Grant Writer’s Workshop

1. Grant Writer’s Workshop Oregon Reading First Overview of Request for Proposals January 7, 2003 Holiday Inn Portland Airport The Oregon Department of Education: Part 1

2. What is Reading First? Reading First is: • Title I, Section B, Subpart 1 of the “No Child Left Behind Act.” Reading First: • A competitive state grant that potentially provides Oregon with more than 50 million dollars over the next 6 years for K-3 reading.

3. What is Reading First? Reading First: • Uses 1) grade-level classroom assessment data and 2) empirically based instructional strategies, reading materials, and professional development to “ensure that every child can read at grade level or above by the end of third grade.”

4. What Does Reading First Mean for Schools? • Funding: Reading First provides substantial funding for professional development and instructional materials that align with the federal definition of scientifically based reading research.

5. What Does Reading First Mean for Schools? • Support: Reading First provides extensive supports through state and higher education partnerships for schools to reach the target of all students reading at benchmark by the end of grade 3.

6. What Does Reading First Mean for Schools? • Accountability:Reading First provides firm measures of accountability—most specifically, the requirement for steady improvement in reading for all disaggregated groups—tied directly to continued district and state funding.

7. What Is Required for Reading First Continued Funding? • Commitment and fidelity to the project plan as outlined in Oregon’s State Application for each year of the grant • Steady improvement in reading for all disaggregated groups beginning in Year Two of funding (Oregon’s State Application is available at http://www.ode.state.or.us/cifs/grants/readingfirst/index.htm)

8. Who Is Accountable? • The State of Oregon • Each funded district • Each school that is part of the district’s funded application

9. What If These Requirements Are Not Met? • Districts/schools that do not faithfully implement in Year One or do not faithfully implement and/or do not make progress in Year Two, will: • not receive the subsequent year’s funding and • will jeopardize state Reading First funding.

10. Purposes of the Grant Writer’s Workshop • To provide ideas and examples of how Reading First components can be implemented in schools/districts in Oregon • To link those Reading First components to the competitive grant process

11. Purposes of the Grant Writer’s Workshop • To offer explanations and guidance about the components of Oregon’s Reading First Application • To link those components of Oregon’s State Application to the competitive grant process

12. How to Make the Most of Today • Gather information, scenarios, and ideas about empirically based reading instruction. • Understand the context of Oregon’s State Application—while today’s workshop is not a “script” for writing a successful district application, it is meant to provide a clear context for Oregon’s Reading First project.

13. How to Make the Most of Today • Listen, keeping in mind the context of your school’s successes—children who are reading well—and your school’s challenges—children who are not reading well.

14. How to Write a Successful District Application • View the scoring guides as yardsticks for • finding where your school is now • identifying your school’s achievement gaps using grade-level disaggregated data, and • making a compelling case for why you need the Reading First grant.

15. Components of the Reading First District Application • Component 1:Completed Letter of Intent • Component 2: Signed District and School Assurances Qualify/No Qualify

16. Components of the Reading First District Application • Component 3: Narrative Scored • Part A: Need for Reading First 40% • Part B: Instructional Leadership 20% • Part C: District Support 20% • Part D: Mentor Coaches 20% • Component 4: BudgetQualify/No Qualify

17. Component 3: NarrativeSchool Scores and District Scores While the district will write the application addressing Parts A-D, detailed school-level information is necessary in order for the district to complete Parts A, B, and D: • Part A—Need for Reading First • Part B—Instructional Leadership • Part C—District Support • Part D—Mentor Coaches

18. This Morning • Component 3, Part A: Need for Reading First—Is the instructional program for each school meeting the needs of all students? Professional Development for Reading First: Purposes and Plan Dr. Deborah Simmons,University of Oregon (pgs. 65-83 and 167-188, Oregon’s Application)

19. Continued • Component 3, Part A: Need for Reading First—Is the instructional program for each school meeting the needs of all students? English Language Learners and Reading First Dr. Scott Baker, Eugene Research Institute (pgs. 47-52, Oregon’s Application)

20. Scoring Guide, pg. 10: School’s Need for Reading First (3:A)

21. Also This Morning • Component 3, Part B: Instructional Leadership—What are the key skills and what is the necessary knowledge and commitment of the building leader? Instructional Leadership and Reading First Sara Ticer, Principal, Prairie Mountain School (pgs. 74-76,78-79, 92, 121, Oregon’s Application)

22. Scoring Guide, pg.11: Instructional Leadership (3:B)

23. Also This Morning • Component 3, Part C: District Support for Reading First—What supports will the district provide to Reading First schools? District Support for Instructional Leadership & Professional Development in Reading First Dr. Carl Cole, Special Services Director, Bethel School District (pgs. 78-81, Oregon’s Application)

24. Scoring Guide, pg.12: District Support (3:C)

25. This Afternoon • Component 3, Part D: Mentor Coaches—What knowledge and skills are essential for mentor coaches? Knowledge and Skills of Mentor Coaches Dr. Scott Baker, Eugene Research Center (pgs. 76, 90-92, and 110, Oregon’s Application)

26. Scoring Guide, pg.13: Mentor Coaches (3:D)

27. Also This Afternoon • Component 2:District and School Assurances— What is required regarding comprehensive reading programs, supplemental materials, and intervention programs? Comprehensive Reading Programs, Supplemental Materials, and Intervention Programs in Reading First Dr. Deborah Simmons, University of Oregon

28. Reading Materials for Reading First • Reading First schools will select, purchase, and implement reading materials that have been reviewed and approved by the Oregon Curriculum Review Panel. (pg. 71, Oregon’s Application and “Frequently Asked Questions” at http://www.ode.state.or.us/cifs/grants/readingfirst/index.htm)

29. Also This Afternoon • Component 2 : District and School Assurances— What is required regarding reading assessments? Instructional Reading Assessments in Reading First Dr. Scott Baker, Eugene Research Institute

30. Assessments for Reading First • Reading First Schools will use Oregon Reading First identified assessment measures. (pg. 67, Oregon’s Application)

31. And Finally • Additional Information: • Component 1: Letter of Intent to Apply (pg. 64-65, Oregon’s Application) • Component 2: Assurances (pgs. 65-83, Oregon’s Application) • Component 4: Budget (pgs. 134-139, Oregon’s Application) • Assistance from ODE

32. About the Grant Writing Template • Use throughout the day to: • Take notes from presentations • Write key ideas to include in your grant application • Identify current practices • Identify perceived needs