High School Reading Project Implementation Plan

Final Proposal: Key Points The primary goal of the proposed plan is to increase the number of students able to pass the reading requirement on the 10 th grade FCAT and to increase the performance of all students on the FACT, particularly those scoring at Level 2. A second goal is for all 9 th and 10 th grade students to make annual learning gains. The primary goal of the proposed plan is to increase the number of students able to pass the reading requirement on the 10 th grade FCAT and to increase the performance of all students on the FACT, particularly those scoring at Level 2. A second goal is for all 9 th and 10 th grade students to make annual learning gains.

Final Proposal: Key Points The three-year intervention study will examine the effectiveness of three new intensive reading interventions designed to improve the reading performance of high school students. The 04/05 school year was considered year one. The target group will be ninth and tenth grade students (either levels 1 & 2 or the lowest 25 % ). The Florida Center for Reading Research (FCRR) will assign students to one of three instructional groups using a stratified random sampling method. The three-year intervention study will examine the effectiveness of three new intensive reading interventions designed to improve the reading performance of high school students. The 04/05 school year was considered year one. The target group will be ninth and tenth grade students (either levels 1 & 2 or the lowest 25 % ). The Florida Center for Reading Research (FCRR) will assign students to one of three instructional groups using a stratified random sampling method.

Final Proposal: Key Points Three new intensive reading intervention programs will be implemented to improve the reading achievement of the targeted students: 1.Scholastic Read SRA REACH (Corrective Reading Decoding and Comprehension, Spelling through Morphographs & Reasoning and Writing) 3.Reading Instruction through Strategy Enhancement (R.I.S.E.) as designed by Evan Lefsky of Just Read, Florida! Three new intensive reading intervention programs will be implemented to improve the reading achievement of the targeted students: 1.Scholastic Read SRA REACH (Corrective Reading Decoding and Comprehension, Spelling through Morphographs & Reasoning and Writing) 3.Reading Instruction through Strategy Enhancement (R.I.S.E.) as designed by Evan Lefsky of Just Read, Florida!

Final Proposal: Key Points These intensive intervention programs will be implemented during a daily instructional block of at least 90 minutes in duration. Professional development on research-based content enhancement and reading strategies will be provided for ninth and tenth grade language arts, science and social studies teachers who teach students who scored at Level 1 or 2 the prior year on FCAT SSS Reading. These intensive intervention programs will be implemented during a daily instructional block of at least 90 minutes in duration. Professional development on research-based content enhancement and reading strategies will be provided for ninth and tenth grade language arts, science and social studies teachers who teach students who scored at Level 1 or 2 the prior year on FCAT SSS Reading.

Final Proposal: Key Points These teachers will be trained on one or two of the most powerful content enhancement strategies developed by the University of Kansas Center for Research on Learning (SIM: Strategy Instruction Model). Administrators will also be trained in these key strategies so they can properly support teachers and ensure quality of implementation. These teachers will be trained on one or two of the most powerful content enhancement strategies developed by the University of Kansas Center for Research on Learning (SIM: Strategy Instruction Model). Administrators will also be trained in these key strategies so they can properly support teachers and ensure quality of implementation.

Final Proposal: Key Points Depending on the number of students in the intervention programs, FCRR will assess a random sample of approximately 60 students in each intervention program. If there are not enough resources to provide one of the intensive intervention programs to all students who qualify for them, then the remaining students (not randomly selected) should receive the standard high school reading intervention program. Depending on the number of students in the intervention programs, FCRR will assess a random sample of approximately 60 students in each intervention program. If there are not enough resources to provide one of the intensive intervention programs to all students who qualify for them, then the remaining students (not randomly selected) should receive the standard high school reading intervention program.

Final Proposal: Key Points FCRR will assess reading skills at the end of the year and examine changes in performance on the FCAT reading test and the FCAT NRT. FCRR will provide a report of differences in improvements on reading tests among students in the groups. In addition SCPS will administer in-house progress monitors at least four times a year. These progress monitors will be comprised of one-minute fluency timings on content area material and/or any other school-based assessments already in use. FCRR will assess reading skills at the end of the year and examine changes in performance on the FCAT reading test and the FCAT NRT. FCRR will provide a report of differences in improvements on reading tests among students in the groups. In addition SCPS will administer in-house progress monitors at least four times a year. These progress monitors will be comprised of one-minute fluency timings on content area material and/or any other school-based assessments already in use.

Reading Coach Reading coaches support the implementation of all reading programs at the school. In addition, reading coaches work with content teachers across the curriculum to help them implement and utilize strategies designed to improve their students ability to read, write, and succeed in content courses