1. Reading placement

2. Reading placement k

3. End of Year Testing Requirements
Elementary Schools
Grade Level
End of Year Testing Requirements
Who Should be Tested?
Kindergarten
FAIR
All Students
1st Grade
2nd Grade
3rd Grade
Phonics Inventory
FAIR Word Analysis below 25%
Oral Reading Fluency (ORF) Probe
FAIR Maze below 25%
4th Grade
All Students (Recommended)
FCAT Levels 1 or 2 (Required)
FCAT Level 1 or 2 OR
5th Grade
FCAT Level 1 or 2

4. K-2 Intervention Placement
All students in the Red Success Zone with a Probability of Reading Success (PRS) <16% MUST participate in daily intervention sessions (30 minutes, minimally) using Voyager.
All students in the Yellow Success Zone with a Probability of Reading Success (PRS) between 16-39% MUST participate in daily intervention sessions (30 minutes, minimally) using Voyager.
Decision Trees = Minimum Requirements

5. 3-5 Intervention Placement
All FCAT Level 1 (retained) 3rd Grade students MUST participate in daily Immediate Intensive Intervention sessions (30 minutes, minimally) using Voyager.
All 3rd Grade Students with FAIR scores falling in or 3 +5 MUST participate in daily Immediate Intensive Intervention sessions (30 minutes, minimally) using Voyager.
Box (Maze below 25% + WA above 25%)
Box (Maze below 25% + WA below 25%)

6. 3-5 Intervention Placement
All 4th and 5th grade students scoring FCAT levels 1 or 2 MUST participate in daily Immediate Intensive Intervention sessions (30 minutes, minimally) using Voyager.
All 4th and 5th Grade Students with FAIR scores falling in or 3 +5 MUST participate in daily Immediate Intensive Intervention sessions (30 minutes, minimally) using Voyager.
Box (Maze below 25% + WA above 25%)
Box (Maze below 25% + WA below 25%)

7. Reading placement

8. # 1 Point to Consider in Placement 6-12
Essential Question?
What is the most appropriate reading intervention for the student, based on reading deficiencies that will maximize and accelerate student progress?
Refer to the District Technical Assistance Paper

9. All FCAT Level 1 and 2 students must be in a reading class
Does not apply to ESOL students
English Language Learners (ELL) students, ESOL levels 1-4, must be enrolled in two language courses at the secondary level that will satisfy the state requirements for language arts and reading. Therefore, ELL students should not be assessed for placement or placed in the IR, IR+ or IR-EN classes.

10. Reading Courses Intensive Reading Plus Intensive Reading
Intensive Reading Enrichment (not optional)
High school: Retaker Reading Course
Highschool : Retaker Reading Plus Course

11. How are students placed?
Students' are given the Text Reading Efficiency passage (TRE) to ensure accurate information is obtained for placement.
The TRE contains 3 scores:
Oral Reading Fluency (ORF) The students are timed for one minute
Text Efficiency Rubric score (1-4)
Comprehension Score (5 questions)
The TRE is administered one to one, with the exception of the comprehension section which can be administered whole group.
Explain how it is given

12. TRE Rubric from NAEP
Discuss and model

13. Oral Reading Risk Level Chart

14. Placement based on the TRE and FAIR
The following are guidelines for placement.
Placement Scores
IR+ IR
IR-EN
Retakers
Retaker +
FAIR RESULTS
RC or Maze
0-25%
26%-50% RC
51% -99%
RC and Maze
26%-99%
ORF Risk Level Chart /WCPM HR MR LR
LR/MR
Oral Reading for Prosody -
Four- Point Fluency Score
Level 1-2
Level 4
Level 3-4
Silent Reading Comprehension Score
0-3 questions correct
3-4 questions correct
4-5 questions correct
3-5
questions correct
0-3
Mention IRE scale scores in the TAP on page 6

15. Highschool
Students who did not pass the FCAT in 10th and 11th grade this year must be enrolled in a Retaker course
11th and 12th grade students should be separated. A different curriculum will be used for 12th grade.
Consider a Retake Plus class for students scoring at high risk on the TRE, Level 1 or 2 on the TRE rubric and 0-3 comprehension questions correct.
Discuss RR + Edge 10th graders test them and rationale and qualifications of the teacher

16. Teacher Recommendation should be considered..
If student results are inconsistent or fall in the middle, discuss appropriate placement with the teacher.
Student’s placement maybe changed during the year if the student’s progress accelerates or declines.

17. The placements should be sorted.
Data Base
We have given the coaches and the Assistant Principals directions for downloading the FAIR results from the PMRN.
We have asked they add columns to include the TRE scores: ORF column, TRE Rubric column, Reading Comprehension Score column, Teacher Recommendation column, and Final Reading Placement column.
The placements should be sorted.
The coaches should give recommendations on how many sections are needed for each course and teacher assignment based on strengths along with your input.
Although class size allows for 25 students, every effort should be made to keep the class size at 20 and under.

18. Test Incoming Students
Please assist the coaches by calling the feeder schools’ principal to set up a date, where the coaches and interventionists from the school can work with the coaches from the feeder schools to test the Level 1 & 2 students.

19. (Should be a highly qualified reading teacher)
Courses
Intensive Reading Plus (IR+) – intended for students with deficiencies in decoding and fluency in addition to vocabulary and comprehension. Consider gender based classes.
(Should be the most highly qualified reading teacher, good command of English and background in teaching phonics)
Intensive Reading (IR) - intended for students with deficiencies in vocabulary and comprehension.
(Should be a highly qualified reading teacher)
Intensive Reading Enrichment (IR-EN) – intended for students whose FCAT scores have regressed from FCAT Level 3 or higher to FCAT Level 2 and students with high FCAT Level 2 scores. (Attachment C)
(Should be highly qualified reading teacher with a track record of teaching at a high rigor level)
refer to course codes in TAP. Discuss highly qualified

20. (Should be a highly qualified reading teacher)
Courses Continued…
NEW COURSE (Optional): 11th/12th Grade Reading Retakers Plus (RR+)- intended for students with deficiencies in decoding and fluency in addition to vocabulary and comprehension who have not met the graduation requirement in reading. (Attachment D)
(Should be the most highly qualified reading teacher, good command of English and background in teaching phonics)
11th/12th Grade Reading Retakers (RR)- intended for students who have not met the graduation requirement in reading. (Attachment E)
(Should be a highly qualified reading teacher)

21. Middle School Curriculum
Placement
Schedule
CIRP
SIRP
Intensive Reading Plus (IR+)
Nonfluent Students
FCAT Level 1 or 2
Literacy Block with Intensive Reading Plus Class back-to-back with Language Arts Class (taught by the same teacher) Minimum of 90 minutes daily (could be 100, 110, or 120 minutes daily based on school’s scheduling model)
Language!
A and B Level Class
C and D Level Class
E and F Level Class
Follow ETO Framework
Phonics, Fluency, Vocabulary & Comprehension Instruction
 Jamestown Timed Readers
Rewards
Refer to ETO Intervention Plan
Intensive Reading (IR)
Fluent Students
Reading Class in addition to Language Arts Class
Could be 55 minutes daily, 100 minutes every other day, or 110 minutes every other day (based on school’s scheduling model)
Voyager Passport Reading Journeys
Grade 6-Journeys Beginnings (Green Book)
Grade 7-Journeys I (Red Book)
Grade 8-Journeys II (Blue Book)
Vocabulary & Comprehension Instruction
Jamestown Timed Readers
Intensive Reading Enrichment (IR-EN)
High FCAT Level 2 (refer to Attachment C)
Regressors (from Level 3 or higher to Level 2)
could be 55 minutes daily, 100 minutes every other day, or 110 minutes every other day (based on school’s scheduling model)
TBA
 Selected Grade Level Texts
Novels
 Refer to ETO Intervention Plan
Looks different than the tap on page 9 Give speech again regard correct placement, don’t be tempted to put child in wrong course because of personnel, or personal beliefs!!!
CIRP= Comprehensive Intervention Reading Program
SIRP= Supplemental Intervention Reading Program

22. Highschool Curriculum
Placement
Schedule
CIRP
SIRP
Intensive Reading Plus (IR+)
Nonfluent Students
FCAT Level 1 or 2
Literacy Block with Intensive Reading Plus Class back-to-back with English Class (taught by the same teacher)
minimum of 90 minutes daily (could be 100, 110, or 120 minutes daily based on school’s scheduling model)
Hampton Brown Edge
SIPPs
Grade 9-Level A (Orange Book)
Grade 10-Level B (Blue Book)
Follow ETO Framework
Phonics, Fluency, Vocabulary
& Comprehension Instruction
 Riverdeep
Lexile appropriate novels
FCRR activities
Refer to ETO Intervention Plan
Intensive Reading (IR)
Fluent Students
Reading Class in addition to English Class
could be 60 minutes daily or 90 or 120 minutes every other day (based on school’s scheduling model)
Jamestown Reading Navigator
Thematic units with Lexile appropriate novels (70-30% mix Informational text/Literary text)
Trek Level 1, 2, 3 or 4
Note: The JRN On-line Placement Test will assign individual students to one of the 4 Trek Levels.
Vocabulary and Comprehension Instruction
Jamestown Timed Readers
Rewards
Intensive Reading Enrichment (IR-EN)
FCAT Level 2 (Attachment C)
Regressors (from Level 3 or higher to Level 2)
TBA
Vocabulary & Comprehension Instruction
Trek Level 4
Selected Grade Level Texts
Novels

23. Highschool Curriculum
Placement
Schedule
CIRP
SIRP
11th Reading Retakers (RR)
ALL 11th graders who have not met the graduation requirement
Reading Class in addition to English Class
could be 60 minutes daily or 90 or 120 minutes every other day (based on school’s scheduling model)
Follow ETO Framework
USA Today Reading Program
Thematic units with Lexile appropriate novels (70-30% mix Informational text/Literary text
FCAT Explorer
Refer to ETO Intervention Plan
12th Grade Reading Retakers (RR)
ALL 12th graders who have not met the graduation requirement
TBA
11th and 12th Grade Retakers Reading Plus (RR+)
Nonfluent Students
ALL 11th and 12th graders who have not met the graduation requirement
SIPPs
Instruction driven by reading defiencies.
Riverdeep
FCRR Activities
Discuss appropriate placement venn diagram example and
CIRP= Comprehensive Intervention Reading Program
SIRP= Supplemental Intervention Reading Program

24. At the beginning of the Year
Have coaches at registration to administer the TRE to new students with a FCAT Level 1 and 2 or without scores to ensure appropriate placement.
Train someone in the front office to administer the TRE throughout the year as new students arrive.

25. Revisiting Essential Question Remember….
It is essential to put students in the best placement that will target specific reading defiencies and allow students to improve their reading, which will in turn ensure their future!

26. Thank you for your attention
Questions
Thank you for your attention
Contact: Instructional Supervisors
Cecelia Magrath-
Darliny Katz-
Vanessa De La Pena-