CERP Submission, Approval, and Evaluation by the Department.
(a) Annually, each district must develop a
CERP and submit it for approval to its governing board or authority. After
approval by its governing board or authority, each district must provide its
approved CERP, including approved CERPs for each charter school sponsored by
the district, to the Department by August 1. Plans must be submitted to Just
Read, Florida! via email at JustRead@fldoe.org.
1. A CERP submitted by a district must
include all district K-12 schools, including charter schools sponsored by the
district, unless a charter school elects to create its own plan independently
from the district.
2. The
Department will notify the district reading contact if the plan is incomplete
or fails to meet requirements and will provide sixty (60) days to submit
corrected or supplementary information.
3. The Department will evaluate the
implementation of each district CERP through review of the CERP Reflection
Tool, site visits, review of data, and by providing targeted assistance and
guidance. District and school staff must keep records demonstrating the
requirements in this rule are met. Districts must provide these records to the
Department upon request.
(b) CERP Requirements. The CERP must
demonstrate that the district is able to implement its reading plan with
fidelity, that the plan uses data to drive decision-making, that the plan is
designed to meet the needs of all students, and that the plan allocates
sufficient resources toward each component. In order to be approved, CERPs must
comply with the requirements found in subsections (3)-(7) and paragraph (9)(a)
and must contain the following:
1. Contact
information (name, email, and phone number) for the Main District Reading
Contact that is responsible for the CERP and its implementation, and contact
information for others at the district level that are responsible for specific
areas covered in the CERP. The district must notify the Department within
thirty (30) days if the contact information for the Main District Reading
Contact changes.
2. Assurances
that:
a. All reading instruction and
professional learning is grounded in the science of reading; uses instructional
strategies that include phonics instruction for decoding and encoding as the
primary strategy for word reading; and does not employ the three-cueing system
model of reading or visual memory as a basis for teaching word
reading;
b. All students identified
with a substantial reading deficiency are covered by an individualized progress
monitoring plan that meets the requirements of s.
1008.25(4)(c),
F.S., to address their specific reading deficiency, unless they have an IEP or
504 Plan that addresses their reading deficiency, or both in accordance with
paragraph (5)(c);
c. All intensive
reading interventions provided in Summer Reading Camps to students in grade 3
who score a Level 1 on the statewide, standardized ELA assessment are delivered
by instructional personnel who are certified or endorsed in reading and rated
highly effective as determined by the teacher's performance evaluation under s.
1012.34, F.S. All other
intensive reading interventions are delivered by instructional personnel who
are certified or endorsed in reading, or by instructional personnel who possess
the elementary or secondary literacy micro-credential and who are supervised by
an individual certified or endorsed in reading;
d. Each school has a Literacy Leadership Team
consisting of a school administrator, literacy coach, media specialist, and a
lead teacher, as applicable;
e. All
literacy coaches in the district meet the minimum qualifications described in
subsection (4);
f. Literacy coaches
are prohibited from performing administrative functions that will detract from
their role as a literacy coach and spend limited time administering or
coordinating assessments;
g.
Literacy coaches are assigned to schools with the greatest need based on
student performance data in reading;
h. Time is provided for teachers to meet
weekly for professional learning, including lesson study and professional
learning communities; and
i. The
CERP will be shared with stakeholders, including school administrators,
literacy leadership teams, literacy coaches, classroom instructors, support
staff, and parents.
3.
Descriptions of:
a. All components of the
district's reading instruction plan for grades K-12, as described in
subsections (3)-(7) of this rule and s.
1003.4201, F.S.;
b. The district's planned expenditures for
each component of the CERP, including salaries and benefits, professional
learning, assessments, programs and materials, tutoring, and incentives, if
offered as part of the district's comprehensive system of reading instruction.
In accordance with s.
1008.25(3)(a),
F.S., remedial and supplemental instruction resources must be prioritized for
K-3 students with a substantial reading deficiency or characteristics of
dyslexia;
c. How the district
improved the plan based on the CERP Reflection Tool.
d. Measurable student literacy achievement
goals for each grade level from VPK through grade 10. The goals must be based
on the Florida Assessment of Student Thinking (FAST) and must increase from the
previous school year to improve student achievement;
e. How the district uses data from the
results of progress monitoring and formative assessments to guide
differentiation of instruction and interventions in the classroom;
f. Methods and instructional strategies for
providing training to literacy coaches, classroom teachers, and school
administrators required by ss. 1012.585(3)(f) and 1012.98(5)(b)11.,
F.S.;
g. How professional learning
is provided in state academic ELA standards and evidence-based reading
practices and programs;
h. How
professional learning is provided to help instructional personnel and certified
prekindergarten teachers funded in the Florida Education Finance Program earn a
certification, a credential, an endorsement, or an advanced degree in
scientifically researched and evidence-based reading instruction;
i. How professional learning is
differentiated and intensified for teachers based on progress monitoring
data;
j. How mentor teachers are
identified at the school level to establish model classrooms;
k. The evidence-based literacy coaching model
used in the district, if the Just Read, Florida! literacy coach model is not
utilized.
l. The multisensory
strategies, including visual, auditory, and kinesthetic-tactile techniques,
presented to students in grades K-3 who have a substantial reading deficiency
or characteristics of dyslexia;
m.
The district's process for identifying students in grades K-12 in need of Tier
2 and Tier 3 interventions, which must be provided to students with a
substantial reading deficiency or characteristics of dyslexia;
n. The additional screening that will be
provided to students with characteristics of dyslexia;
o. How the district will provide the required
notifications to parents of students identified with a substantial reading
deficiency, including a description of any literacy partnerships or programs
the district utilizes to increase support for families to engage in reading at
home, such as the New Worlds Reading Initiative pursuant to s.
1003.485, F.S.; and
p. How the district will meet staffing
requirements for Summer Reading Camps and the evidence-based instructional
materials that will be utilized at Summer Reading Camps for applicable grade
levels.
4.
Assessment/Curriculum Decision Trees that demonstrate how data will be used to
determine specific reading instructional needs and interventions for all
students in grades K-12. For each tier of instruction, the CERP must include
the following information related to the Assessment/Curriculum Decision Trees:
a. Name of each assessment, targeted
audience, component(s) of reading assessed, type of assessment, the frequency
of data collection; and the method and timeframes by which assessment data will
be provided to teachers and parents. For students in VPK through grade 10, the
FAST must be administered pursuant to s.
1008.25(9)(b),
F.S., and included as a component of the Assessment/Curriculum Decision
Trees;
b. Performance criteria used
for decision-making for each assessment at each grade level;
c. Evidence-based instructional materials and
strategies;
d. Frequency and
duration of interventions provided; and
e. Problem-solving procedures to measure and
improve effectiveness of instruction and
interventions.