Presentation on theme: "Leon County Schools’ K-12 Comprehensive Research-Based Reading Plan"— Presentation transcript:
1 Leon County Schools’ K-12 Comprehensive Research-Based Reading Plan Adapted from 2005 Administrators’ MeetingAugust 3, 2005
2 Closing the Achievement Gap “No significant learning occurs without a significant relationship of mutual respect.”Dr. James Comer“Active participation by ALL students.”Brian M. Pete and Robin J. Fogarty
3 K-12 Comprehensive Research-Based Reading Plan Leadership & MonitoringProfessional DevelopmentElementary Student Achievement and InstructionMiddle School Student Achievement and InstructionHigh School Student Achievement and Instruction
5 Leadership & Monitoring District Reading Leadership TeamIris WilsonMargo HallBev OwensDJ WrightMerry OrtegaMarsha GloverEydie SandsReading First Project Manager
6 Expectations of the Reading District Leadership Team Monitor Reading PlansMonitor Reading CoachesVisit SchoolsConferencingResources
7 Chiles High School Reading Leadership Team MembersEducational Leaders (Principal and APs)Reading Coach: Kathy CorderContent Area/Grade Level Teachers (“The A Team”)Reading Specialists: Linda Heller & Debbie McKinnonMedia SpecialistParentsStudentsCommunity Member
8 Responsibilities of the School Reading Leadership Team Gather information about literacy and resourcesFacilitate workshopsOrganize study groupsInitiate action researchSupport peer coachingParticipate in demonstration lessonsExamine student artifactsInvestigate areas of concern and develop an action plan
9 What is a Reading Coach?A reading coach is a professional development liaison within the school that provides support, models lessons, and continuously assists in improving instructional programs in reading to assure reading improvement for ALL students.
10 What a Reading Coach is NOT!! A Reading Resource teacherA substitute teacherAn evaluator/administratorAn enforcer/dictatorNegative
11 How Administrator Supports the Reading Coach… Ensures that the reading coaches attend required professional development, such as Reading Coach Conferences and monthly District Coaches meetings, reading instructional practices workshops, etc.Provides time for reading professional development for the staffEncourages teachers to use the coach and provides specific feedback to teachers
12 Monitoring…. Classroom Walk-Throughs (District & School) Informal and Formal Visits to school during the first 3 months of school to ensure plan has been implemented (State, District and School)Additional monthly fidelity checks will be conductedFormally report all findings to the District Assistant Superintendent of Management and Curriculum Services (State, District and School)Based upon monitoring results, additional support may be provided
14 Professional Development Everyone will participate in some type of professional development (Faculty Meeting In-Service & Book Study Groups)Administrators will attend Just Read, Florida! K-12 Leadership Conference (Dr. Cox attended)Monthly Principal and Assistant Principals meetings will have reading as an agenda itemReading Coaches will provide professional developmentProfessional development should support district reading plan and School Improvement PlanModel Classrooms will be utilized to model the 5 components of reading
15 High School Student Achievement and Instruction First Step is to identify students and students needs:FCAT - determines most needySNAPSHOT online database of student test recordsLevel I and Level ll students
16 Requirements for Level 1 Students In addition to the minimum 50 minute intensive reading class, the student will be provided extended reading instruction in a content area class with a teacher who has the reading endorsement, is working on the reading endorsement or has K-12 Reading CertificationIf a Level 1 student is receiving a minimum 90 minutes of intensive reading instruction, then an additional core content area class with a reading endorsed teacher is optional.By the school year , the students with the greatest reading deficiencies will receive a continuous 90 minute reading block of instruction. The teacher will have the K-12 reading endorsement, will be working towards the reading endorsement or will have reading certification.
17 Requirements for Level 2 students Students scoring a scale score below 280 on the Reading FCAT SSS with a NRT score below the 50% percentile, will receive a minimum of 50 minutes in a daily intensive reading class with a teacher who has reading endorsement, who is working on reading endorsement or who has reading certification.Students scoring a scale score at or above 280 on the FCAT-SSS Reading and have a NRT score at or above the 50%tile, will receive intensive reading strategies instruction (i.e., differentiated instruction, leveled text, etc.) in a content area class with a teacher who has reading endorsement, is working on reading endorsement or who has reading certification.Students receiving reading instruction will be screened using data from Reading FCAT-SSS, fluency probes, diagnostic test, and vocabulary checks.
18 High Quality Instruction Goal: Proficient Grade Level StudentsProvide Print-rich EnvironmentIntegrate Authentic Literature into Content Area ClassesIncorporate Reading into Subject Areas with the utilization of leveled textsIncorporate Writing in the Subject AreasOffer Before and After School Activities
19 K-12 Reading and Language Arts Developers Marsha GloverEydie SandsPhone Number:
20 2005-2006 LCHS Reading Plan Goal: Continuous Reading Achievement Faculty Meeting In-service (all faculty)“The A Team” (9th & 10th content area teachers focus on Systematic Vocabulary Instruction--SVI) with monthly trainingsLearning Communities—Book Study Groups: Classroom Instruction that Works by Robert MarzanoA+ Learning Systems—Computer LabReading Coach
21 Snapshot Data Based decisions FCAT performance Statistics about Chiles High that are helpful to understanding student achievementFocus on reading skills of bottom 30% to increase overall reading comprehension content knowledge
22 Assessments What is on the FCAT? Item Specifications (list of content areas--informational text)Test Questions—Sample:Read “King of Fibers” andrespond to questions #7-14 now.Content vocabulary-SSS andFCAT ExplorerStandards based curriculum
23 Asking the tough questions???? Whose job is it to teach reading?What are YOU doing to improve reading in your classroom?What are you willing to do each day in your class to enhance reading skills?Are you covering the content and reading standards in your lessons?REFLECTION: PAIR AND SHARE
24 Faculty Feedback Written response: What are your concerns? How do you plan to contribute to our school goal of continuous improvement in reading?What kind of support, resources or training do you need to meet your goal?
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