reading placement 2011-2012
DESCRIPTION
Reading placement 2011-2012. Reading placement k-5 2011-2012. End of Year Testing. K-2 Intervention Placement. All students in the Red Success Zone with a Probability of Reading Success (PRS)TRANSCRIPT
READING PLACEMENT2011-2012
READING PLACEMENTK-5
2011-2012
End of Year TestingElementary Schools
Grade Level End of Year Testing Requirements
Who Should be Tested?
Kindergarten FAIR All Students1st Grade FAIR All Students2nd Grade FAIR All Students3rd Grade FAIR All Students
Phonics Inventory FAIR Word Analysis below 25%
Oral Reading Fluency (ORF) Probe FAIR Maze below 25%
4th Grade FAIR All Students (Recommended)FCAT Levels 1 or 2 (Required)
Phonics Inventory FAIR Word Analysis below 25%
Oral Reading Fluency (ORF) Probe FCAT Level 1 or 2 ORFAIR Maze below 25%
5th Grade FAIR All Students (Recommended)FCAT Levels 1 or 2 (Required)
Oral Reading Fluency (ORF) Probe FCAT Level 1 or 2
K-2 Intervention Placement
All students in the Red Success Zone with a Probability of Reading Success (PRS) <16% MUST participate in daily intervention sessions (30 minutes, minimally) using Voyager.
All students in the Yellow Success Zone with a Probability of Reading Success (PRS) between 16-39% MUST participate in daily intervention sessions (30 minutes, minimally) using Voyager.
3-5 Intervention Placement
All FCAT Level 1 (retained) 3rd Grade students MUST participate in daily Immediate Intensive Intervention sessions (30 minutes, minimally) using Voyager.
All 3rd Grade Students with FAIR scores falling in 3 + 4 or 3 +5 MUST participate in daily Immediate Intensive Intervention sessions (30 minutes, minimally) using Voyager. Box 3 + 4 (Maze below 25% + WA above 25%) Box 3 + 5 (Maze below 25% + WA below 25%)
3-5 Intervention Placement
All 4th and 5th grade students scoring FCAT levels 1 or 2 MUST participate in daily Immediate Intensive Intervention sessions (30 minutes, minimally) using Voyager.
All 4th and 5th Grade Students with FAIR scores falling in 3 + 4 or 3 +5 MUST participate in daily Immediate Intensive Intervention sessions (30 minutes, minimally) using Voyager. Box 3 + 4 (Maze below 25% + WA above 25%) Box 3 + 5 (Maze below 25% + WA below 25%)
READING PLACEMENT6-12
2011-2012
# 1 Point to Consider in Placement 6-12
Essential Question? What is the most appropriate reading
intervention for the student, based on reading deficiencies that will maximize and accelerate student progress?
All FCAT Level 1 and 2 students must be in a reading class
Does not apply to ESOL students
English Language Learners (ELL) students, ESOL levels 1-4, must be enrolled in two language courses at the secondary level that will satisfy the state requirements for language arts and reading. Therefore, ELL students should not be assessed for placement or placed in the IR, IR+ or IR-EN classes.
Reading Courses
Intensive Reading Plus Intensive Reading Intensive Reading Enrichment (not
optional) High school: Retaker Reading Course Highschool : Retaker Reading Plus Course
How are students placed?
Students' are given the Text Reading Efficiency passage (TRE) to ensure accurate information is obtained for placement.
The TRE contains 3 scores: Oral Reading Fluency (ORF) The students are
timed for one minute Text Efficiency Rubric score (1-4) Comprehension Score (5 questions) The TRE is administered one to one, with the
exception of the comprehension section which can be administered whole group.
TRE Rubric from NAEP
Oral Reading Risk Level Chart
Placement based on the TRE and FAIR
The following are guidelines
for placement. Placement
Scores
IR+ IR IR-EN Retakers Retaker +
FAIR RESULTS RC or Maze0-25%
RC or Maze26%-50%
RC 51% -99%
RC and Maze26%-99%
RC and Maze0-25%
ORF Risk Level Chart /WCPM
HR MR LR LR/MR HR
Oral Reading for Prosody - Four- Point
Fluency Score
Level 1-2 Level 4 Level 4 Level 3-4 Level 1-2
Silent Reading Comprehension
Score
0-3 questions correct
3-4 questions correct
4-5 questions correct
3-5questions correct
0-3questions correct
Highschool
Students who did not pass the FCAT in 10th and 11th grade this year must be enrolled in a Retaker course
11th and 12th grade students should be separated. A different curriculum will be used for 12th grade.
Consider a Retake Plus class for students scoring at high risk on the TRE, Level 1 or 2 on the TRE rubric and 0-3 comprehension questions correct.
Teacher Recommendation should be considered..
If student results are inconsistent or fall in the middle, discuss appropriate placement with the teacher.
Student’s placement maybe changed during the year if the student’s progress accelerates or declines.
Data Base We have given the coaches and the Assistant
Principals directions for downloading the FAIR results from the PMRN.
We have asked they add columns to include the TRE scores: ORF column, TRE Rubric column, Reading Comprehension Score column, Teacher Recommendation column, and Final Reading Placement column.
The placements should be sorted. The coaches should give recommendations on how
many sections are needed for each course and teacher assignment based on strengths along with your input.
Although class size allows for 25 students, every effort should be made to keep the class size at 20 and under.
Test Incoming Students
Please assist the coaches by calling the feeder schools’ principal to set up a date, where the coaches and interventionists from the school can work with the coaches from the feeder schools to test the Level 1 & 2 students.
Courses
Intensive Reading Plus (IR+) – intended for students with deficiencies in decoding and fluency in addition to vocabulary and comprehension. Consider gender based classes.
(Should be the most highly qualified reading teacher, good command of English and background in teaching phonics)
Intensive Reading (IR) - intended for students with deficiencies in vocabulary and comprehension.
(Should be a highly qualified reading teacher)
Intensive Reading Enrichment (IR-EN) – intended for students whose FCAT scores have regressed from FCAT Level 3 or higher to FCAT Level 2 and students with high FCAT Level 2 scores. (Attachment C)
(Should be highly qualified reading teacher with a track record of teaching at a high rigor level)
NEW COURSE (Optional): 11th/12th Grade Reading Retakers Plus (RR+)- intended for students with deficiencies in decoding and fluency in addition to vocabulary and comprehension who have not met the graduation requirement in reading. (Attachment D)
(Should be the most highly qualified reading teacher, good command of English and background in teaching phonics)
11th/12th Grade Reading Retakers (RR)- intended for students who have not met the graduation requirement in reading. (Attachment E)
(Should be a highly qualified reading teacher)
Courses Continued…
Middle School CurriculumPlacement Schedule CIRP SIRP
Intensive Reading Plus (IR+) Nonfluent Students FCAT Level 1 or 2
Literacy Block with Intensive Reading Plus Class back-to-back with Language Arts Class (taught by the same teacher) Minimum of 90 minutes daily (could be 100, 110, or 120 minutes daily based on school’s scheduling model)
Language! A and B Level Class C and D Level Class E and F Level Class Follow ETO FrameworkPhonics, Fluency, Vocabulary & Comprehension Instruction
Jamestown Timed Readers Rewards Refer to ETO Intervention Plan
Intensive Reading (IR) Fluent Students FCAT Level 1 or 2
Reading Class in addition to Language Arts Class Could be 55 minutes daily, 100 minutes every other day, or 110 minutes every other day (based on school’s scheduling model)
Voyager Passport Reading Journeys Grade 6-Journeys Beginnings (Green Book) Grade 7-Journeys I (Red Book) Grade 8-Journeys II (Blue Book) Follow ETO FrameworkVocabulary & Comprehension Instruction
Jamestown Timed Readers Rewards Refer to ETO Intervention Plan
Intensive Reading Enrichment (IR-EN) Fluent Students High FCAT Level 2 (refer to Attachment C) Regressors (from Level 3 or higher to Level 2)
Reading Class in addition to Language Arts Class could be 55 minutes daily, 100 minutes every other day, or 110 minutes every other day (based on school’s scheduling model)
TBA Follow ETO FrameworkVocabulary & Comprehension Instruction
Selected Grade Level Texts Novels Refer to ETO Intervention Plan
CIRP= Comprehensive Intervention Reading ProgramSIRP= Supplemental Intervention Reading Program
Highschool CurriculumPlacement Schedule CIRP SIRP
Intensive Reading Plus (IR+) Nonfluent Students FCAT Level 1 or 2
Literacy Block with Intensive Reading Plus Class back-to-back with English Class (taught by the same teacher) minimum of 90 minutes daily (could be 100, 110, or 120 minutes daily based on school’s scheduling model)
Hampton Brown Edge SIPPs Grade 9-Level A (Orange Book) Grade 10-Level B (Blue Book) Follow ETO FrameworkPhonics, Fluency, Vocabulary & Comprehension Instruction
RiverdeepLexile appropriate novelsFCRR activitiesRefer to ETO Intervention Plan
Intensive Reading (IR) Fluent Students FCAT Level 1 or 2
Reading Class in addition to English Class could be 60 minutes daily or 90 or 120 minutes every other day (based on school’s scheduling model)
Jamestown Reading Navigator Follow ETO FrameworkThematic units with Lexile appropriate novels (70-30% mix Informational text/Literary text)Trek Level 1, 2, 3 or 4 Note: The JRN On-line Placement Test will assign individual students to one of the 4 Trek Levels. Vocabulary and Comprehension Instruction
Jamestown Timed Readers Rewards FCRR activitiesRefer to ETO Intervention Plan
Intensive Reading Enrichment (IR-EN) Fluent Students FCAT Level 2 (Attachment C) Regressors (from Level 3 or higher to Level 2)
Reading Class in addition to English Class could be 60 minutes daily or 90 or 120 minutes every other day (based on school’s scheduling model)
TBAFollow ETO FrameworkThematic units with Lexile appropriate novels (70-30% mix Informational text/Literary text) Vocabulary & Comprehension Instruction
Jamestown Reading Navigator Trek Level 4Selected Grade Level Texts Novels
Highschool CurriculumPlacement Schedule CIRP SIRP
11th Reading Retakers (RR) ALL 11th graders who have not met the graduation requirement
Reading Class in addition to English Class could be 60 minutes daily or 90 or 120 minutes every other day (based on school’s scheduling model)
Follow ETO FrameworkUSA Today Reading Program Thematic units with Lexile appropriate novels (70-30% mix Informational text/Literary text
FCAT ExplorerRefer to ETO Intervention Plan
12th Grade Reading Retakers (RR)ALL 12th graders who have not met the graduation requirement
Reading Class in addition to English Class could be 60 minutes daily or 90 or 120 minutes every other day (based on school’s scheduling model)
TBAFollow ETO Framework
FCAT ExplorerRefer to ETO Intervention Plan
11th and 12th Grade Retakers Reading Plus (RR+) Nonfluent Students ALL 11th and 12th graders who have not met the graduation requirement
Reading Class in addition to English Class could be 60 minutes daily or 90 or 120 minutes every other day (based on school’s scheduling model)
SIPPs TBAThematic units with Lexile appropriate novels (70-30% mix Informational text/Literary textInstruction driven by reading defiencies.
RiverdeepFCRR ActivitiesRefer to ETO Intervention Plan
CIRP= Comprehensive Intervention Reading ProgramSIRP= Supplemental Intervention Reading Program
At the beginning of the Year
Have coaches at registration to administer the TRE to new students with a FCAT Level 1 and 2 or without scores to ensure appropriate placement.
Train someone in the front office to administer the TRE throughout the year as new students arrive.
Revisiting Essential QuestionRemember….
It is essential to put students in the best placement that will target specific reading defiencies and allow students to improve their reading, which will in turn ensure their future!
Questions
Thank you for your attention
Contact: Instructional SupervisorsCecelia Magrath- [email protected] Katz- [email protected] De La Pena- [email protected]