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+----------------------+-----------------------------------------------+
| **Self Assessment    | The State Level Self Assessment Tool is part  |
| Tools for Teachers,  | of a set of instruments intended to be used   |
| Schools and          | together to begin a process for planning to   |
| Districts**          | sustain evidence-based reading initiatives at |
|                      | the state and local levels. Used as a needs   |
|                      | assessment, the material will (1) promote     |
|                      | reflection on current areas of strength in    |
|                      | implementing and sustaining scientifically    |
|                      | based reading instruction, (2) spark          |
|                      | conversations among staff, and (3) facilitate |
|                      | identification of areas that are important    |
|                      | for sustainability.                           |
+----------------------+-----------------------------------------------+
|                      |                                               |
+----------------------+-----------------------------------------------+
| **Background**       | Throughout the self assessment many           |
|                      | references are made to "scientifically based  |
|                      | research" and "research-based" reading        |
|                      | practices. The Reading First initiative is    |
|                      | based on the findings of research, in         |
|                      | particular the five elements of effective     |
|                      | reading instruction identified in 2000 by the |
|                      | National Reading Panel---phonemic awareness,  |
|                      | phonics, fluency, vocabulary, and             |
|                      | comprehension. If the users of this self      |
|                      | assessment feel the need for a brief          |
|                      | refresher on the research findings on         |
|                      | effective reading instruction, the Guidance   |
|                      | for the Reading First Program                 |
|                      | (http://w                                     |
|                      | ww.ed.gov/programs/readingfirst/guidance.pdf) |
|                      | document, especially the "Components of an    |
|                      | Effective Reading Program" section found on   |
|                      | Page 3, will help put all of the indicator    |
|                      | statements describing effective Reading First |
|                      | implementation in proper context and          |
|                      | perspective. A complete description of the    |
|                      | elements of effective reading instruction can |
|                      | be found in the Reading First legislation     |
|                      | (http://                                      |
|                      | www.ed.gov/policy/elsec/leg/esea02/pg4.html). |
+----------------------+-----------------------------------------------+
|                      |                                               |
+----------------------+-----------------------------------------------+
| **Understanding and  | The quality indicator statements in the self  |
| Using the Self       | assessment were drawn from the findings of    |
| Assessment**         | research and literature on effective          |
|                      | sustainability practices, where               |
|                      | sustainability is defined as the ability of a |
|                      | program to operate on its core beliefs and    |
|                      | values (its reading culture) and use them to  |
|                      | guide essential and inevitable program        |
|                      | adaptations over time while maintaining       |
|                      | improved outcomes (adapted from Century and   |
|                      | Levy, 2002).                                  |
|                      |                                               |
|                      | The statements are organized around three     |
|                      | functions that state leaders perform as they  |
|                      | develop and implement research-based reading  |
|                      | instruction. Those functions are:             |
|                      |                                               |
|                      | -   Support a statewide reading culture       |
|                      |     focused on the improvement of reading     |
|                      |     achievement;                              |
|                      |                                               |
|                      | -   Apply the elements of Reading First to    |
|                      |     the context of the State's system of      |
|                      |     standards-based teaching and learning;    |
|                      |     and                                       |
|                      |                                               |
|                      | -   Use data to review implementation and     |
|                      |     impact of local reading programs and      |
|                      |     recognize success.                        |
|                      |                                               |
|                      | It is recommended that the state Reading      |
|                      | First Director coordinate use of the          |
|                      | instrument. First, you may want to ask        |
|                      | individuals within the state department who   |
|                      | have a stake in increasing reading outcomes   |
|                      | to complete the rating form and synthesize    |
|                      | their thoughts in the first Begin to Plan     |
|                      | worksheet at the end of the self assessment   |
|                      | tool. Appropriate individuals to engage in    |
|                      | this exercise might include: the State        |
|                      | Superintendent or Assistant; leaders of other |
|                      | federal programs such as Title I, II, II and  |
|                      | Special Education; state English and Language |
|                      | Arts/Reading supervisors; and staff who are   |
|                      | charged with organizing professional          |
|                      | development. Then you may want to convene a   |
|                      | meeting to compare and combine conclusions.   |
|                      | Remember to use the suggested sources of      |
|                      | evidence and reflection questions as you      |
|                      | discuss and reach consensus. The second Begin |
|                      | to Plan worksheet is suggested as a place to  |
|                      | capture group consensus on priorities and     |
|                      | strategies for sustaining Reading First.      |
+----------------------+-----------------------------------------------+
| **Understanding and  |                                               |
| Using the Self       |                                               |
| Assessment**         |                                               |
+----------------------+-----------------------------------------------+
| **Next Steps**       | State leaders will want to consider how they  |
|                      | use the other capacity self assessments in    |
|                      | this series (district, school, classroom). In |
|                      | particular, they should consider how they     |
|                      | will guide local leaders in using the other   |
|                      | self assessments and determine the best way   |
|                      | to debrief and integrate findings of the      |
|                      | state and local level self assessments.       |
|                      |                                               |
|                      | Sustaining evidence based reading programs    |
|                      | will require collaboration and support from a |
|                      | variety of state and local education leaders  |
|                      | and a clear plan for promoting sustainability |
|                      | over time. This self assessment is one tool   |
|                      | that states can use in planning to sustain    |
|                      | Reading First. Additional materials or        |
|                      | upcoming opportunities for training and       |
|                      | technical assistance on sustaining Reading    |
|                      | First can be found at the Reading First       |
|                      | Sustainability website.                       |
+----------------------+-----------------------------------------------+
|                      |                                               |
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+----------------------------------+----------------------+---+---+---+---+
| # State leaders...               |                      |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| A.  Support a statewide reading  |                      |   |   |   |   |
|     culture focused on the       |                      |   |   |   |   |
|     improvement of reading       |                      |   |   |   |   |
|     achievement, by:             |                      |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| 1.  Providing leadership in      |                      | I |   |   |   |
|     implementing evidence-based  |                      | m |   |   |   |
|     reading programs.            |                      | p |   |   |   |
|                                  |                      | l |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | m |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | a |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | i |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | P |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | g |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | s |   |   |   |
|                                  |                      | s |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
|                                  |                      | 4 | 3 | 2 | 1 |
+----------------------------------+----------------------+---+---+---+---+
| #                                | [Guiding             |   |   |   |   |
| ### Possible Sources of Evidence | Qu                   |   |   |   |   |
|                                  | estions]{.underline} |   |   |   |   |
| -   Memos, letters and other     |                      |   |   |   |   |
|     documents or communications  | -   What are some    |   |   |   |   |
|     about reading instruction    |     occasions that   |   |   |   |   |
|     from state leaders (Chief    |     state leaders    |   |   |   |   |
|     State School Officer or      |     have (a)         |   |   |   |   |
|     representatives, Title I     |     presented        |   |   |   |   |
|     Director, Special Education  |     findings of      |   |   |   |   |
|     Director, etc.) to school    |     Reading First    |   |   |   |   |
|     district leaders.            |     evaluation to    |   |   |   |   |
|                                  |     make the case    |   |   |   |   |
| -   Documentation of state       |     for              |   |   |   |   |
|     sponsored professional       |     effectiveness of |   |   |   |   |
|     development that supports    |     scientifically   |   |   |   |   |
|     scientifically based reading |     based reading    |   |   |   |   |
|     research.                    |     instruction,     |   |   |   |   |
|                                  |     and (b)          |   |   |   |   |
|                                  |     communicated a   |   |   |   |   |
|                                  |     sense of urgency |   |   |   |   |
|                                  |     in improving     |   |   |   |   |
|                                  |     students'        |   |   |   |   |
|                                  |     reading          |   |   |   |   |
|                                  |     outcomes?        |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   What are         |   |   |   |   |
|                                  |     examples of      |   |   |   |   |
|                                  |     occasions when   |   |   |   |   |
|                                  |     state leaders    |   |   |   |   |
|                                  |     deferred or      |   |   |   |   |
|                                  |     deflected        |   |   |   |   |
|                                  |     competing        |   |   |   |   |
|                                  |     policies,        |   |   |   |   |
|                                  |     procedures or    |   |   |   |   |
|                                  |     practices in     |   |   |   |   |
|                                  |     teaching         |   |   |   |   |
|                                  |     reading?         |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   How has the      |   |   |   |   |
|                                  |     state influenced |   |   |   |   |
|                                  |     districts to use |   |   |   |   |
|                                  |     evidence based   |   |   |   |   |
|                                  |     reading programs |   |   |   |   |
|                                  |     to meet state    |   |   |   |   |
|                                  |     targets?         |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   How has the      |   |   |   |   |
|                                  |     state provided   |   |   |   |   |
|                                  |     instructional    |   |   |   |   |
|                                  |     leadership?      |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| 2.  Forming a state steering     |                      | I |   |   |   |
|     committee for literacy that  |                      | m |   |   |   |
|     uses its leverage to support |                      | p |   |   |   |
|     and expand scientifically    |                      | l |   |   |   |
|     based reading instruction    |                      | e |   |   |   |
|     programs in the state.       |                      | m |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | a |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | i |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | P |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | g |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | s |   |   |   |
|                                  |                      | s |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
|                                  |                      | 4 | 3 | 2 | 1 |
+----------------------------------+----------------------+---+---+---+---+
| #                                | ##                   |   |   |   |   |
| ### Possible Sources of Evidence | ## Guiding Questions |   |   |   |   |
|                                  |                      |   |   |   |   |
| -   Agendas and minutes from     | -   What are some of |   |   |   |   |
|     meetings of the state        |     the              |   |   |   |   |
|     steering committee.          |     accomplishments  |   |   |   |   |
|                                  |     of the state     |   |   |   |   |
| -   Defined roles and            |     steering         |   |   |   |   |
|     responsibilities.            |     committee for    |   |   |   |   |
|                                  |     literacy that    |   |   |   |   |
|                                  |     show it has      |   |   |   |   |
|                                  |     played a change  |   |   |   |   |
|                                  |     agent role in    |   |   |   |   |
|                                  |     supporting and   |   |   |   |   |
|                                  |     expanding        |   |   |   |   |
|                                  |     scientifically   |   |   |   |   |
|                                  |     based reading    |   |   |   |   |
|                                  |     instruction?     |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| 3.  Creating a state literacy    |                      | I |   |   |   |
|     plan that addresses building |                      | m |   |   |   |
|     capacity in implementing     |                      | p |   |   |   |
|     scientifically based reading |                      | l |   |   |   |
|     instruction programs.        |                      | e |   |   |   |
|                                  |                      | m |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | a |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | i |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | P |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | g |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | s |   |   |   |
|                                  |                      | s |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
|                                  |                      | 4 | 3 | 2 | 1 |
+----------------------------------+----------------------+---+---+---+---+
| ##                               | ##                   |   |   |   |   |
| ## Possible Sources of Evidence  | ## Guiding Questions |   |   |   |   |
|                                  |                      |   |   |   |   |
| -   State literacy plan.         | -   In what ways     |   |   |   |   |
|                                  |     does the state   |   |   |   |   |
| -   State strategic plan.        |     literacy plan    |   |   |   |   |
|                                  |     reflect the      |   |   |   |   |
| -   Documentation of             |     findings of      |   |   |   |   |
|     collaborative efforts among  |     scientifically   |   |   |   |   |
|     offices and divisions.       |     based reading    |   |   |   |   |
|                                  |     research?        |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   How does the     |   |   |   |   |
|                                  |     state literacy   |   |   |   |   |
|                                  |     plan provide a   |   |   |   |   |
|                                  |     basis for        |   |   |   |   |
|                                  |     measuring both   |   |   |   |   |
|                                  |     implementation   |   |   |   |   |
|                                  |     of reading       |   |   |   |   |
|                                  |     instruction      |   |   |   |   |
|                                  |     strategies and   |   |   |   |   |
|                                  |     student results? |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   If the state has |   |   |   |   |
|                                  |     a strategic plan |   |   |   |   |
|                                  |     in addition to   |   |   |   |   |
|                                  |     the state        |   |   |   |   |
|                                  |     literacy plan,   |   |   |   |   |
|                                  |     what has been    |   |   |   |   |
|                                  |     done to ensure   |   |   |   |   |
|                                  |     alignment of the |   |   |   |   |
|                                  |     two plans?       |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+

+----------------------------------+----------------------+---+---+---+---+
| 4.  Extending scientifically     |                      | I |   |   |   |
|     based reading research to    |                      | m |   |   |   |
|     the content of pre-school    |                      | p |   |   |   |
|     programs.                    |                      | l |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | m |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | a |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | i |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | P |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | g |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | s |   |   |   |
|                                  |                      | s |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
|                                  |                      | 4 | 3 | 2 | 1 |
+----------------------------------+----------------------+---+---+---+---+
| #                                | ##                   |   |   |   |   |
| ### Possible Sources of Evidence | ## Guiding Questions |   |   |   |   |
|                                  |                      |   |   |   |   |
| -   Documents addressing early   | -   If the state is  |   |   |   |   |
|     childhood reading (e.g.      |     working in early |   |   |   |   |
|     state legislation on early   |     childhood, how   |   |   |   |   |
|     childhood programs).         |     have research    |   |   |   |   |
|                                  |     findings on      |   |   |   |   |
| -   Agendas from meetings of     |     early literacy   |   |   |   |   |
|     state early childhood staff  |     development been |   |   |   |   |
|     and state Title I, Reading   |     communicated and |   |   |   |   |
|     First, and other state staff |     promoted?        |   |   |   |   |
|     working on K-3 reading.      |                      |   |   |   |   |
|                                  |                      |   |   |   |   |
| -   State plans.                 |                      |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| 1.  Extending scientifically     |                      | I |   |   |   |
|     based reading research to    |                      | m |   |   |   |
|     assist struggling readers in |                      | p |   |   |   |
|     grade 4 and beyond.          |                      | l |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | m |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | a |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | i |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | P |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | g |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | s |   |   |   |
|                                  |                      | s |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
|                                  |                      | 4 | 3 | 2 | 1 |
+----------------------------------+----------------------+---+---+---+---+
| > [Possible Sources of           | ##                   |   |   |   |   |
| > Evidence]{.underline}          | ## Guiding Questions |   |   |   |   |
|                                  |                      |   |   |   |   |
| -   Documents addressing needs   | -   How has the      |   |   |   |   |
|     of struggling readers.       |     state extended   |   |   |   |   |
|                                  |     the successful   |   |   |   |   |
| -   Agendas from meetings of     |     elements of      |   |   |   |   |
|     state staff addressing the   |     research based   |   |   |   |   |
|     needs of struggling readers. |     reading          |   |   |   |   |
|                                  |     instruction to   |   |   |   |   |
| -   State plans.                 |     students in      |   |   |   |   |
|                                  |     grade 4 and      |   |   |   |   |
|                                  |     beyond?          |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| 2.  Making district staff aware  |                      | I |   |   |   |
|     of federal and state funds   |                      | m |   |   |   |
|     available to meet school     |                      | p |   |   |   |
|     needs in implementing an     |                      | l |   |   |   |
|     evidence-based reading       |                      | e |   |   |   |
|     instruction program.         |                      | m |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | a |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | i |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | P |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | g |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | s |   |   |   |
|                                  |                      | s |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
|                                  |                      | 4 | 3 | 2 | 1 |
+----------------------------------+----------------------+---+---+---+---+
| #                                | ##                   |   |   |   |   |
| ### Possible Sources of Evidence | ## Guiding Questions |   |   |   |   |
|                                  |                      |   |   |   |   |
| -   State communications and     | -   Is there         |   |   |   |   |
|     professional development     |     information on   |   |   |   |   |
|     (documents, meetings, state  |     funding streams  |   |   |   |   |
|     website) with districts on   |     that are         |   |   |   |   |
|     funding.                     |     appropriate for  |   |   |   |   |
|                                  |     supporting       |   |   |   |   |
| -   Documents communicating      |     reading          |   |   |   |   |
|     state support to incorporate |     achievement for  |   |   |   |   |
|     various funding streams.     |     the K-12 grade   |   |   |   |   |
|                                  |     range?           |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   How has the      |   |   |   |   |
|                                  |     state            |   |   |   |   |
|                                  |     communicated     |   |   |   |   |
|                                  |     information      |   |   |   |   |
|                                  |     about            |   |   |   |   |
|                                  |     appropriate      |   |   |   |   |
|                                  |     resources---how  |   |   |   |   |
|                                  |     many             |   |   |   |   |
|                                  |     communication    |   |   |   |   |
|                                  |     mechanisms and   |   |   |   |   |
|                                  |     how frequently?  |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   What has the     |   |   |   |   |
|                                  |     state done to    |   |   |   |   |
|                                  |     encourage the    |   |   |   |   |
|                                  |     coordination of  |   |   |   |   |
|                                  |     funding streams  |   |   |   |   |
|                                  |     to provide the   |   |   |   |   |
|                                  |     necessary        |   |   |   |   |
|                                  |     supports for     |   |   |   |   |
|                                  |     implementing     |   |   |   |   |
|                                  |     research reading |   |   |   |   |
|                                  |     programs?        |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+

+----------------------------------+----------------------+---+---+---+---+
| 1.  Integrating scientifically   |                      | I |   |   |   |
|     based reading practices into |                      | m |   |   |   |
|     all professional development |                      | p |   |   |   |
|     and technical assistance in  |                      | l |   |   |   |
|     reading.                     |                      | e |   |   |   |
|                                  |                      | m |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | a |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | i |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | P |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | g |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | s |   |   |   |
|                                  |                      | s |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
|                                  |                      | 4 | 3 | 2 | 1 |
+----------------------------------+----------------------+---+---+---+---+
| #                                | ##                   |   |   |   |   |
| ### Possible Sources of Evidence | ## Guiding Questions |   |   |   |   |
|                                  |                      |   |   |   |   |
| -   Agendas of professional      | -   How does the     |   |   |   |   |
|     development on reading from  |     state review     |   |   |   |   |
|     all offices in the SEA,      |     professional     |   |   |   |   |
|     including professional       |     development and  |   |   |   |   |
|     development provided under   |     technical        |   |   |   |   |
|     state contract.              |     assistance       |   |   |   |   |
|                                  |     across divisions |   |   |   |   |
| -   List of technical assistance |     for consistency  |   |   |   |   |
|     provided by state staff or   |     with             |   |   |   |   |
|     by entities under contract   |     scientifically   |   |   |   |   |
|     to the state in improving    |     based reading    |   |   |   |   |
|     reading instruction or in    |     research? For    |   |   |   |   |
|     school improvement.          |     alignment to     |   |   |   |   |
|                                  |     student          |   |   |   |   |
| -   Scope of work of any         |     assessment data? |   |   |   |   |
|     intermediate agencies        |                      |   |   |   |   |
|     working with districts.      | -   How does the     |   |   |   |   |
|                                  |     state review     |   |   |   |   |
|                                  |     professional     |   |   |   |   |
|                                  |     development and  |   |   |   |   |
|                                  |     technical        |   |   |   |   |
|                                  |     assistance       |   |   |   |   |
|                                  |     provided under   |   |   |   |   |
|                                  |     contract or      |   |   |   |   |
|                                  |     through regional |   |   |   |   |
|                                  |     entities?        |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   What are some    |   |   |   |   |
|                                  |     examples of      |   |   |   |   |
|                                  |     change made as a |   |   |   |   |
|                                  |     result of such   |   |   |   |   |
|                                  |     reviews?         |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| 2.  Promoting collaboration      |                      | I |   |   |   |
|     between program managers to  |                      | m |   |   |   |
|     improve reading outcomes     |                      | p |   |   |   |
|     through use of               |                      | l |   |   |   |
|     scientifically based reading |                      | e |   |   |   |
|     instruction.                 |                      | m |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | a |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | i |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | P |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | g |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | s |   |   |   |
|                                  |                      | s |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
|                                  |                      | 4 | 3 | 2 | 1 |
+----------------------------------+----------------------+---+---+---+---+
| #                                | ##                   |   |   |   |   |
| ### Possible Sources of Evidence | ## Guiding Questions |   |   |   |   |
|                                  |                      |   |   |   |   |
| -   Agendas from internal state  | -   To what extent   |   |   |   |   |
|     agency meetings.             |     do the various   |   |   |   |   |
|                                  |     divisions within |   |   |   |   |
| -   List of collaborative state  |     the state agency |   |   |   |   |
|     projects.                    |     have             |   |   |   |   |
|                                  |     collaborative    |   |   |   |   |
|                                  |     ownership of     |   |   |   |   |
|                                  |     improving        |   |   |   |   |
|                                  |     reading outcomes |   |   |   |   |
|                                  |     through          |   |   |   |   |
|                                  |     scientifically   |   |   |   |   |
|                                  |     based reading    |   |   |   |   |
|                                  |     instruction?     |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+

+----------------------------------+---+----------------------+---+---+---+---+
| # State leaders...               |   |                      |   |   |   |   |
+----------------------------------+---+----------------------+---+---+---+---+
| B.  Apply the elements of        |   |                      |   |   |   |   |
|     Reading First to the context |   |                      |   |   |   |   |
|     of the State's system of     |   |                      |   |   |   |   |
|     standards-based teaching and |   |                      |   |   |   |   |
|     learning, by:                |   |                      |   |   |   |   |
+----------------------------------+---+----------------------+---+---+---+---+
| 1.  Including the five elements  |   |                      | I |   |   |   |
|     of effective reading         |   |                      | m |   |   |   |
|     instruction identified by    |   |                      | p |   |   |   |
|     research in the state's      |   |                      | l |   |   |   |
|     reading or English/Language  |   |                      | e |   |   |   |
|     Arts standards.              |   |                      | m |   |   |   |
|                                  |   |                      | e |   |   |   |
|                                  |   |                      | n |   |   |   |
|                                  |   |                      | t |   |   |   |
|                                  |   |                      | a |   |   |   |
|                                  |   |                      | t |   |   |   |
|                                  |   |                      | i |   |   |   |
|                                  |   |                      | o |   |   |   |
|                                  |   |                      | n |   |   |   |
|                                  |   |                      | P |   |   |   |
|                                  |   |                      | r |   |   |   |
|                                  |   |                      | o |   |   |   |
|                                  |   |                      | g |   |   |   |
|                                  |   |                      | r |   |   |   |
|                                  |   |                      | e |   |   |   |
|                                  |   |                      | s |   |   |   |
|                                  |   |                      | s |   |   |   |
+----------------------------------+---+----------------------+---+---+---+---+
|                                  |   |                      | 4 | 3 | 2 | 1 |
+----------------------------------+---+----------------------+---+---+---+---+
| #                                | [ |                      |   |   |   |   |
| ### Possible Sources of Evidence | G |                      |   |   |   |   |
|                                  | u |                      |   |   |   |   |
| -   Documents showing alignment  | i |                      |   |   |   |   |
|     between scientifically based | d |                      |   |   |   |   |
|     reading instruction and the  | i |                      |   |   |   |   |
|     state's English Language     | n |                      |   |   |   |   |
|     Arts standards.              | g |                      |   |   |   |   |
|                                  | Q |                      |   |   |   |   |
| -   Communications to both       | u |                      |   |   |   |   |
|     Reading First and            | e |                      |   |   |   |   |
|     non-Reading First districts  | s |                      |   |   |   |   |
|     defining research based      | t |                      |   |   |   |   |
|     reading instruction and how  | i |                      |   |   |   |   |
|     it fits into the state's     | o |                      |   |   |   |   |
|     standards-based system.      | n |                      |   |   |   |   |
|                                  | s |                      |   |   |   |   |
| -   State processes for          | ] |                      |   |   |   |   |
|     selecting instructional      | { |                      |   |   |   |   |
|     materials (e.g., textbook    | . |                      |   |   |   |   |
|     adoption).                   | u |                      |   |   |   |   |
|                                  | n |                      |   |   |   |   |
|                                  | d |                      |   |   |   |   |
|                                  | e |                      |   |   |   |   |
|                                  | r |                      |   |   |   |   |
|                                  | l |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
|                                  | n |                      |   |   |   |   |
|                                  | e |                      |   |   |   |   |
|                                  | } |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | - |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | H |                      |   |   |   |   |
|                                  | o |                      |   |   |   |   |
|                                  | w |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | c |                      |   |   |   |   |
|                                  | o |                      |   |   |   |   |
|                                  | n |                      |   |   |   |   |
|                                  | f |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
|                                  | d |                      |   |   |   |   |
|                                  | e |                      |   |   |   |   |
|                                  | n |                      |   |   |   |   |
|                                  | t |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
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|                                  |   |                      |   |   |   |   |
|                                  | a |                      |   |   |   |   |
|                                  | r |                      |   |   |   |   |
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|                                  |   |                      |   |   |   |   |
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|                                  | t |                      |   |   |   |   |
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|                                  |   |                      |   |   |   |   |
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|                                  |   |                      |   |   |   |   |
|                                  | e |                      |   |   |   |   |
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|                                  | u |                      |   |   |   |   |
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|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
|                                  | n |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
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|                                  | r |                      |   |   |   |   |
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|                                  | s |                      |   |   |   |   |
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|                                  | s |                      |   |   |   |   |
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|                                  | s |                      |   |   |   |   |
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|                                  | w |                      |   |   |   |   |
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|                                  | n |                      |   |   |   |   |
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|                                  | s |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | w |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
|                                  | l |                      |   |   |   |   |
|                                  | l |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | m |                      |   |   |   |   |
|                                  | e |                      |   |   |   |   |
|                                  | e |                      |   |   |   |   |
|                                  | t |                      |   |   |   |   |
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|                                  | e |                      |   |   |   |   |
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|                                  |   |                      |   |   |   |   |
|                                  | t |                      |   |   |   |   |
|                                  | a |                      |   |   |   |   |
|                                  | r |                      |   |   |   |   |
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|                                  | t |                      |   |   |   |   |
|                                  | s |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | f |                      |   |   |   |   |
|                                  | o |                      |   |   |   |   |
|                                  | r |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | G |                      |   |   |   |   |
|                                  | r |                      |   |   |   |   |
|                                  | a |                      |   |   |   |   |
|                                  | d |                      |   |   |   |   |
|                                  | e |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | 3 |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | E |                      |   |   |   |   |
|                                  | n |                      |   |   |   |   |
|                                  | g |                      |   |   |   |   |
|                                  | l |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
|                                  | s |                      |   |   |   |   |
|                                  | h |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | L |                      |   |   |   |   |
|                                  | a |                      |   |   |   |   |
|                                  | n |                      |   |   |   |   |
|                                  | g |                      |   |   |   |   |
|                                  | u |                      |   |   |   |   |
|                                  | a |                      |   |   |   |   |
|                                  | g |                      |   |   |   |   |
|                                  | e |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | A |                      |   |   |   |   |
|                                  | r |                      |   |   |   |   |
|                                  | t |                      |   |   |   |   |
|                                  | s |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | p |                      |   |   |   |   |
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+----------------------------------+---+----------------------+---+---+---+---+
| 2.  Developing a state           |   |                      | I |   |   |   |
|     assessment system that       |   |                      | m |   |   |   |
|     supports implementation of   |   |                      | p |   |   |   |
|     scientifically based reading |   |                      | l |   |   |   |
|     programs.                    |   |                      | e |   |   |   |
|                                  |   |                      | m |   |   |   |
|                                  |   |                      | e |   |   |   |
|                                  |   |                      | n |   |   |   |
|                                  |   |                      | t |   |   |   |
|                                  |   |                      | a |   |   |   |
|                                  |   |                      | t |   |   |   |
|                                  |   |                      | i |   |   |   |
|                                  |   |                      | o |   |   |   |
|                                  |   |                      | n |   |   |   |
|                                  |   |                      | P |   |   |   |
|                                  |   |                      | r |   |   |   |
|                                  |   |                      | o |   |   |   |
|                                  |   |                      | g |   |   |   |
|                                  |   |                      | r |   |   |   |
|                                  |   |                      | e |   |   |   |
|                                  |   |                      | s |   |   |   |
|                                  |   |                      | s |   |   |   |
+----------------------------------+---+----------------------+---+---+---+---+
|                                  |   |                      | 4 | 3 | 2 | 1 |
+----------------------------------+---+----------------------+---+---+---+---+
| #                                | # |                      |   |   |   |   |
| ### Possible Sources of Evidence | # |                      |   |   |   |   |
|                                  | # |                      |   |   |   |   |
| -   List of suggested            | # |                      |   |   |   |   |
|     assessments                  |   |                      |   |   |   |   |
|                                  | G |                      |   |   |   |   |
| -   Communications (meetings,    | u |                      |   |   |   |   |
|     workshops, mailings,         | i |                      |   |   |   |   |
|     website) that have reached   | d |                      |   |   |   |   |
|     both Reading First and       | i |                      |   |   |   |   |
|     non-Reading First districts  | n |                      |   |   |   |   |
|     with a message on purposes   | g |                      |   |   |   |   |
|     of assessing reading and how |   |                      |   |   |   |   |
|     the reading assessment       | Q |                      |   |   |   |   |
|     system will contribute to    | u |                      |   |   |   |   |
|     meeting state English        | e |                      |   |   |   |   |
|     Language Arts targets for    | s |                      |   |   |   |   |
|     grade 3.                     | t |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
| -   Data warehouses containing   | o |                      |   |   |   |   |
|     data from reading            | n |                      |   |   |   |   |
|     assessment.                  | s |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
| -   Utilization of several types | - |                      |   |   |   |   |
|     of data.                     |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
| -   Examples of data reports     |   |                      |   |   |   |   |
|     that are available to        | T |                      |   |   |   |   |
|     districts.                   | o |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | w |                      |   |   |   |   |
|                                  | h |                      |   |   |   |   |
|                                  | a |                      |   |   |   |   |
|                                  | t |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | e |                      |   |   |   |   |
|                                  | x |                      |   |   |   |   |
|                                  | t |                      |   |   |   |   |
|                                  | e |                      |   |   |   |   |
|                                  | n |                      |   |   |   |   |
|                                  | t |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | h |                      |   |   |   |   |
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|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
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|                                  | s |                      |   |   |   |   |
|                                  | u |                      |   |   |   |   |
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|                                  |   |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
|                                  | m |                      |   |   |   |   |
|                                  | p |                      |   |   |   |   |
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|                                  | e |                      |   |   |   |   |
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|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | o |                      |   |   |   |   |
|                                  | u |                      |   |   |   |   |
|                                  | t |                      |   |   |   |   |
|                                  | c |                      |   |   |   |   |
|                                  | o |                      |   |   |   |   |
|                                  | m |                      |   |   |   |   |
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|                                  | s |                      |   |   |   |   |
|                                  | ? |                      |   |   |   |   |
+----------------------------------+---+----------------------+---+---+---+---+
| 3.  Developing improvement       |   |                      | I |   |   |   |
|     planning processes for       |   |                      | m |   |   |   |
|     schools and districts that   |   |                      | p |   |   |   |
|     encourage the use of student |   |                      | l |   |   |   |
|     data from formative reading  |   |                      | e |   |   |   |
|     assessments to identify      |   |                      | m |   |   |   |
|     student and teacher needs.   |   |                      | e |   |   |   |
|                                  |   |                      | n |   |   |   |
|                                  |   |                      | t |   |   |   |
|                                  |   |                      | a |   |   |   |
|                                  |   |                      | t |   |   |   |
|                                  |   |                      | i |   |   |   |
|                                  |   |                      | o |   |   |   |
|                                  |   |                      | n |   |   |   |
|                                  |   |                      | P |   |   |   |
|                                  |   |                      | r |   |   |   |
|                                  |   |                      | o |   |   |   |
|                                  |   |                      | g |   |   |   |
|                                  |   |                      | r |   |   |   |
|                                  |   |                      | e |   |   |   |
|                                  |   |                      | s |   |   |   |
|                                  |   |                      | s |   |   |   |
+----------------------------------+---+----------------------+---+---+---+---+
|                                  |   |                      | 4 | 3 | 2 | 1 |
+----------------------------------+---+----------------------+---+---+---+---+
| #                                |   | ##                   |   |   |   |   |
| ### Possible Sources of Evidence |   | ## Guiding Questions |   |   |   |   |
|                                  |   |                      |   |   |   |   |
| -   Guidelines for improvement   |   | -   How effectively  |   |   |   |   |
|     planning that show how to    |   |     have             |   |   |   |   |
|     use formative assessment     |   |     state-promoted   |   |   |   |   |
|     data to identify student and |   |     school           |   |   |   |   |
|     teacher needs.               |   |     improvement      |   |   |   |   |
|                                  |   |     processes        |   |   |   |   |
| -   District or school plans     |   |     supported        |   |   |   |   |
|     showing objectives for       |   |     implementation   |   |   |   |   |
|     student reading outcomes     |   |     of evidence      |   |   |   |   |
|     beyond a target on the state |   |     based reading    |   |   |   |   |
|     test and that specify high   |   |     programs?        |   |   |   |   |
|     quality professional         |   |                      |   |   |   |   |
|     development for teachers in  |   | -   What point in    |   |   |   |   |
|     areas of need.               |   |     the process has  |   |   |   |   |
|                                  |   |     provided the     |   |   |   |   |
| -   Guidelines for processes     |   |     most             |   |   |   |   |
|     used when the state reviews  |   |                      |   |   |   |   |
|     and approves local plans or  |   | leverage---providing |   |   |   |   |
|     applications.                |   |     guidance on      |   |   |   |   |
|                                  |   |     planning or      |   |   |   |   |
|                                  |   |     reviewing plans/ |   |   |   |   |
|                                  |   |     applications?    |   |   |   |   |
+----------------------------------+---+----------------------+---+---+---+---+

+----------------------------------+---+----------------------+---+---+---+---+
| 4.  Developing district          |   |                      | I |   |   |   |
|     monitoring processes that    |   |                      | m |   |   |   |
|     include the review of        |   |                      | p |   |   |   |
|     reading outcomes and dialog  |   |                      | l |   |   |   |
|     with districts on how they   |   |                      | e |   |   |   |
|     are planning to improve      |   |                      | m |   |   |   |
|     student achievement in       |   |                      | e |   |   |   |
|     reading.                     |   |                      | n |   |   |   |
|                                  |   |                      | t |   |   |   |
|                                  |   |                      | a |   |   |   |
|                                  |   |                      | t |   |   |   |
|                                  |   |                      | i |   |   |   |
|                                  |   |                      | o |   |   |   |
|                                  |   |                      | n |   |   |   |
|                                  |   |                      | P |   |   |   |
|                                  |   |                      | r |   |   |   |
|                                  |   |                      | o |   |   |   |
|                                  |   |                      | g |   |   |   |
|                                  |   |                      | r |   |   |   |
|                                  |   |                      | e |   |   |   |
|                                  |   |                      | s |   |   |   |
|                                  |   |                      | s |   |   |   |
+----------------------------------+---+----------------------+---+---+---+---+
|                                  |   |                      | 4 | 3 | 2 | 1 |
+----------------------------------+---+----------------------+---+---+---+---+
| [Possible Sources of             | # |                      |   |   |   |   |
| Evidence]{.underline}            | # |                      |   |   |   |   |
|                                  | # |                      |   |   |   |   |
| -   List of all state monitoring | # |                      |   |   |   |   |
|     processes.                   |   |                      |   |   |   |   |
|                                  | G |                      |   |   |   |   |
|                                  | u |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
|                                  | d |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
|                                  | n |                      |   |   |   |   |
|                                  | g |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | Q |                      |   |   |   |   |
|                                  | u |                      |   |   |   |   |
|                                  | e |                      |   |   |   |   |
|                                  | s |                      |   |   |   |   |
|                                  | t |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
|                                  | o |                      |   |   |   |   |
|                                  | n |                      |   |   |   |   |
|                                  | s |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | - |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | T |                      |   |   |   |   |
|                                  | o |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | w |                      |   |   |   |   |
|                                  | h |                      |   |   |   |   |
|                                  | a |                      |   |   |   |   |
|                                  | t |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | e |                      |   |   |   |   |
|                                  | x |                      |   |   |   |   |
|                                  | t |                      |   |   |   |   |
|                                  | e |                      |   |   |   |   |
|                                  | n |                      |   |   |   |   |
|                                  | t |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
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|                                  |   |                      |   |   |   |   |
|                                  | h |                      |   |   |   |   |
|                                  | a |                      |   |   |   |   |
|                                  | s |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | t |                      |   |   |   |   |
|                                  | h |                      |   |   |   |   |
|                                  | e |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
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|                                  | s |                      |   |   |   |   |
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|                                  | e |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
|                                  | n |                      |   |   |   |   |
|                                  | c |                      |   |   |   |   |
|                                  | o |                      |   |   |   |   |
|                                  | r |                      |   |   |   |   |
|                                  | p |                      |   |   |   |   |
|                                  | o |                      |   |   |   |   |
|                                  | r |                      |   |   |   |   |
|                                  | a |                      |   |   |   |   |
|                                  | t |                      |   |   |   |   |
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|                                  | d |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | t |                      |   |   |   |   |
|                                  | h |                      |   |   |   |   |
|                                  | e |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
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|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | r |                      |   |   |   |   |
|                                  | e |                      |   |   |   |   |
|                                  | v |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
|                                  | e |                      |   |   |   |   |
|                                  | w |                      |   |   |   |   |
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|                                  |   |                      |   |   |   |   |
|                                  | o |                      |   |   |   |   |
|                                  | f |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | r |                      |   |   |   |   |
|                                  | e |                      |   |   |   |   |
|                                  | a |                      |   |   |   |   |
|                                  | d |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
|                                  | n |                      |   |   |   |   |
|                                  | g |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | o |                      |   |   |   |   |
|                                  | u |                      |   |   |   |   |
|                                  | t |                      |   |   |   |   |
|                                  | c |                      |   |   |   |   |
|                                  | o |                      |   |   |   |   |
|                                  | m |                      |   |   |   |   |
|                                  | e |                      |   |   |   |   |
|                                  | s |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
|                                  | n |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | e |                      |   |   |   |   |
|                                  | x |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
|                                  | s |                      |   |   |   |   |
|                                  | t |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
|                                  | n |                      |   |   |   |   |
|                                  | g |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | d |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
|                                  | s |                      |   |   |   |   |
|                                  | t |                      |   |   |   |   |
|                                  | r |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
|                                  | c |                      |   |   |   |   |
|                                  | t |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | m |                      |   |   |   |   |
|                                  | o |                      |   |   |   |   |
|                                  | n |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
|                                  | t |                      |   |   |   |   |
|                                  | o |                      |   |   |   |   |
|                                  | r |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
|                                  | n |                      |   |   |   |   |
|                                  | g |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | p |                      |   |   |   |   |
|                                  | r |                      |   |   |   |   |
|                                  | o |                      |   |   |   |   |
|                                  | c |                      |   |   |   |   |
|                                  | e |                      |   |   |   |   |
|                                  | s |                      |   |   |   |   |
|                                  | s |                      |   |   |   |   |
|                                  | e |                      |   |   |   |   |
|                                  | s |                      |   |   |   |   |
|                                  | ? |                      |   |   |   |   |
+----------------------------------+---+----------------------+---+---+---+---+
| 5.  Aligning state legislation,  |   |                      | I |   |   |   |
|     regulations policies, and    |   |                      | m |   |   |   |
|     guidance to support          |   |                      | p |   |   |   |
|     scientifically based reading |   |                      | l |   |   |   |
|     instruction.                 |   |                      | e |   |   |   |
|                                  |   |                      | m |   |   |   |
|                                  |   |                      | e |   |   |   |
|                                  |   |                      | n |   |   |   |
|                                  |   |                      | t |   |   |   |
|                                  |   |                      | a |   |   |   |
|                                  |   |                      | t |   |   |   |
|                                  |   |                      | i |   |   |   |
|                                  |   |                      | o |   |   |   |
|                                  |   |                      | n |   |   |   |
|                                  |   |                      | P |   |   |   |
|                                  |   |                      | r |   |   |   |
|                                  |   |                      | o |   |   |   |
|                                  |   |                      | g |   |   |   |
|                                  |   |                      | r |   |   |   |
|                                  |   |                      | e |   |   |   |
|                                  |   |                      | s |   |   |   |
|                                  |   |                      | s |   |   |   |
+----------------------------------+---+----------------------+---+---+---+---+
|                                  |   |                      | 4 | 3 | 2 | 1 |
+----------------------------------+---+----------------------+---+---+---+---+
| #                                |   | ##                   |   |   |   |   |
| ### Possible Sources of Evidence |   | ## Guiding Questions |   |   |   |   |
|                                  |   |                      |   |   |   |   |
| -   Existing legislation,        |   | -   What processes   |   |   |   |   |
|     regulations, policies, and   |   |     has the state    |   |   |   |   |
|     guidance on reading.         |   |     used to analyze  |   |   |   |   |
|                                  |   |     existing         |   |   |   |   |
|                                  |   |     legislation,     |   |   |   |   |
|                                  |   |     regulations, and |   |   |   |   |
|                                  |   |     policies to      |   |   |   |   |
|                                  |   |     determine how    |   |   |   |   |
|                                  |   |     well aligned     |   |   |   |   |
|                                  |   |     they are with    |   |   |   |   |
|                                  |   |     scientifically   |   |   |   |   |
|                                  |   |     based reading    |   |   |   |   |
|                                  |   |     research and     |   |   |   |   |
|                                  |   |     each other? To   |   |   |   |   |
|                                  |   |     make any needed  |   |   |   |   |
|                                  |   |     revisions?       |   |   |   |   |
+----------------------------------+---+----------------------+---+---+---+---+
| 6.  Working with universities to |   |                      | I |   |   |   |
|     ensure that pre-service      |   |                      | m |   |   |   |
|     programs produce reading     |   |                      | p |   |   |   |
|     teachers who are prepared to |   |                      | l |   |   |   |
|     implement scientifically     |   |                      | e |   |   |   |
|     based reading instruction.   |   |                      | m |   |   |   |
|                                  |   |                      | e |   |   |   |
|                                  |   |                      | n |   |   |   |
|                                  |   |                      | t |   |   |   |
|                                  |   |                      | a |   |   |   |
|                                  |   |                      | t |   |   |   |
|                                  |   |                      | i |   |   |   |
|                                  |   |                      | o |   |   |   |
|                                  |   |                      | n |   |   |   |
|                                  |   |                      | P |   |   |   |
|                                  |   |                      | r |   |   |   |
|                                  |   |                      | o |   |   |   |
|                                  |   |                      | g |   |   |   |
|                                  |   |                      | r |   |   |   |
|                                  |   |                      | e |   |   |   |
|                                  |   |                      | s |   |   |   |
|                                  |   |                      | s |   |   |   |
+----------------------------------+---+----------------------+---+---+---+---+
|                                  |   |                      | 4 | 3 | 2 | 1 |
+----------------------------------+---+----------------------+---+---+---+---+
| #                                | [ |                      |   |   |   |   |
| ### Possible Sources of Evidence | G |                      |   |   |   |   |
|                                  | u |                      |   |   |   |   |
| -   The content of pre-service   | i |                      |   |   |   |   |
|     programs.                    | d |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
| -   Documentation of             | n |                      |   |   |   |   |
|     collaboration with IHEs.     | g |                      |   |   |   |   |
|                                  | Q |                      |   |   |   |   |
| -   Teacher licensing            | u |                      |   |   |   |   |
|     requirements.                | e |                      |   |   |   |   |
|                                  | s |                      |   |   |   |   |
| -   Documentation of IHE         | t |                      |   |   |   |   |
|     membership on Reading Task   | i |                      |   |   |   |   |
|     Forces and Leadership Teams. | o |                      |   |   |   |   |
|                                  | n |                      |   |   |   |   |
| -   Documentation of             | s |                      |   |   |   |   |
|     scientifically based reading | ] |                      |   |   |   |   |
|     instruction in course        | { |                      |   |   |   |   |
|     syllabi and use of texts     | . |                      |   |   |   |   |
|     based on research based      | u |                      |   |   |   |   |
|     principles.                  | n |                      |   |   |   |   |
|                                  | d |                      |   |   |   |   |
|                                  | e |                      |   |   |   |   |
|                                  | r |                      |   |   |   |   |
|                                  | l |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
|                                  | n |                      |   |   |   |   |
|                                  | e |                      |   |   |   |   |
|                                  | } |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | - |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | H |                      |   |   |   |   |
|                                  | a |                      |   |   |   |   |
|                                  | s |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
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|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
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|                                  | t |                      |   |   |   |   |
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|                                  | s |                      |   |   |   |   |
|                                  | ? |                      |   |   |   |   |
+----------------------------------+---+----------------------+---+---+---+---+

+----------------------------------+----------------------+---+---+---+---+
| # State leaders...               |                      |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| C.  Use data to review           |                      |   |   |   |   |
|     implementation and impact of |                      |   |   |   |   |
|     local reading programs and   |                      |   |   |   |   |
|     recognize success, by:       |                      |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| 1.  Reviewing data from local    |                      | I |   |   |   |
|     reading programs             |                      | m |   |   |   |
|     systematically to determine  |                      | p |   |   |   |
|     fidelity of implementation   |                      | l |   |   |   |
|     and success in increasing    |                      | e |   |   |   |
|     student outcomes.            |                      | m |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | a |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | i |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | P |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | g |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | s |   |   |   |
|                                  |                      | s |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
|                                  |                      | 4 | 3 | 2 | 1 |
+----------------------------------+----------------------+---+---+---+---+
| #                                | ##                   |   |   |   |   |
| ### Possible Sources of Evidence | ## Guiding Questions |   |   |   |   |
|                                  |                      |   |   |   |   |
| -   Evaluation reports showing   | -   What process     |   |   |   |   |
|     level of implementation of   |     does the state   |   |   |   |   |
|     research based reading       |     use to review    |   |   |   |   |
|     instruction and student      |     evaluation       |   |   |   |   |
|     results by district and      |     reports and/or   |   |   |   |   |
|     school.                      |     other data to    |   |   |   |   |
|                                  |     make decisions   |   |   |   |   |
| -   Databases.                   |     for improving    |   |   |   |   |
|                                  |     reading          |   |   |   |   |
|                                  |     instruction in   |   |   |   |   |
|                                  |     the state?       |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| 2.  Recognizing and celebrating  |                      | I |   |   |   |
|     success in teaching K-3      |                      | m |   |   |   |
|     students to read.            |                      | p |   |   |   |
|                                  |                      | l |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | m |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | a |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | i |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | P |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | g |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | s |   |   |   |
|                                  |                      | s |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
|                                  |                      | 4 | 3 | 2 | 1 |
+----------------------------------+----------------------+---+---+---+---+
| #                                | ##                   |   |   |   |   |
| ### Possible Sources of Evidence | ## Guiding Questions |   |   |   |   |
|                                  |                      |   |   |   |   |
| -   List of recognition programs | -   Does recognition |   |   |   |   |
|     or any mechanisms the state  |     include          |   |   |   |   |
|     uses to showcase best        |     information on   |   |   |   |   |
|     practices.                   |     **how** and      |   |   |   |   |
|                                  |     **why** the      |   |   |   |   |
| -   Other recognition programs   |     school           |   |   |   |   |
|     (e.g., federal programs such |     succeeded?       |   |   |   |   |
|     as Title I Distinguished     |                      |   |   |   |   |
|     School or Blue Ribbon        | -   Does the state   |   |   |   |   |
|     Schools).                    |     provide matched  |   |   |   |   |
|                                  |     school           |   |   |   |   |
|                                  |     comparisons with |   |   |   |   |
|                                  |     shared results   |   |   |   |   |
|                                  |     for              |   |   |   |   |
|                                  |     demographically  |   |   |   |   |
|                                  |     similar schools? |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   Does the state   |   |   |   |   |
|                                  |     broker           |   |   |   |   |
|                                  |     connections      |   |   |   |   |
|                                  |     between          |   |   |   |   |
|                                  |     successful and   |   |   |   |   |
|                                  |     striving         |   |   |   |   |
|                                  |     schools?         |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+

+----------------+-------------------------+--------------------------+
| **Begin to     |                         |                          |
| Plan at the    |                         |                          |
| State Level:** |                         |                          |
|                |                         |                          |
| **Synthesize   |                         |                          |
| Your Own       |                         |                          |
| Thoughts**     |                         |                          |
+----------------+-------------------------+--------------------------+
| Leadership     | What's in Place and     | Areas to Develop         |
| Function       | Working?                |                          |
+----------------+-------------------------+--------------------------+
| A.  **Support  |                         |                          |
|     a          |                         |                          |
|     statewide  |                         |                          |
|     reading    |                         |                          |
|     culture    |                         |                          |
|     focused on |                         |                          |
|     the        |                         |                          |
|                |                         |                          |
|    improvement |                         |                          |
|     of reading |                         |                          |
|                |                         |                          |
| achievement.** |                         |                          |
+----------------+-------------------------+--------------------------+
| B.  **Apply    |                         |                          |
|     the        |                         |                          |
|     elements   |                         |                          |
|     of Reading |                         |                          |
|     First to   |                         |                          |
|     the        |                         |                          |
|     context of |                         |                          |
|     the        |                         |                          |
|     State's    |                         |                          |
|     system of  |                         |                          |
|     s          |                         |                          |
| tandards-based |                         |                          |
|     teaching   |                         |                          |
|     and        |                         |                          |
|                |                         |                          |
|    learning.** |                         |                          |
+----------------+-------------------------+--------------------------+
| C.  **Use data |                         |                          |
|     to review  |                         |                          |
|                |                         |                          |
| implementation |                         |                          |
|     and impact |                         |                          |
|     of local   |                         |                          |
|     reading    |                         |                          |
|     programs   |                         |                          |
|     and        |                         |                          |
|     recognize  |                         |                          |
|     success.** |                         |                          |
+----------------+-------------------------+--------------------------+
| **Begin to     |                         |                          |
| Plan at the    |                         |                          |
| State Level:** |                         |                          |
|                |                         |                          |
| **Meet with    |                         |                          |
| Others and     |                         |                          |
| Reach          |                         |                          |
| Consensus**    |                         |                          |
+----------------+-------------------------+--------------------------+
| Based on group |                         |                          |
| discussion,    |                         |                          |
| identify the   |                         |                          |
| top priority   |                         |                          |
| Areas to       |                         |                          |
| Develop.       |                         |                          |
+----------------+-------------------------+--------------------------+
|                |                         |                          |
+----------------+-------------------------+--------------------------+
| Based on group |                         |                          |
| discussion,    |                         |                          |
| what general   |                         |                          |
| strategies are |                         |                          |
| needed to      |                         |                          |
| address the    |                         |                          |
| listed         |                         |                          |
| priorities?    |                         |                          |
+----------------+-------------------------+--------------------------+
|                |                         |                          |
+----------------+-------------------------+--------------------------+
| Based on group |                         |                          |
| discussion,    |                         |                          |
| what general   |                         |                          |
| challenges do  |                         |                          |
| you            |                         |                          |
| anticipate?    |                         |                          |
+----------------+-------------------------+--------------------------+
|                |                         |                          |
+----------------+-------------------------+--------------------------+
|                |                         |                          |
+----------------+-------------------------+--------------------------+

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