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Seriers Videos http://rmls.florida-ese.org/#/home Review school-based data in reading to determine t

by | Apr 5, 2022 | Uncategorized

Seriers Videos

http://rmls.florida-ese.org/#/home

Review school-based data in reading to determine the academic strength and needs of the students. 

Part 1
Please respond to the following referring to the four county data pdf. 

  1. Pick a county (Broward, Dade, Monroe, or Palm Beach).
  2. Compare the district and the state overall FSA-ELA Performance Goals for 2019-20. Which is higher?
  3. Compare the the 2019-20 State Achievement Gaps on FSA-ELA with the 2019-20 District Achievement Gaps on FSA-ELA. Which has greater gaps the State or the District?
  4. Pick one of the District Achievement Gap subgroups to improve their reading performance.

Part 2
Locate and select scientifically researched-based strategies for improvement, including strategies to teach reading in all components of reading instruction:  phonemic awareness, phonics, fluency, vocabulary, phonics, oral language lessons, and comprehension throughout the content areas. Use the Lesson series videos for ideas to use. 

  • Pick a grade level and Briefly summarize and describe a Research-Based Reading Instruction and a Researched Based Instructional Strategy for each of the six Components of Reading Instruction in the Data Worksheet Chart. See the data worksheet chart for example. 

Part 3

  • Elaborate on the Research-Based Reading Instruction and Research-Based Instructional Strategies in your Data Worksheet Chart. Be sure to include explanations of the strategies for each of the content areas with citations throughout.

APA and 2-3 pages. Add title page, an abstract, and references page. Incorporate a minimum of 2 current scholarly journal articles. 

1 | P a g e

Broward 2018-19 K-12 Comprehensive Research-Based Reading Plan

Contact Information

The district contact should be the person ultimately responsible for the plan. This person
will be FDOE’s contact for the K-12 Comprehensive Research-Based Reading Plan. Please
designate one contact for your district.

District Contact: Mildred Grimaldo
Contact Email: [email protected]
Contact Telephone: 754-321-1866

District-Level Leadership

District-level administrators must look at schools on an individual basis and distribute
resources based on students’ and teachers’ levels of need. To describe the district system
for monitoring reading instruction that differentiates school-level services, please address
the following.

1. Districts should match or exceed the State Board goals for increasing FSA-ELA
achievement by six percentile points, increasing the percentage of students making
learning gains on the FSA-ELA by seven percentile points and reducing the
achievement gap for the identified sub groups on the FSA-ELA by at least one-
third by 2020. Please fill out the charts below with the actual results from the
2015-2016 and 2016-2017 FSA-ELA and the interim district goals for 2020
identified in the 2017-2018 Comprehensive Reading Plan.

Performance Goals

2015-
2016
Actual

2016-
2017
Goal

2016-
2017
Actual

2017-
2018
Goal

2017-
2018
Actual

2018-
2019
Goal

2019-
2020
Goal

State Overall FSA-
ELA 52 * 54 * 56 * 58

District Overall
FSA-ELA 53

56
55 57 58

59 61

Growth (Learning
Gains) Goals

2015-
2016
Actual

2016-
2017
Goal

2016-
2017
Actual

2017-
2018
Goal

2017-
2018
Actual

2018-
2019
Goal

2019-
2020
Goal

State Gains FSA-
ELA 52 * 54 * 54 * 59
District Gains FSA-
ELA 54 55 57 57 57

58 61

2 | P a g e

State Achievement
Gaps on FSA-ELA

2015-
2016
Actual

2016-
2017
Goal

2016-
2017
Actual

2017-
2018
Goal

2017-
2018
Actual

2018-
2019
Goal

2019-
2020
Goal

White/African
American 29 * 29 * 28 * 21

White/Hispanic 15 * 16 * 14 * 10
Economically
Disadvantaged/Non-
Economically
Disadvantaged

27 * 27 * 26 * 19

Students with
Disabilities/Students
without Disabilities

37 * 38 * 38 * 25

English Language
Learners/ Non-
English Language
Learners

30 * 32 * 31 * 20

District
Achievement Gaps
on FSA-ELA

2015-
2016
Actual

2016-
2017
Goal

2016-
2017
Actual

2017-
2018
Goal

2017-
2018
Actual

2018-
2019
Goal

2019-
2020
Goal

White/African
American 31 33 31 27 29

24 21

White/Hispanic 13 12 15 11 13 10 9
Economically
Disadvantaged/Non-
Economically
Disadvantaged 28 27 27 27 27

22 19

Students with
Disabilities/Students
without Disabilities 36 34 36 31 35

28 24

English Language
Learners/ Non-
English Language
Learners 27 34 28 31 26

28 18

* Values for subsequent years will be entered once results are available in order to track
progress toward the 2020 goal.

1 | P a g e

Dade 2018-19 K-12 Comprehensive Research-Based Reading Plan

Contact Information

The district contact should be the person ultimately responsible for the plan. This person
will be FDOE’s contact for the K-12 Comprehensive Research-Based Reading Plan. Please
designate one contact for your district.

District Contact: Lisette Alves Contact
Email: [email protected]
Contact Telephone: 305-995-4202

District-Level Leadership

District-level administrators must look at schools on an individual basis and distribute
resources based on students’ and teachers’ levels of need. To describe the district system
for monitoring reading instruction that differentiates school-level services, please address
the following.

1. Districts should match or exceed the State Board goals for increasing FSA-ELA
achievement by six percentile points, increasing the percentage of students making
learning gains on the FSA-ELA by seven percentile points and reducing the
achievement gap for the identified sub groups on the FSA-ELA by at least one-
third by 2020. Please fill out the charts below with the actual results from the
2015-2016 and 2016-2017 FSA-ELA and the interim district goals for 2020
identified in the 2017-2018 Comprehensive Reading Plan.

Performance Goals

2015-
2016
Actual

2016-
2017
Goal

2016-
2017
Actual

2017-
2018
Goal

2017-
2018
Actual

2018-
2019
Goal

2019-
2020
Goal

State Overall FSA-
ELA 52 * 54 * 56 * 58

District Overall
FSA-ELA 55 56 57 58 60

59 60

Growth (Learning
Gains) Goals

2015-
2016
Actual

2016-
2017
Goal

2016-
2017
Actual

2017-
2018
Goal

2017-
2018
Actual

2018-
2019
Goal

2019-
2020
Goal

State Gains FSA-
ELA 52 * 54 * 54 * 59
District Gains FSA-
ELA 54 55 56 57 58

59 60

2 | P a g e

State Achievement
Gaps on FSA-ELA

2015-
2016
Actual

2016-
2017
Goal

2016-
2017
Actual

2017-
2018
Goal

2017-
2018
Actual

2018-
2019
Goal

2019-
2020
Goal

White/African
American 29 * 29 * 28 * 21

White/Hispanic 15 * 16 * 14 * 10
Economically
Disadvantaged/Non-
Economically
Disadvantaged

27 * 27 * 26 * 19

Students with
Disabilities/Students
without Disabilities

37 * 38 * 38 * 25

English Language
Learners/ Non-
English Language
Learners

30 * 32 * 31 * 20

District
Achievement Gaps
on FSA-ELA

2015-
2016
Actual

2016-
2017
Goal

2016-
2017
Actual

2017-
2018
Goal

2017-
2018
Actual

2018-
2019
Goal

2019-
2020
Goal

White/African
American 21 21 19 18 37

17 14

White/Hispanic 18 17 20 17 18 16 12
Economically
Disadvantaged/Non-
Economically
Disadvantaged 25 24 24 23 23

22 16

Students with
Disabilities/Students
without Disabilities 35 34 34 33 35

32 23

English Language
Learners/ Non-
English Language
Learners 43 42 42 40 30

38 29

* Values for subsequent years will be entered once results are available in order to track
progress toward the 2020 goal.

1 | P a g e

Monroe 2018-19 K-12 Comprehensive Research-Based Reading Plan

Contact Information

The district contact should be the person ultimately responsible for the plan. This person will be
FDOE’s contact for the K-12 Comprehensive Research-Based Reading Plan. Please designate
one contact for your district.

District Contact: Sarah Adams Morton
Contact Email: [email protected]
Contact Telephone: (305) 289-2480 x55343

District-Level Leadership

District-level administrators must look at schools on an individual basis and distribute resources
based on students’ and teachers’ levels of need. To describe the district system for monitoring
reading instruction that differentiates school-level services, please address the following.

1. Districts should match or exceed the State Board goals for increasing FSA-ELA
achievement by six percentile points, increasing the percentage of students making
learning gains on the FSA-ELA by seven percentile points and reducing the
achievement gap for the identified sub groups on the FSA-ELA by at least one-third by
2020. Please fill out the charts below with the actual results from the 2015-2016 and
2016-2017 FSA-ELA and the interim district goals for 2020 identified in the 2017-2018
Comprehensive Reading Plan.

Performance Goals

2015-
2016
Actual

2016-
2017
Goal

2016-
2017
Actual

2017-
2018
Goal

2017-
2018
Actual

2018-
2019
Goal

2019-
2020
Goal

State Overall FSA-
ELA 52 * 54 * 56 * 58

District Overall
FSA-ELA 57 58 61 60 61

62 64

Growth (Learning
Gains) Goals

2015-
2016
Actual

2016-
2017
Goal

2016-
2017
Actual

2017-
2018
Goal

2017-
2018
Actual

2018-
2019
Goal

2019-
2020
Goal

State Gains FSA-
ELA 52 * 54 * 54 * 59
District Gains FSA-
ELA 53 55 57 58 57

59 60

2 | P a g e

State Achievement
Gaps on FSA-ELA

2015-
2016
Actual

2016-
2017
Goal

2016-
2017
Actual

2017-
2018
Goal

2017-
2018
Actual

2018-
2019
Goal

2019-
2020
Goal

White/African
American

29 * 29 * 28 * 21

White/Hispanic 15 * 16 * 14 * 10
Economically
Disadvantaged/Non-
Economically
Disadvantaged

27 * 27 * 26 * 19

Students with
Disabilities/Students
without Disabilities

37 * 38 * 38 * 25

English Language
Learners/ Non-
English Language
Learners

30 * 32 * 31 * 20

District

Achievement Gaps
on FSA-ELA

2015-
2016

Actual

2016-
2017
Goal

2016-
2017

Actual

2017-
2018
Goal

2017-
2018

Actual

2018-
2019
Goal

2019-
2020
Goal

White/African
American 29 27

35 25 29 23 20

White/Hispanic 17 14 17 13 17 13 12
Economically

Disadvantaged/Non-
Economically
Disadvantaged

25 22

25 19 19 20 17

Students with
Disabilities/Students
without Disabilities

38 34

37 31 38 29 26

English Language
Learners/ Non-

English Language
Learners

35 37

40 34 34 34 27

* Values for subsequent years will be entered once results are available in order to track progress
toward the 2020 goal.

2. Explain how expenditures from the allocation are expected to impact student

achievement in relation to your district goals.

100% of the expenditures from the allocation are utilized for salaries of Literacy Coaches. In
short, coaches improve teaching, which improves learning, and ultimately results in increased
student achievement.

1 | P a g e

Palm Beach 2018-19 K-12 Comprehensive Research-Based Reading Plan

Contact Information

The district contact should be the person ultimately responsible for the plan. This person
will be FDOE’s contact for the K-12 Comprehensive Research-Based Reading Plan. Please
designate one contact for your district.

District Contact: Diana Fedderman
Contact Email: [email protected]
Contact Telephone: 561-357-5989

District-Level Leadership

District-level administrators must look at schools on an individual basis and distribute
resources based on students’ and teachers’ levels of need. To describe the district system
for monitoring reading instruction that differentiates school-level services, please address
the following.

1. Districts should match or exceed the State Board goals for increasing FSA-ELA
achievement by six percentile points, increasing the percentage of students making
learning gains on the FSA-ELA by seven percentile points and reducing the
achievement gap for the identified sub groups on the FSA-ELA by at least one-
third by 2020. Please fill out the charts below with the actual results from the
2015-2016 and 2016-2017 FSA-ELA and the interim district goals for 2020
identified in the 2017-2018 Comprehensive Reading Plan.

Performance Goals

2015-
2016
Actual

2016-
2017
Goal

2016-
2017
Actual

2017-
2018
Goal

2017-
2018
Actual

2018-
2019
Goal

2019-
2020
Goal

State Overall FSA-
ELA 52 * 54 * 56 * 58

District Overall
FSA-ELA 55 57 56 59 58

61 63

Growth (Learning
Gains) Goals

2015-
2016
Actual

2016-
2017
Goal

2016-
2017
Actual

2017-
2018
Goal

2017-
2018
Actual

2018-
2019
Goal

2019-
2020
Goal

State Gains FSA-
ELA 52 * 54 * 54 * 59
District Gains FSA-
ELA 55 57 56 59 57

61 63

2 | P a g e

State Achievement
Gaps on FSA-ELA

2015-
2016
Actual

2016-
2017
Goal

2016-
2017
Actual

2017-
2018
Goal

2017-
2018
Actual

2018-
2019
Goal

2019-
2020
Goal

White/African
American 29 * 29 * 28 * 21

White/Hispanic 15 * 16 * 14 * 10
Economically
Disadvantaged/Non-
Economically
Disadvantaged

27 * 27 * 26 * 19

Students with
Disabilities/Students
without Disabilities

37 * 38 * 38 * 25

English Language
Learners/ Non-
English Language
Learners

30 * 32 * 31 * 20

District
Achievement Gaps
on FSA-ELA

2015-
2016
Actual

2016-
2017
Goal

2016-
2017
Actual

2017-
2018
Goal

2017-
2018
Actual

2018-
2019
Goal

2019-
2020
Goal

White/African
American 36 34 37 31 36

28 24

White/Hispanic 25 23 27 21 25 19 16
Economically
Disadvantaged/Non-
Economically
Disadvantaged 31 29 33 27 33

24 21

Students with
Disabilities/Students
without Disabilities 36 33 35 30 35

27 24

English Language
Learners/ Non-
English Language
Learners 37 34 40 31 38

28 25

* Values for subsequent years will be entered once results are available in order to track
progress toward the 2020 goal.

2. Explain how expenditures from the allocation are expected to impact student

achievement in relation to your district goals.

We plan to use the funds to impact student achievement by paying for salaries and
benefits for 2 literacy managers and 1 literacy program planner. These positions will
provide reading content support to school level administrators. They will also
coordinate professional development and coaching services for schools based upon
need and ensure that schools have appropriate reading curriculum materials and support
for implementation. Funds will also be used for 14.1 literacy specialists and 1 resource
teacher to implement professional development and coaching to support pedagogy and

  • Broward1819-K12RP
    • Broward1819-K12RP.pdf
      • Structure Bookmarks
        • Broward 2018-19 K-12 Comprehensive Research-Based Reading Plan
          • Broward 2018-19 K-12 Comprehensive Research-Based Reading Plan
          • Contact Information
          • P
          • The district contact should be the person ultimately responsible for the plan. This person will be FDOE’s contact for the K-12 Comprehensive Research-Based Reading Plan. Please designate one contact for your district.
          • P
          • P
          • P
          • District Contact: Mildred Grimaldo Contact Email: [email protected] Contact Telephone: 754-321-1866
          • P
          • District-Level Leadership
          • P
          • District-level administrators must look at schools on an individual basis and distribute resources based on students’ and teachers’ levels of need. To describe the district system for monitoring reading instruction that differentiates school-level services, please address the following.
          • P
          • 1.Districts should match or exceed the State Board goals for increasing FSA-ELAachievement by six percentile points, increasing the percentage of students makinglearning gains on the FSA-ELA by seven percentile points and reducing theachievement gap for the identified sub groups on the FSA-ELA by at least one-third by 2020. Please fill out the charts below with the actual results from the2015-2016 and 2016-2017 FSA-ELA and the interim district goals for 2020identified in the 2017-2018 Comprehensive Reading
            • 1.Districts should match or exceed the State Board goals for increasing FSA-ELAachievement by six percentile points, increasing the percentage of students makinglearning gains on the FSA-ELA by seven percentile points and reducing theachievement gap for the identified sub groups on the FSA-ELA by at least one-third by 2020. Please fill out the charts below with the actual results from the2015-2016 and 2016-2017 FSA-ELA and the interim district goals for 2020identified in the 2017-2018 Comprehensive Reading
              • 1.Districts should match or exceed the State Board goals for increasing FSA-ELAachievement by six percentile points, increasing the percentage of students makinglearning gains on the FSA-ELA by seven percentile points and reducing theachievement gap for the identified sub groups on the FSA-ELA by at least one-third by 2020. Please fill out the charts below with the actual results from the2015-2016 and 2016-2017 FSA-ELA and the interim district goals for 2020identified in the 2017-2018 Comprehensive Reading
          • P
          • Performance Goals
            • Performance Goals
              • Performance Goals
                • Performance Goals
              • 2015-2016
                • 2015-2016
                • Actual
              • 2016-2017
                • 2016-2017
                • Goal
              • 2016-2017
                • 2016-2017
                • Actual
              • 2017-2018
                • 2017-2018
                • Goal
              • 2017-2018
                • 2017-2018
                • Actual
              • 2018-2019
                • 2018-2019
                • Goal
              • 2019-2020
                • 2019-2020
                • Goal
            • State Overall FSA-ELA
              • State Overall FSA-ELA
                • State Overall FSA-ELA
              • 52
                • 52
              • *
                • *
              • 54
                • 54
              • *
                • *
              • 56
                • 56
              • *
                • *
              • 58
                • 58
            • District Overall FSA-ELA
              • District Overall FSA-ELA
                • District Overall FSA-ELA
              • 53
                • 53
              • 56
                • 56
              • 55
                • 55
              • 57
                • 57
              • 58
                • 58
              • 59
                • 59
              • 61
                • 61
            • TR
              • TD
                • P
              • TD
                • P
              • TD
                • P
              • TD
                • P
              • TD
                • P
              • TD
                • P
              • TD
                • P
              • TD
                • P
            • Growth (Learning Gains) Goals
              • Growth (Learning Gains) Goals
                • Growth (Learning Gains) Goals
              • 2015-2016
                • 2015-2016
                • Actual
              • 2016-2017
                • 2016-2017
                • Goal
              • 2016-2017
                • 2016-2017
                • Actual
              • 2017-2018
                • 2017-2018
                • Goal
              • 2017-2018
                • 2017-2018
                • Actual
              • 2018-2019
                • 2018-2019
                • Goal
              • 2019-2020
                • 2019-2020
                • Goal
            • State Gains FSA-ELA
              • State Gains FSA-ELA
                • State Gains FSA-ELA
              • 52
                • 52
              • *
                • *
              • 54
                • 54
              • *
                • *
              • 54
                • 54
              • *
                • *
              • 59
                • 59
            • District Gains FSA-ELA
              • District Gains FSA-ELA
                • District Gains FSA-ELA
              • 54
                • 54
              • 55
                • 55
              • 57
                • 57
              • 57
                • 57
              • 57
                • 57
              • 58
                • 58
              • 61
                • 61
          • P
            • State Achievement Gaps on FSA-ELA
              • State Achievement Gaps on FSA-ELA
                • State Achievement Gaps on FSA-ELA
              • 2015-2016
                • 2015-2016
                • Actual
              • 2016-2017
                • 2016-2017
                • Goal
              • 2016-2017
                • 2016-2017
                • Actual
              • 2017-2018
                • 2017-2018
                • Goal
              • 2017-2018
                • 2017-2018
                • Actual
              • 2018-2019
                • 2018-2019
                • Goal
              • 2019-2020
                • 2019-2020
                • Goal
            • White/African American
              • White/African American
                • White/African American
              • 29
                • 29
              • *
                • *
              • 29
                • 29
              • *
                • *
              • 28
                • 28
              • *
                • *
              • 21
                • 21
            • White/Hispanic
              • White/Hispanic
                • White/Hispanic
              • 15
                • 15
              • *
                • *
              • 16
                • 16
              • *
                • *
              • 14
                • 14
              • *
                • *
              • 10
                • 10
            • Economically Disadvantaged/Non-Economically Disadvantaged
              • Economically Disadvantaged/Non-Economically Disadvantaged
                • Economically Disadvantaged/Non-Economically Disadvantaged
              • 27
                • 27
              • *
                • *
              • 27
                • 27
              • *
                • *
              • 26
                • 26
              • *
                • *
              • 19
                • 19
            • Students with Disabilities/Students without Disabilities
              • Students with Disabilities/Students without Disabilities
                • Students with Disabilities/Students without Disabilities
              • 37
                • 37
              • *
                • *
              • 38
                • 38
              • *
                • *
              • 38
                • 38
              • *
                • *
              • 25
                • 25
            • English Language Learners/ Non-English Language Learners
              • English Language Learners/ Non-English Language Learners
                • English Language Learners/ Non-English Language Learners
              • 30
                • 30
              • *
                • *
              • 32
                • 32
              • *
                • *
              • 31
                • 31
              • *
                • *
              • 20
                • 20
            • District Achievement Gaps on FSA-ELA
              • District Achievement Gaps on FSA-ELA
                • District Achievement Gaps on FSA-ELA
              • 2015-2016
                • 2015-2016
                • Actual
              • 2016-2017
                • 2016-2017
                • Goal
              • 2016-2017
                • 2016-2017
                • Actual
              • 2017-2018
                • 2017-2018
                • Goal
              • 2017-2018
                • 2017-2018
                • Actual
              • 2018-2019
                • 2018-2019
                • Goal
              • 2019-2020
                • 2019-2020
                • Goal
            • White/African American
              • White/African American
                • White/African American
              • 31
                • 31
              • 33
                • 33
              • 31
                • 31
              • 27
                • 27
              • 29
                • 29
              • 24
                • 24
              • 21
                • 21
            • White/Hispanic
              • White/Hispanic
                • White/Hispanic
              • 13
                • 13
              • 12
                • 12
              • 15
                • 15
              • 11
                • 11
              • 13
                • 13
              • 10
                • 10
              • 9
                • 9
            • Economically Disadvantaged/Non-Economically Disadvantaged
              • Economically Disadvantaged/Non-Economically Disadvantaged
                • Economically Disadvantaged/Non-Economically Disadvantaged
              • 28
                • 28
              • 27
                • 27
              • 27
                • 27
              • 27
                • 27
              • 27
                • 27
              • 22
                • 22
              • 19
                • 19
            • Students with Disabilities/Students without Disabilities
              • Students with Disabilities/Students without Disabilities
                • Students with Disabilities/Students without Disabilities
              • 36
                • 36
              • 34
                • 34
              • 36
                • 36
              • 31
                • 31
              • 35
                • 35
              • 28
                • 28
              • 24
                • 24
            • English Language Learners/ Non-English Language Learners
              • English Language Learners/ Non-English Language Learners
                • English Language Learners/ Non-English Language Learners
              • 27
                • 27
              • 34
                • 34
              • 28
                • 28
              • 31
                • 31
              • 26
                • 26
              • 28
                • 28
              • 18
                • 18
          • * Values for subsequent years will be entered once results are available in order to track progress toward the 2020 goal.
        • Link
  • Dade1819-K12RP
    • Dade1819-K12RP.pdf
  • Monroe1819-K12RP
  • PalmBeach1819-K12RP
    • PalmBeach1819-K12RP.pdf
  

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