High School Reading Project

1
High School Reading Project

• Implementation Plan

2
Final Proposal Key Points

• The primary goal of the proposed plan is to
  increase the number of students able to pass the
  reading requirement on the 10th grade FCAT and to
  increase the performance of all students on the
  FACT, particularly those scoring at Level 2.
• A second goal is for all 9th and 10th grade
  students to make annual learning gains.

3
Final Proposal Key Points

• The three-year intervention study will examine
  the effectiveness of three new intensive reading
  interventions designed to improve the reading
  performance of high school students. The 04/05
  school year was considered year one.
• The target group will be ninth and tenth grade
  students (either levels 1 2 or the lowest 25).
  The Florida Center for Reading Research (FCRR)
  will assign students to one of three
  instructional groups using a stratified random
  sampling method.

4
Final Proposal Key Points

• Three new intensive reading intervention programs
  will be implemented to improve the reading
  achievement of the targeted students
• Scholastic Read-180
• SRA REACH (Corrective Reading Decoding and
  Comprehension, Spelling through Morphographs
  Reasoning and Writing)
• Reading Instruction through Strategy Enhancement
  (R.I.S.E.) as designed by Evan Lefsky of Just
  Read, Florida!

5
Final Proposal Key Points

• These intensive intervention programs will be
  implemented during a daily instructional block of
  at least 90 minutes in duration.
• Professional development on research-based
  content enhancement and reading strategies will
  be provided for ninth and tenth grade language
  arts, science and social studies teachers who
  teach students who scored at Level 1 or 2 the
  prior year on FCAT SSS Reading.

6
Final Proposal Key Points

• These teachers will be trained on one or two of
  the most powerful content enhancement strategies
  developed by the University of Kansas Center for
  Research on Learning (SIM Strategy Instruction
  Model).
• Administrators will also be trained in these key
  strategies so they can properly support teachers
  and ensure quality of implementation.

7
Final Proposal Key Points

• Depending on the number of students in the
  intervention programs, FCRR will assess a random
  sample of approximately 60 students in each
  intervention program.
• If there are not enough resources to provide one
  of the intensive intervention programs to all
  students who qualify for them, then the remaining
  students (not randomly selected) should receive
  the standard high school reading intervention
  program.

8
Final Proposal Key Points

• FCRR will assess reading skills at the end of the
  year and examine changes in performance on the
  FCAT reading test and the FCAT NRT.
• FCRR will provide a report of differences in
  improvements on reading tests among students in
  the groups.
• In addition SCPS will administer in-house
  progress monitors at least four times a year.
  These progress monitors will be comprised of
  one-minute fluency timings on content area
  material and/or any other school-based
  assessments already in use.

9
Reading Coach

• Reading coaches support the implementation of all
  reading programs at the school. In addition,
  reading coaches work with content teachers across
  the curriculum to help them implement and utilize
  strategies designed to improve their students
  ability to read, write, and succeed in content
  courses