District Subgrant Application Workshop

ForReading First

August 25 - 26, 2003

Division of School Standards, Accountability,

and Assistance

• Dr. Robin Jarvis, Director and the Reading Team Welcome You!

Group Norms

• Honor time limits

• Be fully present

• Limit side-bar conversations

• Practice active listening

• Clarify and consolidate team ideas

• Place beepers and/or cellular on silent

Tapping Team Potential

•Let’s Have Fun!Mrs. Kartina RobertsDepartment of Education

The 3-Tier Reading Model

Dr. Shari Levy Sharboneau

Texas Center for Reading and Language Arts

Presenter

Subgrant Overview

Mrs. Jane Grove

Department of Education

Presenter

LUNCH

Louisiana’s Reading First

Subgrant Application

August 25-26, 2003

Process of Awarding Subgrants

Eligible districts will attend a series of grant writing workshops to address:

Program narrative Reading planBudget guidelinesWhere/how to submit applicationTimelines

Grant Requirements

Implement comprehensive reading program for K-3 that meets standards, using A Consumer’s Guide for Evaluating a Core Reading Program Grades K-3: A Critical Elements Analysis

Provide 90 minutes/day uninterrupted reading instruction, focused on 5 essential components of effective reading instruction.

Provide screening, diagnostic (if needed), progress monitoring, and outcome assessment for all students in Reading First schools.

Grant Requirements,

continued Teach using the 3 tier reading model. Hire reading content leader in each selected school

(paid with Reading First funds). Dedicate funds for teacher professional

development. Participate in statewide and external evaluation. Sign LINCS agreement and participate in WFSG

process.

District/School Information

Cover Page will include: Name of district Address Contact Person Telephone numbers Email address Checklist about school profile Grant Application signatures

Name of grant: Reading First Contact Person: Team leader on writing team Phone/Email Signature of Principal Signature of Superintendent

MUST COMPLETE THIS PAGE FOR EACH SCHOOL SELECTED FOR READING FIRST.

Subgrant Assurances

After the Cover Page, subgrant assurances must follow which include: Assurances – nonconstruction programs (pages 36-37) Certification regarding lobbying, debarment; suspension

and other responsibility matters; and drug-free workplace (pages 38-39)

District assurances for Reading First Grant (pages 41-43) Assurances of Administrator Review of Reading First

application (pages 44-49)

NOTE: Be sure to include assurance signatures from faculty and administration at all schools receiving Reading First funding.

District/School Demographics/Characteristics

Similar data required on Cover Page.

Include specific information for each school participating in Reading First.

Brief narrative Include subgroup information for each school. Include demographics for each school.

School information for each school (pages 50-57) NOTE: Include total number of K-3 students one time only.

Page 51 Complete each item in the boxes

for each school receiving Reading First funds.

Members of the district leadership team can be same for all schools.

DAT members and DEs can be district representatives, if not at your selected schools.

Pages 52 - 53, Summary Report

LEAP 21 – Grade 4 ITBS Attendance Dropout rate – do not need this

information

Page 54, Mission Statementwritten by the district leadership team.names, occupations, and expertise in

reading documented. Statement about how district reading

leadership team developed (and revised, if applicable at a later date) mission statement.

Pages 55-57, Needs Assessment

List data sources Surveys Focus groups Interviews

List trends identified across data sources. Rank strengths/underlying causes/data source. Rank weaknesses/underlying causes/data source. Prioritize school’s need for improvement.

The Reading Team Robin.Jarvis@La.gov Betsy.Delahaye@La.gov Jane.Grove@La.gov Debbie.LaCaze@La.gov Patsy.Palmer@La.gov Kartina.Roberts@La.gov Keisha.Thomas@La.gov

BREAK

BREAKOUT

SESSIONS

Assignments, Wrap Up,

Q & A

Day 2

Announcements,

Q & A

Group Norms

• Honor time limits

• Be fully present

• Limit side-bar conversations

• Practice active listening

• Clarify and consolidate team ideas

• Place beepers and/or cellular on silent

Tapping Team Potential

•Let’s Have Fun!Ms. Keisha ThomasDepartment of Education

Core Reading Programs

Ms. Jo RobinsonCore Review Committee

ChairpersonPresenter

Reading Program Overview

Mr. Mickey Pounders

Department of Education

Presenter

Schedule of Overviews

9:30 – 9:45 Macmillan/McGraw-Hill Reading

9:45 – 10:00 Harcourt Trophies

10:00 – 10:15 Houghton Mifflin Reading

10:15 – 10:30 Voyager Universal Literacy System

10:30 – 10:45 Scott Foresman Reading First System

10:45 – 11:00 Success for All

11:00 – 11:15 SRA/McGraw-Hill Open Court Reading

LUNCH

Supplemental Program Overview

Mrs. Kartina Roberts

Department of Education

Presenter

ImplementingSupplemental Programs

in Reading First

August 26, 2003

Overview

• Supplemental Programs–What are they?–How are they use?–How to evaluate a program for

SBRR and alignment to the core program?

Supplemental Defined

• Functioning in a subsidiary or supporting capacity;

• Something which is added to something else in order to improve it or complete it; something extra;

• An additional part of a book, either produced separately or included at the end, which contains information that was not available when the book was first produced.

www.onelookdictionary.com

Survey says: for Reading FirstThisor

That

The Academy Guidebook says…

• A Supplemental Reading Programs purpose is to provide additional instruction in one or more areas of reading.– Page 45– Slide 46

The Reading Leadership Academy Guidebook

How Are Supplemental Programs Used?

• After the core reading program

• Before intervention

• Intensely, Systematically, Explicitly

• Highly focused on specific reading skills

• With a small group

• Not as the total reading programOvercoming Dyslexia by Sally Shaywitz, M.D.

In Data We Trust – All Else – Bring Research!

• Research suggests that students who struggle with reading have a need for intensive instruction that is explicit and systematic and that includes critical elements of effective reading programs.

• Critical:– Core

•Supplemental

»Intervention (Snow,Burns, & Griffin, 1998)

Classification / Evaluation

• “If a program is classified as a supplemental or intervention, evaluators would use an appropriate evaluation process to determine program quality.”

– Page 45– Slide 46

The Reading Leadership Academy Guidebook

So How Should We Evaluate Supplemental Programs?

• With Extreme Caution!!

• University of Oregon is currently creating a tool.

• Other states have used parts of the Consumer’s Guide.

• We are still investigating this and will provide you with details as we discover them! – REMEMBER – This is a learning process for all involved!

No Layering• Cannot alternate with a different

material (http://www.wordsmyth.net/live/home.php) .

Current Reading ProgramSupplemental

Remember…

Core

Supplemental Intervention

Comprehensive Reading Program

1

2

3 4

B-I-N-G

-O!

MSL Reading Programs

Dr. Carol RonkaCenter for the Study of

Dyslexia Presenter

BREAK

BREAKOUT

SESSIONS

Assignments, Wrap Up,

Q & A

•Ticket Out complete?

•Evaluation?

Thank You for Coming!