Leon County Schools

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Leon County SchoolsK-12 Comprehensive
Research-Based Reading Plan

• Adapted from 2005 Administrators Meeting
• August 3, 2005

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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

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K-12 Comprehensive Research-Based Reading Plan

• Leadership Monitoring
• Professional Development
• Elementary Student Achievement and Instruction
• Middle School Student Achievement and Instruction
• High School Student Achievement and Instruction

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District Leadership and Monitoring
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Leadership Monitoring

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

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Expectations of the Reading District Leadership
Team

• Monitor Reading Plans
• Monitor Reading Coaches
• Visit Schools
• Conferencing
• Resources

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Chiles High School Reading Leadership Team

• 8 - 12 Members
• Educational Leaders (Principal and APs)
• Reading Coach Kathy Corder
• Content Area/Grade Level Teachers (The A Team)
• Reading Specialists Linda Heller Debbie
  McKinnon
• Media Specialist
• Parents
• Students
• Community Member

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Responsibilities of the School Reading Leadership
Team

• Gather information about literacy and resources
• Facilitate workshops
• Organize study groups
• Initiate action research
• Support peer coaching
• Participate in demonstration lessons
• Examine student artifacts
• Investigate areas of concern and develop an
  action plan

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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.

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What a Reading Coach is NOT!!

• A Reading Resource teacher
• A substitute teacher
• An evaluator/administrator
• An enforcer/dictator
• Negative

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How Administrator Supports the Reading Coach

• Ensures that the reading coaches attend required
  professional development, such as Reading Coach
  Conferences and monthly District Coaches
  meetings, reading instructional practices
  workshops, etc.
• Provides time for reading professional
  development for the staff
• Encourages teachers to use the coach and provides
  specific feedback to teachers

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Monitoring.

• Classroom Walk-Throughs (District School)
• Informal and Formal Visits to school during the
  first 3 months of school to ensure plan has been
  implemented (State, District and School)
• Additional monthly fidelity checks will be
  conducted
• Formally report all findings to the District
  Assistant Superintendent of Management and
  Curriculum Services (State, District and School)
• Based upon monitoring results, additional support
  may be provided

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Professional Development
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Professional Development

• Everyone will participate in some type of
  professional development (Faculty Meeting
  In-Service Book Study Groups)
• Administrators will attend Just Read, Florida!
  K-12 Leadership Conference (Dr. Cox attended)
• Monthly Principal and Assistant Principals
  meetings will have reading as an agenda item
• Reading Coaches will provide professional
  development
• Professional development should support district
  reading plan and School Improvement Plan
• Model Classrooms will be utilized to model the 5
  components of reading

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High School Student Achievement and Instruction

• First Step is to identify students and students
  needs
• FCAT - determines most needy
• SNAPSHOT online database of student test records
• Level I and Level ll students

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Requirements forLevel 1 Students

• In addition to the minimum 50 minute intensive
  reading class, the student will be provided
  extended reading instruction in a content area
  class with a teacher who has the reading
  endorsement, is working on the reading
  endorsement or has K-12 Reading Certification
• If a Level 1 student is receiving a minimum 90
  minutes of intensive reading instruction, then an
  additional core content area class with a reading
  endorsed teacher is optional.
• By the school year 2006-07, 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.

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Requirements forLevel 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 50tile, 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.

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High Quality Instruction

• Goal Proficient Grade Level Students
• Provide Print-rich Environment
• Integrate Authentic Literature into Content Area
  Classes
• Incorporate Reading into Subject Areas with the
  utilization of leveled texts
• Incorporate Writing in the Subject Areas
• Offer Before and After School Activities

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• K-12 Reading and Language Arts Developers
• Marsha Glover
• gloverm_at_mail.leon.k12.fl.us
• Eydie Sands
• sandse_at_mail.leon.k12.fl.us
• Phone Number 487-7893

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2005-2006 LCHS Reading Plan

• Goal Continuous Reading Achievement
• Faculty Meeting In-service (all faculty)
• The A Team (9th 10th content area teachers
  focus on Systematic Vocabulary Instruction--SVI)
  with monthly trainings
• Learning CommunitiesBook Study Groups Classroom
  Instruction that Works by Robert Marzano
• A Learning SystemsComputer Lab
• Reading Coach

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Snapshot

• Data Based decisions
• FCAT performance
• Statistics about Chiles High that are helpful to
  understanding student achievement
• Focus on reading skills of bottom 30 to increase
  overall reading comprehension content knowledge
• http//www.chiles.leon.k12.fl.us/

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Assessments

• What is on the FCAT?
• Item Specifications (list of content
  areas--informational text)
• Test QuestionsSample
• Read King of Fibers and
• respond to questions 7-14 now.
• Content vocabulary-SSS and
• FCAT Explorer
• Standards based curriculum

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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

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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?