Format for
School or District Reading First Proposal
[Modified Version of Federal Form]
District School
Criterion # Criterion Name Rating
|
1 |
Current
|
|
|
2 |
School
Outline and Rationale for Using Scientifically Based |
|
|
3 |
School Definition of Eligibility |
|
|
4 |
Instructional Strategies and Programs |
|
|
5 |
Instructional Materials |
|
|
6 |
Instructional Assessments |
|
|
7 |
Instructional Leadership |
|
|
8 |
Professional Development and Technical Assistance |
|
|
9 |
Evaluation Strategies |
|
|
10 |
Access to Print Materials |
|
|
11 |
Building Schoolwide Infrastructure |
|
|
I2 |
School Management Plan |
|
|
13 |
Key Reading First Classroom Characteristics |
|
Criterion 1 – Current
_____ Proposal provides information regarding past School reading curriculum and current efforts to improve K-3 reading achievement, and identifies gaps in current initiatives and programmatic needs related to scientifically based reading research.
How are students doing? What factors may account for achievement?
1. Data on reading achievement by grade, sex, ethnicity, socioeconomic status, years at school, teacher(s), programs used (any differences by grade or teacher? Could suggest relative effectiveness.)
What data will you use? How valid and reliable would you say it is?
Be guided by these data… http://reading.uoregon.edu/scope/new_scope_2.php
and next…
2. Trends in achievement? Can you suggest trajectories? Show that you understand how reading skills and dysfluency develop cumulatively. http://reading.uoregon.edu/scope/new_scope_4.php
3. What programs/materials have been used? (Data?) Core? Any supplemental? Intervention? How much time has been allocated?
http://texasreading.tea.state.tx.us/readingfirst/3tiemodreainsint.pdf
http://www.utsystem.edu/EveryChild/Presentations/SVaughnPDF9-9-02.pdf
http://www.texasreading.org/utcrla/products/3tier_materials.asp
4. What programs materials are now used? (Data?) Core? Any supplemental? Intervention? How much time allocated?
5. Any improvement after changing curriculum? (Why? Cover more of the big 5? Design features?)
http://people.uncw.edu/kozloffm/Evaluating%20a%20Core%20Reading%20Program.pdf
6. Teachers' cognitive and practical knowledge. Strong and weak. Be specific
http://people.uncw.edu/kozloffm/inventory.doc
How will you get this information? Direct observation? Create instrument for self-rating? Schoolwide discussion and self evaluation?
7. What assessment have been/are being used? Are they valid and reliable? Check in relation to these…
http://idea.uoregon.edu/assessment/analysis_results/assess_results_purpose.html
8. Professional development, supervision, coaching, etc. What methods? How often? Any evidence of effectiveness? How will you get this information? Schoolwide discussion and self evaluation?
Now
summarize the above: strong and weak points in the reading curriculum. You could use this…. http://reading.uoregon.edu/logistics/pet_tool.pdf
Now be specific. What exactly do you think needs to be changed? What changes—summarize these. Later sections will expand.
Use this http://reading.uoregon.edu/logistics/trial_log_index.php
to identify features if school as a whole
Criterion
2 – School Rationale Outline for Using Scientifically Based
_____ Proposal adequately and appropriately addresses the scientifically based reading research and connects this research to plans and activities for improving K-3 instruction.
Give overview of RF model: 5 skills, 3 curricula, 4 assessments, all in the context of data-based decisions.
1. Identify goals of RF and guiding ideas; e.g., valid and reliable.
http://people.uncw.edu/kozloffm/rfmodel.htm
http://people.uncw.edu/kozloffm/What%20is%20Reading%20First--Federal%20guidance.pdf
http://reading.uoregon.edu/appendices/read_by_9_breakout.pdf
http://idea.uoregon.edu/~ibr/ibr_present/2002/ny_02_institute.pdf
_____ Proposal details how scientifically based research will be applied to all required Reading First activities, including the selection and use of instructional strategies, professional development, instructional materials and programs, and diagnostic, screening and classroom based instructional assessments.
1. State principles of scientifically based research and, in general, validity
http://people.uncw.edu/kozloffm/Research%20and%20Reason.pdf
http://people.uncw.edu/kozloffm/RigorousEvidence.pdf
2. Make a table of RF components (above) and show how they will all be based on evidenced based decision making.
http://people.uncw.edu/kozloffm/al_jan_02.pdf
(See page 10 table)
Criterion 3– School Definition of Eligibility
_____ School meets the following criteria:
a. School is among schools in the LEA with the highest numbers or percentages of K-3 students reading below grade level, and
b. School has jurisdiction over at least one of the following:
§ Geographic area that includes an empowerment zone or enterprise community;
§ Significant number or percentage of schools identified for Title I school improvement, or
§ Highest numbers or percentages of children who are counted for allocations under Title I, Part A. (at least 15% of students served in the School are from families with incomes below the poverty line)
_____ Proposal identifies the number and percentage of students in the School that meet the eligibility definition.
Criterion 4 - Instructional
Strategies and Programs
_____ Proposal demonstrates how school will:
Select and implement scientifically based comprehensive reading programs that provide instruction to all K-3 students
Start with a model like this….
http://reading.uoregon.edu/logistics/logistics_2.php
a. Use instructional strategies and programs that teach the five essential components of reading
Review the five big ideas/skills. Take from http://people.uncw.edu/kozloffm/resources_for_reading_first.htm
b. Use instructional strategies and programs that will enable students to reach the level of reading proficiency
Describe what is meant by systematic and explicit, principles for progression along a strand, design principles of good curriculum
C2, C8, D4, and other items from Inventory http://people.uncw.edu/kozloffm/inventory.doc
http://people.uncw.edu/kozloffm/Evaluating%20a%20Core%20Reading%20Program.pdf
c. Implement a clear and specific plan to use scientifically based instructional strategies to accelerate performance and monitor progress of students who are reading below grade level.
Organize with a diagram like this….
http://reading.uoregon.edu/logistics/logistics_2.php
Or this (p. 10) http://people.uncw.edu/kozloffm/al_jan_02.pdf
and the rest, on decision making based on data.
_____ Proposal identifies the rigorous and clearly defined standards the School will use to evaluate the scientific research base of instructional programs and strategies.
Criterion 5--
Instructional Materials
_____ Proposal demonstrates how school will
a. Select and implement scientifically based instructional materials, including core, supplemental and intervention programs and materials, that are integrated and coordinated with the comprehensive reading program
b. Using instructional materials for their intended purposes (e.g. supplemental, intervention).
Select and describe core, supplemental, and intervention programs/materials.
See three-tier urls.
http://reading.uoregon.edu/curricula/or_rfc_review_2.php
See what states are using… http://goal.ncrel.org/rf/assess/contact.asp
especially NC.
Criterion 6 - Instructional Assessments
_____ Proposal demonstrates how school will:
a. Select and administer screening, diagnostic, and classroom based instructional assessments;
b. Provide evidence that assessments are valid and reliable and are aligned with the instructional program.
Identify and describe the four kinds of assessments and their functions for decision making. Identify valid assessments.
See section D… http://people.uncw.edu/kozloffm/resources_for_reading_first.htm
See what state proposals (esp.NC) say. http://goal.ncrel.org/rf/assess/contact.asp
_____ Proposal demonstrates how school will:
a. Have designated individuals with sufficient time and expertise to provide instructional leadership and clear duties and responsibilities for these individuals
b. Provide training for principals and building leaders in the essential components of reading and their application to instructional programs and materials, implementation processes and progress monitoring
c. Provide training for School personnel to improve their knowledge and skills related to scientifically based reading research and improving reading instruction.
See state proposals… http://goal.ncrel.org/rf/assess/contact.asp
Criterion 8- Professional Development and Technical Assistance
_____ Proposal describes how school will:
a. Have a clear plan and process for the delivery of professional development to K-3 teachers and K-12 special education teachers
b. Carry out intensive and focused professional development in: (i) essential components of reading instruction; (ii) implementing scientifically based instructional materials, programs, and strategies; and (iii) screening, diagnostic, and classroom-based instructional assessments using a variety of delivery methods
c. Provide professional development that provides both initial preparation and ongoing support in implementing new strategies and programs
d. Use individuals highly knowledgeable of scientifically based reading instruction and experienced in program implementation to provide professional development
e. Provide ongoing development and support to those serving as trainers and coaches
f. Offer professional development in state reading standards and assessments
g. Provide targeted professional development for teachers who need additional assistance with skills and strategies related to improving reading instruction.
How might you provide initial and ongoing training , evaluation, and support?
Cover some of these… http://people.uncw.edu/kozloffm/inventory.doc
State long term objectives: teachers will do….
Schedule of training and ongoing assistance. Justify sequence.
Instructional methods and assessments.
Ongoing data and requests for assistance.
Who trains? Skilled? Time?
Libraries of__________________________________________?
_____ Proposal has a clear evaluation plan to document the effectiveness of local Reading First activities for the School as a whole.
_____ Proposal demonstrates that school will report reading achievement data disaggregated by low-income, major racial/ethnic groups, LEP, and special education for K-3 students.
_____ Proposal demonstrates that school will make educationally sound decisions related to their Reading First programs based on evaluation outcomes.
_____ Proposal describes a clear plan to regularly evaluate the performance and progress of teachers, students, and professional development/technical assistance.
_____ Proposal details how, if needed, the School will contract with an entity that conducts scientifically based reading research to evaluate and report on its Reading First program.
_____ Proposal includes a timeline for conducting the evaluation and includes a description of the valid and reliable measures and instruments that will be used to assess teaching proficiency and reading achievement.
_____ Proposal demonstrates how the School will make decisions related to their Reading First program based on evaluation data.
You must evaluate the entire program. The main outcome variables are student achievement and others_____________.
Make a flow diagram that includes: three-tiered curricula; guiding ideas to become part of school culture; teacher proficiency at_____________________; assessments and data; how data are used to make decisions about placement and effectiveness (teachers, reading, professional development/assistance); leadership; ________________.
Now show how each will be evaluated, and when, and how data will be used.
Criterion 10 - Access to Print Materials
_____ Proposal demonstrates that school will promote reading and library programs that provide student access to engaging reading materials, including coordination with programs funded under the Improving Reading through School Libraries program, if applicable.
_____ Proposal describes how the School will use Reading First to build a Schoolwide commitment to improving K-3 reading instruction and raising K-3 reading achievement.
_____ Proposal details what School leadership will be dedicated to the Reading First Program.
_____ Proposal includes an assurance that the Principal of the School has established a Reading Leadership Team that will coordinate the Reading First program and will assist in the oversight and evaluation of the School’s Reading First program.
_____ Proposal demonstrates that the proposed school staff (with District and State assistance) is sufficient and qualified to support the School Reading First plan.
_____ Proposal includes a detailed timeline of activities, including benchmarks and goals, for carrying out the Reading First program.
_____ Proposal demonstrates that the proposed allocation of resources will be sufficient to carry out successfully the School’s Reading First plan.
See state proposals on this…. http://goal.ncrel.org/rf/assess/contact.asp
Criterion 13 - Key Reading First Classroom Characteristics
_____ Proposal demonstrates that the School’s implementation of its Reading First program will result in classrooms with the following characteristics:
a. Implementation of a high-quality reading program based on scientifically based research that includes instructional content based on the 5 essential components of reading;
b. Coherent instructional design that includes explicit instructional strategies, coordinated instructional sequences, ample practice opportunities, and aligned student materials;
c. Ongoing use of assessments that inform instructional decisions;
d. Protected, dedicated block of time for reading instruction;
e. Clear expectations for student reading achievement and clear strategies for monitoring progress;
f. Small group instruction as appropriate to meet student needs, with placement and movement based on ongoing assessment;
g. Active student engagement in variety of reading-based activities, which are connected to the essential components of reading and to clearly articulated academic goals;
h. Instruction is designed to bring all children to grade level, with appropriate, scientifically based intervention strategies aligned with classroom instruction designed for students not making sufficient progress.
Describe classes.