district subgrant application workshop for reading first august 25 - 26, 2003
DESCRIPTION
District Subgrant Application Workshop For Reading 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 - PowerPoint PPT PresentationTRANSCRIPT
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District Subgrant Application Workshop
ForReading First
August 25 - 26, 2003
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Division of School Standards, Accountability,
and Assistance
• Dr. Robin Jarvis, Director and the Reading Team Welcome You!
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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
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Tapping Team Potential
•Let’s Have Fun!Mrs. Kartina RobertsDepartment of Education
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The 3-Tier Reading Model
Dr. Shari Levy Sharboneau
Texas Center for Reading and Language Arts
Presenter
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Subgrant Overview
Mrs. Jane Grove
Department of Education
Presenter
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LUNCH
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Louisiana’s Reading First
Subgrant Application
August 25-26, 2003
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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
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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.
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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.
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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.
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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.
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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.
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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.
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Pages 52 - 53, Summary Report
LEAP 21 – Grade 4 ITBS Attendance Dropout rate – do not need this
information
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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.
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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.
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The Reading Team [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected]
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BREAK
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BREAKOUT
SESSIONS
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Assignments, Wrap Up,
Q & A
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Day 2
Announcements,
Q & A
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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
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Tapping Team Potential
•Let’s Have Fun!Ms. Keisha ThomasDepartment of Education
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Core Reading Programs
Ms. Jo RobinsonCore Review Committee
ChairpersonPresenter
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Reading Program Overview
Mr. Mickey Pounders
Department of Education
Presenter
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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
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LUNCH
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Supplemental Program Overview
Mrs. Kartina Roberts
Department of Education
Presenter
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ImplementingSupplemental Programs
in Reading First
August 26, 2003
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Overview
• Supplemental Programs–What are they?–How are they use?–How to evaluate a program for
SBRR and alignment to the core program?
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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
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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
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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.
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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)
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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
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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!
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No Layering• Cannot alternate with a different
material (http://www.wordsmyth.net/live/home.php) .
Current Reading ProgramSupplemental
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Remember…
Core
Supplemental Intervention
Comprehensive Reading Program
1
2
3 4
B-I-N-G
-O!
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MSL Reading Programs
Dr. Carol RonkaCenter for the Study of
Dyslexia Presenter
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BREAK
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BREAKOUT
SESSIONS
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Assignments, Wrap Up,
Q & A
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•Ticket Out complete?
•Evaluation?
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Thank You for Coming!