIM)
effectively. If schools are neither maintaining overall
progress nor experiencing growth with their at-risk
population, the Superintendent may assign new leadership at
the school level with Board approval to achieve improvement or
to remove the school from the “school improvement
status”. | |
| 19 |
If academic improvements are not being made,
how will the district intensify interventions to schools based on
progress monitoring data? |
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Gadsden County
School District intensifies interventions to schools if
academic improvements are not being made based upon analysis
of the data and/or the evaluation of school level needs (i.e.,
deficiencies in personnel, resources, funding, etc.). The
district makes reasonable efforts to assist by implementing
one of the following two options which includes: assigning
reading coaches to identified schools utilizing either an
equity distribution system and/or by using the following model
in an effort to best meet the instructional needs of the
students: Intensity of District Intervention for Gadsden
Schools OPTION 1: Intensity Equity Distribution System—The
district monitors the assignment of reading coaches to schools
based upon the percent of Level 1 and 2 students, the student
enrollment/FTE count, coaches’ level of expertise, and/or
school level needs (i.e., deficiencies in personnel,
resources, funding, staffing plan, etc.). All assignments/
transfers are pre-approved by the Superintendent and the
Gadsden County School Board. OPTION 2: Intensity Model: *
State Grade = A/B (Effective/Low Risk) 3 Schools making more
than adequate growth (meeting AYP) in reading and
demonstrating a high level of fidelity and with 75% of the
students reading at grade level • Conduct quarterly fidelity
checks using a monitoring form and data analysis These schools
may have at least one full-time reading coach. These schools
may also opt to participate in the “Flexibility Core
Instruction Option” which does not require a 90 minute
protected block for reading. *State Grade = C
(Average/Moderate Risk) 2 Schools maintaining progress, but
“NOT” experiencing growth • Conduct bi-monthly fidelity checks
using a monitoring form and data analysis • Require schools to
develop and implement data-driven plans based upon identified
needs These schools should have at least one full-time reading
coach. *State Grade = D, F, Repeating F (Below Average/High
Risk) 1 Schools NOT maintaining progress with at least 25% of
the targeted subgroups and/or 25% of the students at risk. •
Conduct monthly fidelity checks using a monitoring form and
data analysis • Require schools to develop and implement
data-driven plans based upon identified needs. These schools
will have one full-time reading coach and may have additional
coaches if funding permits Instructional needs will prioritize
the assignments. All assignments/ transfers are pre-approved
by the Gadsden County School Board. Additionally, *All
elementary and middle schools must submit quarterly PMRN
reports and adhere to the designated timelines. *All high
schools must submit quarterly fluency probes and adhere to the
designated timelines. *All reading coaches must submit
coaching logs online according to the Just Read, FL! reporting
schedule. | |
| 20 |
How will the district train principals on
classroom walk-through strategies, including how to give feedback to
teachers? |
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The Director of
Professional Development will offer WalkThrough Training to
administrators on a regular basis (bi-annually). WalkThrough
Training will be offered in summer of 2007 and during the
school year (winter of 2007). In addition, updates for
WalkThrough training will be offered on a regular basis (also
bi-annually, once in the summer and once in the winter). The
primary focus of the WalkThrough Training participants will be
on monitoring the implementation of reading programs to ensure
that all reading instruction is explicit, systematic, and that
the programs are being implemented with
fidelity. | |
| 21 |
How will the district and schools recruit and
retain highly qualified reading teachers? |
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The district and
schools recruit and retain highly qualified reading teachers
as indicated below: Recruitment: The district has purchased
and implemented an electronic Application Tracking System
(ATS). Principals will no longer need to travel to the
district office to review paper applications. Each principal
will be able to view applications from any computer that
accesses the Internet. This ATS system will speed up the
eligible candidate pool and screening process. Next, the
district has joined state efforts to recruit out of state
teachers and recent education graduates. To date, the district
has sent representatives to Urbana, Illinois and Baltimore,
Maryland for recruitment. The district plans to attend
recruitment efforts in New York, NY, Athens, OH, Pittsburgh,
Pennsylvania, and Indianapolis, Indiana. Other recruitment
efforts include the district hosting a Job Fair being held at
the end of March, 2007, and recruitment efforts in Manila,
Philippines. The district is in the process of applying for
immigration/foreign worker permits, hopefully to be complete
by April 1, 2007 and allow foreign teachers to work in Gadsden
County. Retention: The Human Resource Department is working
diligently with the union representatives and the Finance
Department to secure funding for a teacher raise for SY
2007-08. Gadsden County continues to be among the lowest
counties for teacher salaries. This involves creating a
staffing plan that reflects SACS accreditation requirements,
class size reduction requirements, and takes into
consideration student counts at each school. In addition, the
Human Resource Department is aggressively pursuing home
ownership opportunities and mortgage opportunities for
district teachers so that Gadsden County teachers will opt to
live in Gadsden County and not outside counties. The School
Board of Gadsden County members have passed a Special Teachers
are Rewarded (STAR) plan, and the union has ratified that
plan, which will award at least 25% of all teachers a 5%
one-time bonus. This bonus will be based on student learning
gains. | | |
|
Leadership: School Level |
| 1 |
How will principals strongly encourage all
reading coaches to attend the Just Read, Florida! Leadership
Conference and other professional development
opportunities? |
|
|
Principals inform
site-based reading coaches that at least one coach per site
must attend the Just Read, Florida! Leadership Conference and
other professional development opportunities to comply with
federal, state and/or grant requirements. School level
administrators also encourage attendance and professional
development by offering site-based incentives. All principals
and assistant principals for curriculum attend district and
state required “administrator” training(s) for the adopted
reading programs. Participation and implementation of the
trainings may be a portion of the administrator’s individual
professional development plan and/or annual performance
appraisal. Administrators solidify their ability to monitor
and identify classroom teachers who are effectively
implementing the reading program by applying assessment-driven
knowledge and/or strategies as well as engaging in frequent
walkthroughs. | |
| 2.1 |
The purpose of the Reading Leadership Team is
to create capacity of reading knowledge within the school building
and focus on areas of literacy concern across the school. The
principal, reading coach, mentor reading teachers, and other
principal appointees should serve on this team. What process will
the principal use to form and continue a Reading Leadership
Team? |
|
|
Gadsden principals
serve as the catalyst for implementing a school-level process
to form and maintain an effective Reading Leadership Team.
They create site-based calendars reflecting meeting dates and
disseminate the information upon completion. The goal of the
leadership team is a priority throughout the year.
School-level process that principals will use to form and
continue Reading Leadership Teams include principals annually:
* Identifying model reading teachers and discipline area
teachers at their sites prior to the third week of school term
* Identifying grade level or discipline chairpersons at their
sites prior to the third week of the school term * Encouraging
identified personnel to serve on the Reading Leadership Team
through a voluntary and/or electoral process * Submitting a
roster of their Reading Leadership Team to the appropriate
educational director and to the district reading contact *
Creating site-based calendars that reflect frequency of
meeting dates, agenda, and prioritized needs * Maintaining
attendance rosters, minutes, and/or photos supporting the
Reading Leadership Team meetings at their
sites | |
| 2.2 |
How will membership be selected for the Reading
Leadership Team? |
|
|
Gadsden’s
membership selection process for the Reading Leadership Team
is built upon the following premise: each principal continues
to operate a Reading Leadership Team/Reading Advisory Team at
the school level. Team members include the principal, reading
coach, identified mentor reading teachers, and other principal
appointees. Team members are selected by the administrator
and/or peers based on leadership, knowledge, and level of
competency. | |
| 2.3 |
How will the principal promote membership on
the Reading Leadership Team? |
|
|
The principal
promotes membership on the Reading Leadership Team by offering
incentives such as in-service credit and collaborative
opportunities for knowledge building to participants. The
names of team members are reported in the school’s first
quarterly report by the district’s reading coordinator(s). In
addition, other site-based promotional strategies exist to
build membership according to school
needs. | |
| 3 |
How will the principal ensure that the reading
coach is not used as a reading resource teacher, a substitute,
administrator, or in any other capacity that takes them away from
being a full time professional development resource in
reading? |
|
|
The principal
ensures that the reading coach is not used as a reading
resource teacher, a substitute, an administrator, or in any
other capacity that takes the coach away from being a full
time professional development resource in reading by becoming
knowledgeable of the specific job responsibilities of the
reading coaches during the state and/or District’s Leadership
Team meetings. Evidence of compliance is documented in the
reading coaches’ “Time and Effort” logs to reflect appropriate
areas of responsibilities as defined in the district’s reading
coach job description. The data also supports the K-12
Comprehensive Research-Based Reading Plan and/or the Reading
First Grant criteria. | |
| 4 |
How will the principal provide professional
development materials to support the reading coach? |
|
|
The principal
provides professional development materials to support the
reading coach by allocating resources to secure materials
supporting instruction, and by collaborating with the Director
of Human Resources and Professional Development to ensure
professional development opportunities at the school site are
continuously offered to meet school level
needs. | |
| 5.1 |
How will the principal ensure that the reading
coach uses the online coach’s log on the PMRN? |
|
|
The principal
ensures that the reading coach uses the online coach’s log on
the PMRN by directing all school level reading and/or literacy
coaches to comply. All coaching hours and activities are
recorded in the reading coach’s online “Time and Effort” log
in accordance with the online DOE/JRF/ FCRR reporting
schedule. The on-line log is reviewed and monitored by the
building principal continuously. The district reading contact
and/or designee also monitors the logs on a bi-weekly basis
and notifies schools whose data is not current. Copies of all
logs are submitted to the appropriate district-level
personnel. | |
| 5.2 |
How will the principal use the information
obtained from this log to impact student achievement? |
|
|
Principals in
Gadsden use the information obtained from this log to identify
potential challenges and take appropriate action to formulate
targeted interventions. After analyzing the data, strategic
steps are implemented to positively impact student
achievement. | |
| 6 |
How will the principal monitor teacher
implementation of lesson plans? |
|
|
The principal and
assistant principal collects and monitors lesson plans from
teachers on a weekly basis to ensure that plans address the
time restraints, targeted reading components, differentiated
instruction, appropriate interventions and enrichments, and
that they are designed to directly increase the intensity as
well as the effectiveness of classroom instruction. If there
is a need, school level administrators will conference with
teachers to modify instructional plans.
| |
| 7 |
How will the principal monitor collection and
utilization of assessment data, including progress monitoring data,
to determine intervention and support needs of
students? |
|
|
The principal
collects and monitors assessment data for the school
continuously in an effort to determine additional intervention
and support services needed to improve overall school
performance. Assessment tools are administered at the school
level and include core curriculum assessments,
district-adopted supplementary, intervention, and
computer-assisted reading program assessments. The school’s
leadership team, reading coach and/or school level
administrator strategically plan for reading
instruction. | |
| 8.1 |
How will assessment data be communicated to and
between teachers (Examples may include: data study teams, weekly
grade level meetings, and vertical team meetings)? |
|
|
Assessment data is
communicated to and between teachers during data study teams,
weekly grade level meetings, subject area meetings, and/or
vertical team meetings. The principal disaggregates the data
to target specific instructional areas of need for teachers
and shares the results appropriately. Data collected from
classroom observations and progress monitoring reports make it
feasible to identify site-based reading teachers who are
highly effective. Time is allotted for teachers to meet with
the principal, assistant principal, reading coach, and/or the
identified highly effective teacher(s) to develop
instructional lesson plans/strategies, individual professional
development plans, and/or participate in specific staff
development activities that are aligned with the Sunshine
State Standards and are data-driven. Each school has an active
assessment team to review, study, and utilize data to drive
instruction. The reading coaches coordinate with district
personnel to train new administrators and classroom teachers
in the analysis of assessment results. Intervention and/or
enrichment plans are designed to meet the instructional needs
of students. The school level reading coaches disseminate the
DIBELS, ERDA, and/or PPVT reports after each testing period.
School level administrators, reading coaches, and guidance are
continuously communicating assessment data and engaging in
data analysis throughout the school.
| |
| 8.2 |
How often will this occur? |
|
|
Principals share
the data at the school level with the appropriate faculty
and/or staff members during leadership team meetings,
department meetings, and other progress monitoring
opportunities as deemed appropriate. Frequency of the data
analysis sessions may vary from weekly to bi-weekly or
according to school level
needs. | |
| 9 |
Note that all instructional employees must have Individual
Professional Development Plan (IPDP) goals that are a reflection of
the goals in the School Improvement Plan (SIP) pursuant to
s.1012.98, F.S. Since reading is a required SIP goal for Schools In
Need of Improvement (SINI) and schools with a grade of F, all
instructional employees in those schools are strongly
encouraged to have a reading goal as one of the several goals in
their IPDP.
Schools that are not SINI or did not earn a school grade of F
develop their school’s SIP goals through a needs assessment. Most
schools have SIP goals related to reading and many districts require
a reading goal in the SIP and in the IPDP even if the school has
strong student performance in reading.
Though not mandated by the state, all instructional employees
statewide are strongly encouraged to have a reading goal as
one of the several goals in their IPDP.
Content area teachers who are not the teacher of record for
reading may document the required specific student performance data
through teacher observation, informal classroom quizzes and tests,
or more formal assessments such as FCAT. For example, a science
teacher may have a goal of improving science vocabulary (clearly a
reading goal as well) that is documented by periodic classroom
quizzes. Instructional employees must be provided with inservice to
assist them in accomplishing their stated goals.
How will the principal, in collaboration with the instructional
employee, target specific areas of professional development need
based on assessment data and reflect those goals in the Individual
Professional Development Plan (IPDP)? |
|
|
The principal
continues to analyze reading assessment data and provides
assistance with intensifying interventions to appropriate
teachers. The Individual Professional Development Plan (IPDP)
of the coach and teacher shall address school-wide achievement
in reading and/or assigned students’ achievement in reading.
The IPDP also reflects specific strategies for successful
implementation of the reading curriculum. Content area
teachers who are not the teacher of record for reading are
provided opportunities to document the required specific
student performance data through teacher observation, informal
classroom quizzes and tests, or more formal assessments such
as FCAT. If and/or when an instructional need is identified,
the principal, reading coach and reading coordinator
collaboratively develop an intervention plan of action to
assist the teacher. If there is no evidence of improvement,
the principal and/or Superintendent may recommend personnel
changes after collaboratively focusing on the data. Although
the IPDP is not a formal evaluation tool, outcomes may be
reflected in the performance evaluations based upon final
analysis of the data. | |
| 10 |
How will the principal intensify targeted
professional development for teachers based on progress monitoring
data? |
|
|
The principal
intensifies targeted professional development for teachers
based on progress monitoring data by continuing to analyze
reading assessment data and providing assistive resources to
intensify interventions to appropriate teachers based on the
model in the following chart. If instructional personnel
demonstrate little or no evidence of improvement, the
principal and/or Superintendent may recommend personnel
changes after collaboratively focusing on the data. Intensity
Model for Targeted Professional Development/Instructional
Intervention: (Effective/Low Risk) 3 Schools implementing CIM
and making adequate progress • Submit weekly lesson plans •
Coaches mentor quarterly • Administrators observe on monthly
basis • If there is a concern, additional support services are
provided and corrective measures implemented Minimum coaching
support and scheduled demonstrations, as needed
(Average/Moderate Risk) 2 Schools maintaining progress, but
“NOT” experiencing growth • Submit weekly lesson plans •
Administrators observe on weekly basis • Coaches mentor on a
bi-weekly basis • To aid the teacher(s) targeted, coaches will
provide specific staff development, use feedback form and data
analysis One-on-one coaching as needed Scheduled
demonstrations Specific staff development (Below Average/High
Risk) 1 Schools NOT maintaining progress: Extra coaching
support • Submit weekly lesson plans • Administrators daily •
Provide assistance/improvement plan revisions • Coaches
conduct bi-weekly fidelity checks, meet weekly with targeted
teacher(s) and the improvement and/or leadership team to
monitor, analyze, and develop data-driven instructional plans
One-on-one coaching as needed Specific staff development
Personnel Changes approved by the School Board
| |
| 11 |
Mentor teachers, based on successful student
data, should serve in the capacity of model classroom teachers. A
model classroom should only be used for demonstration purposes in
the area of strength of the mentor teacher. There could possibly be
a different model classroom for different areas of reading
instruction. How will the principal identify mentor teachers and
establish model classrooms within the school? |
|
|
The principal
identifies model classrooms and appoints mentor/lead teachers
within the school based on assessment data to reflect
exemplary reading instruction in specific areas. Data
collected from classroom observations makes it feasible to
identify site-based reading teachers who are highly effective
and can serve as mentors. Mentor/Lead teachers are recognized
as those instructors whose student assessment data in a
specific area of reading is exemplary and supports their
serving in the capacity as model classroom teachers because of
their area(s) of strength. The mentor/lead teacher’s model
classroom is used for demonstration purposes in the identified
area(s) of strength. Principals also collaborate with district
level personnel and/or other school administrators in the
district and/or outside the district to identify model
classrooms for each of the five areas of reading, as well as
the effective implementation of computer-assisted
instructional programs. | |
| 12 |
How will the principal ensure that time is
provided for teachers to meet weekly for professional development
opportunities that include, but are not limited to grade group
meetings, additional training, visiting model classrooms and one on
one coaching sessions? |
|
|
Principals ensure
opportunities are available for instructors to observe the
mentor/lead teacher(s) and/or the computer assisted
instructional programs to identify instructional strategies
that impact student learning and performance. The principal
also ensures that time is provided for teachers and the
administrative staff to meet weekly for professional
development opportunities that may include, but are not
limited to grade group meetings, subject area meetings,
additional implementation training, and one-on-one coaching
sessions by providing at least one or more common planning
periods for grade level teachers or subject area teachers in
the school’s master schedule. The principal utilizes the
services of support personnel, retired teachers, mentors,
volunteers, or special area teachers to provide release time
for targeted teachers to attend scheduled sessions.
| |
| 13.1 |
What process will be used by the principal to
monitor implementation of the reading plan, including weekly
classroom walkthroughs? |
|
|
The principal and
assistant principal conduct weekly walk-through visits to
monitor implementation and provide immediate feedback. The
data collected is used to identify instructional challenges
and appropriate staff development needs. The feedback form
does not replace formal evaluations, but data collected may be
considered for inclusion in performance
evaluations. | |
| 13.2 |
How will follow up with feedback be
provided? |
|
|
Follow up with
feedback is provided when teachers receive formal written
feedback from the principal following the visits/observations.
Informally written feedback is provided after each visitation
from the assistant principal and/or reading coach along with
suggestions, strategies, or staff development activities
designed to strengthen instruction in reading and ensure
program implementation with fidelity. The reading coach is not
used as an administrator, instead the coach provides guidance,
suggestions, and/or staff development to promote effective
instruction. | |
| 14 |
How and when will the principal and
reading/literacy coach (if applicable) provide teachers with the
information contained in the K-12 Comprehensive Research-Based
Reading Plan? |
|
|
The principal and
reading coach, in collaboration with the reading coordinators,
provide an in-service on Gadsden’s K-12 Comprehensive
Research-Based Reading Plan during pre-planning days. The
presenters clarify the specifics of the plan to teachers,
emphasize the role of the reading coach, review the District
Reading Feedback Form, and state the responsibilities of the
classroom teacher. Each teacher receives a copy of the
feedback form discussed during pre-planning. The principal, in
collaboration with the reading coach, implements a site-based
refresher training session to review the district’s
comprehensive reading plan. An agenda, minutes, and attendance
sheet are maintained at each
site. | |
| 15.1 |
How will the principal increase the amount of
student reading inside and outside of school? |
|
|
The principal
increases the amount of student reading inside and outside of
school by encouraging school-level personnel to use a variety
of materials and strategies to build intrinsic motivation to
promote reading. The extrinsically motivating materials are
not to limit student access to text. Intrinsic motivation also
evolves from topic interest since some learners are motivated
by historical experiences or special interest topics. The
principal also disseminates the “Superintendent’s Summer
Reading Wave” where the outcome requires students to read a
targeted number of books and submit a book report upon return
to school for the first homework credit. Overall, students are
motivated differently based on their learning styles,
instructional needs, and effective implementation of
differentiated instructional strategies.
| |
| 15.2 |
How will the principal increase media center
circulation? |
|
|
Principals have
implemented an incentive program, Accelerated Reader by
Renaissance Learning, to encourage independent reading as a
means to increase Media Center circulation. Teachers are using
other Renaissance Learning Products, STAR Early Literacy and
STAR Reading programs to determine the students functional
reading level or the zone of proximal development to determine
book goals for each student. Students are given incentives
each month upon reaching his/her goal. With Renaissance Place
in place at all school sites, the district’s Instructional
Media Specialist will be able to centralize all of the
Renaissance software. This will give the schools the ability
to bridge all of the student performance data across schools,
classrooms, grade levels, and subjects at any time. That way,
teachers, principals, and other administrators will have the
vital student performance data they need to dramatically
accelerate learning in the area of reading. With the amount of
incentives built-in, the principals will have the tools
necessary to increase Media Center circulation
tremendously. | |
| 16 |
How will principals establish themselves as
literacy leaders in their schools? One way to ensure this is to
include a reading goal in your School Improvement Plan although it
may not be required. |
|
|
Principals
establish themselves as literacy leaders in their schools as
detailed below: Administrators establish themselves as
literacy leaders at their schools by encouraging coaches and
instructional personnel to become more knowledgeable of
effective reading instruction and by attending specific
trainings offered by the research-based reading program
consultants. All principals and assistant principals for
curriculum are required to attend “administrator” training(s)
for the adopted reading programs annually. School level
administrators are also strongly encouraged to pursue reading
endorsement by completing the reading competency courses.
Participation and implementation of the trainings may be a
portion of the administrator’s individual professional
development plan and/or annual performance appraisal. The
application of assessment-driven knowledge and/or strategies
by the administrators solidifies their ability to monitor and
identify classroom teachers who are effectively implementing
the reading program. Performance evaluations (principal,
coach, teacher) are tied to student achievement in reading,
and impact how the IPDP and evaluations are developmentally
aligned. As the instructional leader of the school, the
principal’s performance evaluation is tied to student
achievement in reading based upon receiving an “effective” or
“higher” rating in the following, but not limited to, job
content indicator: * Promoting and ensuring that student
growth/achievement is continuously high and appropriate
school-wide as indicated through teacher made tests, criterion
and norm-referenced tests, portfolio assessment, documented
parent interaction, and/or other appropriate district and/or
required adopted curriculum standards. * All school
improvement plans must include a reading goal that is aligned
with the district's goal for improving reading.
| |
|
Please view Chart A for the professional
development offerings for the 2007-08 school
year. | |
|
Elementary Student Achievement and
Instruction |
| All information provided in this section details how this district
will meet the reading needs of all student subgroups identified under No
Child Left Behind. |
| 1 |
Please view Chart C for the instructional
materials utilized in each elementary school in this
district. |
|
|
| 2.1 |
Describe all research-based instructional materials used to
provide reading instruction. Include a description of how they will
be integrated into the overall instructional design
Comprehensive Core Reading Programs (CCRP): The CCRP
correlates to all Reading and Language Arts Sunshine State Standards
and addresses the five areas of reading: phonological awareness,
phonics, fluency, vocabulary, and comprehension. The CCRP is the
tool used to provide initial and differentiated instruction and is
used to expose and instruct students on grade
level. |
|
|
SRA Open Court
Reading Program is the comprehensive core reading that is
being implemented throughout the district at all elementary
sites. This program correlates to all Reading and Language
Arts Sunshine State Standards and addresses the five areas of
reading: phonological awareness, phonics, fluency, vocabulary,
and comprehension. The CCRP, SRA Open Court Reading Program,
is the tool used to provide initial and differentiated
instruction and is used to expose and instruct students on
grade level. Students also receive high-quality, explicit, and
systematic instruction in the reading classroom by having at
least a 90-minute block of uninterrupted time for reading
instruction each day for proficient low-risk readers. The
instructional plans include specific examples of Teacher-Led
Activities and additional activities to support the five basic
components of reading. An additional 30 to 60 minutes of
intervention using the supplementary and/or intervention
program materials may be scheduled to support differentiated
instruction for moderate to at-risk
students. | |
| 2.2 |
Supplemental Intervention Reading Programs
(SIRP): Supplemental Intervention Reading Programs are intended
for flexible use as part of differentiated instruction or in more
intensive interventions to meet student learning needs in specific
areas (phonological awareness, phonics, fluency, vocabulary, and
comprehension). |
|
|
Great Leaps! and
PALS are two of the adopted intervention programs for students
in grades K-2. Additionally, the intervention programs are
used as part of differentiated instruction or in more
intensive interventions to meet student learning needs in
specific areas (phonological awareness, phonics, fluency,
vocabulary, and
comprehension). | |
| 2.3 |
Comprehensive Intervention Reading Programs
(CIRP): CIRPs are intended for students who are reading one or
more years below grade level, and who are struggling with a broad
range of reading skills. The instruction provided through these
programs should accelerate growth in reading with the goal of
returning students to grade level proficiency. CIRPs include
instructional content based on the five essential components of
reading instruction (phonological awareness, phonics, fluency,
vocabulary, and comprehension). CIRPs also provide more frequent
assessments of student progress and more systematic review in order
to ensure proper pacing of instruction and mastery of all
instructional components. |
|
|
SRA Open Court’s
Core Intervention Programmatic materials and SRA Kaleidoscope
Supplemental Intervention Reading Program are adopted by
Gadsden and intended for flexible use as the initial core
materials for (grades 3-5) until students transition into the
grade level text. Both are Gadsden’s Comprehensive
Intervention Reading Programs (CIRP) as identified in the
Instructional Materials Chart and are intended for students
who are reading one or more years below grade level, and who
are struggling with a broad range of reading skills. The
instruction provided through these programs is designed to
accelerate growth in reading with the goal of returning
students to grade level proficiency. Instruction for all
students includes instructional content based on the five
essential components of reading instruction (phonological
awareness, phonics, fluency, vocabulary, and comprehension).
Teachers are able to include specific examples of Teacher-led
Activities and additional activities to provide more frequent
assessments of student progress and monitor instructional
pacing and/or group size for instructional effectiveness more
frequently. The curriculum may be modified so students can
receive extended reading instruction during the regular day to
address their instructional
needs. | |
| 2.4 |
Educational technology: Educational
technology is intended for additional support in reading.
Educational technology without a teacher-led instructional component
should be listed and described here. Educational technology must
supplement and not supplant instruction by a highly qualified
instructor. Educational technology that has an instructional
component should be listed and described under either Supplemental
Intervention Reading Programs or Comprehensive Intervention Reading
Programs, as applicable. |
|
|
All Gadsden County
elementary school students will have access to educational
technology for supplementary support in the area of reading.
The Florida Department of Education provides free access to
online educational programs that are designed to enhance
reading knowledge. , such as: Florida Achieves/Focus and FCAT
Explorer. Some of the schools have purchased Lightspan as an
intervention tool to help their level 1 and/or 2 students. All
elementary schools within the district have the Pearson
Educational Technologies' SuccessMaker software program loaded
onto their servers for use by all students. These programs are
designed to supplement and reinforce skills taught in the
classroom, as well as, provide enrichment for higher achieving
students. The computer-assisted programs will be used as a
scheduled distributive model and/or lab session for all
students. Teachers will either accompany the students to the
lab sessions or observe students' performance in the
distributive classroom model for a minimum of four days per
week for at least 20 minutes each day. Weekly reports will be
run and analyzed by the lab manager to assist teachers with
ongoing data analysis and effective planning. Students are
given opportunities during the school day and after school to
practice deficient areas in reading using these programs. All
schools within the district have access to Renaissance
Learning's Accelerated Reader. The program is designed to
instill a love for reading in all students. Schools provide
incentives to students meeting or exceeding their goals each
month. The program provides teachers with the ability to
monitor the daily progress of students in reading, while
helping them to become life-long learners - readers.
| |
| 3 |
Please view this district’s
Assessment/Curriculum Decision Tree (Chart D1) to find how
assessment data from progress monitoring and other forms of
assessment will be used to determine specific interventions for
students at grades K-3. |
|
|
| 4 |
Schools must diagnose specific reading
deficiencies of students scoring at Level 1 and Level 2 on FCAT
Reading. Although formal diagnostic assessments provide specific
information about a student’s reading deficiencies, many progress
monitoring tools and informal teacher assessments can provide very
similar information in a more efficient manner. The only reason to
administer a formal diagnostic assessment to any student is to
determine the specific deficit at hand so teachers can better inform
instruction to meet student needs. The decision to deliver a formal
diagnostic assessment should be the result of an in-depth
conversation about student instructional and assessment needs by the
teacher, reading coach, and reading specialist.Please view this
district’s Assessment/Curriculum Decision Tree (Chart D2) to find
how assessment data from progress monitoring and other forms of
assessment will be used to determine specific interventions for
students at grades 4-5(6). |
|
|
| 5.1 |
How will all students receive high-quality,
explicit, and systematic reading instruction according to their
needs during the 90 minute uninterrupted reading block? (Refer to
the following website: http://www.justreadflorida.com/educators.asp).
If districts are choosing to implement the flexibility options
regarding the 90 minute reading block provided in the introduction
to this section, please include a description of implementation of
these options here. |
|
|
Students receive
high-quality, explicit, and systematic instruction in the
reading classroom by implementing the core reading program,
SRA Open Court. This program provides well organized and
systematic explicit instruction in the critical areas of
reading and provides opportunities for appropriate practice to
ensure student success. The core program acts as an important
scaffold and guides teacher behaviors so they will be
consistent with the principles of effective instruction.
Students also receive high-quality, explicit, and systematic
instruction in the reading classroom by having at least a
90-minute block of uninterrupted time for reading instruction
each day for proficient low-risk readers. All students, with
the exception of those participating in the Flexibility Core
Reading Option (FCRO) will receive a protected 90-minute
minimum reading block. The FCRO participants should receive no
less than a 45-minute protected reading block with instruction
designed to reflect a high interest, interactive reading
curriculum that is balanced and addresses student needs to
solidify successful reading skills. The instructional plans
include specific examples of Teacher-led Activities and
additional activities to support the five basic components of
reading. An additional 30 to 60 minutes of intervention using
the supplementary and/or intervention program materials may be
scheduled to support differentiated instruction for moderate
to at-risk students. Proficient students may be provided
enrichment opportunities using authentic assessments and/or
project-based learning activities. During the ninety minutes
of initial reading instruction, all of the grade level
students are using the core reading program, SRA Open Court.
Students performing below level are initially taught using
Kaleidoscope, a researched-based SRP before transitioning to
the grade level textbook. Instruction for all students is
systematic and explicit using the five components of reading:
phonemic awareness, phonics, fluency, vocabulary, and
comprehension. The instructional plans include specific
examples of Teacher-led Activities and additional activities
to support the five basic components of reading while teachers
monitor group size for instructional effectiveness, as well as
length of time for targeted instruction. The curriculum may be
modified so students can receive extended reading instruction
during the regular day. Teachers organize the reading block by
ensuring that students are academically engaged and that all
instructional needs are addressed. Administrators, reading
coaches, and coordinators ensure that teachers and students
are accountable for the reading improvement via the teaching
and learning process. Teachers provide instructional delivery
models that are inclusive of whole group and allow
opportunities for differentiated instructional activities to
meet the needs of all students. The following “Flexibility
Core Reading Program Option” may be approved for
implementation by the appropriate education director at the
beginning of the school term: Gadsden schools earning a state
grade of “A” or “B” and meeting the adequate yearly progress
(AYP) proficiency targets in reading for all subgroups and
having at least 90% of students meeting high standards may
request to use the “Flexibility Core Reading Program Option”
prior to the beginning of the new school term for fourth and
fifth grade students scoring at Level 4 and 5 on the FCAT
Reading Assessment. “Flexibility Core Reading Program Option”
Program Structure: School-level administrators will ensure
that fourth and fifth grade teachers and students are
accountable for reading progress when implementing the
“flexibility option”. Reading instruction is not required to
occur within a protected 90- minute reading block, but the
district-approved core reading program must be implemented
with fidelity. The instructional time for reading must be a
daily protected period of instruction and should not be less
than a 45-minute class period. Schools participating in this
option shall require teachers to organize the reading block so
that Level 4 and 5 fourth and fifth grade students are
academically and actively engaged in the learning process at
all times and ensure that all instructional needs are
addressed. During the forty-five minutes of initial reading
instruction, eligible students may receive instruction using
the next grade level core reading text, which is currently SRA
Open Court or may opt to use a variety of reading materials
that are rich in content. (i.e. newspaper, fiction,
non-fiction authentic literature, genre, etc.) Instruction
will be systematic and explicit reinforcing the five
components of reading. In addition, teachers and
administrators will monitor group size for instructional
effectiveness, as well as length of time for targeted
instruction to assure reading mastery. Teachers must also
provide a variety of instructional delivery models that target
students’ needs. Additionally, students demonstrating
proficiency in reading must be provided opportunities to
engage in enrichment, project-based learning activities that
support the five components of reading and that reflect
student mastery. Results of on-site visits and the progress
monitoring tools (i.e. DIBELS, core program assessments,
state/district assessments, alternative student assessments)
will be used to evaluate the effectiveness of schools
implementing the flexibility model with fourth and fifth grade
students. Continuation for implementing the flexibility option
is not automatic. Each school administrator must submit a
request to implement and/or to continue the “flexibility
option” annually prior to the first week of school. Each
school submitting a request must meet all of the “flexibility
option” criteria in order to be eligible for approval by the
education director. If a school fails to demonstrate growth
and/or maintain proficiency during the school year, the
education director may require the school principal to revert
to the district-wide protected 90-minute reading block model
as an intervention to ensure instructional effectiveness.
| |
| 5.2 |
How will students targeted for immediate
intensive intervention receive services? |
|
|
Students targeted
for immediate intensive intervention receive strategic
services in Gadsden. Results of the progress monitoring (i.e.
DIBELS, core program assessments, state/district assessments)
are used to determine which students are intensive (iii) and
need additional support. Students requiring differentiated
instruction are identified using the DIBELS data or other
district approved monitoring system. For the immediate
intensive intervention (iii), the schools ensure the
instructional services and support address the identified
area(s) of reading deficiency including a minimum of 90
minutes of daily, uninterrupted researched based instruction
and other strategies including but not limited to: Small group
instruction, reduced teacher-student ratios; more frequent
progress monitoring, tutoring, mentoring; transitional classes
(Bridge), extended school day, week, or year, and/or extended
reading instruction during the school day.
| |
| 5.3 |
How will reading instruction be designed to
intrinsically motivate students to become successful
readers? |
|
|
Reading
instruction designed to intrinsically motivate students to
become successful readers is a priority. School level
personnel are encouraged to use a variety of materials and
strategies to build intrinsic motivation to promote reading,
but the extrinsically motivating materials shall not limit
student access to text. Materials selected for intrinsic
motivation may include, but not be limited to a variety of
reading materials such as: genres, classroom libraries,
authentic literature, prose, fiction, non-fiction, and
informational text to aide with empowering students and
showing them that they have control over their reading
performance. Students may also be instrinsically motivated
through site-based initiatives, such as increased
opportunities for pleasure reading, literacy clubs, family
reading nights, etc. In essence, since students are motivated
differently based on their learning styles and effective
implementation of differentiated instructional strategies,
intrinsic motivation shall evolve from topic interest because
some learners are motivated by historical experiences in
comparison to special interest topics. All efforts of
intrinsic motivation are primarily influenced by students’
personal expectations of success and the teacher’s goal to
empower each student to believe that becoming a successful
reader is possible and also attainable by establishing an
expectancy of success and establishing specific criteria based
on student needs that will intrinsically challenge and/or
motivate students. | |
| 6.1 |
How will teachers provide student access to
leveled classroom libraries of both fiction and nonfiction text
focused on content area concepts implemented during the 90 minute
reading block as an extension of skills taught through the core
reading program? |
|
|
Gadsden’s teachers
provide student access to leveled classroom libraries of both
fiction and nonfiction text focusing on content area concepts
implemented during the 90 minute reading block as an extension
of skills taught through the core reading program by embedding
authentic stories during the “workshop” component of the SRA
Open Court curriculum. By using the Pre-Decodable and
Decodable Books, teachers provide students with an opportunity
to apply the skills through independent practice. As a result,
students increase their opportunities to become fluent readers
as they read the anthologies and/or leveled
readers. | |
| 6.2 |
How will these classroom libraries be
utilized? |
|
|
The Open Court
Reading Classroom Library and Bibliography trade books are
used to provide leveled readers for students so they may
continue to engage in reading practice. Students will be
provided opportunities to utilize classroom libraries before,
during, and after school. Teachers willl establish flexible
time for students to use the classroom libraries to promote a
love for reading. Classroom libraries will be made available
for student use during scheduled and unscheduled reading
activities, literacy centers, small group instruction, and
differentiated instruction, including paired
reading. | |
| 6.3 |
How will books be leveled? |
|
|
Reading books are
leveled by the publisher of the SRA Open Court Reading Program
to support the adopted core program and by the publisher of
the Accelerated Reader Program. Additionally, books are
leveled in a collaborative process by members of the Reading
Leadership Teams and teachers. The process involves team
members analyzing the following when leveling non CCRP reading
material: letter size, spacing, page format, language patterns
and structure, predictability, genre, text content,
vocabulary, and illustrations.
| |
| 6.4 |
How will teachers match students with the
appropriate level of text? |
|
|
Teachers match
students with appropriate material. As a result, each grade
level utilizes trade books, also known as leveled readers, and
teachers specifically select material to meet the different
reading levels/needs of each student based on informal and
formal assessment student progress monitoring data. Since the
leveled readers are categorized as follows: Easy—trade books
that may be at least one year below grade level, Average—trade
books that are on grade level, and Advanced—trade books that
are at least one grade level above, teachers administer CCRP
and other district-approved diagnostic assessments to
consistently and continuously monitor students performance.
Finally, principals ensure that classrooms are arranged to
provide learning/ literacy centers that students can readily
access independently or in small groups.
| |
| 7 |
How will all content area teachers incorporate
reading and literacy instruction into subject areas to extend and
build discussions of text in order to deepen understanding? Include
a description of the utilization of leveled classroom libraries and
independent reading practice. |
|
|
All content area
teachers incorporate reading and literacy instruction into
subject areas by utilizing appropriate text to provide
students opportunities to practice oral, silent, and sustained
reading skills. Content area teachers integrate reading and
literacy materials in their weekly instructional plans in an
effort to reintroduce or to familiarize students with reading
selections that they can authentically demonstrate successful
comprehension of the text. Teachers continue to engage
students in guided instructional activities that address
comprehension strategies before, during, and after reading
through explicit modeling (Think Alouds), practice in
appropriate instructional texts, and immediate oral and/or
written feedback. Teachers may also use leveled reading
materials and classroom libraries to implement strategies that
focus on mastering content-area concepts so that struggling
students see and hear the kinds of questions successful
readers ask themselves. Teachers provide guidance in
identifying and recognizing text features that are particular
to the kinds of books and resources utilized in the content
area classroom. To ensure the effectiveness of the strategies,
the teacher and coach work collaboratively to determine
students’ instructional reading levels, and ensure that text
assigned is appropriate for the student. If the material is
appropriate, teachers may extend meaning by facilitating
students’ successful reading of new or unfamiliar
text. | |
| 8 |
How will writing be incorporated into the 90
minute reading block as an aid to comprehension? *Instruction in
the writing process should not be during the 90 minute reading
block. |
|
|
Each school
incorporates writing across the curriculum as an aid to
comprehension before, during, and after CCRP story selection
in the following ways: Question/Concept Board activities
before reading—with predictions. During reading, writing is
incorporated via language and Writer’s Workshop. After
reading, teachers incorporate writing through chapter
reflections, examinations, and/or extended responses.
*Instruction in the writing process will not be during the 90
minute reading block. | |
| 9.1 |
The district and school site designees for the Third Grade Summer
Reading Camp must create a reading camp schedule that facilitates
intensive reading intervention for all third grade students scoring
a Level 1 on FCAT. The plans for the Third Grade Summer Reading
Camps are due Friday, March 30, 2007 for the Just Read,
Florida! Office to review and provide feedback by April 13,
2007. For more guidance on Third Grade Summer Reading Camps and
to submit the district’s Summer Reading Camp Plan, visit http://www.justreadflorida.com/camps/.
What before, after, and summer school reading activities,
excluding the required Third Grade Summer Reading Camp, will be
utilized (include mentoring and tutoring
activities)? |
|
|
The before, after,
and summer school reading activities, excluding the required
Third Grade Summer Reading Camp, utilized in Gadsden includes
enhanced mentoring and tutoring activities. More specifically,
schools use district-approved supplementary core and/or
non-core reading materials provided by the reading coaches to
assist with offering effective tutoring, mentoring, and/or
enriching programs before, after, and beyond the school day.
Throughout the district, 21st Century After-school and Summer
School Tutorials and/or Supplemental Educational Services'
tutorials are held at several sites during the school year.
Additional summer sessions are also being held during June,
2007 to provide students with increased mentoring and tutoring
opportunities. Gadsden continues to utilize the services of
its Faith-based Organization and state-approved SES providers
to provide site-based and community-based mentoring and
tutoring support to students throughout the district. These
faith-based organizations and providers are actively involved
before, during, and/or after school with a variety of
activities to assist students with becoming proficient
readers. They have also planned structured mentoring and/or
tutoring activities during the summer under the guidance of
the District's Community and Parent Involvement Coordinator.
All students are encouraged to complete a summer reading
assignment that includes a book report/review activity to
submit during the first week of returning to school. Another
strategy includes involving and/or training parents to assist
their child with building and maintaining success as a
proficient reader through models such as “Families Building
Better Readers” , the district's "Ride the Reading Wave"
summer challenge, regular visits to the pulic library, and
utilizing the Bookmobile. | |
| 9.2 |
How will before, after, and summer school
activities be linked to the reading instruction taking place during
the school day? |
|
|
Before, after, and
summer school activities are linked to the reading instruction
occuring during the school day as evidenced by securing
appropriate resources linked to supporting classroom reading
instruction at the elementary sites. Principals ensure that
classrooms are arranged to provide learning/literacy centers
that students can readily access independently or in small
groups during the school day. All students receive focused
instruction that addresses individual needs and is grounded in
the Sunshine State Standards. Enrichment and intervention
materials are shared among the school, home, and community to
assist with providing focused instruction targeting student
needs. Teachers actively engage students in read alouds,
before reading, during reading, and after reading literature
activities when conducting before school, during school, and
after school reading instruction. Additionally, published and
unpublished author visits during school and after school are
secured in order to make instruction more meaningful. The
School-to-Home Connection is strengthened by the Book It!
Program, Book Clubs, The Gadsden County Bookmobile, literature
circles, thematic units and other additional strategies
targeted at integrating authentic literature into the reading
program beyond the school day, especially during the summer.
Student skill packets to improve and/or reinforce reading
instruction are also disseminated at various sites for use in
either before, during, after, or summer school sessions.
| | |
|
Middle School Student Achievement and
Instruction |
| All information provided in this section details how this district
will meet the reading needs of all student subgroups identified under No
Child Left Behind. |
| 1 |
Please view Chart F for the instructional
materials utilized in each middle school in this
district. |
|
|
| 2.1 |
Describe all research-based instructional materials used to
provide reading instruction. Include a description of how they will
be integrated into the overall instructional plan.
Developmental Reading Programs: The goal of a
developmental reading program is to provide a variety of methods and
materials to develop strategies and critical thinking skills in
reading which may be transferred to content courses across the
curriculum. The skills and strategies taught should align with
Sunshine State Standards for Reading at the appropriate grade level,
specifically those benchmarks which are assessed by the Florida
Comprehensive Assessment Test (FCAT). |
|
|
To ensure that all
reading resources are fully dedicated to the achievement of
reading mastery, a district wide reading program will comprise
the most effective instructional resources that consist of a
research-based core reading program, supplemental and
intervention programs, as well as educational software. The
Language of Literature, McDougal Littell core program, will be
used in all district middle schools. This program ensures that
all students succeed. The comprehensive program offers
high-quality literature selections supported by skills
instruction and practices that address the Sunshine State
Standards and the Florida Comprehensive Assessment Test
(FCAT). Students will be exposed to a wide variety of genres,
themes, cultures and time periods with reading experiences
that range from timeless classics to contemporary
best-sellers. Teachers will be provided a Reading Toolkit for
measuring students’ reading ability and materials for direct
instruction in reading skills and strategies. Systematic
development of writing, grammar vocabulary, and spelling
skills will be incorporated throughout the selections, giving
students solid preparation for Florida standards-based
assessments. All teachers of language arts and reading will be
provided on-going training in the use of the core program and
the integration of novel-based instruction, so that such
alignment achieves the desired
outcomes. | |
| 2.2 |
Comprehensive Intervention Reading Programs
(CIRP): A Comprehensive Intervention Reading Program is defined
as a stand-alone program providing instruction in multiple areas of
reading. The instruction provided through these programs should
accelerate growth in reading with the goal of returning students to
grade level proficiency. The skills and strategies taught should
align with Sunshine State Standards for Reading at the appropriate
grade level, specifically those benchmarks which are assessed by the
Florida Comprehensive Assessment Test (FCAT). Middle school students
are required to read extensively and comprehend rigorous text in
specific subject areas such as government, science, and literature.
Higher level thinking skills that require comprehension of
challenging concepts and processes are required in specific subject
areas such as geometry, history, and physical science. For many
students in grades 6-8, success in subject area courses is
contingent upon intensive reading intervention of content area
vocabulary and concepts. |
|
|
The Bridges to
Literature, Interactive Reader and The Reading Toolkit,
McDougal Littell stand-alone program, will be used with
students identified as Level One and lower Level Two readers
throughout the district’s middle level of education. This
program will be instructed by Florida endorsed Reading
Instructors. Skills and strategies taught will be aligned with
Sunshine State Standards for reading at the appropriate grade
level, specifically those benchmarks which are assessed by the
Florida Comprehensive Assessment Test (FCAT). Students engaged
in the Bridges to Literature will learn a variety of key
concepts, skills and strategies to manage more complex
literature. Students will be provided the opportunity to
interact with an electronic version of Bridges to Literature
so they can read selections online, respond to questions using
electronic sticky notes, highlight text electronically and
hear vocabulary words pronounced in English and Spanish. The
Interactive Reader will be used as a link to The Language of
Literature. The Interactive Reader allows students to read
certain core selections from The Language of Literature more
slowly and in greater depth. Skill development for struggling
readers will help students connect selections to everyday
life, thus developing clear comprehension. Students develop
skills in previewing, reading tips, focusing, reflecting,
vocabulary development and note
taking. | |
| 2.3 |
Supplemental Intervention Reading Programs
(SIRP): Supplemental Intervention Reading Programs provide
instruction in one or more areas of reading skill. They are intended
for flexible use as part of differentiated instruction or more
intensive interventions to meet student learning needs in specific
areas (phonological awareness, phonics, fluency, vocabulary, and
comprehension). They may be used with almost all students in the
class because the Comprehensive Intervention Reading Program (CIRP)
does not provide enough instruction and practice in a given area for
the majority of the students in the class or to provide targeted,
intensive interventions for smaller groups of struggling readers.
These programs provide targeted instruction designed to fill in gaps
in student knowledge or skill. These programs can be used to provide
either additional instruction, additional practice, or both.
|
|
|
Supplemental
research-based reading programs will include Rewards (to
improve vocabulary and build fluency for at-risk readers) and
language (for struggling readers, e.g. ESE and ESOL).
Although, SRA Corrective Reading (to assist students with
decoding skills) is a comprehensive program, it will be used
as a supplemental program. Intervention research-based reading
programs will be, but not be limited to, WordSkills, Ladders
To Success, Be A Better Reader, Measuring Up and SRA
Corrective (Level One students, bottom quartile). These
programs are intended for flexible use as part of
differentiated instruction or more intensive interventions to
meet student learning needs in specific areas (phonological
awareness, phonics, fluency, vocabulary and comprehension).
Because the Comprehensive Intervention Reading Program does
not provide enough instruction and practice in a given area
for the majority of the students in the middle grade
classroom, the supplemental intervention reading program will
be used to provide targeted instruction and intensive
interventions for smaller groups of struggling readers. These
programs will be used to provide additional instruction,
additional practice, or both. The district will continue to
use a research-based mentoring program called, Help One
Student To Succeed (HOSTS) as a one-on-one intervention
program for struggling readers to develop specific areas of
reading. Teachers of students with learning disabilities will
instruct ESE Learning Strategies as an accommodation for
students to improve phrasing ability and overall
comprehension. Increased vocabulary skills are going to be
taught through strategic integration, mediated scaffolding and
related conspicuous strategies. Scholastic Read 180 and
Computer Curriculum Corporation- SuccessMaker are both
research-based inventories that will be used with middle
school students to improve reading for struggling
students. | |
| 2.4 |
Educational technology: Educational
technology is intended for additional support in reading.
Educational technology without a teacher-led instructional component
should be listed and described here. Educational technology must
supplement and not supplant instruction by a highly qualified
instructor. Educational technology that has an instructional
component should be listed and described under either Supplemental
Intervention Reading Programs or Comprehensive Intervention Reading
Programs as applicable. |
|
|
All Gadsden County
middle school students will have access to educational
technology for supplementary support in the area of reading.
The Florida Department of Education provides free access to
online educational programs that are designed to enhance
reading knowledge, such as: Florida Achieves/Focus and FCAT
Explorer. Some of the schools have purchased Scholastic Read
180 as an intervention tool to help their level 1 and/or 2
students. All middle schools within the district have the
Pearson Educational Technologies' SuccessMaker software
program loaded onto their servers for use by all students.
These programs are designed to supplement and reinforce skills
taught in the classroom, as well as, provide enrichment for
higher achieving students. The computer-assisted programs will
be used as a scheduled distributive model and/or lab session
for all students. Teachers will either accompany the students
to the lab sessions or observe students' performance in the
distributive classroom model for a minimum of four days per
week for at least 20 minutes each day. Weekly reports will be
run and analyzed by the lab manager to assist teachers with
ongoing data analysis and effective planning. Students are
given opportunities during the school day and after school to
practice deficient areas in reading using these programs. All
schools within the district have access to Renaissance
Learning's Accelerated Reader. The program is designed to
instill a love for reading in all students. Schools provide
incentives to students meeting or exceeding their goals each
month. The program provides teachers with the ability to
monitor the daily progress of students in reading, while
helping them to become life-long learners - readers.
Additionally, all eighth grade students received laptops as a
means to engage them in the learning process. The laptops will
be used to support reading through the language arts/reading,
history science, and math classes.
| |
| 3 |
Section 1011.62, Florida Statutes, requires middle school
students who score at Level 1 on FCAT Reading to complete an
intensive reading course. Those students who score at Level 2 must
be placed in an intensive reading course or a content area reading
intervention course.
Middle school students who score at Level 1 or Level 2 on FCAT
Reading and have intervention needs in the areas of decoding and/or
fluency must have an extended block of reading intervention. This
may occur through a double block of intensive reading or by blocking
together a class of “Intensive Reading” with another subject area
class. This block of time must be taught by the same teacher. This
teacher should be highly qualified to teach reading or working
toward that status (pursuing the reading endorsement or reading
certification) and classroom infrastructure (class size, materials,
etc.) should be adequate to implement the intervention course.
This intervention course should include on a daily basis:
- whole group explicit instruction
- small group differentiated instruction
- independent reading practice monitored by the teacher
- infusion of SSS benchmarks specific to the subject area
blocked with the intensive reading course (biology, world history,
etc.)
- a focus on informational text at a ratio matching FCAT
Districts may serve fluent Level 2 students in content area
classes through a content area reading intervention. Teachers of
these classes must complete the 150 hour Content Area Reading
Professional Development (CAR-PD) bundle or the Reading Endorsement
and classroom infrastructure (class size, materials, etc.) should be
adequate to implement the content area reading intervention
course.
This intervention course should include on a daily basis:
- whole group explicit instruction
- small group differentiated instruction
- independent reading practice monitored by the teacher
- infusion of SSS benchmarks specific to the subject area
(biology, world history, etc.)
- a focus on informational text at a ratio matching FCAT
No exit criteria is allowable for Level 2 students in K-12
Comprehensive District Reading Plans for 2007-08.
One of the following courses must be used to provide reading
intervention to all Level 1 students and those Level 2 students not
being served through a content area reading intervention course:
- 1000000 M/J INTENSIVE LANGUAGE ARTS
- 1000010 M/J INTENSIVE READING
- 1002180 M/J DEVELOPMENTAL LANGUAGE ARTS THROUGH ESOL (MC)
- 7810020 READING: 6-8
***All courses require reading endorsement or certification
Schools must progress monitor Level 1 and 2 students a minimum of
three times per year. This should include a Baseline, Midyear, and
End of the Year Assessment.
As a reminder, each struggling reader must be given the
instruction that best fits his or her needs. Districts must
establish criteria beyond FCAT for placing students into different
levels of intensity for reading intervention classes. Examples
include data from screenings, progress monitoring and diagnostic
assessments already in use in the district, as well as teacher
recommendation.
Additional guidelines for student placement in reading
intervention can be found through using the Just Read, Florida!
Student Reading Placement Chart at: http://info.fldoe.org/justread/educators/Secondary_Reading_Placement_Chart.pdf
End-of-year assessments should be used to determine specific
areas of student reading difficulty and reading intervention
placement.
Schools must diagnose specific reading deficiencies of students
scoring at Level 1 and Level 2 on FCAT Reading. Although formal
diagnostic assessments provide specific information about a
student’s reading deficiencies, many progress monitoring tools and
informal teacher assessments can provide very similar information in
a more efficient manner. The only reason to administer a formal
diagnostic assessment to any student is to determine the specific
deficit at hand so teachers can better inform instruction to meet
student needs. The decision to deliver a formal diagnostic
assessment should be the result of an in-depth conversation about
student instructional and assessment needs by the teacher, reading
coach, and reading specialist.
Please view this district’s Assessment/Curriculum Decision Tree
(Chart G) to find how assessment data from progress monitoring and
other forms of assessment will be used to determine specific
interventions for students at each grade level. |
|
|
| 4 |
Describe in detail the reading classroom
(include all levels of intervention). Determinations for intensity
of the remediation effort should be based on the most recent
reliable and valid assessment data. |
|
|
Reading
instruction that directly responds to the needs of both
struggling as well as successful readers in middle school
involves varied methodologies, which are scientifically-based
and have been incorporated into proven effective educational
practices. For that reason, all Gadsden district middle grades
classrooms will be print-rich environments that extend beyond
the expository text and shall engage a variety of methods,
strategies, resources, as well as highly-trained instructors
who collaboratively interact to promote student success with
reading. Following is a description of how reading instruction
will be implemented. Teachers will be required to deliver
explicit and systematic instruction to students in intensive
reading classes where they will be exposed to rigorous reading
and content literacy strategies on a daily basis. Each
student's reading will be closely monitored, including their
choices of reading material, to ensure that they are
practicing and applying reading strategies as well as
developing optimal fluency and comprehension skills.
Specifically, sixth, seventh, and eighth grade Tier I students
will receive reading support in their Language Arts classes,
attend a required intensive reading class, and the most
challenged students will attend the HOSTS and/or Read 180 lab
daily. Level 1 and lower Level 2 students will be enrolled in
90 (tier ii) to 120 (tier iii) minutes intensive reading
classes that will address deficiencies as determined by
specific student assessment data such as FCAT and SDRT;
including twenty minutes of initial instruction in whole group
or small group instruction that will incorporate scaffolded
teaching and appropriate modeling. These procedures will be
followed by a review of vocabulary and the implementation of
differentiated instruction while using a variety of strategies
and teaching modalities and resources. Finally students will
practice or apply strategies using core content or vocabulary
and/or concepts. To increase fluency, improve vocabulary, and
to build a repertoire of comprehension strategies, the teacher
will be expected to provide interventions for individuals or
small groups using tutorials in response to different learning
needs and learning styles. Shared reading activities will be
conducted to build the confidence of English Language Learners
and struggling readers. Lower-level sixth, seventh, and eighth
grade Tier II students will receive reading support in their
Language Arts classes as well as attend a required intensive
reading class. Sixth, seventh, and eighth grade Tier III
(Levels 3, 4, 5) students will receive support in their
Language Arts classes. Sixth grade students who are proficient
(at level 3 or above) will be placed in a 45-minute advanced
reading class where they will receive enriched and accelerated
literacy experiences. All classes will be organized such that
students participate in vocabulary enrichment exercises,
reciprocal teaching strategies, and higher order thinking
skills. Each classroom will have a library literacy center
that supports students' independent reading levels with a full
range of reading materials that cover a variety of cultures,
genres, and levels of interest. Students will also be actively
engaged in daily oral reading, guided reading, vocabulary
study, and comprehension strategies. In every case, student
reading will be complemented with writing activities and
practical application of essential skills and concepts using a
wide array of instructional resources including the core
reading program, for example, SRA Corrective Reading for the
lowest quartile, and other district approved resources to
strengthen student reading performance. It should be
emphasized that during designated class periods, teachers will
require students to engage in at least 20 minutes of sustained
independent reading, and will regularly monitor each student
for proficiency. | |
| 5.1 |
How will students be provided with access to
authentic fiction and non-fiction texts representing a range of
levels, interests, genres, and cultures within the reading
program? |
|
|
Language to
Literature and its related components compose the McDougal
Littell Reading and Language Arts program. In order to
implement the total program, copies of the Reading Toolkit
were purchased for all Language Arts and Reading teachers,
along with the grade-level series of Bridges to Literature
(developed for less proficient readers, combining high
interest literature with on-level skills instruction for
reading comprehension) and the Interactive Reader (which
provides additional reading support). A series of four (4)
novels for each grade level has also been purchased to ensure
that all students read twelve (12) novels during their middle
school years. In order to address the range of levels,
interests, genres, and cultures, classroom libraries of 20-25
fictional and non-fictional titles are being placed in all
English, Reading and Social Studies classrooms. As funding
permits, titles will be purchased and placed in science and
math classrooms. Also, the District is in the process of
reinvigorating its Accelerated Reader program, beginning with
the Superintendent's Summer Reading Initiative. An Accelerated
Reader training for all teachers will occur in pre-planning.
| |
| 5.2 |
How will daily independent reading practice,
monitored by the teacher, be incorporated into all reading
classrooms? |
|
|
Observational
notes, conference notes, or student portfolios will be used by
the teacher to monitor and assess student progress in
developing comprehension and fluency as well as an
appreciation for authentic literature. Additionally, targeted
professional development for all teachers in literacy
development, with particular emphasis on integrating authentic
literature into instruction, will help to effectively promote
independent reading practice. | |
| 5.3 |
How will classroom libraries be
utilized? |
|
|
Classroom literacy
centers will enhance and enrich reading instruction by
providing students with a wide array of authentic literature.
The literacy centers will offer students a variety of
open-ended tasks to support reading instruction and may
include print resources such as relevant leveled readers,
journals, newspapers, magazines, and novels to promote mastery
of comprehension and fluency. The literacy centers will
support students' opportunities for reading independently or
participating in a guided reading group. The centers will also
allow students, when appropriate, to benefit from
audio-assisted text so that they may follow written
text. | |
| 5.4 |
How will the books be leveled? |
|
|
At all times,
formal and/or informal student assessment reading data will
guide teachers in their determination of the scope and breadth
of leveling text for their students. Reading levels of titles
will be determined using a readibility formula. Once the level
of required instruction is determined, teachers will utilize
the appropriate level of text for both small group and whole
group instruction in an effort to expose students to various
forms of literature and to engage them in authentic purposeful
reading. Classroom teachers are also expected to effectively
demonstrate incidental steps to becoming better readers
through topic selection, use of words, and summarizing as a
means of helping students incorporate such skills into their
own independence. | |
| 5.5 |
How will teachers match students with the
appropriate level of text? |
|
|
The teacher is
required to closely monitor student progress and to frequently
model and practice strategies for increased fluency and
comprehension. As a result, each classroom will provide
students with appropriately leveled texts in response to the
specific reading and learning challenges of individual
students. Students will also use leveled readers during small
group reading activities while they are in the classroom
literacy center. Teachers will use Dr. Johns; SDRT; CCC
software; Read 180; and the PMRN to gather baseline data to
determine the beginning instructional reading level of
students. | |
| 6 |
How will all content area and elective teachers
incorporate reading and literacy instruction into subject areas to
extend and build discussions of text in order to deepen
understanding? Include a description of the utilization of leveled
classroom libraries and independent reading practice. |
|
|
A well-organized
reading program allows students to explore, integrate, and
connect content knowledge; hence, a multi-disciplinary
approach promises to foster application and transfer of
reading/learning and thinking strategies across disciplines.
Content area teachers must teach reading strategies that are
pertinent and useful by incorporating expository and authentic
literature resources into daily reading instruction. Teachers
will be trained to utilize effective content literacy
strategies, (e.g. CRISS, SIM) to assist students in
understanding a before, during, and after reading activity.
Professional development activities will also introduce
teachers to strategies in guided oral reading and choral
reading. In order to ensure effective delivery of such
strategies, teachers will be given feedback and guidance
subsequent to each classroom walk-through conducted by
principals or district
administrators. | |
| 7 |
How will writing be incorporated across the
curriculum as an aid to comprehension? |
|
|
Literacy emerges
when reading and writing are fully integrated, and the
knowledge of one process reinforces knowledge and practice of
the other. Gadsden District secondary students need multiple
opportunities to develop appropriate reading and writing
strategies and to appreciate the interrelated qualities of
both. Middle school classes will be organized to satisfy the
Reading First, A+ and the Middle School Rigorous Reading
requirements. As such, writing will be incorporated a number
of ways into the 120-minute, 90-minute, or 45-minute protected
reading blocks. Independent writing will be required on a
daily basis either in class or as homework, and teachers will
be required to coach and guide students in writing activities
to help foster desirable levels of writing independence and
build comprehension. In addition, the reading coach will
continuously assist the teacher with modeling as well as
instructional strategies in effective reading and writing
skills. To ensure continuity in the writing across the
curriculum, each school will be committed to implementing a
research-based writing program, such as Six Traits to
Writing. | |
| 8.1 |
What before, after, and summer school reading
activities will be utilized (include mentoring and tutoring
activities)? |
|
|
The district will
utilize research-based programs to enhance reading skills for
students partcipating in before school, after school, Saturday
tutorials and summer reading programs. Some activities that
will be utilized are: 1) Gadsden District School's Summer
Reading Challenge - Grade level reading selections available
at every school media center and the county's public library.
This individual program allows students to read appropriate
grade-level books and submit an on-line written book report.
2) Just Read, Families - Grade level books to encourage
students to continue to read. This program will be used to
spark the interest of family and/or mentor reading. 3) For
Teens, by Teens - Middle school students will be encouraged to
participate in the program. This program will also allow
students to share their recommendations of favorite book
titles to read. It will be used for individual reading
enhancement. 4) Accelerated Reader - This program will provide
essential practice for the district's core reading program
curriculum. It will give continuous feedback to personalize
instruction for individual student success. 5) Classroom
libraries - This is a wide variety of fiction and non-fiction
varying grade-level classroom libraries that may be used
individually or in group
activities. | |
| 8.2 |
How will before school, after school, and
summer school reading activities be linked to the reading
instruction taking place during the school day? |
|
|
Teachers will
communicate and collaborate with program leaders/instructors
so that instructional models and practices are seamlessly
continued into the extended school day. Intensive instruction
in extended day sessions is to be aligned with the CIM
recommended focus calendars and will target remediation per
individual student in identified
areas. | | |