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 ……