Districts must ensure that intensive reading interventions are delivered by instructional personnel who are certified or endorsed in reading (Section 1011.62(8)(d), F.S.), and that Summer Reading Camp instruction for grade 3 students who score Level 1 on the statewide standardized assessment for ELA is provided by a highly effective teacher endorsed or certified in reading. The Language Essentials for Teachers of Reading and Spelling (LETRS®) is a state approved professional development course of study for the reading endorsement. The LETRS® course of study assists educators with developing, increasing, and demonstrating knowledge of explicit, systematic, sequential, and multi-sensory approaches to reading instruction as outlined in the in-service requirement identified in Florida Statute s. 1012.585(3) F.S. Additionally, the LETRS® course of study assists educators with effectively meeting the needs of students with reading difficulties and disabilities, including dyslexia outlined in the in-service requirement for teaching students with disabilities (SWD) per Senate Bill 1108 (SB 1108). Reporting of data elements is required by Rule 6A.6.053(7)(e) of the District K-12 Comprehensive Evidence-Based Reading Plan within the Comprehensive Management Information System as provided in Rule 6A-1.0014, F.A.C. These data elements include: 1. Student Enrollment in Reading Intervention; 2. Reading Endorsement competency status for teachers; and 3. Reading Certification progress status for teachers. Based on 2022 FSA ELA data for grades 3-5, 1,188 students have been identified with a substantial reading deficiency requiring individualized, intensive intervention delviered by a reading endorsed teacher. 

• Between January of 2021 and November of 2022, 76 teachers have successfully completed the LETRS® offered by CCDS.

• Based on 2021-2022 district MTSS reporting data, 439 scholars are currently being provided tier 3 reading interventions requiring a reading endorsed teacher.

• Based on 2020-2021 district Mid-Year i-Ready Diagnostic Data for grades K through sixth grade,17% of students were at-risk for Tier 3 intervention (two or more grade levels below). 

• Based on 2019-2020 district Mid-Year i-Ready Diagnostic Data for grades K through sixth grade,15% of students were at-risk for Tier 3 intervention (two or more grade levels below).

• Based on 2019-2020 district Mid-Year i-Ready Diagnostic Data for grades K through sixth grade,15% of students were at-risk for Tier 3 intervention (two or more grade levels below).

The expected outcomes include increasing the number of teachers in the district who are reading endorsed to provide reading intervention to students identified with substantial reading deficiencies (Tier 3 instruction and intervention) in accordance with Section 1011.62(8)(d), F.S.requiring intensive reading interventions must be delivered by instructional personnel who are certified or endorsed in reading.

Goal 1: Develop Great Educators and Leaders 

Strategy 1.2: Provide diagnostic and prescriptive interventions for differentiated instruction in reading.

That the Clay County School Board approve the amendment to the independent Contractor Services Agreement between the School Board of Clay County ("SBCC") and Lexia Learning LLC, ("Lexia" or "Contractor") to modify the original Agreement to purchase additional LETRS® professional learning which would increase the SBCC budgeted available total compensation amount of $125,000,000 set forth in the original contract to an increased maximum expenditure not to exceed $200,000.00 to cover the purchase of the additional LETRS® professional learning.