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All · 2009 Florida Assessments for Instruction in Reading - 3-12 Assessments · 2009 Florida Assessments for Instruction in Reading - General · 2009 Florida Assessments for Instruction in Reading - Implementation Study · 2009 Florida Assessments for Instruction in Reading - K-2 Assessments · 2009 Florida Assessments for Instruction in Reading - Professional Development (PD) · 2009 Florida Assessments for Instruction in Reading - Progress Monitoring and Reporting Network (PMRN) · 2009 Florida Assessments for Instruction in Reading - Psychometric Properties · 2009 Florida Assessments for Instruction in Reading - Technology · 2009 Florida Assessments for Instruction in Reading – 10/09 update – NEW Questions · Elementary Reading Block · Reading Endorsement · Reading Endorsement Part 1 · Reading Endorsement Part 2 · Reading Endorsement Part 3
 
Reading Endorsement Part 2
1. Can consortiums (PAEC, NEFEC, and HEC) be added to the webtool?
2. Will FOR-PD be available for districts to use after January, 2004?
3. Can districts use university reading courses and/or commercially available professional development courses to meet different competencies?
4. Can both undergraduate and graduate reading courses be used?
5. If this is truly competency based (Manual, p. 20), can the 4 classes be waived if the candidate is ready and can demonstrate the practicum?
6. Do reading coaches funded by state/federal grants have to have the reading endorsement?
7. Should competency 6, Demonstration of Accomplishment, occur in an interwoven fashion, ongoing throughout learning in competencies 1-5?
8. Is the Reading Endorsement 300 hours plus the demonstration requirement in competencies 5 and 6? Or is it clock hours for competencies 1, 2, 3, and 4 and demonstration for 5 and 6 which will be recorded as clock hours or points?
9. Do courses teachers may have already taken at a college or university count toward any competency (ies)?
10. Is there any possibility that DOE can consider certain progress down the road toward endorsement as "sufficient" or "in good faith" progress by July 1, 2006?
11. Can a group of districts develop an application for the Reading Endorsement Add-on Program?
12. Please clarify: The role of the Community College in partnership with school districts for development of the K-12 Reading Add-on Certification program. For an example, is coursework offered (5 courses) at the Community College level for the Add-on?
13. Is there a username and password to access data entry?
14. Can a district "limit the menu" to training that lasts 30 hours or more?
15. We need specifics in writing on the practicum: i.e., "varying levels or varying student profiles" means exactly what? What does it mean to say, "not differentiated by age?"
16. Can you require that each district’s Add-on program name their component/ "courses" with the title or number of the reading competencies (or give it a list of component numbers or titles)? Then when a teacher transfers from district to district before completing the competencies, the receiving district can tell which component(s) to give the individual credit for toward completing the new district’s program.
17. How do we know which competencies were covered in the courses offered through DOE?
18. Can part of the state professional development funding be spent on tuition assistance for teachers taking university coursework?
19. Many districts have implemented CRISS training on a large scale – has the DOE indicated which competency CRISS might align with? Can the district make that decision?
20. Is there a set of indicators for the DOE professional development courses listed on the matrix?
21. Has the DOE issued any guidelines for any of the commercial online professional development courses?