WHAT IS THE ALABAMA READING INITIATIVE?

1. WHAT IS THE ALABAMA READING INITIATIVE?

2. A statewide movement • Anchored by reading research • Aimed at ultimately achieving grade-level reading for all of Alabama’s public school students 2

3. HOW IS IT ACHIEVING ITS GOAL? Through intensive teacher development efforts that are the heart and soul of the initiative. 3

4. HOW ARE READING INITIATIVE SCHOOLS SELECTED? It is voluntary Schools are selected from a pool of applicants who make 7 commitments 4

5. SEVEN COMMITMENTS OF ARI SCHOOLS 1.Set 100% literacy as a goal. 2.Achieve commitment of at least 85 percent of faculty. 3.Attend the 10-day training program. 4.Be led by the principal. 5

6. SEVEN COMMITMENTS OF ARI SCHOOLS 5.Adjust their reading instruction accordingly. 6.Model research-based reading instruction for other schools. 7.Be evaluated by an outside evaluator. 6

7. GROWTH IN THE NUMBER OF ARI SCHOOLS 16 schools in 1998-1999 81 schools in 1999-2000 267 schools in 2000-2001 423 schools in 2001-2002 449 schools in 2002-2003 7

8. BUILDING CAPACITY • Trained 17,000 teachers • Trained 300 reading coaches • Certified 500 trainers • Provided technical assistance through 15 regional coaches 8

9. EARLY SUCCESSES • $1,500,000 in contributions from businesses, professional organizations, and government supported the first two training efforts. • 17,000 teachers in the 449 schools gave rave reviews to the first training institutes. 9

10. EARLY SUCCESSES The Alabama legislature has appropriated funds for 4 years: $6,000,000, $10,000,000, $11,300,000, and $12,500,000. Three outside evaluators report that students in ARI schools score better than students in comparison schools. 10

11. NATIONAL ATTENTION Wrote Alabama’s story in the Winter 1999 journal published by the National Education Association. Received the State innovation award from the Education Commission of the States in August 2002, for exemplary policy related to literacy. 11

12. NATIONAL ATTENTION Were awarded one of first three Reading First grants in July, 2002 ($102,000,000 over six years). Spotlighted at White House Reading Summit in September, 2002. Were featured in U.S. Department of Education publication, The Achiever in November, 2002. 12

13. HOW ALABAMA READING INITIATIVE (ARI) AND SPECIAL EDUCATION SERVICES (SES) COOPERATED EARLY 1996-2000 13

14. COMMON GOAL: All students learn to read well. All Students Read Well DIFFERENT PATHS SES ARI 14

15. RELATIONSHIP All Students Read Well • SBRR • Intervention (3-12) • Prevention (K-2) • Professional Development • Voluntary Approach COOPERATIVE SES ARI 15

16. WAYS WE ASSISTED EACH OTHER EARLY Taking SBRR to High Schools Securing National Resources Seeking the “best and brightest” to serve on committees and as trainers Participating in each others’ training sessions Advocating for early assessment (K-2) of reading progress 16

17. WHY IS THIS CONTEXT IMPORTANT? • Had Already Established A Goal of ALL Students Reading on Grade Level • Had Already Set the Expectation of Having A Research-based Program • Had Already Established A Climate of Voluntary Competition • Had Already Developed Professional Development Modules on Five Essential Components and a Cadre of Certified Professional Development Providers 17

18. FINDINGS FROM THE ALABAMA READING INITIATIVE EVALUATIONS 18

19. 19

20. 20

21. ARI Schools Stanford 9 Reading Scores Cumulative Reading Comprehension Gains Chart 1 1.8 1.8 Data is based on gains 1.6 Cohort 1 of individual students relative to their scores Cohort 2 1.4 one year earlier Cohort 3 1.2 1.0 1.1 1.1 NCE Point Gain Relative to non-ARI Schools 0.8 0.8 0.6 0.5 0.4 0.2 0.1 0.0 Cohort 1 =16 Schools Cohort 2 =65 Schools Cohort 3 =186 Schools TOTAL 267 Schools 21

22. ARI Schools Stanford 9 Reading Scores Average Reading Comprehension Gains, by Grade Level Chart 3 0.8 0.7 0.6 0.5 0.4 NCE Points Relative to Non-ARI Schools 0.3 0.2 0.1 0.0 Elementary Middle High 22

23. OTHER HIGHLIGHTS FROM SPECIFIC EVALUATIONS • Year 2 - Population of “struggling readers” decreased by 10% • Year 2 - Discipline referrals decreased - 67% after two years - 23% in first year • Year 2 - Special Education referrals decreased - by 28% over two years - by 14% in one year 23

24. HIGHLIGHTS FROM SPECIFIC EVALUATIONS Year 4 - Cohorts 1, 2, and 3 are still faring well. Gains are not yet visible in Cohort 4. Year 4 -In higher-achieving schools • Systematic phonics programs are used more frequently school-wide • Code emphasis reading programs are used more frequently with struggling readers 24

25. TAKING VARIABLE PERFORMANCE SERIOUSLY 25

26. FACT The Year 3 Evaluation of the ARI and the Year 1 Evaluation of Reading Excellence Act (REA) identified 78 out of 267 schools where gains were less than the gains made by non-participating schools. 26

27. WHAT WE CHANGED IMMEDIATELY • Halted the rapid expansion of ARI and put more emphasis on ongoing professional development • “Recertified” Cohort 1 schools • “Retooled” the 78 schools not making sufficient progress 27

28. WHAT WE CHANGED IMMEDIATELY • Used Put Reading First as training text • Devoted 50% of professional development time to - modeling with students - having teachers practice with students • Offered DIBELS assessment to 323 ARI schools 28

29. TRANSITION TO READING FIRST (ARFI) 29

30. IN TARGARETED READING FIRST SCHOOLS • Required the purchase of a scientifically based comprehensive reading program from a short list of programs approved by the SDE. • Required each ARFI school to hire a full time reading coach. • Are preparing ARFI principals, reading coaches, and district reading coordinators to assume their instructional leadership roles. • Will hold two monthly professional development meetings for the ARFI reading coaches to build SBRR expertise in every ARFI school. 30

31. FOR STATEWIDE IMPACT • Will administer DIBELS statewide in 2003-2004. • Will provide professional development to all K, 1, 2, and 3 teachers beginning in 2003, utilizing Teacher Reading Academies. 31

32. PROVIDING LEADERSHIP AND SUPPORT • Hired nine additional reading coaches to work only with the ARFI-eligible LEAs in 2002 and the selected ARFI schools in 2003. • Dedicated the equivalent of two full- time senior ARI staff to ARFI. 32

33. TOWARD COORDINATEDSTATEWIDE READINGACTIVITY 33

34. Four Sections Within the SEA are Currently Involved in Literacy-related Activities • Alabama Reading Initiative (ARFI) • Special Education Services (BRM, Language!, Direct Instruction) • Federal Programs (NCLB) • Classroom Improvement (Standards, Assessment, Textbooks, Assistance to Failing Schools) 34

35. Standards: Revised reading standard • Assessment: Replaced state-developed K-2 assessments with DIBELS. • Accountability: Four sections have worked together extensively. • Professional Development: Agreed to use Teacher Reading Academies to train both K, 1, 2, and 3 teachers over next four years, currently working on a joint principal professional development effort. 35

36. Instructional Materials: Federal Programs is promoting programs approved for ARFI schools, and we could impact the textbook review process. • Monitoring: Regional coaches provide constant feedback to state staff regarding implementation; Federal Programs will provide “outside” monitoring. • Management: Department Management Team holds meetings periodically. All four sections participate on State Reading Leadership Team. 36

37. LEADERSHIP 37

38. Any worthwhile endeavor necessarily involves obstacles. The more worthwhile the endeavor, the more the obstacles. • Leaders must inspire others to overcome obstacles. 38

39. Knowing how to do a job is the accomplishment of labor. • Showing others how to do a job is the accomplishment of teaching. • Making sure that the work is done is the accomplishment of management. • Inspiring others to do better work is the accomplishment of leadership. 39

40. CONTACT INFORMATION Website:www.alsde.edu Click “Sections” Click “Alabama Reading Initiative” Click “Alabama Reading First Initiative” Contact: Katherine Mitchell kmitchll@alsde.edu 334-353-1570 40