9-18-2025 ACES and DSAHS Governing Board Meeting AgendaAVENTURA CITY OF EXCELLENCE SCHOOL AND
DON SOFFER AVENTURA HIGH SCHOOL
v-1.
DON SOFFEP
A VENTURA
HIGH SCHOOL
REGULAR MEETING AGENDA
September 18, 2025
9:00 a.m.
Aventura Government Center
19200 W. Country Club Drive • Aventura, FL 33180
51h Floor Executive Conference Room
Governing Board
AVENTURA CITY COMMISSION ACTING IN ITS CAPACITY AS THE GOVERNING BOARD
FOR THE AVENTURA CITY OF EXCELLENCE SCHOOL (ACES) AND
THE DON SOFFER AVENTURA HIGH SCHOOL (DSAHS)
Mayor Howard S. Weinberg, Esq.
Vice Mayor Cindy Orlinsky
Commissioner Clifford B. Ain
Commissioner Gustavo Blachman
Commissioner Amit Bloom
Commissioner Rachel S. Friedland, Esq.
Commissioner Paul A. Kruss
City Manager Bryan Pegues — Governing Board Facilitator
City Clerk Ellisa L. Horvath, MMC
City Attorney Robert Meyers
Aventura Governing Board Meeting Agenda September 18, 2025
Aventura City of Excellence School and Don Soffer Aventura High School
AVENTURA CITY COMMISSION ACTING IN ITS CAPACITY AS THE GOVERNING BOARD FOR THE
AVENTURA CITY OF EXCELLENCE SCHOOL (ACES) AND THE DON SOFFER AVENTURA HIGH
SCHOOL (DSAHS):
CALL TO ORDER/ROLL CALL
2. PLEDGE OF ALLEGIANCE
3. APPROVAL OF MINUTES: June 12, 2025 Regular Meeting
4. SCHOOL UPDATES:
Aventura City of Excellence School (ACES)
Don Soffer Aventura High School (DSAHS)
5. APPROVAL OF THE 2025-26 CSUSA K-12 READING PLAN FOR ACES AND
DSAHS
6. APPROVAL OF THE 2025-2026 CSUSA INTERNET ACCEPTABLE USE AND
SAFETY POLICY FOR ACES AND DSAHS
7. APPROVAL OF THE REAPPOINTMENT OF THE ACES PARENT
FACILITATOR/CONFLICT RESOLUTION OFFICER AND THE DSAHS PARENT
FACILITATOR/CONFLICT RESOLUTION OFFICER FOR 2025-2026
8. APPROVAL OF ACES CHARTER ENROLLMENT AMENDMENT
9. OTHER BUSINESS
10. PUBLIC COMMENT
11. ADJOURNMENT
This meeting is open to the public. In accordance with the Americans with Disabilities Act of 1990, all persons who
are disabled and who need special accommodations to participate in this meeting because of that disability should
contact the Office of the City Clerk, (305) 466-8901 or cityclerk@cityofaventura.com, not later than two days prior
to such proceedings. One or more members of the City of Aventura Advisory Boards may participate in the meeting.
Anyone wishing to appeal any decision made by the Aventura City Commission, acting in its capacity as the
Governing Board for the Aventura City of Excellence School (ACES) and the Don Soffer Aventura High School
(DSAHS), with respect to any matter considered at such meeting or hearing will need a record of the proceedings and,
for such purpose, may need to ensure that a verbatim record of the proceedings is made, which record includes the
testimony and evidence upon which the appeal is to be based. Agenda items are available online at cityofaventura.com
for viewing and printing, or may be requested through the Office of the City Clerk at (305) 466-8901 or
cityclerk(&,cityofaventura.com.
Page 1 of 1
DON SOFFER
$AVENTURA
HIGH CHOOL
AVENTURA GOVERNING BOARD
AVENTURA CITY OF EXCELLENCE SCHOOL AND
DON SOFFER AVENTURA HIGH SCHOOL
REGULAR MEETING MINUTES
JUNE 12, 2025
9:00 a.m.
Aventura Government Center
19200 West Country Club Drive
Aventura, FL 33180
Aventura City Commission acting in its capacity as the Governing Board for the Aventura
City of Excellence School (ACES) and the Don Soffer Aventura High School (DSAHS):
1. CALL TO ORDER/ROLL CALL: The meeting was called to order by Mayor
Howard Weinberg at 9:04 a.m. The roll was called and the following were present: Mayor
Howard S. Weinberg, Vice Mayor Cindy Orlinsky, Commissioner Clifford B. Ain,
Commissioner Gustavo Blachman, Commissioner Amit Bloom, Commissioner Rachel S.
Friedland, Commissioner Paul A. Kruss', City Manager Bryan Pegues, City Clerk Ellisa
L. Horvath, and City Attorney Robert Meyers. Also present were ACES Principal and
DSAHS former Assistant Principal Dr. Andrea Beck, Rachel Windler-Freitag — Charter
Schools USA Area 2 Florida Deputy Director, and Rita Weaver — Charter Schools USA
Senior Director of Board Governance. As a quorum was determined to be present, the
meeting commenced.
2. PLEDGE OF ALLEGIANCE: The Pledge was led by Mayor Weinberg.
3. APPROVAL OF MINUTES: A motion for approval of the May 22, 2025 Aventura
Governing Board Regular Meeting Minutes was offered by Commissioner Bloom,
seconded by Vice Mayor Orlinsky, and passed unanimously by roll call vote.
4. SCHOOL UPDATES:
• Aventura City of Excellence School (ACES): New Principal Dr. Andrea Beck
provided updates including the following items: school growth, upcoming plans (including
engaging parent community, K-5 art walk, middle school showcase, quarterly coffee
connections), projection of an A school rating, working with the City on event dates to
provide those dates earlier to parents, enrollment, new dance teacher and other positions,
emails and meetings with parents, and partnering with Ms. Ana Melhuish in her new role.
' Participated via Zoom.
Aventura Governing Board Regular Meeting Minutes
Aventura City of Excellence School and Don Soffer Aventura High School
June 12, 2025
The City Commission provided input on the items including: welcoming Dr. Beck as the
new Principal and adding more students.
Ms. Windler-Freitag reported on the process to add more students in the future.
No comments were provided by members of the public.
• Don Soffer Aventura High School (DSAHS): Former Assistant Principal Dr.
Andrea Beck provided updates including the following items: recent graduation
underclassman awards, senior step up day, testing completed, score data to be released,
projection of an A school rating, enrollment for Algebra 1 summer course, building custom
schedules for incoming 9th graders, 10th-12th grade class lists, incoming 10th graders that
are siblings, hiring process, athletics schedule, request of confirmation for graduation
ceremony next year at Turnberry, back to school celebration for staff hosted by the City,
and sharing space for sports with the City.
Ms. Windler-Freitag reported on the search process for a new Assistant Principal, new
positions in the process, and the sibling preferential component for the waitlist.
The City Commission provided input on the items including: parent positive response
regarding Dr. Beck, students entering the school at loth grade, recognizing students
earlier for college purposes, creating clubs, goal to get the kids to college, priority review
of all sports to accommodate more students, and the process for new positions.
No comments were provided by members of the public.
5. APPROVAL OF THE 2025-26 MENTAL HEALTH ASSISTANCE ALLOCATION
PLAN FOR ACES AND DSAHS: Mayor Weinberg introduced the item.
A motion for approval was offered by Commissioner Friedland and seconded by Vice
Mayor Orlinsky.
Mr. Pegues briefly reported on the item.
Ms. Weaver explained that the Florida Legislation hadn't provided final approval yet.
No comments were provided by the City Commission.
No comments were provided by members of the public.
The motion for approval passed unanimously by roll call vote.
6. APPROVAL OF THE MASTER SCHOOL SAFETY PLAN 2025-26 SY FOR
ACES AND DSAHS: Mayor Weinberg introduced the item.
A motion for approval was offered by Commissioner Ain and seconded by Commissioner
Bloom.
Page 2 of 3
Aventura Governing Board Regular Meeting Minutes
Aventura City of Excellence School and Don Soffer Aventura High School
June 12, 2025
Mr. Pegues recommended approval and reported on the review by the Police
Department.
No comments were provided by the City Commission.
No comments were provided by members of the public.
The motion for approval passed unanimously by roll call vote.
7. OTHER BUSINESS: None.
8. PUBLIC COMMENT: No comments were provided by members of the public.
9. ADJOURNMENT: There being no further business to come before the
Commission as the Governing Board, a motion to adjourn was offered by Commissioner
Bloom, seconded by Vice Mayor Orlinsky, and unanimously approved; thus, adjourning
the meeting at 9.38 a.m.
Ellisa L. Horvath, MMC, City Clerk
Approved by the City Commission, acting in its capacity as the Governing Board for ACES
and DSAHS, on September 18, 2025.
Page 3 of 3
44.4
40%�
CHARTER SCHOOLS,-:
USA
CSUSA K-12 READING PLAN
2025-2026
Table of Contents
Introduction........................................................................................................................................2
K-5 Remediation/Enrich ment..............................................................................................................4
K-5 Intervention..................................................................................................................................4
6-12 Intervention................................................................................................................................5
The Comprehensive Core Reading Program(CCRP).............................................................................6
Supplemental Intervention Reading Program (SIRP)...........................................................................7
Comprehensive Intervention Reading Programs(CIRP).......................................................................7
Responseto Intervention....................................................................................................................7
Reading Program Specifications..........................................................................................................9
Specification 1: Professional Development...........................................................................................................
9
Specification 2: Administrative Practices in Support of Reading.....................................................................12
Specification 3: High Quality Reading Instruction is a Dynamic System........................................................
13
Specification 4: Reading Text Materials and Resources....................................................................................
18
Supplemental Intervention Reading Program (SIRP) Materials.........................................................19
SummerReading Academy................................................................................................................19
AttachmentA....................................................................................................................................20
Evidence -Based Intervention Resources, Programs, and Materials.................................................................
20
AttachmentB....................................................................................................................................22
Data -Driven Decision -Making Tree & Guidance...............................................................................................
22
CSUSA K-12 Reading Plan — Board Approved 1
Introduction
The reading curriculum for CSUSA Schools is based on a foundation of the FL BEST standards.' CSUSA
applies a standards -based approach to reading instruction that focuses on mastery through the use of a
Guaranteed and Viable Curriculum (GVC), the core of its education model. The GVC is based on the
research of Robert Marzano as published in What Works in Schools: Translating Research Into Action
(2003) and The New Art and Science of Teaching (2017). The GVC provides all students with equal
opportunity to master the standards, and the time in which to reach mastery. The use of the GVC ensures
that individual teachers do not have the option to disregard or replace assigned content. Teachers focus
individualized reading instruction utilizing CSUSA created curriculum maps, which group and arrange
the standards in a logical way to ensure all grade level standards can be taught within the school year.
Instruction will incorporate a variety of authentic texts, with a blend of literary and informational texts in
all grade levels. Along with other resources described further in this plan, CSUSA Schools will utilize a
core reading resource, Benchmark Education (K-5) and McGraw Hill Study Sync (6-12). Core reading
programs are augmented with diagnostic assessments, reading and writing companions, intervention and
supplemental resources, as well as various other components to meet the needs of all students. The
program provides support in building a strong foundation in reading and utilizing critical thinking skills
within the reading activities.
The primary goal of the implementation of the reading curriculum is to teach children to understand what
they read, and to become life-long readers through systematic, direct instruction of the Standards aligned
to the six components of reading: phonological awareness, phonics, fluency, vocabulary, reading
comprehension and oral language. CSUSA has incorporated the six components of reading into the GVC,
providing curriculum maps with corresponding standards assessments and vocabulary that will assist
teachers in systematic instruction of the standards aligned to the science of reading. In the curriculum
maps, standards are logically grouped and sequenced, building from simple to more complex skills and
taught to mastery, as monitored through Instructional Focus Assessments (IFAs) after each unit of
instruction and other classroom formative assessments. Phonemic awareness and phonics skills are
scaffolded in blending, segmenting, deleting, and other skills. Research has identified specific skills
children must learn in order to read well. According to the Report of the National Reading Panel Teaching
Children to Read, the best instructional reading programs include: use of the alphabet (phonemic
awareness and phonics), fluency (guided oral reading and independent, silent reading), and comprehension
(vocabulary and text comprehension).
Research from Florida Center for Reading Research and Just Read Florida! will be continually reviewed
in order to formulate a research -based reading curriculum based on the needs of the students. CSUSA
Schools will implement an ELA block that includes time for all BEST ELA Strands in kindergarten
through fifth grades. The ELA block will include whole group instruction and small group instruction
utilizing a research -based sequence of reading instruction, with differentiation for specific student learning
needs, timely and specific feedback, and high -student engagement to ensure the greatest impact of a full
instructional block. There will be instruction for communication/writing, and further vocabulary
development, including integration of science and social studies within the ELA block. In addition to the
ELA block, there will be an additional block of time dedicated to targeted intervention, remediation or
enrichment based on student need, which is aligned with Response to Intervention (RtI), described further
in this plan. Standards -aligned reading, writing, speaking and listening instruction will be systematically
integrated throughout the day in all subject areas.
' A review of the CSUSA Reading Plan for K-12 and guidelines provided by Just Read, Florida! is conducted
annually to ensure alignment with current Florida state statute.
2 Subject to change based on CSUSA's ELA adoption timeline.
CSUSA K-12 Reading Plan — Board Approved 2
The CSUSA Education Model embeds a continuous improvement process to drive teaching and learning
across grade levels, subject areas, and the learning environment. This process is informed in part by
William Edwards Deming's approach to continuous quality improvement. Application of a continuous
improvement process in education can help yield positive outcomes for students, including increased
participation in rigorous coursework and decreased failure rates (Best & Dunlap, 2014). The process is
intended to facilitate better understanding among administrators and teachers of what students need to
ensure academic success. Successful implementation of the Education Model rests on strict adherence to
the continuous improvement process. Based on CSUSA's network -wide ELA data across the state of
Florida, we have seen incremental growth in reading proficiencies. We recognize the importance of
personalizing opportunities for students, including both enrichment and remediation. No matter the
grade level, students in need of additional support are provided the extra minutes of support. If students
qualify based on data and assessments, they will receive intervention in reading.
Research informs us that there is an instructional difference between annual growth for students who are
on grade -level and catch-up growth for students that are below or significantly below grade -level
(Fielding, Kerr and Rosier 2007). Addressing literacy and reading for those who are multiple years behind
grade -level is not a single year process, in fact, it is only after 2-3 years of comprehensive reading
instruction of more than 200 minutes per day that students begin to cross the threshold of grade- level
performance (50th percentile). With this in mind CSUSA Schools intend to provide extended instructional
minutes to students below grade level through extended -day learning opportunities, remediation,
additional tutoring, and in -school interventions.
Table 1.1 below describes a sample progression plan to increase instructional minutes in reading in grades
K-5.
Table 1.
Sample Progression
On Grade Level
Strategic Instructional Plan
Intensive Instructional '
Instructional Plan
90-minute uninterrupted
90-minute uninterrupted ELA
90-minute uninterrupted
ELA block
block
ELA block
30-minute additional block
30-minute additional block for
30-minute additional block
for ELA instruction
ELA instruction
for ELA instruction
3 0-minute
3 0-minute
3 0-minute
remediation/enrichment
remediation/enrichment block
remediation/enrichment
block
block
30-minute
30-minute Intervention block
Intervention block
Additional 30-minute
intervention block
CSUSA K-12 Reading Plan - Board Approved
K-5 Remediation/Enrich ment
Students receive targeted instruction in core reading classes during a specific time block. Students are
grouped based on their various levels of performance on grade -level standards. The groups are adjusted
accordingly based on formative assessment data to ensure students continuously receive personalized
instruction. For example, students that are below grade level may receive remedial instruction focused
on foundation or comprehension skills, while novel studies or vocabulary application may be the focus
for students on grade level. Students above grade level may be participating in an enrichment block
where they are incorporating critical thinking and project -based learning to enhance their levels of
understanding.
K-5 Intervention
Students who have been identified as having substantial reading deficiencies, as defined by FL Rule 6A-
6.053, receive targeted, intensive instruction during a specific intervention time block. They are grouped
based on their various levels of performance within the domains of reading and are instructed based on
those targeted skill gaps. The groups are adjusted accordingly based on screening, diagnostic and
progress -monitoring data to ensure students continuously get the support they need.
The following table provides an example of an elementary schedule beginning with a
remediation/enrichment block, a core integrated ELA block, and a separate block for intervention. See
the school addendums for individual schools' schedules.
Table 1.2
Sample Elementary
Schedule
8:00 am -
8:40 am
Remediation/Enrichment Block
8:40 am -
10:10 am
ELA Block - 90 Minutes
Uninterrupted Reading
Instruction
Additional ELA Block -
10:10 am -
10:40 am
Integrated Social Studies and
Science Content
10:40 am
-11:10 am
Intervention Block
11:10 am -
11:40 am
Lunch
11:40 pm -
12:25 pm
Specials
12:25 pm -
12:55 pm
Guided PE
12:55 pm
- 2:25 pm
Mathematics
Science/Social Studies
2:25 pm -
3:00 pm
Experiential Block
CSUSA K-12 Reading Plan - Board Approved 4
6-12 Intervention
In middle and high school, students who need remediation as determined by their performance on state
and/or interim assessments will receive intensive instruction through intensive reading support during a
double ELA block, a push-in/pull out model or a separate intensive reading course, in addition to their
scheduled English Language Arts course. Students are grouped based on their various levels of
performance and targeted skill gaps. Throughout the class, groups are adjusted based on formative and
progress monitoring data to ensure students continuously get the support they need. Small group
instruction and research -based instructional strategies for intervention will be included.
Descriptions of the programs and resources used for intervention will be explained in detail further in
Attachment A. Individual schools are not limited to the resources listed in this attachment. The resources
used by the individual schools can be found in the school addendums.
Table 2.1 that follows, aligned with Response to Intervention (RtI) described further in this plan,
describes the progression plan to increase reading instructional minutes in grades 6-12 to ensure that
students achieve mastery of grade level expectations.
Table 2.1
ProgressionReading
Plan
hLOn
ructional Plan
ctio
str�
50+ minute ELA block
50+ minute ELA block
50+ minute ELA block
50-minute intensive reading
50-minute intensive reading
class (OR) intensive scaffolded
class (OR) intensive scaffolded
support in reading during a
support in reading during a
double block/remediation block
double block/ remediation block
(OR) intensive scaffolded
(OR) intensive scaffolded
support in reading during a
support in reading during a
push-in/pull-out model
push-in/pull-out model
30-minute intervention
sessions
Table 2.2 provides an example of a middle school schedule including intensive reading instruction through
a push in/pull out method and a double block of ELA instruction.
CSUSA K-12 Reading Plan — Board Approved
Table 2.2
I Sample Middle ii
'• id Time
8:00 am — 8:24 am
SubAj&
Homeroom/Advisory
1
8:26 am — 9:16 am
ELA
2
9:18 am — 10:08 am
ELA (option for interventions
3
10:10 am — 11:00 am
Math
4
11:02 am — 11:52 am
Musical Theatre
(option for interventions
5
11:54 am — 12:44 pm
Science
12:46 pm — 1:16 pm
Lunch
6
1:18 pm — 2:08 pm
World History
7
2:10 pm — 3 :00 pm
PE
3:00 pm
Dismissal
The Comprehensive Core Reading Program (CCRP)
The Comprehensive Core Reading Plan (CCRP) is the basis of reading instruction provided to all students
at all levels as a critical component of the GVC. Benchmark Education (K-5) is the state approved core -
reading program for kindergarten through fifth grade. It is a comprehensive, research -based program
aligned to the science of reading, which provides for the implementation of a knowledge -based literacy
solution that nurtures growth and success in all students. It correlates to the BEST standards across all
grade levels and addresses the six areas of reading: phonological awareness, phonics, fluency, vocabulary,
comprehension, and oral language. It also provides for explicit, systematic instruction, and ample practice
opportunities which allow students to master necessary reading skills. This research -based instructional
approach is provided during the uninterrupted 90-minute ELA block, and will incorporate a variety of
authentic texts, with a blend of literary and informational texts in all grade levels. Text exemplars provide
exposure to more complex text to challenge the students, allowing them to reach higher standards of
success.
A portion of the block will consist of teachers providing the designated reading lesson for the day, and the
remainder of the time will be differentiated for students to receive targeted small -group instruction or
complete independent activities tailored to practice necessary reading skills from the lesson. Small -group
instruction and corrective feedback will be provided, and independent work will be monitored. Teachers
will use texts and materials at the student's instructional level, and progress to more complex text as
necessary.
McGraw Hill Education (MHE) Study Sync, a comprehensive standards -based literacy program with an
integrated reading and writing approach, will be utilized in grades 6-12. The program correlates to the
BEST standards for all grade levels and contains multiple resources that include a reading focus.
Resources included allow for student collaboration, discussion, real world connections, scaffolded
learning and differentiated instruction. This curriculum can also be utilized to facilitate teacher -led small
group instruction, which research shows to be an effective strategy for proficient reading. Additionally,
MHE Study Sync includes a robust digital library, making literary and informational texts constantly
available to students and teachers.
CSUSA K-12 Reading Plan — Board Approved 6
Supplemental Intervention Reading Program (SIRP)
Based on benchmark, interim and formative assessment data, students will receive additional instruction
and practice on identified skills. Teachers will provide additional instruction outside of the 90- minute
ELA block (K-5) in times such as the RtI block, through content area integration, during enrichment
activities, and during any other opportunity to support student achievement of individual learning goals.
Programs, resources and assessments used during SIRP are described in detail in Attachment A. Individual
schools are not limited to the resources listed in Attachment A. The resources used by the individual
schools can be found in the school addendums.
Comprehensive Intervention Reading Programs (CIRP)
CSUSA Schools will meet the individual needs of students who, based on diagnostic data, have been
identified to have significant skill deficiencies and/or read one or more years below grade level. Students
will receive additional instruction outside of the 90-minute ELA block and the SIRP interventions through
the use of an evidence -based intervention program in a small -group setting. These students will receive
more frequent progress monitoring to ensure accelerated progress toward grade level expectations.
Students will not be pulled out of core subjects for this additional reading instruction. For example, the
comprehensive reading instruction could occur during dedicated intervention times, an extension of an
ELA block, or during non -required electives. Programs, resources, and assessments used during CIRP are
described in Attachment A. Individual schools are not limited to the resources listed in the school
addendums.
Response to Intervention
CSUSA Schools will use a Response to Intervention model based on a Multi -Tiered System of Supports
(MTSS) to provide high quality instruction and interventions matched to the needs of each individual
student. This model is aligned with all federal and state laws to ensure all students make appropriate
learning gains. Each student's performance will drive future instructional decisions. This will be in place
for all students in need of reading intervention, including students who have previously been identified
as meeting Exceptional Student Education (ESE) eligibility requirements, students with 504 plans, and
English Language Learners (ELL). Students with IEPs qualify for Tier 2 and Tier 3 services in the same
manner as all other students, in addition to any services and accommodations that they are already
receiving through their IEP. CSUSA Schools will follow the district's guidelines for 1011.62(9), F.S.,
and FL Rule 6A-6.053, where all students in grades kindergarten through 12 requiring Tier III intensive
reading interventions will be taught by a teacher who is certified or endorsed in reading.
The RtI model includes:
➢ Tier 1 - Standards -Based Classroom Learning. All students participate in general education
learning that includes: universal screenings to target groups in need of specific instructional and/or
behavioral support and implementation of the Florida Standards (BEST). This is implemented
through standards -based classroom structure, differentiation of instruction, flexible grouping,
progress monitoring, formative assessments, and positive behavior supports.
➢ Tier 2 - Needs -Based Learning. In addition to Tier 1, targeted students participate in standard
intervention protocol processes for identifying and providing evidence -based interventions based
on student need, on- going progress monitoring to measure student response to intervention and
guided decision -making. Instruction occurs in small -groups in addition to the time allotted for core
instruction.
➢ Tier 3 - SST -Driven Learning. In addition to Tier 1 and Tier 2, targeted students participate in
intensive, formalized problem solving to identify individual student needs; targeted evidence-
CSUSA K-12 Reading Plan - Board Approved 7
based interventions tailored to individual needs; evidence -based curriculum resources; frequent
progress monitoring; and analysis of student response to intervention(s). The time spent on
instruction for Tier 3 students is in addition to the combined Tier 1 and Tier 2 amounts.
See Addendum for a draft of a Reading Intervention Process and a Data -Driven Decision -Making guide
for CSUSA Schools.
CSUSA Schools ensure that behavior does not impact the reading acquisition process. Through a
collaborative problem -solving model, the multi -disciplinary team, which may include school counselor,
teacher, curriculum resource teacher, administrator will systematically review performance data of all
students and identify interventions as needed to improve student performance. This team will work with
teachers on implementation of these interventions with fidelity and progress monitoring. The team will
meet regularly to discuss how to better enable learning for students at each of the three intervention tiers.
CSUSA Schools will offer ELL students instructional services through a Mainstream/Inclusion English
Language Arts and Mainstream/Inclusion for Core/Basic subject areas model. Sheltered instruction may
be offered to students in grades 6 —12 as needed via English Through ESOL and Developmental
Language Arts Through ESOL. Mainstream/inclusion instruction provided to ELL students will be equal
in amount, sequence, and scope to the instruction provided to the non -ELL students at the same grade
levels. WIDA Can Do Descriptors will be used as a tool to help differentiate instruction, according to
what the student should be able to do based on the student's stage of English language
proficiency. Instruction will be supported through the use of differentiated ESOL instructional
strategies, accommodations, materials, and assessments, which are monitored by the ELL committee and
documented in lesson plans. The effectiveness of these ESOL strategies will be determined by the
teachers' observations, administrative classroom walk-throughs, data chats, and site visits. In addition,
the curriculum, textbooks, and other instructional materials used by ELL students will be comparable to
those used by their non -ELL counterparts. Supplemental text and materials will also be provided as
needed for language acquisition and reading instruction.
ESOL components are included within the Benchmark Education (K-5) reading program, such as leveled
texts, to supplement the lesson and provide differentiated support to ELL students. All students, including
ELL students, who are performing below grade level will be referred to the RtI process. Interventions that
will be provided include push-in/pull-out support and small -group instruction. Progress Monitoring Plans
(PMP) will be created for all students, including ELL students, to properly document types and frequency
of interventions. The ESOL coordinator will take part in monitoring these PMPs to ensure ELLS are
making adequate progress based on performance of class and benchmark assessments. The state required
assessment, ACCESS for ELLS, will be administered as appropriate.
Students in CSUSA Schools who have been identified and qualify for a Gifted Education Program, each
have an Educational Plan (EP). The schools' gifted teachers work collaboratively with the instructional
team to support the students in the achievement of their EP goals. Strategies utilized will allow students
to be academically challenged and will focus on higher -order thinking skills. The team works together to
review student data and identify enrichment areas which may be targeted through differentiated
instruction. Through differentiated activities, gifted students' studies may encompass holistic projects
that include components such as the development of advanced research skills, complex creative thinking
and problem -solving, communication skills for a variety of audiences, and use of technology to promote
the desire for learning on self-selected and/or teacher -selected topics.
Between diagnostic and interim assessment periods, teachers will administer a variety of assessments to
students in need of intervention, or to those who are not responding to interventions. The norm -based
Northwest Education Association (NWEA) assessment or other comparable assessments are used as the
CSUSA K-12 Reading Plan — Board Approved 8
universal screenings for all grade levels, K-10 to determine student need for intervention. For the complete
breakdown of diagnostic tools used and frequency of assessment during the RtI process, see Assessment
section beginning on page 15.
All elements of progress monitoring will be shared with parents through the report card and data
conferences, conducted throughout the year. Parents will have the option to schedule conferences as
needed with the teacher. This connection between home and school will enhance students' ability to
achieve annual progress.
Reading Program Specifications
In order to make reading a "primary focus," all objectives from the Just Read Florida! Reading Program
Specifications that follow will be implemented at CSUSA Schools.
Specification 1: Professional Development
➢ Comprehensive Initial Professional Development
➢ Professional Development for Everyone
➢ Frequent and Continuous Professional Development
➢ Professional Development to Impact Change
➢ Professional Development Led by School -site Expertise
CSUSA Schools will provide professional development for all teachers through the model of continuous
improvement. All teachers will be provided evidence -based professional development targeted to school
improvement goals and aligned to the science of reading. Literacy trainings will help teachers integrate
phonemic awareness, phonics, word study and spelling, fluency, vocabulary and text comprehension
strategies into an explicit, systematic and sequential approach to reading instruction, including
multisensory intervention strategies. Teachers will meet in professional learning communities weekly by
grade level teams, facilitated by their team leads, to analyze student data and design units and
accompanying lessons that are aligned to state benchmarks. Additionally, team leads participate in
monthly leadership meetings with administrators. Based on administrative/support walk-throughs, site
visit feedback, and student performance, teachers will be provided specific, differentiated professional
development from mentor teachers, administrators, curriculum specialists, or curriculum resource teachers
(CRTs). At least one CRT will be on staff at all CSUSA Schools, and a regional curriculum specialist will
be assigned for support.
Professional development will be provided at least monthly, in addition to weekly grade level meetings,
and on designated teacher professional development days. Teachers will meet for data chats with mentor
teachers and administrators, after benchmark assessment periods, to analyze student reading progress,
and develop an action plan for professional development. These data chats can include reading intervention
strategies, teaching reading in content areas, and many other literacy development opportunities.
Professional development will have an emphasis on dyslexia, multisensory interventions and explicit
instructional approaches. Florida's BEST Standards and scientifically based reading research and
evidence -based practices will also be an area of focus for professional development and PLCs. Mentor
teachers and model classrooms may be used as additional coaching strategies to supplement the traditional
professional development already in place. A sample professional development plan is shown in Table 3
that follows. In addition to the following network -wide plan, see the school addendums for individual
schools' customized professional development plans.
CSUSA K-12 Reading Plan — Board Approved 9
Table 3
Sam le Professional Development Pla
Month
Topic
Facilitator
July/August
CRT Boot Camp
Curriculum Specialist
September
Data Driven Instruction
Curriculum Resource
Teacher
October
Cadre webinar
Curriculum Specialist
November
Coaching Cadre in person
Curriculum Specialist
December
Small Group Instruction
Curriculum Resource
Teacher
January
Cadre Webinar
Curriculum Specialist
February
Coaching Cadre in person
Curriculum Specialist
March
Literacy Across Content
Areas
Curriculum Resource
Teacher
April
Cadre webinar
Curriculum Specialist
May
Cadre Webinar
Curriculum Specialist
Instructional personnel who have not yet earned a reading certification, endorsement or an advanced
degree in scientifically researched and evidence -based reading instruction will be provided opportunities
to obtain these through partnerships with higher education institutions and/or state approved Education
Preparation Institutes.
In preparation for their highly supportive roles within CSUSA Schools, CRTs attend training workshops
each year to further professional knowledge on how to best serve CSUSA Schools. In order to facilitate
professional development to the teachers throughout the year, CRTs attend Curriculum Cadres and
webinars provided by curriculum specialists.
Principals and Assistant Principals have their own professional development institutes over the summer
to prepare for the coming year, with regard to best practices, new regulations, and any other expectation
within their roles. Principals and Assistant Principals attend meetings to receive support within their
positions.
CSUSA also has a professional development plan for New Teacher Induction (NTI) prior to orientation
at the school level. Additional opportunities for NTI will be provided throughout the year as teachers are
hired. Returning teachers receive at least one full week of professional development prior to the start of
the new school year for Returning Teacher Orientation (RTO). These two -week trainings are provided by
CSUSA, and are facilitated by Curriculum Specialists, site -based administrators, and Curriculum
Resource Teachers. During the first days of NTI/RTO, all teachers new to the school will receive
comprehensive training that ensures their understanding and implementation of the GVC. In subsequent
days, all teachers will receive training based on the Marzano works, What Works in Schools: Translating
Research into Action (2003), and Classroom Instruction That Works: Research -Based Strategies for
Increasing Student Achievement (2001). This professional development will support all areas of reading
instruction, including the use of targeted instruction, differentiated instruction, formative and summative
assessments, tracking and monitoring progress, and working with special needs students such as ELL and
CSUSA K-12 Reading Plan - Board Approved 10
students with disabilities.
Teachers have to complete required coursework to obtain proper ESOL endorsement, as well as follow
state guidelines for professional certificate renewal. In addition, teachers and administrators are
encouraged to exemplify the commitment to lifelong learning, by seeking professional development
outside of the requirements of CSUSA Schools.
Professional development based on reading instructional software programs occurs throughout the year.
Both CSUSA and the individual software companies provide these trainings. Training formats include
face-to-face, train -the -trainer, network wide webinars and continuous follow up visits and support.
Trainings are also provided by core textbook publishers throughout the year on appropriate, new uses of
resources, including ways to best utilize provided materials to reach struggling readers.
The roles and responsibilities of instructional coaches can vary depending on the specific needs and
goals of the school. However, some common roles and responsibilities include Coaching, Data,
Curriculum, Professional Development, and Culture.
The table below explains in detail the coaching and professional development standards for Curriculum
Resource Teachers (CRTs) and examples of responsibilities that fall within these standards. Instructional
Coaches are not limited to the responsibilities listed and are differentiated based on school/teacher
needs.
6m CSUSA Curriculum Resource
Teacher (CRT) Standards
CRT Standards
Sample Responsibilities
Standard 1: Coaching
Tier teachers based on support needed.
The CRT utilizes the coaching cycle tools to
Walk-throughs
model, coach, and provide meaningful
Targeted observations
feedback to build capacity in instructional
Instructional Strategies and Resources
staff.
Feedback
Modeling
Coaching
Maintain documentation of coaching cycles
Standard 4: Professional Development
Differentiate Teacher Professional Days
The CRT facilitates meaningful, differentiated
Establish follow up systems/implementation
professional learning opportunities aligned to
Provide assistance with DPP goals
he school -wide strategic plan and State
Collaborate on PD calendar
initiatives.
Track PD Points
PLC's
TI/RTO
Instructional Action Planning
Tiering teachers is an essential part to coaching as one of the initial steps. When tiering teachers, the
leadership team considers several factors, including but not limited to student growth, progress monitoring
data, classroom observations, etc. Coaching support for teachers is differentiated and varies based on
teacher need. Teachers identified as needing intensive support would then work with coaches to begin a
coaching cycle based on the identified areas of opportunity.
CSUSA K-12 Reading Plan — Board Approved 11
Specification 2: Administrative Practices in Support of Reading
➢ 2.1 Reading as a School -wide Priority
➢ 2.2 In-service and Evaluation Processes Focused on Reading
➢ 2.3 Resource Focus on Reading Achievement
School leaders will set high expectations for student achievement in reading and will develop a culture of
excellence with a focus on reading. The frequent administrative/support walk-throughs and site visit
feedback will be targeted to track teachers' mastery of high -probability, research -based instructional
strategies. These measures ensure that teachers implement the reading plan with fidelity and that resources
are allocated and used to deliver the strongest impact on student achievement in reading.
High -quality reading programs and materials will continuously be chosen to meet the needs of students.
Feedback from teachers can be gathered at each biweekly data chat, as well as from results from each
interim assessment and benchmark assessment provided by the Northwest Evaluation Association
(NWEA) or other comparable assessments to evaluate the effectiveness of each chosen instructional
program. These assessments are described further in this plan. Core curriculum may be supplemented by
the purchase of novels and other approved fiction and nonfiction texts for students to read within
classroom instruction, as well as for personal reading pleasure, to increase motivation and foster a love
for reading in students. The Curriculum Resource Teacher will collaborate with the reading and content
area teachers to create text sets or collections of books around a topic of inquire at varying levels of
complexity. If an individual school has received a Title I designation, there also could be additional
resources and personnel, such as a reading coach, to assist with the selection of materials.
The principal will clearly articulate the vision, mission, and expectations that all children can read, and
assist in establishing reading as a priority. Schools may support reading as a priority by spearheading a
Reading Challenge in which all students will be expected to read a specific number of books at their
independent level throughout the year.
Table 4 below provides CSUSA guidelines for the number of books that may be read by
each student:
Table 4
Sample Reading Challenge Goals
vel Number
Kindergarten V
1 st - 5tn Grade 5
6th — 12th Grade 3
Teachers can monitor students' independent reading, and check for comprehension in a variety of ways
including, but not limited to, student created illustrations, summaries, and verbal explanations. Progress
toward the school -wide goal will be tracked and celebrated on hallway or classroom displays. This
challenge will also provide for a home -school connection with reading, in addition to their regular daily
homework assignments from core courses. Parents will be required to sign a reading log or tracking system
to monitor students' independent reading at home. Parents can facilitate deeper understanding of texts by
being the "teacher" at home, asking their children questions about what they are reading and providing
support for any book reports or projects that may need to be completed. Students may have the opportunity
to use tablets or e-readers as well.
CSUSA K-12 Reading Plan — Board Approved 12
Staff members may also participate in a similar reading challenge. This can further promote CSUSA
Schools' vision of creating the desire for students to be life-long learners as teachers will be role models,
demonstrating their love for learning through reading.
CSUSA Schools will also have a Literacy Committee or Reading Leadership Team in order to develop
programs and activities that will promote reading throughout the school.
Specification 3: High Quality Reading Instruction is a Dynamic System
➢ 3.1 Propels Student Learning in Essential Reading Components
➢ 3.2 Expends Efficient Use of Instructional Time
➢ 3.3 Contains Systematic Set of Assessment Practices
➢ 3.4 Differentiated Instruction
Essential Reading Components
The six components of reading will be taught explicitly with structured practice to ensure mastery.
Speaking and listening skills is an essential component of literacy. Expressive and receptive oral
language skills will be provided throughout the English Language Arts instructional block.
Opportunities for students in all grades will be provided to engage in developmentally appropriate
collaborative partner, small group and whole class discussions. These discussions will include
vocabulary development, guided practice, demonstrating understanding by summarizing and retelling,
reporting on topics and relating key details of stories in a logical fashion, presentations and picture chats.
Phonological awareness skills, such as phoneme blending and phoneme deletion, will be scaffolded
beginning with simpler phonemes, and building to more complex phonemes. Phonics skills and decoding
strategies will be taught systematically and sequentially so that students understand how letters represent
sounds and sounds blend together to make words that contain meaning. The curriculum supports students
enhancing their phonics skills within their writing. In addition to explicit whole group instruction, these
skills are further mastered through small group instruction, centers, and cooperative learning activities.
Teachers will provide fluency instruction on three levels of text: high frequency word fluency, phrase
fluency, and text fluency. Students will set individual goals for fluency, and teachers will track progress
toward achievement through regular fluency assessments.
To build academic vocabulary, teachers will choose the most important vocabulary words to teach, and
following a six -step process to teach new words so that students develop a deep understanding of the word
(Marzano). Students are first provided a description or example of the word (verbally and in non-linguistic
form). Students then restate this description in their own words, and also create a picture or symbol to
represent the word. Students interact with this new word in various higher -order activities throughout the
week, as well as with each other. They may also participate in games with the word for further motivation
and connections.
Reading process and literary analysis skills will be taught through direct instruction of content cluster
skills, and modeling of metacognitive, comprehension strategies (Keene and Harvey & Goudvis). This is
supported through small group instruction with leveled texts. By providing direct, systematic instruction
for all six components of reading, CSUSA Schools will ensure that all students achieve annual growth in
reading.
Using an integrated approach, writing will be a part of all content areas. Included in this approach will be
elements from direct skill instruction and the process -oriented methodology including frequent
CSUSA K-12 Reading Plan — Board Approved 13
opportunities for students to engage in, and apply specific skills in a variety of communication activities.
Additionally, writing skills will be strengthened across the curriculum through responding to text and the
use of writing strategies such as, planning, revising, editing, peer review and collaboration. Furthermore,
text production and process writing approaches will be incorporated. Technology, such as word processing
will be utilized as support.
Efficient Use of Instructional Time
In order to maximize instructional time, teachers are requested to map out their lessons minute -by -
minute. This ensures for "bell -to -bell" instruction, with research -based strategies implemented to engage
students within learning the entire time. These lesson plans are approved by administrators and
implemented with fidelity throughout the year. With administrative approval, teachers may adjust their
plans as the year progresses to best fit the needs of students. These minutes are posted in the classroom
for all students, as well as visitors, to see. This makes all stakeholders aware of what is happening in the
classroom and assists with appropriate instructional pacing.
Teachers are also expected to map out their lesson plans in a very structured, research -based manner,
following the guidelines of using an introduction, modeling, guided practice, independent practice, and
closure within every lesson and every subject.
Reading processes and literary analysis skills will be taught through direct instruction of content cluster
skills and by modeling of metacognitive comprehension strategies (Keene and Harvey & Goudvis). This
is supported through small group instruction. Students will have access to leveled readings and activities
in targeted small groups and centers used for individualized instruction and practice. Highly qualified
teachers will appropriately group students by level and differentiate instruction targeted to particular
groups' needs through scaffolded, reading lessons. Additionally, instructional software, which adapts to
student's individual needs will be used.
Students move into independent practice when they have proven they have understood the concept, and
the purpose is to master the objective. During this time, teachers can work with small -groups, and focus
on targeted instruction using research -based strategies through targeted small group instruction and
implement differentiated and skill -specific centers. This allows teachers to provide extra assistance to
those who are not ready to move on to the independent practice stage and hone in on particular
deficiencies. Lastly, a closure activity is conducted, whether it is in the form of an exit -slip, or turn -and -
talk response, in order to gauge final understanding of the concept taught within the lesson. This
effective use of instructional time plan applies to all subject areas, not just reading. For those students
who are in need of extra instructional time and support, see the sample schedules provided.
Assessment
At the beginning of every school year, teachers will analyze previous year's state assessment scores and
identify each student's reading level through a variety of assessments. Examples of assessments that
may be available for CSUSA Schools are shown in Table 5.1 below. See the school addendums for
specific progress monitoring assessments used at individual schools and Attachments A and C for more
information about CSUSA assessments.
CSUSA K-12 Reading Plan — Board Approved 14
Table 5.1
Table 5.2
K-2 Sample Reading Assessments
CategoryGrades
,
Screening
NWEA MAP Growth;
Up to 3 times a year
STAR; iReady
Diagnostic
iReady Progress
1-3 times a year
Monitoring; DIBELS;
NWEA Reading Fluency
Progress Monitoring
STAR; Easy CBM;
Minimum of every 3-4
DIBELS; NWEA Reading
sessions within a 6-8-week
Fluency; DAR; Benchmark
intervention cycle
Education
Outcome Measures
NWEA MAP Growth;
Range: by unit 4 3 times a
State Assessments,
year
Instructional Focus
Assessments
Screening
NWEA MAP Growth;
Up to 3 times a year
FAST; iReady
Diagnostic
iReady Progress
1- 3 times a year
Monitoring; DIBELS;
DAR; NWEA Reading
Fluency
Progress Monitoring
FAST/Cambium; Easy
Minimum of every 3-4
CBM; STAR;
sessions within a 6-8-week
DIBELS; DAR; NWEA
intervention cycle.
Reading Fluency;
Benchmark Education
Outcome Measures
NWEA MAP Growth;
Range: by unit 4 3 times a
State Assessments,
year
Instructional Focus
Assessments
CSUSA K-12 Reading Plan — Board Approved
15
Table 5.3
6-12 Sample Reading Assessments
CategoryGrades
,
Screening
NWEA MAP Growth;
Up to 3 times a year
iRead 6tn_ 8tn ; FAST
Diagnostic
DIBELS; DAR; iReady
1-3 times a year
Progress Monitoring (61n_
8tn
Progress Monitoring
Easy CBM;
Minimum of every 3-4
FAST/Cambium (6-10);
sessions within a 6-8-week
DIBELS, DAR
intervention cycle.
Outcome Measures
NWEA MAP Growth; State
Range: by unit 4 3 times a
Assessments, Instructional
year
Focus Assessments;
In addition to the assessments above, fluency assessments such as oral reading fluency checks using
scaffolded discussion templates, will provide data regarding reading level progress. For those students
with disabilities for whom participation in the regular state assessments has been deemed not appropriate
per their Individualized Education Plans, alternative options will be provided per the Florida state
guidelines. CSUSA Schools will be in compliance with all guidelines and requirements, including
assessments for students with Individual Education Plans and English Language Learners. For those third
grade students who do not meet standardized testing passing requirements, CSUSA Schools will utilize
state approved alternative assessments for good cause promotion. Teachers will administer formative and
summative standard based assessments that are designed to evaluate whether a student has mastered a
specific standard at the lowest level that was taught. Each assessment will measure the academic
performance of each student on a particular standard, based on content that has been introduced and
practiced multiple times.
NWEA MAP Growth, or a comparable assessment, may be administered three times per year, as well as
interim assessments will provide data regarding progress toward the state -mandated assessment, and are
described as follows:
➢ NWEA Interim Formative Assessments - The Northwest Evaluation Association (NWEA)
MAP Growth assessments are nationally normed, and proven to be effective at targeting
student achievement and determining skills students need to improve performance. NWEA
uses a scale score (RIT) that continues through each grade level, which enables us to
monitor growth from one grade level to the next, as well as determine exactly how far
above or how far below grade level a student is. NWEA currently provides the Measures
of Academic Progress (MAP). These assessments are adaptive and computer -based, which
help prepare students for the format of the state assessments as well. NWEA MAP tests
students with engaging, ability -appropriate content. NWEA is an adaptive assessment;
therefore, as a student responds to questions, the test difficulty adjusts to the level of the
student.
CSUSA K-12 Reading Plan — Board Approved 16
Assessments are followed by a decision -making process to determine the next action to take to meet
students' needs. Teachers use data from state assessments, NWEA MAP, interim assessments, and class
assessments to drive the decision- making process with regard to differentiated instruction. This decision
making includes re -teaching, changing the instructional strategies, or modifying the developed product to
demonstrate understanding. Student groupings will change in classes periodically depending on the
activity level and ability level. Teachers will integrate formative assessments throughout activities to make
adjustments. Continuously assessing, reflecting, and adjusting content, process, and product enables
teachers to best meet the needs of each individual student.
For students receiving targeted intervention, for example those receiving Tier 2 or Tier 3 support, the
decision -making process will be more formal. After every 3-4 intervention sessions there will be an
analysis of the progress monitoring to determine the success of the intervention. After 6-8-weeks there
will be a meeting to analyze the data to determine if the student needs to continue with the intervention,
if the intervention needs to be modified, or if the student has met their goals and no longer needs the
intervention. Time frames may be adjusted based on LEA guidelines.
Differentiated Instruction
CSUSA Schools will follow the belief that differentiated instruction includes:
➢ A teacher's response to student needs
➢ The recognition of students' varying background knowledge and preferences
➢ Student -centered instruction that addresses students' differences
➢ A blend of whole -group and small -group instruction.
Research states that teachers can differentiate in various ways: with the content students are learning; the
process or environment in which the material is being taught; and the product that is developed to
demonstrate learning. Teachers will take into consideration the students' readiness for learning, their
interest, and their learning profiles.
Research- based best practices with regard to differentiating include:
➢ For student readiness: focusing on the standard for the content being taught and the
objective that must be mastered, but content may be at various levels (i.e. students may
read higher -level text yet still master the same standard as students reading on- level text).
➢ For student interest: allowing students to choose from a list of options of how they will
demonstrate mastery (i.e. some students may complete a project, whereas others might
write an essay).
➢ For student learning profile: addressing various individual student differences in learning
styles (i.e. students that are tactile learners can use manipulatives, whereas students who
are visual learners can use pictures).
Using assessments describe previously in the plan, students will be assessed at the beginning of the school
year to determine basic reading development and to detect the presence of any difficulty. Based on the
instructional implications of the diagnostic screening, students will be provided instruction to meet their
individual needs with an emphasis on cooperative learning and small group instruction. Cooperative
groups are flexible based on progress monitoring of reading skills. The reading lesson segments can
incorporate differentiated texts —for on -level, advanced, below- level, and ELL students. Teachers will
utilize various rigorous and standards -based center resources to engage students in reading activities to
deepen their understanding of reading skills through hands-on activities, the use of manipulatives (i.e.
word sorts, letter tiles, and dry erase boards), and integration of technology (i.e. listening centers, Reading
Plus).
CSUSA K-12 Reading Plan — Board Approved 17
To further enhance learning for those students who are higher -level, including gifted learners, CSUSA
Schools will emphasize using higher -order thinking skills and higher -order tasks to challenge the students.
These tasks are utilized as students master concepts and deepen their understanding, and ultimately will
benefit all levels of learners. The activities are to enrich college -ready skills, such as problem -solving,
critical thinking, synthesizing, analysis, connections, creativity, metacognition, evaluation of decision -
making, and transferring knowledge. Not only can these be applied within the reading program, but also
across all content areas. Examples of higher -order activities that can be utilized include, but are not limited
to:
• Cooperative learning groups
• Student -created artifacts
• Cross -curricular proj ects
• Inductive learning
• Real -world application projects
• Circle of knowledge
• Evaluations and Critiques
• Research projects
• Debates
• Mock trials
Specification 4: Reading Text Materials and Resources
➢ 4.1 Materials Aligned with Student Reading Levels
➢ 4.2 Comprehensive Instructional Materials
➢ 4.3 Wide Assortment of Diverse Text
➢ 4.4 Flexible Use of Text
➢ 4.5 Appropriate Use of Technology
The Comprehensive Core Reading Plan (CCRP) Materials: CSUSA Schools will use Benchmark
Education (K-5) and MBE Study Sync (6-12). As all reading resources are consistently reviewed and
evaluated, these choices may change in the future if new, more effective, research -based resources are
determined. As stated previously, these proposed programs include a range of diverse print and media
aligned with the Florida's BEST Standards. Within the programs there are diagnostic assessments, leveled
texts, intervention and supplemental resources, as well as various other components to meet the needs of
all students.
Accompanying instructional materials such as workshop kits and decodable books, will be used for
differentiated instruction during the K-5 90-minute ELA block, and during the regularly scheduled double
block of middle school ELA as illustrated on the sample student schedules in this document. This
integrated reading and ELA block will infuse reading instruction for all students through the use of
research -based strategies such as close reading experiences and novel studies with the use of exemplar
texts. The increase in complexity will be accomplished by exposing students to authentic texts. Students
will have the opportunity to utilize these resources at school and at home.
CSUSA K-12 Reading Plan — Board Approved 18
Supplemental Intervention Reading Program (SIRP) Materials
CSUSA Schools will meet the individual needs of students during the school day. The schedules outlined
in this plan show additional minutes outside of the uninterrupted 90- minutes of core reading instruction
through the Supplemental Intervention Reading Program. Based on classroom and benchmark data,
students will receive additional instruction and practice on identified skills. Teachers will provide
additional instruction outside of the 90-minute ELA block in times such as the RtI block, through content
area integration, during enrichment activities, and any other opportunity, to support student achievement
of individual learning goals. A comprehensive list of programs, materials and resources for SIRP is
detailed in Attachment A. See the school addendums for the list of resources utilized by individual schools,
along with descriptions of how the programs are implemented. Individual schools are not limited to the
resources listed in Attachment A. CSUSA is dedicated to increase the resources and materials used to
support SIRP at the 6-12 grade levels.
Comprehensive Intervention Reading Programs (CIRP) Materials: CSUSA Schools will meet the
individual needs of students who, based on diagnostic data, have been identified to have significant skill
deficiencies, and/or read one or more years below grade level, these students will be given additional
instructional minutes using an evidence -based intervention program. In addition to SIRP intervention,
students will receive this additional instruction outside of the regularly scheduled ELA block, in a small -
group setting, with more frequent progress monitoring, to ensure accelerated progress toward grade level
expectations. Various materials and strategies will be utilized to aid those students needing extra support
in meeting and exceeding a year's worth of learning. A comprehensive list of programs, materials and
resources for CIRP is detailed in Attachment A. See the school addendums for the list of resources utilized
by individual schools, along with descriptions of how the programs are implemented. Individual schools
are not limited to the resources listed in Attachment A. CSUSA is dedicated to increase the resources and
materials used to support CIRP at the 6-12 grade levels.
Attachment C demonstrates a sample of the decision -making process through which students are identified
for strategic or intensive support. For students who have not responded to a specific reading intervention
delivered with fidelity and with the initial intensity (time and group size) provided, reading intervention
instruction and/or materials will be changed based on student data. Also, reflected in Attachments A and
B are examples of materials that may be utilized during the intervention process. Listed materials will be
utilized as the resource, such as FCRR, for research -based reading acquisition strategies. When students
are not responding to an intervention their supports are increased, and/or the intervention being used is
changed. Assessment and progress monitoring is continued in order to determine and target the deficiency.
Summer Reading Academy
In accordance with Florida Statute 1008.25(7)(a)&(7)(b), the purpose of the Third Grade Summer
Reading Academy, usually provided by the local school district, is to provide extended instructional
services and support to students who score Level 1 on the Grade 3 statewide, standardized
ELA/Reading assessment, by providing them with extended intensive interventions that must include
effective instructional strategies, and appropriate teaching methodologies necessary to assist those
students in becoming successful readers, able to read at or above grade level, and ready for promotion
to the next grade.
CSUSA K-12 Reading Plan — Board Approved 19
Attachment A
Evidence -Based Intervention Resources, Programs, and Materials
Examples of Evidence -Based Assessments
Additional evidence —based assessments may be used at the individual school level.
NWEA MAP Growth (K-12)
Screening
up to 3 times per year
NWEA Reading Fluency (K-5)
Screening, Diagnostic and/or Progress
Monitoring
up to 3 times per year
STAR Early Literacy/Reading State
Assessments (K-2)
Screening
3 times per year
Benchmark Education, MyFocus (K-5)
Progress Monitoring
Ongoing, as needed
Read 180
Progress Monitoring
Ongoing, as needed
DIBELS (through 8th grade)
Diagnostic/Progress Monitoring
Ongoing, as needed
Easy CBM (K-12)
Diagnostic/Progress Monitoring
Ongoing, as needed
FAST Progress Monitoring (3-10)
Progress Monitoring
2 times per year, plus summative FAST
DAR (K-12)
Diagnostic/Progress Monitoring
Ongoing, as needed
i-Ready (K-8)
Screening/ Diagnostic
1 to 3 times per year
Examples of Evidence -Based Reading Intervention Resources, Programs, and Materials
Additional evidence -based programs, resources and materials may be used at the individual school level.
W •1
Lexia Core 5
K-5
x
x
x
x
x
x
Lexia Power Up
6-12
x
x
x
x
i-Ready
K-8
x
x
x
x
Reading Horizons
K-12
x
x
x
x
x
x
Read 180
3-12
x
x
x
x
x
95 Percent Group
K-6
x
x
x
x
x
x
Benchmark Phonics
Intervention
K-5
x
x
x
x
x
x
Edgenuity MyPath
K-12
x
x
x
x
x
STARI
6-8
x
x
FCRR
K-12
x
x
x
x
x
x
Scholastic Reading
Kits
K-5
x
x
x
x
x
x
Magnetic Reading
Foundations
K-2
x
x
x
Imagine Language &
Literacy
K-6
x
x
x
x
Wordly Wise
K-12
x
Sounds Sensible
K-4
x
x
Really Great Reading
HD Word
3-12
x
x
x
x
Really Great Reading
Blast
K-2
x
x
x
Exact Path
K-12
x
x
x
x
x
x
Spire
K-8
x
x
x
x
x
x
Max Scholar/Orton
Gillingham
K-12
x
x
x
x
x
x
CSUSA K-12 Reading Plan - Board Approved 20
Heggerty
K-12
x
x
Corrective Reading
3-12
x
x
x
SIPPS
1-5
x
x
x
x
Wilson Fundations
K-3
x
x
x
x
Wilson Reading
3-12
x
x
x
x
x
UFLI
K-5
x
x
x
x
Reading Plus
3-12
x
x
x
Amira Learning
K-5
x
x
x
x
x
x
*See school specific addendums for details.
The evidence -based resources above support all students, including multilingual learners and
those with disabilities, in addressing reading skill gaps. Educators must collaborate to avoid
duplicative instruction.
CSUSA K-12 Reading Plan - Board Approved 21
Attachment B
Data -Driven Decision -Making Tree & Guidance
Start gem: Administer a diagnostic reading assessment
No to identify the specific reading deficiency.
Identify Students who demonstrate a Has the student been given a diagnostic � P g
substantial reading deficiency, according reading assessment to identify the specific
to the universal screener. ---- reading deficiency?
Stand-alone Diagnostics.
Screeners: NWEA Reading Fluency
N; yes DIBELS
STAR DAR
i-Read i-Ready
Based on the diagnostic assessment analysis (determining the need in any ofthe
following areas: Phonological awareness, phonics, Fluency, vocabulary, or
comprehension), provide immediate targeted intervention in small groups of
students with the same deficiency.
Interventions:
Lexia (CoreS), !-Ready, Phonics
in, Re FCRR, Heggerty,
0rton Gillln SIPPS, SPIRE,
�mn'
Magnetic Reading Really Great
Reading Wilson
Interventions:
Corrective Reading(SRA), Lexia (Cor
5), Heggerty, i-Ready, Phonics for
Reading, FCRR, Orton Gillingham,
SIPPS, SPIRE, Magnetic Reading Reap
Great Reading Wilson
Interventions:
Corrective Reading(SRA), Lexia
(Core 5), Reading Horizons, Phonics
For Reading, START, FCRR,
Dreambox Reading, Orton
g
Gillingham, SIPPS, SPIRE, Magnetic
Reading, Read 180, Really Great
Reading, Wilson
I
Interventions:
Lexia (Core 5), Lexia Power Up,
FCRR, i-Ready, Edgenuity My Path,
Reading Horizons, Orton Gillingham,
SIPPS, SPIRE,M Magnetic Reading
g
Read 180, Really Great Reading
Wilson
Possible Interventions:
Corrective Reading (SRA), Lexia (Care 5),
Lexia Power Up, Phonics for Reading,
STARI, FCRR, i-Ready, Dreamhox
Reading, Edgenuity My Path, Orton
Gillingham, Reading Horizons, SPIRE,
Magnetic Reading Read 180, Achieve
3000, Really Great Reading, Wilson
Progress Monitoring'*:
Easy CBM; DIBELS, DAR, NWEA Skills
Checklist; NWEA Reading Fluency,
STAR
Progress Monitoring**:
Easy CBM; DIBELS, NWEA Skills
Checklist; NWEA Reading
Fluency, STAR
FProgress Monitoring":
Easy CBM, DAR, DIBELS,
NWEA Rea Fluency
Progress Monitoring•*:
Easy CBM; bAR, DIBELS, Read 180,
STA FAST
Progress Manitoring**:
Easy CBM; DAR, DIBELS, Read 180,
STAR, FAST
`Response to Intervention (Rtl) includes multilingual learners and students with disabilities
-Additional progress monitoring tools may be used to align with intervention programs
CSUSA K-12 Reading Plan - Board Approved 22
Data -Driven Decision Making Guidance
Kindergarten — 2nd Grade
Exceeds Grade
On Grade
Approaching
Below Grade
Substantial
level
level
level
Deficiency
Strategic
Intensive
Instructional
Instructional
Plan Required
Plan Required
Tiered
Tier 1 +
Tier 1
Tier 1 with
Tier 1 + Tier 2
Tier 1 + Tier 2
Instruction
Enrichment/
monitoring
+Tier 3
(Tier 1 includes
Acceleration
differentiation)
NWEA MAP
Above 80t"
50t" Percentile
215t Percentile
10th Percentile
Below 10th
Universal
Percentile
—
—49t"
—
Percentile
Screener
79t" Percentile
Percentile
20t" Percentile
NWEA Map
Exceeds
Meets
Meets
Approaching
Below
Reading
Fluency
FAST Early
N/A
N/A
N/A
10th — 20t"
Below 10th
Literacy/Readi
Percentile
Percentile
ng
Instructional
• 90-minute
• 90-minute
• 90-minute
• 90-minute
• 90-minute
Minutes
uninterrupt
uninterrupt
uninterrupt
uninterrupt
uninterrupt
Required
ed ELA
ed ELA
ed ELA
ed ELA
ed ELA
block
block
block
block
block
• 30-minute
• 30-minute
• 30-minute
• 30-minute
• 30-minute
additional
additional
additional
additional
additional
block for
block for
block for
block for
block for
ELA
ELA
ELA
ELA
ELA
instruction
instruction
instruction
instruction
instruction
• 30-minute
• 30-minute
interventio
interventio
n block
n block
2/week
2/week
• 30-minute
intensive
interventio
n block
3/week
Additional Notes/Considerations:
Students with ELL Plans and/or 1EPs must still participate in all tiers of instruction
based on the data.
Click HERE for statute 1008.25, referencing substantial reading deficiencies.
CSUSA K-12 Reading Plan - Board Approved 23
Eligibility Criteria and next steps for K-2
IF
Below 10th
Below 10th
Between 10th
Above 20t"
Above 20tn
Percentile
Percentile
— 20t"
Above 20t"
Percentile on
Percentile on
on Universal
on Universal
Percentile on
Percentile on
Universal
Universal
Screener &
Screener &
Universal
Universal
Screener &
Screener &
Below on
Above on
Screener &
Screener &
Approaching
Meets/Exceeds
NWEA Map
NWEA Map
Approaching
Below on
on NWEA
on NWEA Map
Reading
Reading
or Below on
NWEA Map
Map Reading
Reading
Fluency
Fluency
NWEA Map
Reading
Fluency
Fluency
Reading
Fluency
Fluency
Then
Administer
Administer
Administer
Administer
Look at
No additional
Diagnostic
Diagnostic
Diagnostic
Diagnostic
additional
steps needed
Assessment
Assessment
Assessment
Assessment
data
available,
consider
testing
conditions &
implement a
monitoring
plan
CSUSA K-12 Reading Plan - Board Approved 24
311 Grade
Exceeds
On Grade level
Approaching
Below Grade
Substantial
Grade level
level
Deficiency
Tiered
Tier 1 +
Tier 1
Tier 1 with
Tier 1 + Tier 2
Tier 1 + Tier 2 +
Instruction
Enrichment/
monitoring
Tier 3
Tier 1 includes
Acceleration
differentiation
NWEA MAP
Above 801"
501" Percentile —
30tn — 49tn
215T — 29tn
Below 20tn
Universal
Percentile
79t"
Percentile
Percentile
Screener
Instructional
• 90-minute
• 90-minute
• 90-minute
• 90-minute
• 90-minute
Minutes
uninterrup
uninterrupte
uninterrupte
uninterrupte
uninterrupte
Required
ted ELA
d ELA block
d ELA block
d ELA block
d ELA block
block
• 30-minute
• 30-minute
• 30-minute
• 30-minute
• 30-minute
additional
additional
additional
additional
additional
block for
block for
block for
block for
block for
ELA
ELA
ELA
ELA
ELA
instruction
instruction
instruction
instruction
instruction
• 30-minute
• 30-minute
intervention
intervention
block
block
2/week
2/week
• 30-minute
intensive
intervention
block
3/week
Students who score a level 1 on FAST Reading, but above the 30th percentile on NWEA, should be considered
for administration of NWEA MAP Fluency (or another screening tool) to determine eligibility for a
Diagnostic Assessment
Additional Notes/Considerations
• Students with ELL Plans and/or IEPs must still participate in all tiers of instruction based on
the data
• Click HERE for statute 1008.25, referencing substantial reading deficiencies.
Eligibility Criteria and next steps for 3rd grade
IF
Below 201"
Between 21" — 291"
Above 301" Percentile on
Above 301" Percentile on
Percentile on
Percentile on
Universal Screener & Level
Universal Screener & 3+ on
Universal Screener
Universal Screener
1 or 2 on ELA state
ELA state assessment
assessment
Then
Administer
Administer
Look at additional data
No additional steps needed
Diagnostic
Diagnostic
available, consider testing
Assessment
Assessment
conditions, administer
NWEA Map fluency to
determine if a Diagnostic
Assessment is needed
CSUSA K-12 Reading Plan — Board Approved 25
4" & 51" Grade
Exceeds Grade
On Grade level
Approaching
Below Grade
Substantial
level
level
Deficiency
Strategic
Intensive
Instructional
Instructional
Plan Required
Plan Required
Tiered
Tier 1 +
Tier 1
Tier 1 with
Tier 1 + Tier 2
Tier 1 + Tier 2 +
Instruction
Enrichment/
monitoring
Tier 3
(Tier 1 includes
Acceleration
differentiation)
NWEA MAP
Above 8011h
501h Percentile —
21s' Percentile —
loth —2 oth
Below loth
Universal
Percentile
79th Percentile
49th Percentile
Percentile
Percentile
Screener
Instructional
• 90-minute
• 90-minute
• 90-minute
• 90-minute
• 90-minute
Minutes
uninterrupted
uninterrupted
uninterrupted
uninterrupted
uninterrupted
Required
ELA block
ELA block
ELA block
ELA block
ELA block
• 30-minute
• 30-minute
• 30-minute
additional
additional
additional
block for
block for
block for
ELA
ELA
ELA
instruction
instruction
instruction
• 30-minute
• 30-minute
intervention
intervention
block 2/week
block 2/week
• 30-minute
intensive
intervention
block 3/week
Students who score a level 1 on FAST Reading, but above the 20th percentile on NWEA, should be
considered for administration of NWEA MAP Fluency (or another screening tool) to determine eligibility
for a Diagnostic Assessment
Additional Notes/Considerations
• Students with ELL Plans and/or IEPs must still participate in all tiers of instruction
based on the data
Eligibility Criteria and next steps for 41" and 51" grades
IF
Below 201h
Above 21" Percentile on Universal
Above 215t Percentile on
Percentile on
Screener & Level 1 or 2 on FAST Reading
Universal Screener & 3+ on
Universal Screener
FAST Reading
Then
Administer
Look at additional data available,
No additional steps needed
Diagnostic
consider testing conditions, and/or
Assessment
administer NWEA Map fluency (or
alternative) to determine if a Diagnostic
Assessment is needed.
CSUSA K-12 Reading Plan — Board Approved 26
61" Grade - 81" Grade
Exceeds Grade
On Grade
Approaching
Below Grade
Substantial
level
level
level
Deficiency
Strategic
Intensive
Instructional
Instructional Plan
Plan Required
Required
Tiered
Tier 1 +
Tier 1
Tier 1 with
Tier 1 + Tier 2
Tier 1 + Tier 2 +
Instruction
Enrichment/
monitoring
Tier 3
(Tier 1 includes
Acceleration
differentiation)
NWEA MAP
Above 8011h
50th
215T Percentile
loth Percentile —
Below loth
Universal
Percentile
Percentile —
—
20th Percentile
Percentile
Screener
79th
49th Percentile
Percentile
Instructional
• 50-minute
• 50-
• 50-minute
• 50-minute
• 50-minute
Minutes
minimum
minute
minimum
minimum
minimum ELA
Required
ELA block
minimum
ELA
ELA block
block
ELA
block
. 30-minute
• 30-minute
block
intervention
intervention
block 2/week
block 2/week
• 30-minute
intensive
intervention
block 3/week
Students who score a level 1 on FAST Reading, but above the 20t" percentile on NWEA, should be
considered for administration of NWEA MAP Fluency (or another screening tool) to determine
eligibility for a Diagnostic Assessment
Additional Notes/Considerations
• Students with ELL Plans and/or IEPs must still participate in all tiers of
instruction based on the data
Eligibility Criteria and next steps for 61" grade - 81" grade
IF
Below 2011h Percentile
Above 21" Percentile on Universal
Above 215t Percentile on Universal
on Universal Screener
Screener & Level 1 or 2 on FAST
Screener & 3+ on FAST Reading
Reading
Then
Administer Diagnostic
Look at additional data available,
No additional steps needed
Assessment
consider testing conditions, and/or
administer NWEA Map fluency (or
alternative) to determine if a
Diagnostic Assessment is needed.
CSUSA K-12 Reading Plan — Board Approved 27
9" Grade and Beyond
Exceeds Grade
On Grade
Approaching
Below Grade
Substantial
level
level
level
Deficiency
Strategic
Intensive
Instructional
Instructional Plan
Plan Required
Required
Tiered
Tier 1 +
Tier 1
Tier 1 with
Tier 1 + Tier 2
Tier 1 + Tier 2 + Tier
Instruction
Enrichment/
monitoring
3
(Tier 1 includes
Acceleration
differentiation)
NWEA MAP
Above 8011h
50th
215T Percentile
loth Percentile —
Below loth
administered
Percentile
Percentile —
—
20th Percentile
Percentile
to FAST level 1
79th
49th Percentile
& 2 students
Percentile
Instructional
• 50-minute
• 50-minute
• 50-minute
• 50-minute
• 50-minute
Minutes
minimum
minimum
minimum
minimum ELA
minimum ELA
Required
ELA block
ELA
ELA block
block
block
block
• 30-minute
• 30-minute
intervention
intervention
block 2/week
block 2/week
• 30-minute
intensive
intervention
block 3/week
Students who score a level 1 on FAST Reading, but above the 20t" percentile on NWEA, should be
considered for administration of NWEA MAP Fluency (or another screening tool) to determine eligibility
for a Diagnostic Assessment
Additional Notes/Considerations
• Students with ELL Plans and/or IEPs must still participate in all tiers of instruction
based on the data
Eligibility Criteria and next steps for 9" grade and beyond
IF
Level 1 or 2 on FAST
Below 20th Percentile on Prior
Level 3+ on FAST Reading
Reading
NWEA MAP Reading data
Then
Administer NWEA
Administer Diagnostic
No additional steps needed
MAP Reading
Assessment
IF
Below 20th Percentile
on NWEA MAP
Reading
THEN
Administer Diagnostic
Assessment
CSUSA K-12 Reading Plan — Board Approved 28
110
CHARTER SCHOOLS®
USA
Internet Acceptable Use and Safety Policy
1.0 Purpose
The purpose of this policy is to outline the acceptable use of computer equipment at Charter
Schools USA (CSUSA) and CSUSA managed charter schools on behalf of the governing boards.
These rules are in place to protect the employee and students of CSUSA. Inappropriate use
exposes CSUSA to risks including virus attacks, compromise of network systems and services,
and legal issues.
Effective security is a team effort involving the participation and support of every CSUSA
employee and affiliate who deals with information and/or information systems. Moreover, it is
the responsibility of every computer user to know these guidelines and to conduct their activities
accordingly.
2.0 Scope
This policy provides guidelines that apply to all users of computer systems and services, no
matter where the users are located. The term "users" refers to all employees, independent
contractors, persons, or entities accessing CSUSA computer systems and services.
All employees, students, contractors, consultants, temporary, and other workers at CSUSA and
its subsidiaries are responsible for exercising good judgment regarding appropriate use of
information, electronic devices, and network resources following CSUSA policies and standards,
and local laws and regulation.
This policy applies to technology administered in individual schools, the resources administered
by central teams and departments, personally owned computers and devices connected by wire or
wireless to the school network, and to off -site computers that connect remotely to the school's
network services.
3.0 Policy
3.1 General Use and Ownership
• It is the policy of CSUSA to (a) prevent user access over its computer network to, or
transmission of, inappropriate material via Internet, electronic mail, or other forms of
direct electronic communications; (b) prevent unauthorized access and other unlawful
online activities; (c) prevent unauthorized online disclosure, use, or dissemination of
personal identification information of minors; and (d) comply with the Children's Internet
Protection Act [Pub. L. No. 106-554 and 47 USC 254(h)].
• Computers and computer accounts are provided to assist users in the performance of their
jobs or functions with CSUSA. Users should have no expectation of privacy in anything
created, sent, received, or downloaded on the computer or communication system.
• All CSUSA users must obtain proper authorization to use computers, computer accounts,
and computer files.
Internet Acceptable Use and Safety Policy
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110
CHARTER SCHOOLS®
USA
• The computer and communication systems belong to CSUSA and should be used for
business and educational purposes only. CSUSA reserves the right to monitor the
operation of these systems, to access all records within them, and to retain or dispose of
those records as it deems necessary.
• Users must comply with all software licenses, copyrights, and all other state and federal
laws governing intellectual property.
• All internet data that is composed, transmitted, or received via the CSUSA's computer
communications systems is considered to be a part of the official records of CSUSA and,
as such, is subject to disclosure to law enforcement or other third parties. Consequently,
employees should always ensure that the business information contained on websites they
view, email messages, and other transmissions is accurate, appropriate, ethical, and
lawful.
• The computer and communication systems belong to CSUSA and should be used for
business purposes only. CSUSA reserves the right to monitor the operation of these
systems, to access all records within them, and to retain or dispose of those records as it
deems necessary.
• A user is responsible for all activities originating from their account(s), including all
information sent from, intentionally requested, solicited, or viewed from their account(s)
and publicly accessible information placed on a computer using their account(s).
3.2 Security and Proprietary Information
• System -level and user -level passwords must comply with the Password Policy. Providing
access to another individual, either deliberately or through failure to secure its access, is
prohibited.
• Authorized CSUSA computer users are responsible for maintaining the security of their
passwords and may not share accounts with any other individuals.
• All computing devices must be secured with a password -protected screensaver with the
automatic activation feature set to 15 minutes or less. You must lock the screen or log off
when the device is unattended.
• Employees must use extreme caution when opening e-mail attachments received from
unknown senders, which may contain malware.
• Use encryption on devices and systems where feasible and as directed by the CSUSA
Cybersecurity and Infrastructure team and other applicable CSUSA policies.
3.3 Unacceptable Use.
• Under no circumstances is a CSUSA user authorized to engage in any activity that is
illegal under local, state, federal, or international law while utilizing CSUSA owned
resources. The lists below are by no means exhaustive but attempt to provide a
framework for activities that fall into the category of unacceptable use.
• To the extent practical, technology protection measures (or "Internet filters") shall be
used to block or filter Internet, or other forms of electronic communications, access to
Internet Acceptable Use and Safety Policy
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110
CHARTER SCHOOLS®
USA
inappropriate information. Specifically, as required by the Children's Internet Protection
Act, blocking shall be applied to visual depictions of material deemed obscene or child
pornography, or to any material deemed harmful to minors. Subject to staff supervision,
technology protection measures may be disabled for adults or, in the case of minors,
minimized only for bona fide research or other lawful purposes.
The use of TikTok, and/or any successor platforms, on all CSUSA, or school -owned
devices, or on any device (including privately owned) connected to CSUSA, or school -
provided internet is strictly prohibited. FAC Rule 6A-1.0957.
3.3.1 Systems and Network Activities
To the extent practical, steps shall be taken to promote the safety and security of users of
the CSUSA online computer network when using electronic mail, chat rooms, instant
messaging, and other forms of direct electronic communications.
Specifically, as required by the Children's Internet Protection Act, and Florida
Administrative Code ("FAC") Rule 6A-1.0955 prevention of inappropriate network
usage includes: (a) unauthorized access, including so-called `hacking,' and other
unlawful activities; (b) unauthorized disclosure, use, and dissemination of personal
identification information regarding minors; (c) preventing access to websites, web or
mobile applications, or software that do not protect against the disclosre, use, or
dissemination of students' personal information; and (d) prohibits students from
accessing social media platforms, except when expressly directed by a teacher for an
educational purpose
• Introduction of malicious programs into the network or server (e.g., viruses, worms,
Trojan horses, e-mail bombs, etc.).
• Revealing your account password to others or allowing the use of your account by others.
This includes family and other household members when work is being done at home.
• Using a CSUSA computing asset to actively engage in procuring or transmitting material
that is in violation of sexual harassment or hostile workplace laws in the user's local
jurisdiction.
• Duplication of copyrighted software or data, except for backup and archival purposes.
• E-mail messages created, sent, or received if they contain intimidating, hostile, or
offensive material concerning race, color, religion, sex, age, national origin, disability or
any other classification protected by law.
• Unauthorized copying of copyrighted material including, but not limited to, digitization
and distribution of photographs from magazines, books or other copyrighted sources,
copyrighted music, and the installation of any copyrighted software for which CSUSA or
the end -user does not have an active license is strictly prohibited
• Exporting software, technical information, encryption software or technology, in
violation of international or regional export control laws, is illegal. The appropriate
management should be consulted before the export of any material that is in question.
• Effecting security breaches or disruptions of network communication.
Internet Acceptable Use and Safety Policy
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CHARTER SCHOOLS®
USA
• Port scanning or security scanning is expressly prohibited unless prior notification to
CSUSA's Director of Cybersecurity and Infrastructure team has been made.
• Circumventing user authentication or security of any host, network, or account.
• Interfering with or denying service to any user other than the employee's host (for
example, denial of service attack).
• Using any program/script/command, or sending messages of any kind, with the intent to
interfere with, or disable, a user's terminal session, via any means, locally or via the
Internet/Intranet/Extranet.
3.3.2 Education, Supervision and Monitoring
• It shall be the responsibility of all members of the CSUSA staff at the school to educate,
supervise and monitor appropriate usage of the online computer network and access to
the Internet following this policy, the Children's Internet Protection Act, the
Neighborhood Children's Internet Protection Act, and the Protecting Children in the 21st
Century Act.
• Disabling or otherwise modifying any technology protection measures will follow
established processes, including documentation and approval by the school's Principal or
designated representative.
• The School's Principal or designated representative will ensure that age -appropriate
training for students who use the School's Internet facilities are provided. The training
provided will be designed to promote the commitment to:
a) The standards and acceptable use of Internet services as outlined in this policy;
b) Student safety in regards to:
i. safety on the Internet;
ii. appropriate behavior while on online, on social networking Web sites, and in
chat rooms; and
iii. cyberbullying awareness and response.
c) Compliance with the E-rate requirements of the Children's Internet Protection Act
("CIPA").
Following receipt of this training, the student will acknowledge that he/she received the
training, understood it, and will follow the provisions of the District's acceptable use
policies.
3.4 Blo22in2 and Social Media
Prior to requiring students to use online content, staff is required to confirm that the
content is not blocked by the student internet filter. If staff has appropriate blocked
content or social media platforms to be used for educational purposes, then staff must
request said content to be reviewed and unblocked.
Internet Acceptable Use and Safety Policy
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CHARTER SCHOOLS®
USA
The Blogging and Social Media Policy is designed to protect the privacy, confidentiality,
business interests, and reputation of CSUSA. When you are participating in social
networking, you are representing both yourself and CSUSA. It is not our intention to
restrict your ability to have an online presence. We believe social networking is a very
valuable tool.
All school administrators, faculty, and staff shall use caution and good judgment when
using electronic communications and social networking sites. Any information posted on
or communicated through a social networking site shall not bring disfavor,
embarrassment, or condemnation to any employee, student, or any member of CSUSA.
CSUSA prohibits direct communications relayed to current or former students via
electronic communications such as texting, Facebook, and all other social media
networks. All communications to students should be conducted via the school -issued
email addresses or through school -approved applications such as Edmodo.
Communications should be professional and related to a student's academic progress or
school activities.
• The use of TikTok, and/or any successor platforms to be used to communicate or promote
any school district, school, school -sponsored club, extracurricular organization, or athletic
team is strictly prohibited, per Florida Statute, 1001.02(l), (2)(n),
1003.02(l)(g 5 and 1003.02 1) g) and FAC Rule 6A-1.0957.
3.4.1 Bloggmg an Social Media o icy Guidelines
• Employees should not use or post to social media during work hours.
• Employees should not use the company or personal devices to access or post on social
media networks while at work.
• Only employees officially authorized by CSUSA may use approved social media outlets
to speak or post on behalf of CSUSA. This will be a part of your CSUSA job description.
• Employees are restricted from disclosing the details of any CSUSA activity or business
dealings on social media.
• Do not post any financial, confidential, sensitive, or proprietary information about
CSUSA or any of our students, faculty, administrative staff, or employees.
• Employees, specifically teachers and administrative staff, are prohibited from using
social media to contact or communicate with any current or former students.
• Do not use social media to vent personal complaints about supervisors, co-workers,
students, parents, vendors, or CSUSA.
• If you see unfavorable opinions, negative comments, or criticism about CSUSA,
immediately forward this information to your School Administrator or Employee
Services.
• Information on your networking profile is public, even if posted under a pseudonym,
your identity can still be revealed.
4.0 Compliance
Internet Acceptable Use and Safety Policy
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CHARTER SCHOOLS®
USA
4.1 Compliance Measurement
The compliance with this policy will be actively monitored through various methods,
including but not limited to, business tool reports, internal and external audits, and
feedback to the policy owner.
4.2 Exceptions
Any exception to the policy must be approved by the CSUSA Cybersecurity team in
advance.
4.3 Non-compliance
• CSUSA is not responsible for the actions of individual users who violate this policy.
• CSUSA users found to have violated this policy maybe subject to penalties and
disciplinary action, revocation of user access, up to and including termination of
employment.
5.0 Related Policies
• Gramm -Leach -Bliley Act: Safeguards to Protect Confidential Financial Information
• Family Educational Rights and Privacy Act (FERPA)
• Health Insurance Portability and Accountability Act (HIPAA)
• Username and Password Policy
• CSUSA Employee Handbook
• CSUSA Parent and Student Handbook
• Computer Security Device Standards Policy
6.0 Definitions and Terms
CIPA: Children's Internet Protection Act.
CSUSA: Charter Schools USA.
Security breaches: Include, but are not limited to, accessing data of which the employee is not
an intended recipient or logging into a server or account that the employee is not expressly
authorized to access unless these duties are within the scope of regular duties.
Social media: Computer -mediated tools that allow people, companies and other organizations to
create, share, or exchange information, career interests, ideas, and pictures/videos in virtual
communities. Examples of social media include, but are not limited to, Facebook, MySpace,
Twitter, LinkedIn, Instagram, Pinterest, YouTube, Snapchat, Google+, flicker, Tumblr, Vine,
Vimeo, and Yelp. Any sites that allow for online collaboration, sharing, or publishing platforms,
Internet Acceptable Use and Safety Policy
Page 6 of 7
110
CHARTER SCHOOLS®
USA
whether accessed through the web, a mobile device, text messaging, email, or any other existing
or emerging communications platform.
Social media posts: Defined as blog posts, blog comments, status updates, text messages, posts
via email, images, audio recordings, video recordings, or any other information made available
through any social media outlet. Social media posts are the actual communications a user
distributes via social media.
Users: Refers to all employees, independent contractors, students, parents, persons, or entities
accessing CSUSA computer systems and services.
7.0 Timeline
Effective Date: Upon Implementation
Review Date: Annually
8.0 Approvals
Name, Title Date
Internet Acceptable Use and Safety Policy
Page 7 of 7
CITY OF AVENTURA
OFFICE OF THE CITY MANAGER
MEMORANDUM
TO: City Commission
FROM- Bryan Pegues, City Manager
DATE: September 12, 2025
SUBJECT: Reappointment of the ACES Parent Facilitator/Conflict Resolution
Officer and the DSAHS Parent Facilitator/Conflict Resolution Officer for
2025-2026
September 18, 2025 City Commission Workshop Agenda
RECOMMENDATION
It is recommended that the City Manager be reappointed as the Parent Facilitator/Conflict
Resolution Officer for the Aventura City of Excellence School (ACES) for 2025/2026.
It is also recommended that Kimberly S. Merchant be reappointed as the Parent
Facilitator/Conflict Resolution Officer for the Don Soffer Aventura High School (DSAHS)
for 2025/2026.