6A-6.053. K-12 Comprehensive Research-Based Reading Plan  

Effective on Sunday, December 22, 2019
  • 1(1) Annually, school districts shall submit a K-12 Comprehensive Evidence-Based Reading Plan for the specific use of the research-based reading instruction allocation in the format prescribed by the Department for review and approval by the Just Read, Florida! Office pursuant to Section 431011.62, F.S. 45The K-12 Comprehensive Evidence-Based Reading Plan must accurately depict and detail the role of administration (both district and school level), professional development, assessment, curriculum, and instruction in the improvement of student learning of the English Language Arts Florida Standards (LAFS). This information must be reflected for all schools and grade levels. The K-12 Comprehensive Evidence-Based Reading Plan must ensure that:

    105(a) Leadership at the district and school level is guiding and supporting the initiative;

    119(b) The analysis of data drives all decision-making;

    127(c) All intensive reading interventions must be delivered by a teacher who is certified or endorsed in reading;

    145(d) Measurable student achievement goals are established and clearly described;

    155(e) Evidence-based instructional materials comply with Section 1621011.67, F.S.; 164and

    165(f) Supplemental instructional materials comply with Section 1721001.215(8), F.S.

    174(2) Research-Based 176Reading 177Instruction Allocation. Districts will submit a budget for the Research-Based Reading Instruction Allocation, including salaries and benefits, professional development costs, assessment costs, and programs/materials costs. In accordance with Section 2061008.25(3)(a), F.S., 208budgets must be prioritized for K-3 students with substantial deficiencies in reading identified in subparagraph (9)(c)5. of this rule.

    227(3) Reading Leadership Teams. 231Districts must describe in the plan the process the principal will use to form and maintain a Reading Leadership Team.

    251(4) Professional Development. The plan must make adequate provisions to require principals to:

    264(a) Provide the professional development required by Section 2721012.98(4)(b)11., F.S., 274which includes the training necessary to implement the multisensory reading intervention identified in paragraph (9)(c) of this rule;

    292(b) 293Differentiate 294and intensify professional development for teachers based on progress monitoring data;

    305(c) Identify mentor teachers and establish model classrooms within the school;

    316(d) Ensure that time is provided for teachers to meet weekly for professional development including lesson study and professional learning communities; and,

    338(e) Provide teachers with the information contained in the K-12 Comprehensive Evidence-Based Reading Plan.

    352(5) Charter schools. Charter schools must utilize their proportionate share of the research-based reading allocation in accordance with Sections 3711002.33(7)(a)2.a., 372and 3731008.25(3)(a), F.S. 375All intensive reading interventions specified by the charter must be delivered by a teacher who is certified or endorsed in reading.

    396(6) Reading/Literacy Coaches.

    399(a) If the funding of reading/literacy coaches is part of the Research-Based Reading Instruction Allocation budget, reading/literacy coaches must be assigned to schools determined to have the greatest need based on student performance data.

    433(b) Districts must use the Just Read, Florida! model or explain the evidence-based coaching model used in their district and how they will monitor the implementation and effectiveness of the coaching model. This must include how communication between the district, school administration, and the reading coach throughout the year will address areas of concern.

    487(c) The Just Read, Florida! reading/literacy coach model is described below:

    4981. The reading/literacy coach will serve as a stable resource for professional development throughout a school to generate improvement in reading and literacy instruction and student achievement. Coaches will support and provide initial and ongoing professional development to teachers in:

    538a. Each of the major reading components, as needed, based on an analysis of student performance data;

    555b. Administration and analysis of instructional assessments; and,

    563c. Providing differentiated instruction and intensive intervention.

    5702. Coaches will:

    573a. Model effective instructional strategies for teachers;

    580b. Facilitate study groups;

    584c. Train teachers in data analysis and using data to differentiate instruction;

    596d. Coach and mentor colleagues;

    601e. Provide daily support to classroom teachers;

    608f. Work with teachers to ensure that evidence-based reading programs (comprehensive core reading programs, supplemental reading programs and comprehensive intervention reading programs) are implemented with fidelity;

    634g. Help to increase instructional density to meet the needs of all students;

    647h. Help lead and support reading leadership teams at their school(s);

    658i. Continue to increase their knowledge base in best practices in reading instruction, intervention, and instructional reading strategies;

    676j. Work with all teachers (including ESE, content area, and elective areas) in the school they serve, prioritizing their time to those teachers, activities, and roles that will have the greatest impact on student achievement, namely coaching and mentoring in classrooms;

    717k. Work frequently with students in whole and small group instruction in the context of modeling and coaching in other teachers’ classrooms;

    739l. Not be asked to perform administrative functions that will confuse their role for teachers; and,

    755m. Spend limited time administering or coordinating assessments.

    763(d) Minimum Qualifications. Reading/literacy coaches must have experience as successful classroom teachers. Coaches must exhibit knowledge of evidence based reading research, special expertise in quality reading instruction and infusing reading strategies into content area instruction, and data management skills. They must have a strong knowledge base in working with adult learners. Coaches must be excellent communicators with outstanding presentation, interpersonal, and time management skills. The coach must have a minimum of a bachelor’s degree and advanced coursework or professional development in reading is required. The reading/literacy coach must be rated highly effective and be endorsed or K-12 certified in the area of reading.

    866(7) District level monitoring of the District K-12 Comprehensive Evidence-Based Reading Plan Implementation. The plan must demonstrate adequate provisions for:

    886(a) Monitoring the level of implementation of the K-12 Comprehensive Evidence-Based Reading Plan at the school and classroom level, including an explanation of the data that will be collected, how it will be collected, and the frequency of review. Districts must also explain how concerns are communicated if it is determined that the K-12 Comprehensive Evidence-Based Reading Plan is not being implemented in a systematic and explicit manner, based on data to meet the needs of students.

    963(b) Ensuring that all instruction in reading is systematic and explicit, based on data, and uses an evidence-based sequence of reading instruction and strategies to meet the needs of students at the school level and determining appropriate instructional adjustments.

    1002(c) Ensuring that data from formative assessments are used to guide differentiation of reading instruction.

    1017(d) Incorporating reading and literacy instruction by all content area teachers into subject areas to extend and build discussions of text in order to deepen understanding. This must include a description of the utilization of leveled classroom libraries and independent reading practice.

    1059(e) Reporting of data elements as required by the K-12 Comprehensive Evidence-Based Reading Plan within the Automated Student and Staff Data Base System. These data elements include:

    10861. Student Enrollment in Reading Intervention;

    10922. Reading Endorsement competency status for teachers;

    10993. Reading Certification progress status for teachers.

    1106(8) School-level monitoring of District K-12 Comprehensive Evidence-Based Reading Plan Implementation.

    1117(a) Districts must describe the process used by principals to monitor implementation of, and ensure compliance with, the reading plan, including weekly reading walk throughs conducted by administrators.

    1145(b) Districts must describe how principals monitor collection and utilization of assessment data, including progress monitoring data, to determine intervention and support needs of students.

    1170(9) Assessment, Curriculum, and Instruction.

    1175(a) Elementary schools must teach reading in a dedicated, uninterrupted block of time of at least ninety (90) minutes duration daily to all students. The reading block will include whole group instruction utilizing an evidence based sequence of reading instruction (comprehensive core reading program) and small group differentiated instruction in order to meet individual student needs.

    1231(b) K-12 reading instruction will align with 1238Florida’s Formula for Success, 6+4+ii+iii, 1243which includes six (6) components of reading: oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension; four (4) types of classroom assessments: screening, progress monitoring, diagnosis, and summative assessment; initial instruction (ii) including building background and content knowledge, motivation, the provision for print rich, explicit, systematic, scaffolded, and differentiated instruction, and writing in response to reading; immediate, intensive intervention (iii): including extended time, targeted instruction based on student need, small group or one-on-one instruction, accommodations, and more frequent progress monitoring. Data from the results of formative assessments will guide differentiation of instruction and intervention in the classroom.

    1340(c) 1341Districts are required to develop Assessment/Curriculum Decision Trees 1349to demonstrate how data will be used to determine specific reading instructional needs and interventions for all students in grades K-12. The chart must include:

    13741. Name of assessment(s): screening, diagnostic, progress monitoring, local assessment data, statewide assessments, or teacher observations in use within the district. Pursuant to Section 13981002.69, F.S., 1400the Florida Kindergarten Readiness Screener (FLKRS) must be used as a component of identification for kindergarten students, and pursuant to Section 14211008.25(4)(a), F.S., 1423the Florida Standards Assessment-English Language Arts (FSA-ELA) must be one of the components used for grades 3-12;

    14402. Targeted audience (grade level);

    14453. Performance criteria used for decision-making for each instrument listed in subparagraph (9)(c)1. of this rule at each grade level. Districts must explicitly state the criteria used by the district to identify K-3 students with a substantial deficiency in reading accordance with Section 14881008.25(5)(a), F.S. 1490District-selected performance criteria must identify students at a proportional rate compared to district performance on statewide assessments such as FLKRS and FSA-ELA;

    15124. Assessment/curriculum connection; and

    15165. An explanation of how instruction will be modified for students who have not responded to a specific level of reading intervention with the initial intensity (time and group size) provided. This must include specific criteria for when a student is identified to receive intensive reading interventions by a teacher who is certified or endorsed in reading and how the intensive reading interventions are provided. Districts must identify the multisensory intervention provided to students in grade K-3 who have a substantial deficiency in reading.

    1600Rulemaking Authority 16021001.02(2), 16031011.62, 16041008.25 FS. 1606Law Implemented 16081001.215, 16091011.62, 16101008.25 FS. 1612History–New 6-19-08, Amended 4-21-11, 2-17-15, 12-22-19.