FLaRE - History

Florida's Statewide Professional
Development Provider for Reading

History

In the beginning… FLaRE was originally (2000-2001) Family Literacy and Reading Excellence. The grant had minimal personnel (no coordinators) and provided funding through sub-grants to the six Area Centers for Educational Enhancement.

2001-2002

Pat Striplin is appointed as FLaRE Director.
FLaRE as we know it was born in October 2001.
The name was changed to Florida Literacy and Reading Excellence.
FLaRE had nine areas within the state.
FLaRE took on its first schools – Generation One schools.
- Schools were selected by an application process, based on commitment.
- Literacy councils were created at each FLaRE School .
- The council generally consisted of ten people.
- It was a cross section of the faculty (all grades for elementary schools and all subjects from middle and high schools plus administrators).
- The councils usually included two co-chairs.
In the summer of 2002, FLaRE conducted its first summer institutes.
- Presenters from across the state applied, and those who were accepted conducted sessions at FLaRE institutes.
- Literacy council members were invited to attend and allowed to select any sessions they chose.
- Each day the councils met as a group to develop a literacy plan for their school.
- The institutes were five days.
- Eleven institutes were held over a seven-week period.
- The Florida Literacy and Reading Connection is produced as an online newsletter.

2002-2003

A second generation of FLaRE schools was accepted.
- Schools were selected by an application process, based on commitment.
- FLaRE continued working with Generation One schools as well.
The FLaRE Literacy Plan of Action guide was created.
Module writing began.
The original modules that were approved by DOE include the following:
- Linking Literacy to Learners
  - Comprehension
  - Vocabulary
  - Fluency
- Organizing for Instruction
  - Classroom Ecology
  - Differentiating Instruction
  - Engaging Students in Text
- Organizing for School-wide Change
  - Study Groups
  - Action Research
  - Coaching
  - Professional Development
- Assessment
These modules were later used in developing the endorsement-approved modules for competencies 4 and 5 (See 2003-2004).
The first Facilitator Preparation was held to teach potential summer institute facilitators the module of their choice.
Funds were provided to participating schools to support their literacy plan of action (December, 2002).

Based on an application process indicating need and plan for use.
Approximate value $1,500 each.
The term “mini-grant” was used; however these were essentially donations to dedicated schools and districts to aid in improving literacy instruction.

The second summer institutes were held.
- Generation Two literacy councils attended for four days.
- Generation One literacy councils attended for two days.
- Thirteen institutes were held over a seven-week period.

2003-2004

FLaRE continued working with all non-Reading First FLaRE schools (Generation One and Generation Two).
The original 11 modules have been modified to create modules that comply with the K-12 Reading Endorsement Competencies 4 and 5.
- The new module is titled Foundations and Applications of Differentiated Instruction (K-12) and includes the components:
  - Phonemic Awareness, Phonics, and Fluency
  - Vocabulary
  - Comprehension
Facilitator Preparation has been held in two parts (April and June) to cover all three components of the endorsement-approved modules.
Focus schools have been identified to receive additional support and assistance as well as to aid FLaRE with data collection and research.
The Florida Literacy and Reading Connection, FLaRE's online newsletter, is made available in two versions: an Internet Web page and a PDF file sent via an email attachment. Seven issues are produced.

2004-2005

The number of FLaRE Area Coordinators has increased to 12 with each Area Coordinator responsible for 2-7 school districts in a geographical area.
FLaRE continued to work with Generation One and Generation Two schools by responding to specific requests.
A Reading Endorsement module for K-12 teachers of English Speakers of Other Languages (REESOL) is developed.
A Reading Endorsement module to comply with Competency Six for the K-12 Reading Endorsement is developed. This module is used to develop “clinical mentors” to supervise the practicum experience
FLaRE provided professional development in Reading Endorsement Competencies Four, Five, and Six.
FLaRE worked with districts to meet the goals of their reading endorsement add-on plan.
The FLaRE Professional Papers (a 4-page tabloid-style brochure to provide busy teachers with scientifically-based research on literacy instruction and adult learing in a "quick-read" format) are introduced.
Convened in collaboration with RFPD the K-12 Leadership Conference in June 2005.
Nine issues of FLaRE's Online Florida Literacy and Reading Connection newsletter are produced.

2005-2006

Convened in collaboration with RFPD the Coaches Academy in August 2005.
Enrique Puig is appointed FLaRE Director.
The number of FLaRE Area Coordinators has increased to 14 with each Area Coordinator responsible for 2-10 school districts in a geographical area.
FLaRE provided professional development in Reading Endorsement Competencies Four, Five, and Six.
FLaRE Area Coordinators continued to provide follow-up support to teachers, school literacy leadership teams, and districts after all in-services in compliance with the state’s professional development protocols.
A Reading Endorsement module to comply with Competencies One (Foundations of Reading: Process of Reading, Phonological and Phonemic Awareness, and Word Study/ Teaching for Vocabulary, Fluency, and Comprehension) and Three (Foundations of Assessment) is developed.
The Competencies Four & Five Module is revised.
A practicum workbook was created to support the Supervised Practicum: Demonstration of Accomplishments (Competency Six) module.
Additional FLaRE Professional Papers are produced (currently 18 are available).
Nine issues of FLaRE's Online Florida Literacy and Reading Connection newsletter are produced.

2006-2007

Convened in collaboration with RFPD the K-12 Leadership Conference in July 2006.
The number of FLaRE Area Coordinators is increased to 25 with each Area Coordinator responsible for 10-12 middle/high schools in a geographical area.
FLaRE provided professional development in Reading Endorsement Competencies One, Three, Four, Five, and Six and REESOL.
FLaRE worked with districts to meet the goals of their reading endorsement add-on plan.
A professional devlopment module in reading for content area teachers (CAR-PD) is developed.
Conducted 11 regional two-day Reading Leadership Team Institutes (RLTIs) throughout the state in Summer 2007.
Seven issues of FLaRE's Online Florida Literacy and Reading Connection newsletter are produced.
Additional FLaRE Professional Papers are produced (currently 20 are available).
The FLaRE Web site is redesigned.

2007-2008

Convened in collaboration with RFPD a five-day Literacy Institute in July 2007.
Convened in collaboration with RFPD the K-12 Leadership Conference in August 2007.
The number of FLaRE Area Coordinators is increased to 30 with each Area Coordinator responsible for 12-15 elementary/middle/high schools in a geographical area.
FLaRE provided professional development in Reading Endorsement Competencies One, Three, Four, Five, and Six, REESOL, and CAR-PD.
FLaRE worked with districts to meet the goals of their reading endorsement add-on plan.
A professional devlopment module in reading for content area teachers (CAR-PD Plus) is developed.
Conducted 13 regional two-day Reading Leadership Team Institutes (RLTIs) throughout the state in Summer 2008.
Ten issues of FLaRE's Online Florida Literacy and Reading Connection newsletter are produced.
Additional FLaRE Professional Papers are produced (currently 27 are available).

2008-2009

Convened in collaboration with RFPD the K-12 Leadership Conference in July 2008.
Convened in collaboration with RFPD a five-day Literacy Institute in July 2008.
The number of FLaRE Area Coordinators remained at 30 with each Area Coordinator responsible for 12-15 elementary/middle/high schools in a geographical area.
A practicum workbook was created to support the CAR-PD Plus module.
FLaRE provided professional development in Reading Endorsement Competencies One, Three, Four, Five, and Six, REESOL, CAR-PD, and CAR-PD Plus.
FLaRE worked with districts to meet the goals of their reading endorsement add-on plan.