DOE UpdateRegional Reading Academy October 29, 2005
Lezlie Cline, Program Director
Bureau of Exceptional Education and Student Services
Florida Department of Education
What are the driving forces for education in Florida? NCLB IDEA Reauthorization Just Read, FL!
K-12 Comprehensive Reading Plans Reading First 3rd grade promotion/retention criteria High School graduation requirement
FCAT AYP School Grades
What does the data show?
… related to FCAT reading participation and performance for students with disabilities …
FCAT Reading Participation and Performance Students with Disabilities Grades 3-5
2002-03 through 2004-05
86
34
2824
89
36
25
89868785 88
40
87
34
4236
88
0
10
20
30
40
50
60
70
80
90
100
3rd 4th 5th 3rd 4th 5th Participation Performance 3+
Percen
tage
2002-03 2003-04 2004-05
FCAT Reading Participation and PerformanceStudents with Disabilities Grades 6-8
2002-03 through 2004-05
82 80 78
2015
85 83
21 19
86
1714
1812
82
22
8385
0
10
20
30
40
50
60
70
80
90
100
6th 7th 8th 6th 7th 8thParticipation Performance 3+
Percen
tage
2002-03 2003-04 2004-05
FCAT Reading Participation and PerformanceStudents with Disabilities Grades 9-10
2002-03 through 2004-05
6260
10
71 70
7
76
8 77
10
72
0
10
20
30
40
50
60
70
80
9th 10th 9th 10thParticipation Performance 3+
Percen
tage
2002-03 2003-04 2004-05
What’s new with Reading First?
Florida was awarded $300 million over a six year period!
In 2005-06, Reading First grants will impact approximately 16,114 teachers and 264,254 students in 657 schools within 45 school districts.
The most important thing for districts to do is to prioritize funding to the Level 1 and 2 students in the district
Reading First Grants to Districts
Reading First grants provide resources to districts to improve reading instruction and achievement by providing funding to: hire reading coaches to serve as a stable resource for
professional development, progress monitoring, and student data analysis
provide professional development
improve classroom libraries for grades K-3
2005 18 DISTRICTS
READING FIRST Alachua County School District — $623,041 Escambia County School District — $4,790,520 Broward County School District — $1,874,900 Hamilton County School District — $74,552 Heartland Consortium (Highlands, Okeechobee)- $422,200 Lake County School District — $644,342 Lee, Charlotte and Collier County School Districts — $1,530,400 Miami-Dade County School District — $11,603,480 North East Florida Education Consortium (Flagler) — $160,500 Orange County School District — $1,188,600 Palm Beach County School District — $3,185,400 Panhandle Area Education Consortium (Holmes, Jackson, Madison) — $180,400 Pinellas County School District — $1,045,000
2002 - 2004
RF districts + additional schools for 2005
2005 NEW districts
What are the requirements related to reading in Florida?
District Reading Plans
Must include: Leadership Commitment Professional Development Plan Elementary Plan Middle School Plan High School Plan
Elementary Requirements
Comprehensive Core Reading Program
90 minute uninterrupted reading block
Data driven instruction
K-3 federal component of Just Read, Florida!
Comprehensive Core Reading Program
Instructional Content
Phonemic Awareness Phonics Fluency Vocabulary Comprehension
Instructional Design
Explicit Instructional Strategies
Coordinated Instructional Sequences
Ample Practice Opportunities Aligned Student Materials
90 Minute Reading Block
Characteristics of 90 Minute Reading Block 90 minutes of uninterrupted reading instruction Whole group initial instruction implementing
the CCRP Differentiated instruction driven by assessment
data Immediate Intensive Intervention (more time,
smaller group, targeted instruction) driven by assessment data (frequent progress monitoring measures)
Senate Bill 364
Creation of three-tiered academic support plan for students with reading deficiencies
Establishment of Intensive Acceleration Class (IAC)
Intensive Acceleration Class
Tier Three students: retained 2 times in 3rd grade & score at Level 1 on reading portion of FCAT
Must involve participation of SLP in providing intensive language and vocabulary instruction
What is the role of the speech-language pathologists
in providing reading instruction?
Administration & Interpretation
Aiding in determining strengths & weaknesses
-critical in developing goals and activities
Assessment
Remediation
Possible methods of involvement Direct services to students in ESE Involvement with non-ESE students in general
education classrooms (including IAC) Co-teaching Support Facilitation Consultation – likely to be frequent method used
Honig, Diamond, Gutlohn (2000).
Vocabulary Development
Can be supported by: Explicitly teaching words & concepts Teaching strategies to learn new words independently Providing multiple exposures to words Encouraging independent reading
The amount of reading that students do is directly related to the size of their vocabulary
Other Roles
Participation in planning and implementing parent involvement component
Distributing information to families Planning and/or conducting workshops Participating in public awareness activities
Provide teacher workshops
Secondary Requirements
Middle Grades Reform Act passed in 2004 (PMSSP)
High School Reform is on the legislative docket for 2006.
Middle School Reading Requirements
Level 1 and Level 2 in middle school
Differentiated intensity for all
High SchoolReading Requirements Reading classes for students scoring at
Level 1 in high school
Ways to serve students scoring at Level 2 in high school Core classes Elective classes Creating additional time by blocking
reading with another class
Research-Based Reading Classroom K-12 Averages (Guthrie, 2002) Which factors affect FCAT reading scores?
40%
20%
10%
15%
15%
Reading ability
Contentknowledge
Motivation
Format
Error
Research-Based Reading Classroom
Which components should we focus on?
40%
20%
20%
10%
10%
Guided instructionEngaged readingStrategiesMotivationFormat
Reading Next: A Vision for Action and Research in Middle and High School Literacy
Alliance for Excellent Education
NCLB deadline July 1, 2006
… must have reading endorsement or reading certification if teaching a reading class to students
in grades 7-12
Things to consider
Qualifications of the SLP: What is his/her knowledge and background in reading instruction & intervention?
Needs of students & teachers Workload of the SLP: Will his/her involvement
prohibit him/her from fulfilling existing responsibilities?
Resources for Vocabulary Development
Bringing Words to Life (Beck, I.L., McKeown, M.G., & Kucan, L., 2002)
Vocabulary Instruction: Research to Practice (Baumann, J.F. & Kame’enui, E.J. (Eds.), 2004)
Teaching Reading: Sourcebook for Kindergarten through Eighth Grade (Honig, B., Diamond, L., & Gutlohn, L., 2000)
Additional Resources
…. to be developed ……
