You are assigned to review school-based data in reading (or in an alternative su

You are assigned to review school-based data in reading (or in an alternative subject that you choose) to determine the academic strength and needs of the students. For reading, the diverse student populations included in the data are White/African American, White/Hispanic, Economically Disadvantaged/Non-Economically Disadvantaged, Students with Disabilities/Students without Disabilities, and English Language Learners/Non-English Language Learners. If you select a different subject option, please indicate your diverse student populations.
Part 1
Pick a county (Broward, Dade, Monroe, or Palm Beach – see the Four County Data document located in Module 3: Lecture Materials & Resources.)
Compare the district and the state overall FSA-ELA Performance Goals for 2019-20. Which is higher?
Compare the 2019-20 State Achievement Gaps on FSA-ELA with the 2019-20 District Achievement Gaps on FSA-ELA. Which has greater gaps: the State or the District?
Pick one of the District Achievement Gap subgroups to improve their reading performance.
Part 2
You are then to locate and select scientifically researched-based strategies for improvement, including strategies to teach reading in all components of reading instruction:  phonemic awareness, phonics, fluency, vocabulary, phonics, oral language lessons, and comprehension throughout the content areas. Use the Reading Module Lesson Series videos located in the Supplemental Materials in Module 3: Lecture Materials & Resources for ideas to use.
Pick a grade level and briefly summarize and describe a Research-Based Reading Instructional Strategy and a Research-Based Instructional Method for each of the six Components of Reading Instruction in the Reading Data Worksheet Chart Download Reading Data Worksheet Chart.