Chris Sprowls Vance Aloupis Speaker Chair

Early Learning & Elementary Education

Subcommittee September 21, 2021

2:45 PM Reed Hall (102 HOB)

Meeting Packet

Committee Meeting Notice

HOUSE OF REPRESENTATIVES

Early Learning & Elementary Education Subcommittee

Tuesday, September 21, 2021 02:45 pmStart Date and Time:

End Date and Time: Tuesday, September 21, 2021 04:00 pm

Location: Reed Hall (102 HOB)

1.25 hrsDuration:

Presentation(s) on the implementation of HB 7011 (2021).

This meeting will be live-streamed on https://thefloridachannel.org/. Persons wishing to appear in person

to provide testimony are encouraged to complete an electronic appearance record at

www.myfloridahouse.gov. Electronic submissions will be available up to one hour before the meeting starts;

after that time, please fill out an appearance form at the meeting. Seating is limited and will be available on

a first-come, first-served basis.

NOTICE FINALIZED on 09/14/2021 3:54PM by Olsen.Kirsten

09/14/2021 Page 1 of 1Leagis ®03:54:56PM

HB 7011 (2021) Im

plementation

Literacy Policy & Practices to Improve Student Outcomes HB 7011

House Early Learning & Elementary Education Subcommittee

September 21, 2021

Cari Miller, Vice Chancellor for Literacy Achievement

Karen Porter, State Regional Literacy Director

Florida Kindergarten “Ready Rate”= 57%

The Florida Kindergarten Readiness Screener (FLKRS) is the statewide screening tool that assesses each student's readiness for kindergarten based on performance standards.

Fall 2020 FLKRS' Data Points:

53 Districts – less than 60% kindergarten readiness 14 Districts – greater than 60% kindergarten readiness

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Florida Third Grade Reading Data and Trends

ONLY 54% OF FLORIDA 3RD GRADERS READ AT OR ABOVE GRADE LEVEL

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At Grade-Level Reading:White: 67%

Hispanic: 51%

Black 37%

Below Grade-Level Reading:White: 14%

Hispanic: 26%

Black: 36%

Achievement Gaps on Grade-Level Reading by 3rd Grade in 2021:

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At Grade-Level Reading:English Language Learners: 22%

Economically Disadvantaged: 44%

Students with Disabilities: 30%

Below Grade-Level Reading:English Language Learners: 50%

Economically Disadvantaged: 30%

Students with Disabilities: 44%

Achievement Gaps on Grade-Level Reading by 3rd Grade in 2021:

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Literacy: Mission, Milestones, and Goals

Mission: Improve birth to grade 12 literacy policies, regulation, and practices through collaboration of stakeholders to ensure a seamless and cohesive approach to:

1. Increase educator knowledge and skill in the science of reading2. Increase the use of evidence-based practices to increase literacy achievement3. Close the achievement gap for our most vulnerable students statewide

Major Milestones:1. Kindergarten Readiness2. Grade Level Reading by the End of Third Grade

Measurable Goals:1. Increase percentage of students ready to learn when entering Kindergarten2. Increase percentage of students on grade level by the end of third grade3. Close the achievement gap for our most vulnerable students

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CARES Literacy Initiatives

Established a screening/progress monitoring data collection system to build capacity of educators to use data to inform professional development (PD) and improve instructional practice

Created a regional structure to support districts and schools with improving literacy outcomes - 18 State Regional Literacy Directors (SRLDs)

Provided PD for educators on the B.E.S.T. ELA standards grounded in the science of reading, including the provision of high-quality reading endorsement pathways

Provided high quality reading curriculum for Tier 2 and Tier 3 instructional supports in K-3 classrooms (through High Quality Reading Curriculum Grant), using evidence-based practices and programs with strong, moderate or promising levels of evidence

Established a literacy coach credential program to improve literacy supports for teachers; educators successfully completing program will earn a literacy coach credential on their certification

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RAISEReading Achievement Initiativefor Scholastic Excellence (HB 7011 – 2021)

Establish 20 literacy supportregions and regional supportteams, at the direction of aregional literacy supportdirector to improve literacyoutcomes for students

Launch a tutoring programand develop certain training toprepare high school studentsto tutor K-3 students withreading difficulties 8

RAISE enhances literacy supports

CARES Act (2020-2021)Establishment of a regional structure for literacy through the hiring of State Regional Literacy Directors (SRLDs)

18 SRLDs

Support implementation of K-12 Comprehensive Evidence-Based Reading Plans

Building capacity of Literacy Leadership Teams, School Administrators and Literacy Coaches

Training and support for the Benchmarks for Excellent Student Thinking (B.E.S.T.) ELA Standards grounded in the science of reading

Training and implementation of evidence-based reading practices/programs

Provided universal and targeted tiers of supports

RAISE (2021-2022)Increase regional structure supports with stronger focus on identified elementary schools

Regional structure will double in size

Identify an Executive Director (ED) to lead SRLDs

Based on available criteria, 1,458 elementary schools identified for support

In addition to CARES supports, SRLDs will: support schools with implementing School Improvement

Plans focused on improving reading performance

Assist with data-informed instruction to meet the needs of all students

Assist with the use of high-quality instructional materials and evidence-based practices

Provide universal, targeted and intensive tiers of support

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RAISEHB 7011 established criteria to identify schools for services and supports (50% or more students scoring less than Level 3 in any grade on FSA ELA)

1. UNIVERSAL (State/Region) District reading plan professional learning

B.E.S.T. ELA Standards professional learning

Literacy leadership team professional learning

2. TARGETED (District Level) District level literacy leadership teams

Literacy coach professional learning

District reading plan professional learning

Differentiated data-based support

3. INTENSIVE (School Level) School level literacy leadership teams

Literacy coach professional learning and ongoing support

School improvement plan development and implementation

Differentiated data-based support

9 + HOOLS

3D-98 SCH DD LS

10-,29 SCHOOLS

-9 SCHOOLS

0 SCHOOLS

Initial Timeline for RAISE Implementation

August September October

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2020-2021 SRLD Supports (CARES Act)

Universal Supports

Provide initial and ongoing professional learning on the B.E.S.T. Standards and the Science or Reading.

1Develop and strengthen literacy leadership teams.

2Provide training and support on evidence-based literacy practices.

3Increase understanding of standards-aligned instructional materials.

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2020-2021 SRLD Supports (CARES Act)

Targeted Supports

Support K12 Reading Plan development and execution.

1Provide training on the use of data for screening and progress monitoring.

2Provide training and support with K-2 foundational skills in order to increase achievement for Grade 3 and beyond.

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YEAR ONE: Outreach Impact

1214 Teachers

135School Administrators & Literacy Coaches

77District Administrators

& Leaders

134 Schools

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YEAR ONE: FeedbackTeacher, School Leader, District Leader

• “I learned how to effectively teach Foundational Skills and bridge those gaps through spiraling, stacking, and scaffolding. It was awesome.”

Kindergarten Teacher, Dr’s Inlet

School

• “These sessions have increased my understanding. I gained a lot more knowledge by diving deep into each specific standard to see their progressions and how they can be stacked to enhance student achievement.”

Literacy Coach, Duval County

Schools

• “These sessions have increased my understanding of how the B.E.S.T. standards work together with the other available resources, i.e. the Benchmark clarifications, the appendix and the hot links. I also have a much better understanding of how stacking standards work.”

District Leader, Duval County

Schools

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Focus for 2021-2022 (RAISE)

FROM THE WHAT:

The Science of Reading

B.E.S.T. Standards for ELA

Implementation Science

K-2 Foundational Skills

TO THE HOW: Implementation and Execution Use of Progress Monitoring Data Shifting from PD to Practice through

modeling (K-3) Outcome Checkpoints (K-5) Continued PD based on identified

areas of need

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Glow and Grows

GLOW - Most Successful Districts: Prioritize professional development and

learning for all levels of stakeholders and ensure appropriate training for school-based leaders

Invest in the development of teacher leaders Ensure that user-friendly performance data is

accessible to all Frequently review data and develop

actionable steps for improvement

GROW – Opportunities for Next Steps Increased utilization of the K-12 Reading

District Self-Reflection Tool Ensure all levels of stakeholders

understand their role and accountability to the K-12 Reading Plan

Ensure performance data and pertinent content is accessible to all teachers and school-based leaders

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Reading Endorsement for Teacher Candidates and Current Teachers

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Teacher Preparation ProgramsEffective July 1, 2022, candidates entering a teacher preparation program in the 2022-2023 academic year earning certification in a coverage areas identified in section (s.) 1012.585(3)(f), Florida Statutes (F.S.), must successfully complete all competencies for a reading endorsement.

The reading endorsement requirement applies to anyone with the following coverages: Elementary Education (K-6)

Prekindergarten/Primary Education (age 3 through grade 3)

Elementary Education (grades 1-6) Primary Education (grades K-3)

English (grades 1-6)

Middle Grades English (grades 5-9) Middle Grades Integrated Curriculum (grades 5-9)

English (6-12)

Reading (K-12) Reading (Endorsement)

ESOL (grades K-12)

Effective for the 2022-2023 school year, school district personnel and instructional personnel who supervise or direct teacher preparation students during internships in kindergarten through grade 3 or students who are enrolled in a teacher preparation program for a certificate area identified pursuant to s. 1012.585(3)(f), F.S., must hold a certificate or endorsement in reading.

By January 15 – Prep Programs must submit for review/approval to be prepared to implement in 2022-23

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Reading Endorsement for Current Teachers

By the beginning of the 2022-23 school year, FDOE must adopt one or more statewide competency-based pathways for educators to earn a reading endorsement.

UF Lastinger Center – Literacy Matrix (online) – expanded accessibility to support teachers in earning a high-qualityReading Endorsement

Florida Center for Reading Research (FCRR) – developing a state high-quality Reading Endorsement pathway to bedelivered face-to-face by certified trainers

FDOE is revising the Reading Endorsement competencies to align to evidence-based strategies. Changes will address identification of the characteristics of conditions such as dyslexia, implementation of evidence-based interventions and effective progress monitoring.

Reading Endorsement committees have been established to begin revision process

School districts will resubmit reading endorsement add-on program, based on revised competencies, for review andapproval by July 1, 2023

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Reading Endorsement Requirements

Educator reading endorsement or certification was originally required by HB 7069 (2017) with a statutory deadline of July 1, 2020; the deadline has subsequently been extended through FDOE EO 2020 EO-02 until December 31, 2020 and later FDOE EO 2020 EO-07 until June 30, 2021.

Teachers who teach summer reading camps for third grade students scoring Level 1 on state standardized assessment of ELA (s. 1008.25, F.S.)

Teachers instructing retained third grade students (s. 1008.25, F.S.)

Teachers providing Tier 3 reading intervention must be endorsed or certified in reading effective July 1, 2021

Literacy Coaches must have a minimum of a bachelor’s degree and be endorsed or K-12 certified in the area of reading (Rule 6A-5.053(6)(d), F.A.C.)

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Reading EndorsementsIssued Per School Year

Reading Endorsements

School Year Percent of Reading Endorsed

Educators1,803 2017-18 3%

2,586 2018-19 5%

5,999 2019-20 13%

24,886* 2020-Present 54%

45,394 Statewide TOTAL (To-Date)

15,499 Yet-To-Be Endorsed**

Rule 6A-5.053(6)(d), F.A.C.:Minimum Qualifications (for literacy coaches.) Literacy coaches must have experience as successful classroom teachers. Coaches must exhibit or possess:

Knowledge of evidence-based reading research, Expertise in quality reading instruction, Data management skills, A bachelor’s degree, A reading endorsement or K-12 reading certification, and A highly effective rating evaluation (VAM)

* Supported by CARES Funding** Based on self-reported district survey

K-3 Intervention & Parent Communications. 1008.25, F.S.

Evidence-based Interventions: New statutory prohibition on a school waiting until a certain evaluation is completed to provide specified evidence-based interventions for a student whose parent submits documentation from a professional licensed under chapter 490 which demonstrates that the student has been diagnosed with dyslexia

Frequency of Parental Communication: New statutory requirement for schools to communicate with parents at least monthly regarding the progress of K-3 students identified with a substantial deficiency in reading

New Requirement regarding timing of student portfolio development

FDOE compilation of required resources that school districts must incorporate into read-at-home plans, including but not limited to assessment information, overview of conducting evaluation for ESE, information on characteristics of dyslexia, etc

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Literacy Professional Learning for Literacy Coaches and Principals

Literacy CoachesFDOE approved literacy coach domains and standards for Literacy Coach Credential ProgramContracted with UF Lastinger Center and FCRR to develop the literacy coach program based on

literacy coach domains and standardsRule development underway to create the Literacy Coach Credential ProgramDevelop SRLDs to deploy Literacy Coach Credential ProgramEnd Goal: Upskilling literacy coaches to accelerate improvement in teacher practice and literacy

coach designation on certificationSummer 2022! - Provide Literacy Coach Boot Camps to launch the Literacy Coach Credential

Program

School PrincipalsDevelop literacy leaders professional learning for elementary school principals for Just Read,

Florida! and SRLDs to train school administrators as required under HB 7011; embed training in existing instructional leadership programs to ensure training at scale

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VPK-Grade 8 Screening & Progress Monitoring System

Requires the department, in collaboration with the Division of Early Learning (DEL), to procure and require the use of a VPK-Grade 8 coordinated screening and progress monitoring system and provides requirements for such system to be administered starting in 2022-2023 school year.

UPDATE – Implementation Timeline: August 2021: Draft Procurement completed September 2021: Council for Early Grades Success will review

procurement/provides recommendations October 2021: ITN posted (start of 7-week posting period)

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Improving Literacy Outcomes for ALL Learners

Mackenzie BertramK-12 Literacy CoordinatorElementary Curriculum & InstructionSchool District of Osceola County

-·- 1 - T - -. T:· E u e ua 1t , eq i able, an , -b_. __ i 11stri ti n fo a t i · r 1m

e e · o 1 en ea e e ry a

Foundational Instruction MattersKnowledge MattersCurriculum MattersLeadership Matters

• Professional Learning• Collaboration• Strategic Planning• Ongoing Support• Impact

Thank you!

Mackenzie BertramK-12 Literacy Coordinator Elementary Curriculum & InstructionSchool District of Osceola County

UF Initial Teacher Preparation: ElementaryDr. Elayne ColónDirector of Assessment & AccreditationDr. Tina Smith-BonahueAssociate Dean for Student Affairs & Graduate Studies

September 21, 2021

UFICol iege of Education

Beginning with 2022-23 cohort, completers in identifiedcertificate area programs must graduate with the ReadingEndorsement

Starting in 2022-23, teachers supervising interns inidentified certificate area programs must hold a ReadingEndorsement/Certificate

House Bill 7011

How is the Reading Endorsement being integrated into teacher preparation programs?

‣ Bachelor of Arts in Education‣ 60 Credit Hours (upper division)‣ Leads to Professional Certificate in Elementary Education K-6, ESOL

Endorsement, Reading EndorsementReading Endorsement:‣ 114 Reading Competency Performance Indicators (Comps 1 - 4) Addressed and Assessed across 7 Courses (21 credit hours)

‣ Culminating Demonstration: 15 Reading Performance Indicators (Comp 5) Summative Reading Practicum (2 credit hours)

UF Elementary Education: Initial Teacher Preparation (ITP)

‣ UF Elementary Summative Practicum Approximately 200 field-based hours Supervised by university faculty

‣ Key assessments are course assignments that require application in school-based practica Small Group Case Study Reading Instructional Practice Videos and Rationales (3)

Reading Endorsement: Demonstration of Accomplishment (Comp 5)

‣ Initial Teacher Preparation Must have Competencies 1-4 embedded in coursework Likely need to add Competency 5 (Demonstration) Field Experience Component

‣ Educator Preparation Institutes May have Competency 1 and 2 Likely need to add Competencies 3, 4, and 5

◇Additional coursework AND field experience components

‣ Depending on program’s context, requirement may mean new course development, institutional approvals (e.g., curriculum committee), possible technology for supervision, additional credentialed mentor teachers to host candidate.

Meeting the Requirements of HB 7011

‣ Longstanding partnerships UF COE collaborates with district personnel to distribute a “Volunteer Survey” to identify

mentor teachers.◇Survey includes questions regarding current certification and endorsements, which can be verified

through DOE.

‣ Elementary: >95% of respondents in elementary schools have the Reading Endorsement on our most recent survey

‣ Secondary: Questionnaire will be adapted to account for new requirements. We anticipate that fewer Secondary English Education teachers will be eligible to mentor EPI

English Education interns UF offers 2 pathways to Reading Endorsement: Online Graduate Certificate in Dyslexia and

Literacy Matrix

Pairing Interns With Qualified Supervising Teachers