District Subgrant Application Workshop For Reading First August 25 - 26, 2003

1. District Subgrant Application Workshop For Reading First August 25 - 26, 2003

2. Division of School Standards, Accountability, and Assistance • Dr. Robin Jarvis, Director and the Reading Team Welcome You!

3. 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

4. Tapping Team Potential • Let’s Have Fun! Mrs. Kartina Roberts Department of Education

5. The 3-Tier Reading Model Dr. Shari Levy Sharboneau Texas Center for Reading and Language Arts Presenter

6. Subgrant Overview Mrs. Jane Grove Department of Education Presenter

7. LUNCH

8. Louisiana’s Reading First Subgrant ApplicationAugust 25-26, 2003

9. Process of Awarding Subgrants Eligible districts will attend a series of grant writing workshops to address: Program narrative Reading plan Budget guidelines Where/how to submit application Timelines

10. 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.

11. 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.

12. 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.

13. 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.

14. 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.

15. 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.

16. Pages 52 - 53, Summary Report • LEAP 21 – Grade 4 • ITBS • Attendance • Dropout rate – do not need this information

17. Page 54, Mission Statement written 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.

18. 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.

19. 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

20. BREAK

21. BREAKOUT SESSIONS

22. Assignments, Wrap Up, Q & A

23. Day 2 Announcements, Q & A

24. 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

25. Tapping Team Potential • Let’s Have Fun! Ms. Keisha Thomas Department of Education

26. Core Reading Programs Ms. Jo Robinson Core Review Committee Chairperson Presenter

27. Reading Program Overview Mr. Mickey Pounders Department of Education Presenter

28. 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

29. LUNCH

30. Supplemental Program Overview Mrs. Kartina Roberts Department of Education Presenter

31. Implementing Supplemental Programs in Reading First August 26, 2003

32. Overview • Supplemental Programs • What are they? • How are they use? • How to evaluate a program for SBRR and alignment to the core program?

33. 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 First This or That

34. 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

35. 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 program Overcoming Dyslexia by Sally Shaywitz, M.D.

36. 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)

37. 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

38. 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!

39. No Layering • Cannot alternate with a different material (http://www.wordsmyth.net/live/home.php) . Current Reading Program Supplemental

40. Remember… 1 Core B-I-N-G-O! 2 Comprehensive Reading Program Supplemental Intervention 3 4

41. MSL Reading Programs Dr. Carol Ronka Center for the Study of Dyslexia Presenter

42. BREAK

43. BREAKOUT SESSIONS

44. Assignments, Wrap Up, Q & A

45. Ticket Out complete? • Evaluation?

46. Thank You for Coming!