Barbara Foorman, Florida Center for Reading Research Sandra L. Robinson, University of Central Florida

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2 Just Read, Florida! Florida s Triangle for Building Literacy Capacity Florida Center for Reading Research at FSU Reading First Professional Development at UCF

3 Just Read, Florida! Policy Making Point Dr. Evan Lefsky Director Barbara Elzie Deputy Director Cari Miller Reading First Director

4 Florida Center for Reading Research at FSU Research Data & Assessment Dr. Joseph Torgesen Director Emeritus Dr. Barbara Foorman Director

5 Reading First Professional Development at UCF Professional Development Point Dean Sandra L. Robinson Principal Investigator Luanne P. Nelson Director

6 Luanne P. Nelson Director, UCF Carol J. Norton Director of Technology &Resources Karen L. Ladinsky Resource Coordinator Northwest Kathy Joyner Yvette Lerner *Ann Melder Verna Smith Northeast Pamela Chalfant Cathy Constantine AnalexisKennedy TBD Jan Stiers Sandy Ward * Gina Zugelder Southwest Dawn Bingham HattiBrown Julie Christman * Katy Cortelyou Carol Cron, Ph.D. Connie Dierking Vivian McClain Vicki Paige Tammy Ruhl EyvonneRyan Pam Vickaryous Southeast LeydaCaride Lisa Hirschy Jill Morgenstein TBA Evelyn Prakash, Ed.D. Patricia Vasseur TeenaVanVleet Hope Walker

7 Florida s Reading Leadership Triangle: Collaborative Projects Just Read, Florida! Collaborative Projects Florida Center for Reading Research at FSU Reading First Professional Development at UCF

8 K-3 Reading Academies Provides initial professional development experiences to acquire new knowledge and instructional practices in SBRR and their core reading program.

9 K-12 Leadership Conference Held annually three days 2,000 participants i t Administrator/Coach teams Presentations from colleagues, key note speakers, andcollaborative partners Networking opportunities Share what is working across the state

10 K-12 Literacy Institutes Held annually in the summer week long 1,000 participants i t Individualized tracks 4-5 Reading Teacher Academy 6-8 Reading Intervention Teacher Academy 9-12 Reading Intervention Teacher Academy Novice Reading/Literacy Coach Academy Master Reading/Literacy Coach Academy Content Area Reading Professional Development (CAR-PD)

11 Reading Leadership Teams Institutes Held annually during the summer 12 two-day institutes t held throughout h t the state t Support to school teams wishing to engage in professional learning and literacy planning School teams consist of an administrator, a reading coach, 3-5 teachers

12 Outcome Data Reading First Schools in Florida Three Groups of Schools Cohort 1 4 years of data 315 schools Cohort 2 3 years of data 70 schools Cohort 3 2yearsofdata 197 schools

13 Student Demographics All Students K-3 Cohort 1 = 32,000 per grade Cohort 2 = 6,750 per grade Cohort 3 = 18,900 per grade

14 Performance on SAT 10 1 st Grade Cohort Miamii Other C3 Year of Implementation %GL %HR %GL %HR %GL %HR %GL %HR %GL %HR 19 19

15 Performance on SAT 10 2 nd Grade Cohort Miami Other C3 Year of Implementation %GL %HR %GL %HR %GL %HR %GL %HR %GL %HR 19 20

16 Performance on FCAT 3 rd Grade Cohort Miami Other C3 Year of Implementation %GL %HR %GL %HR %GL %HR %GL %HR %GL %HR

17 Performance on FCAT NRT 3 rd Grade Cohort Miami Other C3 Year of Implementation %GL %HR %GL %HR %GL %HR %GL %HR %GL %HR 17 21

18 Percent of Students at Grade Level and Percent with Serious Difficulties in Reading Comprehension across all cohorts FCAT (SS level) in Third Grade

19 Percent of Students at Grade Level and Percent with Serious Difficulties in Reading Comprehension across all cohorts SAT 10 in Third Grade (FCAT - PRTRNK)

20 Performance on DIBELS Kindergarten Cohort Miami Other C3 Year of Implementation %GL %HR %GL %HR %GL %HR %GL %HR %GL %HR 18 13

21 Percent of Students at Grade Level and Percent with Serious Difficulties in Oral Reading Fluency Grades 1-3 DIBELS Benchmarks

22 Percent of Students at Grade Level and Percent with Serious Difficulties in Oral Reading Fluency Grades 1-3 Hasbrouck and Tindal Norms

23 Percent of Students at Grade Level and Percent with Serious Difficulties in Oral Vocabulary across all cohorts

24 Movement within Reading First %Male %Min %FRL %ELL Stayed at Same School Changed Once Changed Twice Changed More Than Twice Minimal Exposure

25 Movement within Reading First Stayed at Same school Ave. Ave. % At Ave. Ave. SS % At % GL % HR FCAT FCAT Level 3 WPM on on Level 1 on ORF on ORF SSS NRT or Above ORF PPVT % >= 40 th percentile on PPVT % < 20 th percentile on PPVT Changed Once Changed Twice Changed More Than Twice Minimal Exposure

26 Continuing the Commitment: Sustaining Reading First

27 Lee County, Florida Schools in Lee County have systemically addressed the instructional needs of students through Academic Plan Quality Alignment of curriculum content and skills Differentiation instructional strategies Textbook adoption of a district-wide i t id core reading series Professional development of teachers, reading coaches, and administrators Instructional software and technology support Effective instructional practices are determined by the implementation and monitoring of teaching strategies presented to Reading Coaches and teachers attending K-3 Academies, coaching academies, and quarterly professional development sessions.

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30 North Ft. Myers Academy of the Arts This Reading First school has had an active Reading Leadership Team for the last three years. Each year the RLT meets and, with teacher input, the team determines a focus for the upcoming school year to increase student performance. The school has shown tremendous growth with the implementation of their Reading First grant.

31 Reading Leadership Team Goals and Priorities Year One: Focus Create the Total School" Literacy Vision Year Two: Focus Collect and Use Data to Make Our Literacy Vision a Reality Year Three: Focus Sustain the Literacy Vision i Year Four: Focus Refocus, Retrain, and Retain Communicate and Motivate: Daily Use in the Classroom

32 Collier County, Florida The vision of Collier County Public Schools states: Every student t is challenged and engaged in rigorous and relevant curriculum which addresses individual needs. unified focus of the school system district curriculum maps instructional strategies for differentiation job-embedded professional development instructional technology and instructional tools Teaching strategies and instructional techniques are implemented and monitored, and supported by reading coaches and teacher leaders who attend Reading First Professional Development seminars.

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35 Village Oaks Elementary Since Reading First began in 2003, Village Oaks Elementary has a combined growth index of over 44% of K-3 students performing at or above grade level in reading, making it one of the highest achieving Reading First Schools in Collier County.

36 Dedication and Commitment School culture exemplifies an overwhelming sense of dedication to learning Principal has been in residence since the school was built 20 years ago Reading Resource person Assistant Principal Principal Reading Coach has also been a pivotal person in professional learning at the school since its inception Teachers (who receive offers begging them to teach closer to home ) drive 1-2 hours each way to teach at Village Oaks This is true testimonial to the dedication and the ongoing professionalism that abounds at Village Oaks Elementary

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39 Discussion