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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-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 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

5655 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 * 59District Gains FSA-ELA 54 55 57 57 57

58 61

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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 trackprogress toward the 2020 goal.

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

59 60

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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.

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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-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 by2020. Please fill out the charts below with the actual results from the 2015-2016 and2016-2017 FSA-ELA and the interim district goals for 2020 identified in the 2017-2018Comprehensive 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 * 59District Gains FSA-ELA 53 55 57 58 57

59 60

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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.

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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-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 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 * 59District Gains FSA-ELA 55 57 56 59 57

61 63

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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