Lee County

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Lee Countys Just Read, Florida! District Plan

• 2006-07 K-12 Comprehensive Research-Based Plan
• Dianne Johnson, Ali Conant C. Keith Woodfin, John
  Scheller

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What is a comprehensive research-based reading
plan?

• The comprehensive reading plan assures all
  stakeholders that reading is a priority in the
  state of Florida.
• The plan ensures that districts in Florida are
  aligned in their approach to solving reading
  deficits of their students.
• The plan will ensure that reading is funded
  annually as a part of the public school funding
  formula (Reading Coaches and reading materials).

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Lee County School Districts Plan focuses on
three major assurances

• 1. Leadership at the district and school level is
  guiding and supporting the initiative. The
  analysis of data drives decision making.

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Lee County School Districts Plan focuses on
three major assurances

• 2. Professional development is systematic
  throughout the district and is targeted at
  individual teacher needs as determined by
  analysis of student performance data and staff
  feedback.

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Lee County School Districts Plan focuses on
three major assurances

• 3. Measurable student achievement goals are
  identified and clearly described. Appropriate
  research based instructional materials are used
  to address specific student needs.

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Monitoring Reading Initiatives at the School Level

• Elementary classrooms will implement a 90-minute
  reading block.
• The principal will form a Reading Leadership Team
  (RLT).
• A standardized lesson plan for each content area,
  which includes reading strategies.
• Assessments will be used and analyzed to drive
  decisions and monitored by the principal and the
  RLT.
• Principals and RLT will identify model classrooms
  based on teacher performance and student
  achievement.

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Activity Think, Pair, Share
What does the RLT look like at your school? _____________________________________________________________________________________ New ideas? ______________________________________________________________________________________________________
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Monitoring Reading Initiatives at School Level
Continued

• Opportunities for weekly school-based
  professional development will be offered.
• Principals and RLT will identify professional
  development needs and provide related materials.
• Principals will monitor implementation of plan
  and professional development through classroom
  walk-through visits.

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Staff Evaluations Related to Student Achievement

• School Improvement Plans must be academic and one
  goal must be tied to reading.
• Principal evaluations include academic goals.
• IPDP and evaluations are tied to student reading
  achievement.

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Funding Sources for K-12 Comprehensive Reading
Plan

• There will be some state funding provided through
  the K-12 Comprehensive Reading Entitlement Grant.

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District Plan for Implementation of Assessment
Driven Reading Professional Development

• School personnel will be knowledgeable about the
  components of effective reading instruction.
• Valid SBRR inservices will be made available to
  school and district staff.
• IPDP will be based upon assessment and learning
  needs.
• Cadres will be developed with all content areas.
• Reading Leadership Team will analyze and identify
  individual school reading needs and request
  assistance as appropriate from District Reading
  Coordinators.

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Elementary High Quality, Explicit, and
Systematic Instruction in the Reading Classroom

• Whole group instruction
• Differentiated instruction
• Explicit and Systematic instruction
• Immediate Intensive Intervention (minimum of 30
  minutes/day)
• Print Rich Environment

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Elementary Student Achievement and Instruction

• Core reading programs based on SBRR will be
  utilized in all schools.
• Teachers will provide systematic and explicit
  instruction in the five components of reading.
• Instruction will be provided during a 90 minute
  uninterrupted reading block including an initial
  lesson from the CCRP.
• Differentiated instruction which focuses on the
  needs of the students must be provided.

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Elementary Supplemental Reading Programs

• Supplemental reading programs (SRP) must be based
  on SBRR.
• They may be used during the 90 minute reading
  block.
• Additional time may be dedicated to literacy
  instruction including immediate intensive
  intervention using Supplemental Reading Programs.

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Elementary Intervention Programs

• Intervention programs must be based on SBRR.
• Intervention programs are in addition to the
  90-minute reading block.
• Diagnostic assessments will determine need for
  immediate intensive interventions.
• iii must provide systematic explicit instruction
  in one or more of the five areas (strategy based
  learning)

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Elementary Educational Software Materials

• Educational software provided for student
  instruction and reinforcement of skills will
  supplement, not supplant, instruction by a highly
  qualified teacher.
• Educational software may be integrated within the
  90-minute reading block as well as immediate
  intensive intervention if appropriate.
• Reading instruction will include use of materials
  that build intrinsic motivation to read versus
  extrinsic motivation.

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Psychology 101

• Educators have been told that it is our
  responsibility to motivate the students.
• It is not our responsibility to motivate them,
  they were born motivated and entered kindergarten
  motivated to learn.

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Psychology 101 continued

• According to Piaget, children are most like
  adults in their feelings and least like adults in
  their thinking.
• It is not the responsibility of educators to
  motivate students but to determine what is
  causing them to lose their motivation and stop
  such practices.

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The Reading Analysis Check and Decision Tree

• District data from assessments will be used to
  guide instruction at grades K-5.

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Reading Analysis Check Activity

• Create a scenario for a student who has a reading
  difficulty.
• Identify
• grade level
• reading strengths
• reading areas needing growth
• assessments and activities to be used at each
  step of the flow chart

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System for Communicating Assessment Data Across
Grade Levels

• Assessment data will be communicated across grade
  levels.
• School RLT will analyze assessment data to share
  across grade levels.
• Grade level articulation meetings will occur.

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Elementarys Plan for Meeting Needs of all
At-Risk Student Subgroups

• The district will meet the needs of all at-risk
  subgroups as identified under No child Left
  Behind by using the Tier 1, 2, and 3 approach in
  statute.
• See Tier Chart for Reference

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Accelerated Reader

• The major focus of reading instruction during the
  90 minute reading is the SYSTEMATIC EXPLICIT
  INSTRUCTION of Reading Skills.  However, Reading
  First schools do have many students reading
  on/above grade level and therefore, as of this
  time, AR may be used as a Center Activity for
  small group instruction, as long as it does NOT
  take up more time than any other center activity
  during the 90 minute block (no more than 15-20
  minutes).

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Accelerated Reader

• EXCEPTIONS  Students who are Substantially
  and/or Minimally Below on the Stanford Ten, or
  who are Level One or Two on FCAT Reading, should
  have Centers that provide for explicit systematic
  instruction/practice on the reading skill areas
  that they have not yet mastered and which are
  keeping them from reading on grade level. These
  students AR reading and assessment would be
  outside the 90 minute reading block.

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Elementarys Plan for Authentic Literature

• Students will have access to fiction
  non-fiction texts
• Assessments for determining reading level
• Media specialists are a resource
• Use classroom libraries as part of reading
  instruction

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Elementarys Plan for Incorporating Writing

• Writing which supports reading skill acquisition
  may be incorporated into the 90-minute reading
  block.

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K-12 Plan Wrap Up

• It is a plan to
• It is used by
• It is monitored by
• The Reading Leadership Team
• Reading deficiencies are addressed by
• What can/cannot be taught in the 90 minute
  reading block?

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Winning the Race!

• The race belongs not only to the swift and
  strong-but to those who keep on running.
• -author unknown