• The Florida Reading Initiative (FRI) is a research-based school wide reform effort committed to providing the professional development and follow up support necessary for schools to achieve just that --- 100% literacy! Teachers are given the background knowledge, skills and strategies needed to teach all students.
HISTORICAL PERSPECTIVE
FALL 1999: Member districts requested NEFEC to assist with providing professional development to teachers that would lead to increased student achievement in reading
SPRING 2000: NEFEC began researching reading instruction and requested legislative dollars to develop a reading best practices center
SUMMER 2000: NEFEC conducted a survey of schools in member districts to assess reading needs in schools ranging from K-12.
Seventy schools responded indicating more than 50 different reading programs being used throughout the region.
FALL 2000: 40 Individuals representing the Florida Department of Education, NEFEC and member districts traveled to Birmingham to observe the Alabama Reading Initiative in a variety of schools.
WINTER 2001: NEFEC and PK Yonge Developmental and Research School staff returned to Alabama to attend training and obtain training modules.
SPRING 2001: NEFEC held the first train the trainer session.
SUMMER 2001: NEFEC held the first Summer Reading Academy and the “Lucky Thirteen” Schools attended the training.
SINCE THAT TIME
• Summer Reading Academies since June, 2001
•Over 80 schools in northeast Florida participating
•Recognized by the Florida Legislature and Just Read, Florida as a research based reading initiative showing improved reading instruction for students in grades kindergarten through 12th grade
FRI FCAT SSS Reading
49
51
5352
5455
28 28
2625
22 22
20
25
30
35
40
45
50
55
60
2002 2003 2005 2005 2006 2007
% S
tud
ents
Levels 3 and Above Level 1
FRI FCAT SSS Reading Level 1
29
26
24
22
1817
33
29
2625
2221
3231
29
25
22 22
34
30 3029
26
29 2928
2930
26 26
36
34 3435
2524
15
20
25
30
35
40
Cohor
t 1 2
002
2003
2004
2005
2006
2007
Cohor
t 2 2
002
2003
2004
2005
2006
2007
Cohor
t 3 2
002
2003
2004
2005
2006
2007
Cohor
t 4 2
002
2003
2004
2005
2006
2007
Cohor
t 5 2
002
2003
2004
2005
2006
2007
Cohor
t 6 2
002
2003
2004
2005
2006
2007
% S
tud
ent
The Key Elements of the Florida Reading Initiative:
Whole School Approach
Principal As Leader
Face to face and online professional development
Support for Leadership Teams/Reading Coaches
Onsite Support
District Level Support
SummerReading Academy
School Support
Colleague
Re-FRIRe-FRI
Principal / Leadership
TeamWorkshops
Teacher and
PrincipalAction
Research
Principal andCoach Cadre
Meetings
Principal andCoach Cadre
Meetings
Florida ReadingInitiative- Components of
Implementation
DeepDeepFRIFRI
ResearchIn Action
Florida Reading Initiative Delivery Florida Reading Initiative Delivery ModelModel
• 5 day face-to-face training (30 hrs)
• Online professional development (30 hrs)
• 2 day school-wide faculty data analysis and action planning for implementation
• Meets requirements of Competency 2 of the Florida Reading Endorsement (60 hrs)
• Interactive training that utilizes the following-
– Activities designed for the needs of adult learners
– Demonstration lessons that are interactive and practice the introduced strategies
• Deepen teacher knowledge in the following areas:– What Makes Reading Hard– Comprehension– Fluency– Vocabulary– Reading-Writing Connection– Reading in the Content Areas of Language Arts,
Math, Science, Social Studies, and Electives– Reading Intervention
Secondary Summer Reading Secondary Summer Reading Academy ComponentsAcademy Components
The Essential Six
Skills for Success
PAS
Why these Six?
• Researched-based strategies• Applicable to every content area• Move from random, optional strategy use to a
collective effort• Versatility – can be used for introductory skills or
higher order thinking• Increase student engagement with the learning
process• Narrow and focus the conversation, professional
development, support, and the work
What are the Essential Six?
1. Pre-Reading (PAS)
2. Question-Answer Relationship (QAR)
3. Summary Frames
4. Concept Maps
5. Column Notes
6. Reciprocal Teaching
PAS
Instructional ModelInstructional Model
Generalization
“A Model of Comprehension Instruction” Duke and Pearson (2002)
Ap
plication
Teacher describes the strategy,
the steps, and how it is used
Teacher models use-
student observes, follows along
Collaboration Between
teacher and student- in using the strategy
Guided practice-
student uses strategy while
teacher provides support
Independent use of strategy-
student uses strategy in
context
Evaluation
Generalization
#1 Pre-Reading: PAS#1 Pre-Reading: PAS
Preview the Text and Critical Vocabulary
Access and Build Background Knowledge
Set the Purpose
PAS
#2 Question-Answer Relationships #2 Question-Answer Relationships (QAR)(QAR)
• Helps students –Understand the nature of questioning–Monitor comprehension–Have a purpose for reading the text
• Students categorize comprehension questions according to where they get the information they need to answer each question
#3 Summarization#3 Summarization
• Summaries teach students to differentiate among–Main ideas–Supporting details–Unnecessary embellishment–Text structures
• Writing effective summaries requires lots of modeling and practice
• Summarization happens during and after reading
#4 Concept Maps#4 Concept Maps
Text Activity
Reader
Comprehension
A picture is worth a thousand words.
New strategy; familiar m
aterial
Concept MapsConcept Maps
• Enhance understanding of text structure
• Enhance vocabulary acquisition
• Allow students to transform information and make it their own
• Improve understanding and recall
Venn Diagram: Comparison/ContrastVenn Diagram: Comparison/Contrast
A skilled reader A skilled cook
Concept Maps in Action
# 5 Column Notes# 5 Column Notes
• Help students –Pay attention to what they read–Organize ideas–Understand text structure
• Adaptable to different purposes and types of text
Two-Column NotesTwo-Column Notes
Main Ideas Details
Four-Column Notes for VocabularyFour-Column Notes for Vocabulary
Word Meaning Example Drawing
# 6 Reciprocal Teaching# 6 Reciprocal Teaching
Four StrategiesFour Strategies
• Questioning
• Clarifying
• Summarizing
• Predicting
Lessons Learned and Elements of Success
• The Role of the Teacher• The Role of the Reading Coach• The Principal as the Instructional Leader• The Principal-Coach Relationship• The Importance of District Support
Next Steps
• Follow up meetings with school leadership teams
• NEFEC site visits for T.A.
• CWTs to monitor implementation
• RE – FRI and future PD
• Evaluate the Program