Archived Information

Table of Contents

**Abstract**

**Program Narrative**

> **Section 1.
> Introduction..................................................................**
>
> **Section 2.
> Need...........................................................................**
>
> **Section 3. State Leadership and
> Oversight........................................**
>
> **Section 4. Local District/School Interventions under
> LRI.....................**
>
> **Section 5. Local District Activities under
> TAS....................................**
>
> **Section 6. Evaluation and Performance Measurement, Planned
> Contract..........**
>
> **Section 7. Relationship of REA Activities to Other State
> Efforts.....................**
>
> **Section 8.
> Budget................................................................................**
>
> **Appendix A: State Standards and Assessments Related to Reading**
>
> **Appendix B: List of Eligible Districts and Eligible Schools\
> **

**GEPA**

**Assurance Forms**

**Resumes**

**Bibliography**

**REA Subgrant Application**

# ABSTRACT

**Indiana's Reading Excellence Act Proposal**

Indiana seeks funding from the Reading Excellence Act to ensure that all
children in our state are reading successfully by the end of third
grade. The 90 districts that are eligible for REA funding represent a
geographic, ethnic, and economic cross-section of Indiana. They all
however share a common problem -- a significant number of children who
are not learning to read, or not learning to read "well enough."

Indiana's proposal outlines a significant next step based on the belief
that every child can learn to read by third grade if the critical
reading skills identified in scientific research are the focus of
instruction in the context of a comprehensive reading program. Using REA
funds, Indiana proposes to develop an intensive, coordinated,
professional development system that includes a summer reading
institute, a distance learning, *Focus on Reading* series, "reading
coaches" (Indiana Master Reading Teachers) and regular technical
assistance. This system ensures that teachers in Indiana's neediest
schools will know, understand, and use a body of scientific reading
research to plan daily instruction in their classrooms. Teachers will
integrate this reading research-based instruction into their annual
school improvement and individual professional development plans.
Working with an Advisory Panel of reading researchers and a management
team lead by experts in scientifically-based reading research,
assessment, and classroom practice, Indiana will ensure that scientific
reading research remains the focus and that the participating teachers
are well prepared to teach reading.

Indiana has begun the process of reading reform with a series of
significant first steps: Academic Standards in English/Language Arts
that have been reviewed by Achieve, Inc. and the Thomas B. Fordham
Foundation and rated among the "best" in the nation; a newly developed
*Indiana Reading List* that illustrates for parents and teachers the
variety and rigor expected of students; and a statewide assessment
system aligned to the new standards.

In summary, Indiana has designed a strategy that capitalizes on its
excellent first steps for the early grades and that, at the same time,
addresses those areas where improvement is most needed. The State is
poised, because of a convergence of factors related to school
improvement in general and reading and literacy, specifically, to be
highly successful in its implementation of the Reading Excellence Act.
Those factors include:

-   The development of the new standards in reading;

-   A state funded program in early literacy; continuing state funding
    and federal funding for class-size reduction in the early grades;

-   The Department's 1998 introduction of professional development
    specific to understanding the characteristics of children in
    poverty;

-   A pattern of support from Educate Indiana (Goals 2000, Title III)
    for reading programs and their related professional development,
    which have been identified on the basis of scientific research; and

-   The adoption of rigorous new teacher certification standards by the
    Indiana Professional Standards Board and enactment of legislation
    requiring "comprehensive reading instruction skills including
    phonemic awareness and phonics instruction" for individuals seeking
    an elementary teaching license.

#  {#section .unnumbered}

#  

Indiana

Reading Excellence Act Proposal

Spring 2001

# Section 1. Introduction

Governor Frank O'Bannon and Dr. Suellen K. Reed, State Superintendent of
Public Instruction, together have championed the importance of all
children learning to read. In partnership with the entire Education
Roundtable and through concerted legislative efforts that support
stronger accountability for school performance and improvement,
Indiana's Reading and Literacy Partnership has designed a Reading
Excellence Act Demonstration Program (I-READ) that will form an
effective framework for improving early reading throughout the state.
While Indiana is making application for REA funds and the actions
described in this application reflect activities targeted to specific
groups, a capacity to broaden and extend the depth of its impact is key
to ensuring that Indiana's Reading Excellence program "leave no child
behind."

Indiana's Education Roundtable in partnership with the Indiana
Department of Education (I-DOE) is requesting funds through the Reading
Excellence Act to support the planning, implementation, and extension of
a systematic, scientifically-based research approach to early literacy
and reading instruction for K-3 children in Indiana's eligible schools.
The goal of Indiana's Reading Excellence Action Demonstration Program
(I-READ) is to ensure that children most at risk of reading failure in
Indiana's schools will be reading at or above grade level by the end of
third grade. The Partnership proposes to achieve that outcome by
ensuring that children at risk of reading failure in Indiana's eligible
schools:

Goal 1 Receive systematic, research-based instruction in reading that is
supported by *Indiana's Academic Standards in English/Language Arts*;

Goal 2 Avoid inappropriate referral to special education through the
early identification and intervention of reading difficulties;

Goal 3 Enter school having the readiness skills and support they need to
learn to read;

Goal 4 Have easy access to high-quality, researched-based literacy
support that includes tutoring and family literacy programs.

### Indiana's Plan

A growing body of research shows that successful reading programs are
based on a solid foundation of teachers' knowledge, commitment to
research-based instructional practice, early and on-going classroom
assessment, and an educational environment focused on literacy and
supportive of teachers. This research also shows that effective
instruction in conjunction with quality reading materials; access to
external support by

students through tutoring and teachers (coaching); building-level
administrative leadership; and the encouragement of families and the
larger educational community increase the likelihood of reading success
for children most at risk of reading failure. Indiana proposes to
develop an Indiana Reading Excellence Act Demonstration Program (I-READ)
that develops strong local reading programs in schools and, at the same
time, is committed to changing the status quo by supporting children who
are at risk of reading failure. Through this effort, Indiana will:

-   fully integrate scientific research-based reading instruction that
    is supported by Indiana's new language arts standards into daily
    classroom practice through on-going professional development for
    teachers; (Goal 1)

```{=html}
<!-- -->
```
-   establish pre-school, kindergarten, and elementary professional
    development collaboratives that serve preschool and elementary
    teachers along with tutorial staff; (Goals 1 and 3)

```{=html}
<!-- -->
```
-   extend a system of early identification of at-risk students through
    *the Indiana Grade 1 Reading Assessment* and the proposed Grade 2
    reading assessment, an assessment system designed to provide
    instructional information related to developing phonemic awareness,
    decoding skills and fluency, vocabulary and related background
    knowledge, as well as the comprehension skills of individual
    students throughout the school year; (Goal 2)

```{=html}
<!-- -->
```
-   refine Indiana's system of leadership development (Indiana
    Principal's Leadership Academy) to include a literacy leadership
    series that both informs and develops principals' ability to guide
    reading improvement in their schools; (Goals 1 and 2)

```{=html}
<!-- -->
```
-   develop the capacity of schools to analyze and select effective
    reading programs and appropriate high-quality supplementary reading
    materials; (Goals 1) and 3) and

```{=html}
<!-- -->
```
-   establish and support learning partnerships between preschool, K --
    3 classroom teachers, parents and early literacy community support
    systems, such as libraries that provide consistent, coherent and
    educationally sound instructional practice in reading grounded in
    the work of the National Reading Panel. (Goals 3 and 4)

### REA Funds in Indiana

Reading Excellence Act funds will be used to improve the teaching and
learning of children, grades K -- 3, in 50 low performing schools within
Indiana's 90 eligible districts. Using a competitive process that
includes an expert panel of reviewers selected by the Reading and
Literacy Partnership, I-READ will award REA Local Reading Improvement
(LRI) funds to districts and schools with the greatest need for reading
reform that also show a significant commitment to reform on the part of
teachers, administrators, and families. Criteria for selecting grant
recipients and state leadership will ensure that only research-based and
well-designed reading programs are funded.

The Tutorial Assistance (TA) subgrants will be awarded on a
district-wide basis to eligible districts. As part of the application,
each TA program must document the theory of scientifically-based reading
research that anchors its design and must provide evidence of the
design's key elements and effectiveness of the approach. In addition,
the TA applicant must provide a design that is consistent with the
reading instructional methods and content used by the school(s) that the
participating children attend.

### I-READ -- Planning/Initiation, Implementation, Instituionalizing

I-READ will be implemented over a three-year period beginning with an
initial planning phase followed by implementation, and
institutionalizing phases.

**Planning/Initiation**: The emphasis of the Planning Phase of I-READ is
on the dissemination of information about the overall goal of the
Reading Excellence Act, its research base, and the development of a
solid knowledge base of scientifically-based reading instruction. Effort
extended during this phase of the program is designed to facilitate the
development of successful proposals by subgrantees. During this phase,
the Reading and Literacy Partnership will communicate its expectations
as described in the application and the criteria that will guide the
selection process.

**Implementation**: The focus of this phase of I-READ is on turning the
research into practice. Teachers, principals, tutors, preschool
providers and family literacy initiatives will learn to identify student
needs, select reading programs supported by the research while using
strategies and assessments that are consistent with a research-based
approach to reading instruction. In addition to becoming familiar with
instructional practices that are supported by this research, schools and
individual teachers will develop a local professional development plan
based on scientifically-based reading research (SBRR) that targets
improved reading achievement. Teachers will learn to use a variety of
assessments, including the *Indiana Grade 1 Reading Assessment*
developed by the Center for Innovative Assessments, as an important
tools for identifying students' reading strengths and weaknesses, and to
develop targeted reading improvement plans for those at risk of reading
failure.

Effectively teaching at-risk students to read is not a part time job nor
is it a "workshop or two." As the implementation phase of I-READ moves
quickly beyond information to practice, teachers, tutors and local
administrators will participate annually in two (two-week long)
Intensive Summer Reading Institutes where they will work with leading
reading researchers, such as Michael Pressley of Notre Dame University,
Roger Farr of Indiana University, and other recruits, such as Marilyn
Adams, Joe Torgesen, Frank Vellutino, Isabel Beck, Russell Gersten,
Robert Slavin, Marcia Invernizzi, Lesley Morrow, Cathy Collins Block,
David Reinking, and Catherine Snow. These experts will immerse the
teachers in scientific-based reading research strategies. Over the
course of the two summers, teachers will become experts at teaching
phonemic awareness (Torgesen, 1997), decoding and fluency (Adams,1990,
Kameenui, Simmons, Chard, and Dickson 1997), vocabulary and background
knowledge (Kameenui, Carnine, and Freschi, 1982), comprehension
(Blachowicz and Ogle, 2001), as well as classroom assessment of reading
performance. Teachers will learn to work with tutors, families, and new
English language learners.

During the school year, a Professional Development Series (*Focus on
Reading*) will be offered for Local Professional Development Reading
Collaboratives as a "Saturday" school. This annual two-part series will
bring experts in the field of scientific research-based reading
instruction directly to teachers by means of Indiana's distance learning
networks. I-READ Master Reading Teachers will support this distance
learning approach at the local level. Working together with teachers in
their classrooms, they will facilitate the study, practice,
implementation, and evaluation of reading instruction supported by
research and presented during the *Focus on Reading* Series.

**Institutionalizing**: Technical assistance during the sustaining year
of the I-READ Program, I-READ will shift its focus to consolidating
teachers' knowledge and skills, with the intent of seamlessly
integrating these skills into their daily practice. It will also focus
on assessing the impact of I-READ on students at risk of reading
failure.

At two mid-semester technical assistance meetings outside consultants
who work intensively with teachers and other instructional staff on the
change process and an external evaluator, under negotiation will provide
on-going formative evaluation data on the I-READ program in addition to
the annual evaluation update that will occur as part of the *Intensive
Summer Reading Institute*. The evaluation design will gather data in two
areas: 1) impact assessment that looks at student achievement and
success in learning to read; 2) implementation assessment that measures
the effectiveness of professional development and school organizational
change while supporting the transfer of research-based practice into
classrooms. Implementation assessment will also highlight the quality,
intensity, and effectiveness of the tutorials, family and community
literacy activities, and the use of resources across these components.
Student impact data will be collected by means of ISTEP+ assessment
results, the *Indiana Grade 1 Reading Assessment*, and school-based,
grade-level performance tasks for reading and writing.

-   

In addition to measuring student impact, the purpose of the evaluation
will be to identify and describe factors that impede or facilitate
substantive transfer of research-based practice to classrooms. To this
end, the evaluation effort will compare the curricular, administrative,
and environmental factors between two sets of schools: 1) those that
have and/or are achieving high levels of reading reform, and 2) those
that have made significantly less progress toward reading reform and
improvement. The evaluation will be designed so that the Indiana
Department of Education can support and extend on-going reading reform
based on the I-READ experience.

### Summary

While I-READ cannot solve the reading problems alone that Indiana faces,
we present a plan that can be part of the solution. Indiana's I-READ
program proposes comprehensive treatment that reaches a broad number of
teachers and children. . A well-respected and highly qualified literacy
advisory group will guide the development of Indiana's reading
"blueprint". Scientific-based reading research will be used as the
foundation for in-depth and continuous learning. *Indiana's Academic
Standards in English/Language Arts*, along with auxiliary supports such
as the *Indiana Phonics Tool Kit*, *Phonics Online* course, and the
*Indiana Grade 1 Reading Assessment* can support Indiana's collective
study of reading. As schools identified for school improvement transform
into learning communities across the I-READ phases, teachers will
improve instruction based on the research, principals will support
research-based literacy instruction, families will have the skills to
extend literacy learning beyond classrooms, and Indiana's students will
learn to read. Ultimately, I-READ will be a structure geared towards
continuous learning \-\-- a continuum for professional teachers and
educators to know about scientific-based reading research, to know how
to teach, and to know about how to understand and influence the
conditions around them.

# Section 2. Need

## A. The Need for REA in Indiana

Indiana has reached a critical milestone in its recognition of the
importance of early literacy success and the relationship of that
success to the later learning of at-risk students. Generations of
families, previously successful with minimal literacy skills, currently
find their children caught in a spiral of rising educational
expectations that address increasingly complex concepts and skills both
in school and on-the-job training programs, as well as in post-secondary
educational environments. These families increasingly look to schools
and to teachers as the avenue leading to economic stability and personal
satisfaction both for themselves and their children. In response,
Governor O'Bannon and Superintendent Reed, in conjunction with the
Reading and Literacy Partnership and the state legislature are creating
a system of accountability and school improvement based on clear and
higher expectations for all students, kindergarten through grade 12.
Literacy achievement is one of the primary indicators to be reported to
each local community for accountability purposes. In this new system,
all school improvement planning must address literacy, that is, the
reading needs of all students. As a result, the need to identify at-risk
learners early and intervene quickly becomes critical for all schools in
Indiana.

### State and Local Profiles 

The public education system (294 school corporations) in Indiana serves
approximately one million children in grades K-12, including
state-operated schools, nonpublic schools and home schools. Of these
988,114 students, 16% require special services and approximately 17% are
members of an ethnic or racial minority (Indiana Youth Institute's *2000
Kids Count Data Book*). A profile of at-risk students in Indiana
illustrates an alarming convergence of three at risk indicators -- the
economic environment, the educational environment, and the literacy
environment in which many children find themselves.

Many children begin their preschool years in at-risk environments. While
Indiana reports over 20,000 children under the age of five with both
parents working, only 5,000 of these preschoolers are served through
programs supported by school districts. According to the Indiana Youth
Institute, half of these children (2,500) attend a preschool in a Title
I-funded school.

### Indiana's At-Risk Students

The faces of children at risk in Indiana are as varied as the
communities from which they come. Whether from urban or rural
communities, they are ethnically and racially diverse, often poor and
ill prepared for schooling. The economic well being of Indiana's
families and their children is dependent upon the strength of the
state's workforce and economy. The good news is that Indiana's labor
force, which includes all persons age16 and older who are available for
work, continues to grow. However, beginning in 1981 Indiana wages began
to fall behind national averages. Currently 54% of all jobs in the state
are in occupations with a median wage below \$10 per hour (\$20,000 per
year). The data from the *2000 Indiana School District Reports* and the
Indiana Youth Institute's *2000 Kids Count Data Book* included in the
following Table (Table 1) summarize the economic at-risk factors that
are linked to the educationally disadvantaged in Indiana.

Table 1: Economic At-Risk Indicators\*

+-------------+---------+-------+-------+-----------+------+---------+
| **Rep       | *       | **    | **Min | **Birth   | **Si | **A     |
| resentative | *County | Free/ | ority | rate per  | ngle | dults - |
| School      | Popul   | Re    | Stude | 1,000 to  | P    | less    |
| Cor         | ation** | duced | nts** | Teens**   | aren | than    |
| porations** |         | Lu    |       |           | ts** | H.S.    |
|             | **Under | nch** |       | **(Age    |      | Di      |
|             | 20 yrs. |       |       | 15-17)**  |      | ploma** |
|             | old**   |       |       |           |      |         |
+-------------+---------+-------+-------+-----------+------+---------+
| #           | **1,52  | **22  | **18  | **29 %**  | **22 | **24    |
| ### Indiana | 8,991** | %**   | %**   |           | %**  | %**     |
+-------------+---------+-------+-------+-----------+------+---------+
| Crawford    | 3,143   | 34 %  | .07 % | 36 %      | 19 % | 40 %    |
| County      |         |       |       |           |      |         |
+-------------+---------+-------+-------+-----------+------+---------+
| Gary        | 143,765 | 59 %  | 99.5  | 35 %      | 56 % | 56 %    |
|             |         |       | %     |           |      |         |
+-------------+---------+-------+-------+-----------+------+---------+
| Clark       | 26,098  | 36 %  | 19 %  | 29 %      | 29 % | 27 %    |
| County      |         |       |       |           |      |         |
+-------------+---------+-------+-------+-----------+------+---------+
| I           | 224,524 | 64 %  | 66 %  | 45 %      | 46 % | 33 %    |
| ndianapolis |         |       |       |           |      |         |
+-------------+---------+-------+-------+-----------+------+---------+
| New Albany  | 20,456  | 25 %  | 10 %  | 26 %      | 26 % | 26 %    |
+-------------+---------+-------+-------+-----------+------+---------+
| North Knox  | 11,177  | 30 %  | 1.5 % | 35 %      | 18 % | 28 %    |
+-------------+---------+-------+-------+-----------+------+---------+
| Scott       | 12,623  | 43 %  | 1.3 % | 26 %      | 29 % | 50 %    |
| County #1   |         |       |       |           |      |         |
+-------------+---------+-------+-------+-----------+------+---------+
| South Bend  | 6,965   | 51 %  | 49 %  | 40 %      | 33 % | 33 %    |
+-------------+---------+-------+-------+-----------+------+---------+

-   \*Indiana Department of Education, 2000 data and Indiana Youth
    Institute, *Kids Count 2000*

-   

As Table 1 shows, poverty is not exclusively an urban issue in the
state. Although increasingly large numbers of minority students whose
families live at or below the poverty line are concentrated in urban
communities, pockets of severe poverty are also found in rural Indiana
communities. In these rural communities, large numbers of children also
live in poor, single-parent families characterized by low levels of
educational attainment.

### The Educationally At Risk

Recent research continues to show the importance of safe, nurturing, and
stimulating environments for young children's social, emotional, and
intellectual development. However, growing up in a single-parent family,
poor, or without support for literacy, or education in general, is
likely to place a child at risk of reading failure.

Many Indiana preschoolers are finding themselves at risk of reading
failure very early in their lives as their mothers enter the work force.
The need for reliable, accessible, affordable, and high-quality child
care has increased, but the lagging numbers of preschool services for
children in the at-risk population are alarming

Indiana's special education population represents a significant at-risk
group. Today, 163,590 children (15.25% of Indiana public school students
between the ages 3 and 21) in Indiana schools qualify for special
education services. Of these, five percent are categorized as having
learning disabilities while six percent have communication disorders. It
is worth noting that between 1990 and 2000, the special education
population grew by 43.5%.

Finally, a portion of a growing number of newcomers to Indiana is both
economically and educationally at risk. Until very recently, Indiana's
experience with English language learners (ELL) was limited to
relatively small numbers of families. Today however, that trend is
changing as newly-arrived Hispanic and Asian families settle across the
state, increasing from 15,700 in 1989-1990 to more than 30,800 in
1999-2000. Table 2, summarizes at-risk indicators that often lead to
educational failure.

Table 2: Participation by Students in Early Intervention Programs
(2000)\*

+------------+---------+---------+-----+--------+-----+-------+-----+
| **Repr     | **\# of | **      | *   | **Even | *   | **    | *   |
| esentative | Stu     | Special | *Fi | S      | *\# | Title | *\# |
| School     | dents** | Ed      | rst | tart** | H   | I**   | EL  |
| Corp       |         | Stu     | S   |        | ead |       | L** |
| orations** | *       | dents** | tep | **Prog | S   | **    |     |
|            | *K-12** |         | s** | rams** | tar | #/%** |     |
|            |         |         |     |        | t** |       |     |
|            |         |         | *   |        |     |       |     |
|            |         |         | *0- |        |     |       |     |
|            |         |         | 3** |        |     |       |     |
+------------+---------+---------+-----+--------+-----+-------+-----+
| *          | **98    | **16%** | **3 | **9**  | *   | *     | *   |
| *Indiana** | 8,114** |         | %** |        | *12 | *110, | *30 |
|            |         |         |     |        | ,67 | 469** | ,85 |
|            |         |         |     |        | 8** |       | 1** |
+------------+---------+---------+-----+--------+-----+-------+-----+
| Crawford   | 1,911   | 17      | 3%  |        | 54  | 1     | 1   |
| County     |         |         |     |        |     | 93/10 |     |
+------------+---------+---------+-----+--------+-----+-------+-----+
| Gary       | 19,206  | 14      | 2%  |        | 1,  | 7,7   | 2,  |
|            |         |         |     |        | 121 | 38/40 | 623 |
+------------+---------+---------+-----+--------+-----+-------+-----+
| Clark      | 9,725   | 19      | 4%  |        | 290 | 4,7   | 1   |
| County     |         |         |     |        |     | 44/22 |     |
+------------+---------+---------+-----+--------+-----+-------+-----+
| In         | 41,008  | 18      | 3%  | 2      | 1,  | 15,1  | 1,  |
| dianapolis |         |         |     |        | 801 | 55/37 | 460 |
+------------+---------+---------+-----+--------+-----+-------+-----+
| New Albany | 11,428  | 17      | 4%  |        | 276 | 1,6   | 19  |
|            |         |         |     |        |     | 89/15 |     |
+------------+---------+---------+-----+--------+-----+-------+-----+
| North Knox | 1,712   | 15      | 3%  |        | 173 | 2     | 1   |
|            |         |         |     |        |     | 84/17 |     |
+------------+---------+---------+-----+--------+-----+-------+-----+
| Scott      | 1,410   | 15      | 3%  |        | 72  | 5     | 0   |
| County #1  |         |         |     |        |     | 36/38 |     |
+------------+---------+---------+-----+--------+-----+-------+-----+
| South Bend | 21,536  | 24      | 3%  |        | 660 | 4,7   | 2,  |
|            |         |         |     |        |     | 44/22 | 148 |
+------------+---------+---------+-----+--------+-----+-------+-----+

> \*Indiana Department of Education, 2000 and Indiana Youth Institute,
> *Kids Count 2000*

### Indiana's At-Risk Readers

More than 30% of third graders have had only minimal success in learning
to read; at least another 20% do not read fluently enough to enjoy or
engage in independent reading. Currently, Indiana has 90 districts
eligible for Reading Improvement subgrants with over 45,000 kindergarten
to grade 3 students residing in these districts. Within these districts,
over 35% of the students are enrolled in urban Title I schools, but
significant numbers of these students (16%) attend small rural schools
eligible for Reading Improvement subgrants.

Table 3: Reading Achievement and Teacher Preparation\*

  ---------------- ------------- ------------- ------------- ------------- ------------------------ ---------------
  **School         **3^rd^       **6^th^       **8^th^       **10th        **\# of Teachers         **Title I
  Corporations**   graders       graders       graders       graders       Certified in Reading**   non-certified
                   meeting       meeting       meeting       meeting                                staff**
                   ISTEP+        ISTEP+        ISTEP+        ISTEP+                                 
                   standards**   standards**   standards**   standards**                            

  **Indiana**      **63 %**      **52 %**      **68 %**      **69 %**      **[12,657]{.underline}   **2,115**
                                                                           58,759**                 

  Crawford County  59 %          57 %          69 %          59 %          0                        0

  Gary             45 %          23 %          43 %          40 %          14                       96.5

  Clark County     56 %          45 %          58 %          62 %          0                        24.05

  Indianapolis     44 %          21 %          38 %          37 %          10                       85.96

  New Albany       62 %          55 %          68 %          72 %          0                        34.78

  North Knox       62 %          48 %          69 %          67 %          0                        5

  Scott County#1   53 %          44 %          56 %          49 %          5                        7

  South Bend       40 %          36 %          54 %          57 %          2                        103
  ---------------- ------------- ------------- ------------- ------------- ------------------------ ---------------

> \*Indiana Department of Education, Fall 2000 ISTEP+

In addition to the growing number of at-risk indicators that
characterize Indiana's eligible school districts, many are caught in an
increasingly downward spiral as businesses and families leave these
communities in search of opportunity. Those left behind find themselves
part of the increasing concentration of poorly educated, unemployed, in
poverty, and/or a member of a racial or ethnic minority.

### Indiana Teachers

Experienced teachers throughout Indiana report that the children they
teach today are more diverse in their backgrounds, experiences, and
abilities with the number of at-risk children increasing. Thus, teaching
grows ever more challenging. At the same time, many of the adults who
work with very young children are not appropriately trained and
credentialed so that they can ensure children's maximal development.
Unfortunately, the funded capacity of Head Start programs in the state
is limited to less than 13,000.

Indiana public school teachers are more experienced and more educated
than their counterparts nationally (79% have been teaching for 11 years
or more and 84% hold a Master's or Specialist's degree). Nevertheless,
Indiana's data below suggest that more training needs to be done.
(Indiana Department of Education)

+-----------------------------------------------------------------------+
| -   Title I: 1,071 Title I teachers/2,115 non-certified instructional |
|     assistants;                                                       |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   5% first grade teachers having three or more courses in reading;  |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   34% of K-3 teachers say they rely on their basal readers as the   |
|     foundation or core of their reading program;                      |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   42% seldom or never use materials from other subject areas to     |
|     teach reading;                                                    |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   67% of fourth graders report having had vocabulary instruction    |
|     only once a week or less;                                         |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   57% of fourth graders report completing worksheets daily as part  |
|     of reading instruction;                                           |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   85% of Indiana's grade four teachers ask students to write *less  |
|     than once a week* about something they have read;                 |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   75% of K-3 teachers have students talk with each other *less than |
|     once a week* about what they have read.                           |
+-----------------------------------------------------------------------+

### Summary of Need

While literacy demands and educational expectations of Indiana students
are increasing, there is an encouraging trend as more students complete
high school. However, the many at-risk factors that characterize
Indiana's eligible districts correlate with lower literacy levels, thus
raising serious concerns about the real status of literacy in Indiana.
The number of children living in poverty has increased. There are
increasing numbers of minority students living at or below the poverty
line in Indiana's urban areas. There are large pockets of severe poverty
typically found in rural areas of the state and the number of English
language learners has more than doubled. Reading achievement data show
that, despite small percentage improvements statewide in recent years,
more than one third of students in high-poverty school districts score
below an acceptable level on the statewide assessment (ISTEP+).

## B. Scientifically -- based Reading Research, Reading Instruction, and High Quality Professional Development 

Reading is essential to learning. Children are taught to read so that
they can understand ideas presented in texts. Yet those children who do
not make "connections" between sounds, letters, language and ideas and
who do not make good progress in the early years of reading instruction,
often find themselves caught in a cycle of failure. In today's
information rich environment, too many find themselves part of a group
for whom learning to read is elusive and, as a consequence, moving from
beginning reading skills to reading to learn is difficult, if not
impossible. The national urgency to improve reading instruction has led
to a body of work that summarizes and synthesizes scientifically-based
research on reading.

Yet, with good teaching, learning to read need not be the formidable
challenge described by G. Reid Lyon (Reading: A Research-Based
Approach,1998) as "the most difficult task that they \[children\] will
have to master throughout their schooling." Research beginning with
Jeanne Chall's (1967) classic review of studies of first-grade reading
instruction to the current National Reading Panel Report (2000) now
provide teachers with the guidance they need to develop effective
reading programs for children.

Today, researchers recognize that reading must be deliberately taught
for it to develop and, ultimately, be coordinated into a repertoire of
skills that function fluently and automatically. In addition, we all
recognize, the goal of reading is comprehension, and reading
comprehension is about the gathering, understanding, and processing
ideas of others in print. A process that defines and describes how
students most at risk of reading failure can be taught successfully to
read by the end of third grade is summarized in three important
publications: National Research Council report, *Preventing Reading
Difficulties in Young Children*, the *Report of the National Reading
Panel*, and the Learning First Alliance publication, *Every Child
Reading: A Professional Development Guide*.

### Readiness Skills and Support for Learning to Read

Students from the beginning need to attend to oral language and develop
phonemic awareness (understanding that words are made up of sound
sequences that if combined with other sounds can form new words). They
also need to understand that a sequence of letters in a word is not
arbitrary and that letters can be recombined to form new words
(alphabetic principle). At the beginning, they need guidance, such as
how to hold a book and where and how to follow a line of print across
pages (print awareness). Finally, beginning readers benefit from
explicit instruction that develops, the systems to decode sound-symbol
relationships (phonics) and unlock meaning (comprehension). Families, as
well as preschool and kindergarten teachers, shed light on the process
by demonstrating these behaviors as they read with the child, providing
opportunities for children to read decodable texts, and as they use
writing to develop insight into the system of print (Snow, Burns and
Griffin, 1998).

### Informal Instruction

Children who come to school with a rich background of experiences with
literacy and print have a much easier time learning to read. Well before
formal reading instruction begins, some families model the process
thereby building both the language base and language awareness of their
children. Through activities, such as alphabet songs and games, reading
to children, shared reading of predictable books, and early language
experience activities, adults promote an awareness of letters, words,
syllables, and phonemes in spoken language. Such early introductions to
letters, words, and printed texts also establish a cognitive framework
from which children learn about the nature and function of print,
develop concepts and vocabulary, as well as an appreciation and
enjoyment of books. (Neuman, Copple, and Bredekamp, 1999)

### Early Formal Instruction 

In order to teach elementary students to read, that is, comprehend
texts, a series of reports, including the National Reading Panel's
*Teaching Children to Read*, in conjunction with the work of individual
researchers such as Bond and Dykstra in 1967 followed by Jeanne Chall
(1967), R.L. Allington (1994), G. Reid Lyon (1998), Susan Neuman (1997),
Michael Pressley (1998) and others, have identified six broad categories
of instruction that must be addressed in order to ensure all children
are reading by the end of third grade. These categories ensure that the
young reader: 1) learns how to decode (alphabetics, phonemic awareness
instruction, phonics instruction); 2) reads fluently; 3) knows the
vocabulary and can relate relevant prior knowledge to what he or she
reads; 4) uses effectively well-validated comprehension strategies and
monitors whether what is being read makes sense; 5) reads extensively;
and 6) taught by a teacher knowledgeable about reading and skilled in
classroom management.

### Oral Language and Decoding

When formal reading instruction begins, an approach that maintains a
balance of phonemic awareness instruction, systematic phonics, fluency,
comprehension, and vocabulary instruction coupled with meaningful
reading yields the best results (National Reading Panel Report).
However, the research is clear that when working with at-risk learners,
systematic oral language development must receive specific and
appropriate attention. At-risk learners will benefit most and are more
likely to be successful when they are taught to manipulate phonemes with
letters, focusing the instruction on one or two types of phoneme
manipulation rather than multiple types, and teaching children in small
groups (Vellutino and Scanlon, 1996; National Reading Panel Report,
2000). Phonemic awareness instruction, specifically teaching children to
manipulate phonemes in spoken words and syllables, is highly effective
with a variety of learners as a component of systematic oral language
development and provides the essential foundational knowledge in the
alphabetic system.

Phonics instruction is much more than simply teaching children about
letter-sound relationships. Research that looks at skilled readers has
created a profile of readers adept at sounding out words, sometimes at
the letter-by-letter basis but also through the recognition of common
letter patterns. Effective phonics instruction also teaches children
about spelling patterns (beginning with simple onsets and rimes),
morphology, and sight words (Moats, 1998). The early goal is to give
children access to the code without becoming bogged down in rules and
technical terminology. This can be accomplished in a variety of ways,
such as explicitly teaching the sequential blending of chunks, such as
-ight, -on, -ime, -ake (Ehri, 1992).

### Fluency, Vocabulary and Comprehension

Comprehension is critically important to the development of children's
reading skills and their resulting ability to learn from text. It is the
essence of reading (Durkin, 1966). However, reading comprehension is not
a single skill but rather a complex cognitive process that can best be
understood as a constellation of skills that function together.
Comprehension is active and intentional requiring the thoughtful
interaction between the reader and the text.

Fluent readers are able to read orally with speed, accuracy, and proper
expression. Fluency is also an essential component of comprehension. If
text is read in a laborious and ineffective manner, it is difficult for
the reader to remember what is being read and to relate the ideas to his
or her background knowledge. Reading practice and repeated readings are
classroom strategies that are found to enhance fluency and enable the
early reader to learn to focus on the text and its meaning. In addition,
it is clearly impossible to understand a text if the meanings of
individual words are not known. The importance of vocabulary knowledge
has long been recognized in the development of reading skills (Davis,
1942). Early formal instruction that includes teaching vocabulary along
with the knowledge and/or experiential base that undergirds words and
concepts, enables young readers to decode text more easily and thus make
sense of the text more easily (NRP Reports of the Subgroups).

As with decoding instruction, successful comprehension instruction must
be systematic and explicit (Pressley, 1998). Its goal must be to enable
readers to make connections, study essential attributes, categorize,
analyze, and compare features of terms and concepts. Students need to be
guided in the use of strategies such as predicting, questioning,
clarifying, and summarizing. Experience with a wide variety of texts
will deepen students understanding of how different genre are organized
and lead them to analyze the ways writers organize texts.

### Reading Extensively

*Starting Out Right (*N.R.C. 1999*)*, the companion book to *Preventing
Reading Difficulties in Young Children* (N.R.C. 1998) outlines the type
of environment and appropriate activities that can be used to promote
the reading and writing development in young children.

Young children learning to read thrive in a literacy-rich environment
with abundant books, writing materials, literacy software, videos, and
literacy-type manipulatives. Instructional tasks should provide as many
avenues into reading as possible through big books and generous
libraries that include a variety of genres and reading levels. The type
of text presented to children who are beginning to read influences their
reading development. Teachers must be able to choose from a variety of
predictable, decodable, and/or unstructured texts depending on the
instructional needs of students. Predictable texts develop and support a
child's awareness of how print works. Decodable texts provide the
scaffolding needed for independent word recognition and contribute to
the development of fluency. Unstructured text supports developing
readers' growing independence. Thus said, early in the instructional
process, great care must be taken to match text to a child's needs in
order to support fluency, comprehension, and the young reader's
successful negotiation of the text so that growth and independence
result.

### Literacy Management

Formal reading instruction in the early years must ensure to plan
instruction that is both engaging and developmentally appropriate.
Because children learn and develop at different rates, teachers must be
comfortable working within a continuum of reading and writing skills in
order to assess and support individual children's progress in learning
to read (Morrow, Tracey, Woo, and Pressley, 1999). Classrooms and
activities should be set up to promote language play, language practice,
and language development. Reading and writing should take place in the
context of games and activities that allow children to discuss and write
about the meaning of text and the intricacies of written language.
Practice that includes shared reading and writing, guided reading and
writing, sustained silent reading, and buddy sharing promote engagement
and help integrate reading skills into a seamless process (Neuman,
1997).

### Early identification and effective literacy intervention

School reform will represents a significant, not just marginal,
improvement in school performance if it addresses the central question:
How can we teach all students to become effective readers and active
participants in their own learning for life? It is the children at-risk
who currently are most likely to fail to achieve current literacy
standards in Indiana's schools. These poor children are also
dramatically over represented in special education programs. They are
more likely to be retained in a grade and most likely to leave school
without a diploma. Because children of color are more likely to live in
homes with family incomes below the federal poverty line, they are
disproportionately represented in the ranks of children having
difficulty. For classroom teachers, the emphasis of professional
development must be on the early intervention and prevention of reading
difficulties with the goal of keeping children at risk in the regular
classroom and preventing them from being inappropriately identified as
having learning difficulties. (Vellutino, Scanlon, and Tanzman, 1996).

A considerable wealth of reading research comes from the National
Institutes of Child Health and Human Development (NICHD, Lyon, R. 1995).
This research, conducted over the past thirty-three years, and
continuing today, provides considerable insight into the risk
characteristics that can be detected early so that teachers can
facilitate the opportunity for prevention and early intervention. A
significant aspect of early intervention is the monitoring of students
day-to-day as they make progress toward long-term learning goals.
Teachers must plan and implement curriculum, assess what students
already know and can do through observation and work sampling, and
select materials and design instruction based on careful observation and
assessment of children.

In 1998, the National Research Council issued the report, *Preventing
Reading Difficulties in Young Children* (1998, Snow, Burns, and Griffin,
Editors). This report summarizes the vast body of research on beginning
reading instruction. The purpose was to examine the research and report
on steps that could be taken to intervene early in the lives of children
in order to ensure the reading success of all children. The report
states that:

We also recognize that excellent instruction is most effective when
children arrive in first grade motivated for literacy and with the
necessary linguistic, cognitive, and early literacy skills. We therefore
recommend attention to ensuring high-quality preschool and kindergarten
environments as well. (p.18)

*Preventing Reading Difficulties* presents recommendations based on
scientific research in the areas that should enable teachers and schools
to differentiate appropriate and inappropriate referrals to special
education:

-   promote literacy development for children during the preschool
    years, including children with special language and literacy needs;

-   promote language and literacy growth in early childhood education;

-   promote family literacy;

-   improve reading instruction in kindergarten through 3^rd^ grade;

-   provide services to meet the needs of children with limited
    proficiency in English;

-   provide early services to meet the needs of children with persistent
    reading difficulties;

-   provide effective tutoring services;

-   develop and offer on-going professional development in reading for
    preschool and primary teachers.

-   

From the findings and recommendations of the *Preventing Reading
Difficulties* report, we know that efforts need to be undertaken early
in a child's development to foster language and literacy development,
monitor progress, and identify reading difficulties. We know that
failure to develop language skills and vocabulary, understanding of
print concepts, or the sounds of language during the preschool years
puts some children at the risk for reading difficulties.

### High-quality, researched-based tutoring and family literacy programs

Information from the National Research Council's *Starting Out Right*
(Burns, Griffin, and Snow, Editors, 1999) supports the notion found in
*Preventing Reading Difficulties* that creating a literacy environment
both at home and at school is essential. "Research consistently
demonstrates that the more children know about language and literacy
before they arrive at school, the better equipped they are to succeed in
reading" (p.78). Participation in strong family literacy programs in the
home can have a positive impact by creating support for instruction that
is taking place in the child's formal schooling. The report is clear
about those factors that must be part of effective parent involvement
programs that instill motivation to read and take children from where
they are in their literacy development and move them forward. *Starting
Out Right* urges the creation of literacy environments that:

-   create language rich environments;

-   encourage children to use new vocabulary and complex descriptions;

-   support daily individual reading of text at a child's independent
    reading level;

-   support daily assisted reading of texts at a slightly challenging
    level;

-   provide daily reading aloud activities to children often and
    enthusiastically;

-   provide at-home and summer reading assignments and materials;

-   offer a rich variety of types of text and topics;

-   create home-made books, journals, fiction and non-fiction stories
    and plays;

-   sing songs, play games with words and letters, and use
    manipulatives.

### Professional development

The research is clear about how children learn to read, what literacy
(reading and writing) curriculum should include, and what instructional
practices are best to deliver the curriculum. G. Reid Lyon, in
testifying before the Committee on Education and the Workforce (1997)
proposed a series of next steps essential to resolve the problem of
reading failure in the nation's schools.

(1) Schools must reach children early, diagnose early, and intervene
    early.

(2) Schools must provide a comprehensive reading program that includes
    instruction in phoneme awareness, phonics, spelling, reading
    fluency, and reading comprehension strategies.

Clearly, schools that wish to ensure that teachers reach children early,
diagnose early, and intervene early must have a plan for engaging
teachers in their own learning and professional development (National
Research Center on English Learning and Achievement). The following
features characterize Indiana's plan for ensuring reading success by all
children.

Feature 1 - Effective professional development involves teachers in
meaningful problem-defining and problem-solving activity related to
instructional development with direct focus on improving student success
in reading. Eraut's (1994) review of research on professional
development programs concludes that professional development must be
long-term, focused, and provide the individual teacher with
opportunities to experiment, reflect, and problem solve. In order to
change practices, teachers need a common shared goal that can be
addressed by all participants even though they may experience some
dissonance caused by highlighting problems in student achievement.
Sample activities include:

-   analysis and disaggregation of existing data, classroom observation,
    student performance data, and standardized assessment data;

-   analysis of existing reading programs in light of
    scientifically-based reading instruction;

-   information about the key components of effective, research-based
    reading instruction found in *Every Child Reading: An Action Plan*.

Feature 2 - Effective professional development is also based in
practice, focused on goals materials, curriculum, and students. If
teachers are to become and remain active participants in their own
professional development in reading, the problems that are considered
should be based on their most critical concerns related to reading and
built on and into their day-to-day work with students. They must learn
to locate their own major problems regarding the reading curriculum,
instruction, and assessment of student learning. Reading components,
principles, and practices are most likely to be used when they are
embedded in the core program adopted by the district. Sample activities
should include:

-   using videotapes, case studies, and simulations to analyze ways
    others have approached similar problems with similar students.

-   opportunities to discuss, reflect, and analyze their observations.

-   

Feature 3 - Effective professional development works to create a
community of professionals. All those who affect student learning --
administrators, tutors, specialists, teaching assistants, parents - must
be involved. Colleagues and administrators who work as partners in
learning; expert teachers and administrators from around the country who
have worked successfully with similar students in similar situations;
facilitators (I-READ Master Reading Teachers) who know scientific,
research-based reading instruction must join together in a concerted
effort for improvement. Activities should focus on:

-   understanding the theory and rationale for the new content and
    instruction;

-   demonstrating skills and instructional strategies;

-   guided practice in simulated and classroom settings in conjunction
    with structured and open-ended feedback;

-   expert and peer coaching for integration into daily classroom
    practice;

-   understanding the role of early literacy outreach and intervention
    programs;

-   understanding the importance of a family literacy program.

-   

Feature 4 - Effective professional development has a dual focus.
Teachers intent on changing their instructional practice in a
significant way need both conceptual and pedagogical tools. They need to
understand and reflect on what they teach and how they teach.
Professional development for Indiana's teachers will include:

-   three intensive summer institutes that provide opportunities to
    become both knowledgeable and skilled teachers of reading;

-   instructional development meetings regularly placed throughout the
    school year;

-   regular meetings with an I-READMaster Reading Teacher who visits
    classrooms, coaches, and supports thoughtful growth and
    improvement.;

-   opportunities for teachers to assess their own progress by keeping
    journals in which they reflect on the choices they have made and the
    problems and opportunities they encounter (Schon, 1983) and by
    focusing on student achievement related to the six dimensions of
    reading and to analyze the variety of assessment opportunities
    available to them.

## C. Current State Efforts in Reading, Family Literacy, Standards and Assessments, and School Reform Related to SBRR.

As early as 1998, in partnership with members of the Education
Roundtable, Governor Frank O'Bannon, and state Superintendent of Public
Instruction, Dr. Suellen Reed, Indiana embarked on a series of
legislative initiatives and administrative programs to address a wide
array of reading and literacy issues. Policy areas that were addressed
included new academic standards for reading, research-based early
literacy intervention programs, replenishment of school library printed
materials, diagnostic reading assessments, curriculum guidance for
phonics instruction, evaluation of beginning elementary teachers'
reading instruction skills, and increased support for adult education
programs. These early literacy initiatives and related programs build on
the early work of Marilyn Jager Adams, described in *Beginning to Read:
Thinking and Learning About Print* (1990) and *Preventing Reading
Difficulties in Young Children* by Snow, Burns, and Griffin (1998).

### Reading and Literacy Initiative for a Better Indiana 1997-2000

The Indiana General Assembly supported the State Superintendent's 1997
Reading and Literacy Initiative for a Better Indiana by appropriating
\$14 million for new grant programs and by reauthorizing funding for
1999-2001 and again in the biennial budget that was passed April 30,
2001. Specifically, these funds are targeted for the following
initiatives: Early Intervention Reading Grant program (\$8 million), the
School Library Printed Materials grant (\$4 million), and for the
state's adult education programs (\$2 million).

-   The **Early Literacy Intervention Grant Program** funded nearly 200
    school districts to provide services to approximately 30,000
    students between 1997-2002. Subsequently, the two-year initiative
    was renewed in 1999.

-   The **School Library Printed Materials Grant** helped schools
    serving grades K-8 replenish their library materials, provide
    attractive and engaging reading materials to students, and encourage
    independent leisure reading by students. In 1999 the General
    Assembly set aside \$6 million for the purchase of library books and
    newspapers. This program assisted elementary and middle schools in
    replenishing print materials in their school libraries through a
    grant for the purchase of two books per student per year with a
    \$1-local for a \$1-state match. More than 226,000 books were
    purchased as a result of the grant program, and circulation
    increased by 10 percent in the schools. In 1999 the Indiana General
    Assembly increased the School Library Printed Grant fund by another
    \$2 million.

```{=html}
<!-- -->
```
-   **Prime Time --** is a state funded program designed to reduce class
    size in kindergarten through third grade. Now in its sixteenth year,
    the program provides categorical funds to 290 of the 293 Indiana
    LEAs. Since 1984, the State has distributed over one billion dollars
    toward reducing class sizes (18 to one teacher) for kindergarten and
    first grades. The pupil-teacher ratio in grades two and three is 20
    to one. The creation of the Prime Time division is a recognition of
    the value of small group instruction at the early years. The Prime
    Time program also provides technical assistance related to language
    development, early literacy instruction, and appropriate assessment
    for young children. Prime Time sponsors summer literacy camps for
    teachers and administrators throughout the state.

```{=html}
<!-- -->
```
-   In the 1999 budget session the General Assembly also increased
    funding for adult education by \$1 million for the biennium.

### Standards and Assessment

The Indiana State Board of Education, in collaboration with the
Education Roundtable's Reading and Literacy Partnership, has put a
number of strategies in place to recently mprove the quality of reading
instruction statewide. One high-impact strategy is that of developing a
set of academic standards for English/language arts.

-   ***Indiana's Academic Standards in English/Language Arts***

> Indiana's new academic standards for English/language arts give
> special emphasis to raising expectations for early literacy
> instruction, K-3, and clearly reflect the influence of the National
> Reading Panel's *Teaching Children To Read* (2000). The standards
> offer comprehensive guidance to teachers of reading by identifying
> specific indicators related to ensuring success in the early grades.
> Oral language development phonemic awareness, decoding instruction,
> fluency, vocabulary, spelling, comprehension, the reading of a wide
> variety of materials, and writing are each represented in the
> standards. Letters from the Fordham Foundation and Achieve, Inc.
> describe Indiana's new academic standards for English/language arts as
> among the "best in the nation." A companion *Indiana Reading List* was
> created in spring 2001.

-   **Indiana's *Grade 1 Reading Assessment* Program - ASSIST**

> During the 1999 session, the legislature authorized the Indiana State
> Board of Education to establish diagnostic reading assessments
> (*Indiana Grade 1 Reading Assessment*) for use in all Indiana
> elementary schools, along with a similar Grade 2 reading assessment
> which is under development for the purpose of ensuring that all
> children are successful readers by the end of third grade. ASSIST
> (Assessment System to Serve Instruction in Schools Today) is a series
> of informal diagnostic classroom reading assessments developed by the
> Indiana Center for Innovative Assessment for use in first-grade
> classrooms in Indiana. It has been designed, piloted, and reviewed
> with the help and cooperation of Grade 1 teachers. Designed to model
> good literacy instruction, the assessment includes four components:
> (1) recognition of letters and beginning and ending sounds, (2) word,
> sentence, and paragraph comprehension, (3) phonemic awareness, (4)
> story comprehension, involving listening and reading. A companion
> manual provides a definition of skills and strategies, and supporting
> resources include a list of children's books and teaching materials.
> The *Indiana* *Grade 1 Reading Assessment* with related professional
> development provides identification of students who need help without
> subjecting students to additional high-stakes testing.

-   **Indiana Statewide Testing for Educational Progress-Plus
    (ISTEP+).**

This statewide testing program is in the process of being revised to
align with Indiana's new academic standards. The assessment is
administered each fall in grades 3, 6, 8, and 10. The 10^th^ grade test
is the Graduation Qualifying Exam (GQE), which students must pass in
order to receive a high school diploma. Designed specifically for
Indiana students, ISTEP+ assesses Indiana's academic standards in
reading and writing. The test score reports provide feedback to
students, families, and teachers.

### Professional Development

While the establishment of programs of prevention and intervention are
important, it is also critically important to advance teacher knowledge.
Knowing the key components of research-based reading instruction will
improve teachers ability to analyze the needs of the children in their
classrooms, assess the strengths and weaknesses of reading programs, and
select programs based on the individual needs of children. I-READ will
provide for the purchase of more effective reading instructional
materials than we currently have for classrooms. I-READ will emphasize
that programs can only be successful when informed by expert teacher
knowledge of the research on beginning reading instruction and how to
translate that knowledge into classroom practice. Indiana's new academic
standards and aligned assessment have laid the foundation that will
assure the successful implementation of this Reading Excellence Act
proposal.

-   

```{=html}
<!-- -->
```
-   **Indiana Phonics Task Force**

> In early 1999 it was apparent that many beginning teachers believed
> they lacked comprehensive reading instruction skills, especially in
> phonics instruction. Veteran teachers also expressed a desire for
> professional development opportunities to revisit phonics
> instructional methods. In response, Superintendent Reed, established
> an Indiana Phonics Task Force to develop a *Phonics Took Kit* designed
> to reinforce and refresh the training that teachers have had in
> phonics instruction and to extend the instructional skills of
> elementary teachers in Indiana. The *Phonics Took Kit* supports the
> core expectations for early reading instruction including concepts
> about print; phonemic awareness; decoding (phonics) and word
> recognition/fluency; spelling; vocabulary and concept development;
> reading comprehension and analysis; and writing.
>
> A *Phonics Online* course is available to teachers from the Indiana
> Department of Education's website
> \<[http://www.doe.state.in.us](http://www.doe.state.in.us/) \> . The
> course is available for university credit or for local professional
> development credit.

-   **Teacher Certification Reform**

Growing concern that Indiana elementary teacher candidates are
graduating without effective reading instruction skills led the Indiana
General Assembly to enact Senate Enrolled Act 352 (2000) that requires
an individual seeking licensure as an elementary teacher must
demonstrate proficiency in comprehensive reading instruction skills,
including phonemic awareness and phonics instruction, through a written
examination or other procedures prescribed by the Indiana Professional
Standards Board.

-   **Para Educator Academy Pilot**

> Beginning in 1998, the Para Educator Academy was instituted. This
> Title I initiative, in collaboration with Indiana
> University--Southeast (New Albany, IN), provides a three-year
> professional development experience for non-certified, instructional
> assistants who are delivering Title I instructional services to
> children. The purpose of the Para Educator Academy is to: 1) promote
> communities within buildings and classrooms share responsibility for
> providing quality instruction to students; 2) enhance the educational
> dialogue among colleagues (teachers and instructional assistants), as
> they promote application of scientific-based reading research and
> strategies, and engage in problem solving and decision-making based on
> validated best practice; 3) support team-building skills that enable
> all instructional staff to work as effective members of an
> instructional team; and 4) provide continuous professional growth.

### School Reform

-   **Public School Accountability (P.L. 221)**

> Additional benchmarks and indicators of performance are now essential
> components of the school corporation's annual performance report. This
> new law establishes a school accountability program for targeted and
> continuous school improvement by requiring each school and school
> corporation to develop an annual strategic and continuous school
> improvement plan. The law also requires a school to develop a
> professional development program as a part of the school\'s plan. This
> plan must address student achievement (ISTEP scores) and other
> performance indicators developed by the State Board of Education in
> partnership with the Education Roundtable . A school corporation\'s
> annual performance report must assess the improvement of each school
> in the school corporation.

-   **Indiana Principals' Leadership Academy**

> The goal of the Academy is to develop the leadership potential of
> school principals through an intensive cadre of 150 who monitor and
> support quality instruction and create a positive learning environment
> for teachers, children and families.

-   **Title I State Support Technical Assistance System**

> Statewide Support System for Planning Schools (SWP and TAS): Annually,
> the Title I state support System provides intensive technical
> assistance to Title I schools with 50% or higher poverty and schools
> in school improvement with 35%-40% poverty. Program planning team
> meetings are held four times during the school year in Indianapolis.
> Each participating school sends a team of six to eight members
> (principal, Title I program administrator or district coordinator or
> other district staff member, Title I funded building staff, parents,
> and building level teachers) representing various grades or
> disciplines. Each team meeting focuses on a specific aspect of the
> SWP/TAS planning process.
>
> Four ***on-site technical assistance visits*** are held at each
> participating school that supports
>
> implementation of the tasks and strategies learned at each workshop.
> All schools receive four full-day on-sites that include strategies for
> coaching, mentoring and demonstrations. The technical assistance team
> meets with the SWP/TAS planning team and district staff to respond to
> their unique needs and monitor the planning process.
>
> Statewide Support System for Year 1, 2 and 3 Implementing Schools:
> After one year of planning for schoolwide/TAS, these schools receive
> continued school support for 3 additional years to implement their
> school-wide/TAS plan. Schools implementing school-wide/TAS plans
> receive 2-2 day meetings and 3 on-site technical assistance visits
> during each year. During the team meetings, the consultants assist the
> school teams in conducting an ongoing process for (1) monitoring
> SWP/TAS plan implementation and (2) the impact on student achievement.
> Teams also receive opportunities to share information with one
> another. Team meetings focus on data collection tools/process,
> analysis of qualitative and quantitative data, use of rubrics,
> formative and summative assessment processes. Emphasis is also on
> writing, early child/observation-based assessment and
> performance-based assessments. Consultants facilitate checkpoints and
> staff meetings on site, modeling use of KWLs to analyze data and
> report to staff. Consultants will also coordinate technical assistance
> with the state's education accountability for schools in accreditation
> year and CSRD alignment, so the respective school plans for 2001-2002
> meet SWP, PBA, P.L. 221 and CSRD requirements.

-   **Comprehensive School Reform Demonstration (CSRD) Technical
    Assistance**

> Currently, the Comprehensive School Reform Demonstration project
> provides technical assistance to 25 CSRD schools. This technical
> assistance focuses on support for implementing core components of
> their CSRD designs: 1) curriculum and instructional practices; 2)
> parent and community involvement; and 3) supportive school and
> district environment. Using the SWP/TAS process or framework for
> intensive and ongoing technical assistance, schools receive technical
> assistance (2-day session in fall and 1-day session in spring) to
> monitor checkpoints for impact on student achievement and
> implementation of the plan across the CSRD school that includes data
> analysis for students performance as well as implementation of
> research-based strategies and continuous job-embedded professional
> development. In addition, schools receive 1-2 on-sites annually to
> monitor their summative assessment plan.

-   **Educate Indiana (*Four Blocks*)**

Educate Indiana (Educate America Act Title III, Goals 2000) supports
*Four Blocks* multi-level, multi-method instructional management
framework which provides an organizational structure for systematic
literacy instruction. This system has been selected by some Indiana
first grades as the primary vehicle for improving early literacy.

### Technology and Reading

-   **Project 4R's.**

> This technology project extends educational technologies to
> kindergarten and first grade students in public, elementary schools
> across Indiana. This project benefits students through the integration
> of technology in the elementary curriculum. Special appropriations by
> the Indiana General Assembly fund technology for the elementary
> reading, writing, and mathematics and for remediation.

-   

```{=html}
<!-- -->
```
-   **Building Bright Beginnings (Birth -- Age 8)**

> In 1998, the Indiana's first lady spearheaded Building Bright
> Beginnings, an effort to make healthy early childhood development a
> top priority in Indiana. As a major thrust for sustaining the
> initiative statewide, the Bright Beginnings Advisory Group,
> representing state agencies, was formed. The group established
> outcomes centered around responsible parenting and family literacy,
> quality child care and education, health, and safety, and community
> mobilization as they related to early childhood.

-   **Family Literacy - *Even Start***

> Indiana also participates in *Even Start*, an early intervention
> program which aims to help break the poverty cycle by improving
> educational opportunities for low-income families. *Even Start* is
> highly successful in Indiana because it elicits high levels of
> personal, and institutional commitment from the local communities in
> which it is found. Indiana presently has seven *Even Start Family
> Literacy Programs*. All are located in Local Education Agencies, which
> have been identified for Title I School Improvement. In addition,
> Indiana's *Even Start* coordinator, located in the Division of Adult
> Education of the Indiana Department of Education, is a member of the
> I-READ Management Team for I-READ.

-   **Tutoring - *Indiana Reading Corps***

The *Indiana Reading Corps* is a State program to help Indiana children
learn to read independently by the end of third grade. This literacy
partnership, established by Indiana Campus Compact with the IDOE Service
Learning efforts, gives the *Reading Corps* an added dimension of
effectiveness because it involves 28 Indiana colleges and universities.
Since the fall of 1997, it has placed 20 full-time AmeriCorps members on
college campuses and in elementary schools. It has provided 3,300
Indiana children in grades K-6 with tutoring designed to improve
literacy skills and make reading an enjoyable activity. Volunteers in
Service to America (VISTAs) provide training and technical assistance to
the AmeriCorps members, work to increase parental involvement in
literacy activities, and to promote community collaborations.

### Summary

In summary, Indiana has a variety of early literacy and school reform
efforts in place that include family literacy, new academic standards
for English/language arts and statewide aligned assessment. School
accountability and its accompanying reform also are underway as a result
of the accountability legislation detailed in P.L. 221, illustrating
Indiana's growing commitment to school reform, scientific, research
based reading instruction thus ensuring that all children are reading by
the end of third grade. Despite valiant efforts and the generally
helpful programs just mentioned, the state's literacy intervention
remains fragmented. With the alarming increase in the at-risk
population, especially in the early grades, Indiana would benefit
immensely in its effort to "close the literacy" gap by receiving the REA
grant and implementing the I-READ program.

# Section 3. State Leadership and Oversight

## Reading and Literacy Partnership

### Indiana's Education Roundtable

Indiana's Education Roundtable serves to improve the educational
achievement of students, as such it serves as the pre-existing Reading
and Literacy Partnership. Co-chaired by Governor Frank O'Bannon and
Superintendent of Public Instruction Dr. Suellen Reed, the membership
includes business and community leaders, representatives of elementary
and secondary education, including special education and higher
education, with additional representatives from both parties of the
General Assembly. Members are selected because of their commitment to
improving the education in Indiana and because of leadership in their
respective fields.

Meeting informally in 1998 but then on a formal basis since 1999, the
Roundtable has focused on critical issues in improving education in
Indiana. Charged with an aggressive agenda, their work has resulted in
significant and immediate progress in improving Indiana's academic
standards and in proposing improvements to Indiana's assessment and
accountability system.

As part of its 2001-2002 agenda to raise reading achievement and to
finalize an accountability and assessment system, Governor O'Bannon,
State Superintendent Reed, and members of the Roundtable have assisted
in the preparation of the 2001 Indiana REA application as members of
Indiana's Reading and Literacy Partnership. In doing so, the members
agreed to form a Reading and Literacy Partnership and serve in an
advisory capacity to the I-READ coordinator to be determined and the
Department of Education. The Partnership helped refine the design of the
REA application, and will assist in the selection, oversight, and
evaluation of the LRI subgrantees as well as oversight of all
state-level activities. The table below lists the members of the
Education Roundtable including title, affiliation, and advisory role.

### Indiana's Reading and Literacy Partnership

See Table

### Role of the Partnership in the Development of This Application

The Partnership has provided valuable input during the development of
Indiana's 2001 REA grant application. Key members of the Partnership in
conjunction with reading experts and local stakeholders have shaped the
final design of the I-READ program; they will assist in the
implementation of the grant and monitor its effectiveness and impact on
local districts.

-   Members of the Partnership with expertise and/or interest in various
    areas of comprehensive reading programs reviewed and commented on
    subsequent drafts of the application to ensure that Indiana's
    proposal accurately reflected Indiana's educational agenda, its
    interest in significant reading improvement and achievement on the
    part of all students, as well as the particular literacy needs of
    Indiana's at-risk children. They designated IDOE staff to draft the
    I-READ proposal for Indiana including preliminary Subgrant Request
    for Applications and selection criteria.

Next, the Reading and Literacy Partnership specifically will:

-   identify and create the REA Management Team consisting of members of
    the Partnership, the Indiana Department of Education, reading
    researchers, and other stakeholders;

-   appoint the I-READ;

```{=html}
<!-- -->
```
-   designate Management group and members of the Partnership to;

> \- review/approve/recommend to the Superintendent of Public
> Instruction the I-READ proposal;
>
> \- participate in the design and delivery of technical assistance
> workshops;
>
> \- develop and oversee the evaluation design and implementation;
>
> \- review subgrant awards and forward recommendations to the
> Superintendent of Public Instruction;

-   convene the Partnership at least twice annually to receive updates
    on progress of subgrant recipients and effectiveness of
    implementation of the I-READ program;

```{=html}
<!-- -->
```
-   convene the Partnership to review and evaluate the final I-READ
    summary report.

## SEA Activities under REA

B1. Chart: Timeline, key activities, staff involved

#### Indiana=s I-READ Program

#### Time Line

+---------+-----------------------------+-----------------------------+
| i-READ  |                             |                             |
| Phase   |                             |                             |
| 1:      |                             |                             |
| Pla     |                             |                             |
| nning-L |                             |                             |
| earning |                             |                             |
| About   |                             |                             |
| Reading |                             |                             |
| Exc     |                             |                             |
| ellence |                             |                             |
| &       |                             |                             |
| Scient  |                             |                             |
| ificall |                             |                             |
| y-based |                             |                             |
| Reading |                             |                             |
| R       |                             |                             |
| esearch |                             |                             |
+---------+-----------------------------+-----------------------------+
| *       | **SEA Activity**            | **LEA Activity**            |
| *Time** |                             |                             |
+---------+-----------------------------+-----------------------------+
| June    | Set dates & schedule site   |                             |
| 2001    | arrangements for: 1)        |                             |
|         | Reading Excellence          |                             |
|         | Conference; 2) technical    |                             |
|         | assistance session for      |                             |
|         | Atips & tools@; 3) panel    |                             |
|         | review                      |                             |
|         |                             |                             |
|         | List of potential panel     |                             |
|         | review members              |                             |
+---------+-----------------------------+-----------------------------+
| July    | Prepare information for     |                             |
| 2001    | mailing to eligible LEAs    |                             |
|         |                             |                             |
|         | Contact potential panel     |                             |
|         | review members              |                             |
+---------+-----------------------------+-----------------------------+
| August  | Mail I-READ information     |                             |
| 2001    | letter to LEAs; panel       |                             |
|         | members                     |                             |
|         |                             |                             |
|         | Outline content & details   |                             |
|         | of Reading Excellence       |                             |
|         | Conference                  |                             |
|         |                             |                             |
|         | Review & revise LRI & TAS   |                             |
|         | applications (if necessary) |                             |
+---------+-----------------------------+-----------------------------+
| Se      | Develop presentation &      | Return registration for     |
| ptember | handouts for Reading        | Reading Excellence          |
| 2001    | Excellence Conference       | Conference to SEA           |
|         |                             |                             |
|         | Midwest Advisory Panel      |                             |
+---------+-----------------------------+-----------------------------+
| October | Conduct Reading Excellence  | Attend Reading Excellence   |
| 2001    | Conference                  | Conference (must be an      |
|         |                             | eligible LEA)               |
|         | Outline content & details   |                             |
|         | of technical assistance     | Submit Anotice of intent@   |
|         | (tips & tools) for writing  | (NOI) to submit *I-READ     |
|         | a quality I-READ proposal   | Preliminary Application*    |
|         |                             |                             |
|         | Review LEAs= *I-READ        | Prepare & submit *I-READ    |
|         | Preliminary Application*    | Preliminary Application* to |
|         |                             | SEA                         |
|         | Notify LEAs of status to    |                             |
|         | move on to the next stage   |                             |
|         | of application process      |                             |
|         | (I-READ Proposal            |                             |
|         | submission)                 |                             |
+---------+-----------------------------+-----------------------------+
| N       | Conduct technical           | Return registration for     |
| ovember | assistance session B ATips  | Atips & tools@ TA session   |
| 2001    | & tools for writing a       | for proposal writing        |
|         | quality I-READ A            |                             |
|         |                             | Submit Anotice of intent@   |
|         |                             | (NOI) to submit *I-READ     |
|         |                             | Proposal*                   |
+---------+-----------------------------+-----------------------------+
| Nov     | Plan & develop information  | Eligible LEAs prepare       |
| ember - | for panel review of *I-READ | I-READ proposal             |
| D       | Proposals*                  |                             |
| ecember |                             |                             |
| 2001    | Develop protocols for       |                             |
|         | on-site review              |                             |
+---------+-----------------------------+-----------------------------+
| January | Outline content & details   |                             |
| 2002    | for Intensive Summer        |                             |
|         | Reading Institute           |                             |
|         |                             |                             |
|         | Design Master Teacher       |                             |
|         | model; plan professional    |                             |
|         | development & training      |                             |
|         |                             |                             |
|         | Midwest Advisory Panel      |                             |
+---------+-----------------------------+-----------------------------+
| *       | **SEA Activity**            | **LEA Activity**            |
| *Time** |                             |                             |
+---------+-----------------------------+-----------------------------+
| F       | Prepare materials for panel | Submit I-READ proposal to   |
| ebruary | review                      | SEA (Feb., 28, 2002)        |
| 2002    |                             |                             |
|         | Mail I-READ information     |                             |
|         | packet to panel review      |                             |
|         | members                     |                             |
+---------+-----------------------------+-----------------------------+
| March   | Conduct review I-READ       | Understand purpose on-site, |
| 2002    | Proposals                   | fax teacher roster list;    |
|         |                             | time schedule; & directions |
|         | Notify LEAs of review panel | to SEA                      |
|         | outcomes                    |                             |
|         |                             |                             |
|         | Set-up on-site visits with  |                             |
|         | eligible LEAs/schools       |                             |
+---------+-----------------------------+-----------------------------+
| April   | Conduct on-site visits to   | Register for *Intensive     |
| 2002    | eligible LEAs/schools       | Summer Reading Institute*   |
|         |                             |                             |
|         | Announce I-READ awards      |                             |
|         |                             |                             |
|         | Mail I-READ school          |                             |
|         | information packet for      |                             |
|         | *Intensive Summer Reading   |                             |
|         | Institute*                  |                             |
|         |                             |                             |
|         | Plan & develop database for |                             |
|         | I-READ schools evaluation   |                             |
|         | transmittal                 |                             |
+---------+-----------------------------+-----------------------------+
| May -   | Finalize Year 1 summer      |                             |
| June    | institute                   |                             |
| 2002    |                             |                             |
|         | Midwest Advisory Panel      |                             |
+---------+-----------------------------+-----------------------------+
| June    | *Year 1 Intensive Summer    | I-READ schools participate  |
| 2002    | Reading Institute* \-\-- (2 | in 2-week summer intensive  |
|         | weeks)                      | (update reading action plan |
|         |                             | for year 1; develop         |
|         |                             | summative assessment plan;  |
|         |                             | implement action plan)      |
+---------+-----------------------------+-----------------------------+
| July -  | Professional Development &  |                             |
| August  | training for Master         |                             |
| 2002    | Teachers (study groups;     |                             |
|         | observation feedback;       |                             |
|         | facilitation strategies)    |                             |
+---------+-----------------------------+-----------------------------+
| October | 2-day Evaluation Technical  | I-READ teams participate in |
| 2002    | Assistance (reviewing       | 2-day evaluation workshop   |
|         | monitoring/evaluation       | (review 1^st^ quarter       |
|         | plan)\-- Day 3: Special     | assessments)                |
|         | Interest Session C Literacy |                             |
|         | Leadership for Principals   | Review & revise summative   |
|         |                             | assessment plan             |
|         | Quarterly meeting w/ Master |                             |
|         | Teachers                    |                             |
|         |                             |                             |
|         | Quarterly meeting w/ TAS    |                             |
|         | site coordinator            |                             |
|         |                             |                             |
|         | Review content for fall     |                             |
|         | distance learning session   |                             |
+---------+-----------------------------+-----------------------------+
| N       | Distance Learning Focus     | I-READ schools participate  |
| ovember | Series (SBRR)               | in distance learning        |
| 2002    |                             | sessions                    |
+---------+-----------------------------+-----------------------------+
| D       | Develop protocols for case  |                             |
| ecember | studies; questionnaires;    |                             |
| 2002    | formats for submitting      |                             |
|         | impact & implementation     |                             |
|         | assessment data             |                             |
+---------+-----------------------------+-----------------------------+
| *       | **SEA Activity**            | **LEA Activity**            |
| *Time** |                             |                             |
+---------+-----------------------------+-----------------------------+
| January | Quarterly meeting w/ TAS    |                             |
| 2003    | site coordinator            |                             |
|         |                             |                             |
|         | Quarterly meeting w/ Master |                             |
|         | Teachers                    |                             |
|         |                             |                             |
|         | Review content for winter   |                             |
|         | distance learning session   |                             |
+---------+-----------------------------+-----------------------------+
| F       | Distance Learning Focus     | I-READ schools participate  |
| ebruary | Series (SBRR)               | in distance learning        |
| 2003    |                             | sessions                    |
+---------+-----------------------------+-----------------------------+
| March   | 2- day Spring Regional      | I-READ schools participate  |
| 2003    | Technical Assistance        | in 2-day evaluation         |
|         | Workshop (review & revise   | workshop (update summative  |
|         | summative assessment plan;  | assessment; reading action  |
|         | submitting impact &         | plan for year 2; reading    |
|         | implementation assessment)  | compact aligned to reading  |
|         | B Day 3: Special Interest   | plan)                       |
|         | Session C Literacy          |                             |
|         | Leadership for Principals   | Schools submit interim      |
|         |                             | expenditure report (March   |
|         |                             | 30th)                       |
+---------+-----------------------------+-----------------------------+
| April   | Quarterly meeting w/ Master | Complete evaluation         |
| 2003    | Teachers                    | questionnaires (submit by   |
|         |                             | April 30th)                 |
|         | Outline content & details   |                             |
|         | for Intensive Summer        |                             |
|         | Reading Institute           |                             |
|         |                             |                             |
|         | Mail evaluation             |                             |
|         | questionnaires to I-READ    |                             |
|         | districts/schools           |                             |
+---------+-----------------------------+-----------------------------+
| June    | Year 2 Professional         | Schools submit year 1       |
| 2003    | Development Design begins   | evaluation (performance &   |
|         | (see shaded area )          | implementation (June 30th)  |
|         |                             |                             |
|         | Purpose of year 2:          |                             |
|         | Consistent & high-quality   |                             |
|         | implementation of SBRR      |                             |
+---------+-----------------------------+-----------------------------+
| June -  | Prepare I-READ Final Report | Schools submit year 2       |
| Se      |                             | evaluation (performance &   |
| ptember | Plan fall 2-day evaluation  | implementation (June 30th)  |
| 2004    | workshop                    |                             |
+---------+-----------------------------+-----------------------------+
| October | Purpose of Year 3 C         | I-READ schools participate  |
| 2004    | Sustaining and Monitoring   | in 2-day workshop (review & |
|         | Continuous Improvement in   | revise 3 year reading plan) |
|         | Reading                     |                             |
|         |                             |                             |
|         | Overview of I-READ Final    |                             |
|         | Report                      |                             |
+---------+-----------------------------+-----------------------------+
| F       | Spring Regional Technical   | I-READ schools participate  |
| ebruary | Assistance Workshop         | in 2-day evaluation         |
| 2005    |                             | workshop (finalize 3-yr.    |
|         | (review & revise summative  | reading plan; finalize      |
|         | assessment plan)            | summative assessment plan;  |
|         |                             | develop action plan for     |
|         |                             | next year; align reading    |
|         |                             | compact w/ reading plan).   |
+---------+-----------------------------+-----------------------------+

B2. High Quality Professional Development

Indiana will use REA funds to design and implement intensive,
high-quality professional development for teachers that is focused on
scientifically-based reading research (SBRR) and to fully integrate SBRR
into other reading improvement initiatives at the state and local level.
Ultimately, Indiana's REA goal is to develop a cadre of 100 teachers
from the eligible schools who are well prepared to teach reading both
formally through experiences at the *Intensive Summer Reading Institute*
(coursework) and practically through the coaching efforts of the I-READ
Master Reading Teachers. LEAs that receive subgrants will be required to
participate in specific types of professional development as part of the
I-READ project. Professional development will be focused on the
knowledge base of beginning reading instruction, experiences specific to
this comprehensive program for reading improvement; and workshops on
early reading assessment, such as the *Indiana Grade 1 Reading
Assessment* and the Grade 2 reading assessment (under development).

-   

Intensive professional development that is focused, comprehensive, and
coordinated will foster effective beginning reading instruction. What
teachers are trained to do and the materials they use make a difference.
Therefore, all REA supported professional development will be guided by
the following principles. Professional development must:

-   address the needs of teachers and other instructional staff to
    effectively teach students to read;

```{=html}
<!-- -->
```
-   coordinate with other state and local level reading initiatives;

```{=html}
<!-- -->
```
-   prepare teachers, other instructional staff including tutors, and
    pre-school teachers in all major components of reading instruction
    (including phonemic awareness, systematic phonics, fluency, reading
    comprehension, and assessment);

```{=html}
<!-- -->
```
-   incorporate a variety of reading resources for teachers, tutors, and
    students (reading programs based on research, predictable and
    decodable books, and technology); and

```{=html}
<!-- -->
```
-   include specific connections and collaboration with effective
    extended time opportunities (tutoring) as well as family literacy.

### Focused Professional Development

The purpose of the *Intensive Summer Reading Institute* is to provide
professional development experience that extends teacher knowledge of
scientific, research-based reading instruction. (Adams, 1990). Teachers
need to know and understand the processes good readers use to understand
what they read; how to make those effective processes the focus of their
instruction, and how best to assess if the child has learned the concept
or skill. They also need to know and be able to select from effective
intervention strategies that meet the specific needs of a child. In
short, teachers need to understand the processes that their instruction
teaches and the behaviors that indicate whether children are progressing
in learning to read as anticipated as well as what actions to take if
there is no or there is insufficient progress.

Teachers' selection of a reading program impacts the core of reading
instruction in every classroom (Durkin, 1966). To select effective
reading programs and use them well, teachers must have a solid
foundation regarding the theoretical and scientific underpinnings of
reading and writing and their development. (Gambrel, Morrow, Neuman, and
Pressley, 1999). They need to understand what constitutes adequate
research evidence, to be well versed in the research regarding sources
of difficulty for individuals who are having trouble learning to read
(National Research Council Report, 1998,) and to know what strengths are
central to skilled reading.

-   The centerpiece of the State's I-READ activities is the *Intensive
    Summer Reading Institute*. Planned and developed by the I-READ
    Director to be determined and the Reading and Literacy Management
    Team in collaboration with a university or consortia of universities
    (presently in negotiation with Notre Dame University), the Institute
    offers three intensive professional development experiences for
    early reading instruction for LRI teachers (K-3). These institutes
    will stress the importance of both conceptual tools (e.g.,
    scientifically-based reading research, both teaching and learning)
    and pedagogical tools (research-based approaches to reading
    instruction, activities, and ways of understanding student
    performance) and process tools for professional development
    (problem-based, practice-based, on-going assessment).

```{=html}
<!-- -->
```
-   A distance learning series *Focus on Reading*, will be planned and
    developed by the Reading and Literacy Management Team for all LRI
    schools and offered throughout the school year at regional Education
    Service Centers and/or Vision Athena sites. The *Focus on Reading*
    series will bring key reading researchers such as Richard Allington,
    Lesley Morrow, Frank Vellutino, and Marilyn Adams to I-READ schools
    in order to extend and consolidate the impact of the summer
    institutes.

In addition to knowing "about" reading, teachers need school and
classroom support to translate research into practice. That classroom
support will be given by local I-READ coordinators in each school;
principals with a deep understanding of research-based instructional
practice; and I-READ Master Reading Teachers. Teachers also will receive
significant support for research-based instruction from tate resources
already developed or under development.

-   I-READ Master Reading Teachers will be selected from a pool of
    practicing K-3 teachers. I-READ Master Reading Teachers will be
    selected following a process described by Pressley et al in their
    first grade research. A model for observation, feedback and coaching
    will support elementary teachers in the transfer of reading
    instruction that is specified in the research. These observations
    will be complemented with achievement data, for example, evaluation
    of beginning and end-of-year student test scores, rubric scored
    writing samples, levels of books read on a given day when the
    teacher's class was observed.

```{=html}
<!-- -->
```
-   

While not funded through the REA grant, the *Teaching Frameworks for
Indiana Teachers* (working title) and the *Indiana Grade 1 Assessment*
will facilitate immediate change in classroom instruction and initiate
professional development planning by the LRI sites.

-   IDOE in collaboration with the Center for Innovative Assessment is
    developing a series of grade level *Teaching Frameworks for Indiana
    Teachers*. Available in Fall 2001, the K-3 *Frameworks* will reflect
    scientifically based reading research in their approach to oral
    language development, phonological awareness, letter-sound knowledge
    (phonics), fluency, and reading comprehension. In helping to
    translate scientific reading research into action that classroom
    teachers understand, these professional development products
    emphasize the research, implementation of research findings, and
    on-going classroom assessment.

```{=html}
<!-- -->
```
-   The Center for Innovative Assessment in collaboration with I-DOE
    also has developed a *Grade 1 Reading Assessment* (Appendix A) that
    is designed to model good literacy instruction for classroom
    teachers. The assessment's four components include: (1) recognition
    of letters and beginning and ending sounds, (2) word, sentence, and
    paragraph comprehension, (3) phonemic awareness, (4) story
    comprehension, involving listening and reading; and a companion
    manual.

```{=html}
<!-- -->
```
-   I-DOE's *Family Involvement Handbook* and *Preschool Foundations for
    Learning* (under development) will serve as important resources for
    local educational agencies (LEAs) participating in the I-READ
    project. These resources provide assistance in developing effective
    parental involvement programs. Listed in the handbook will be basic
    principles for designing "The Family Partnership School." These
    principles and other practices for designing parental involvement
    programs will be shared with LEAs during the proposed technical
    assistance workshop series and may serve as a foundation for models
    of parental involvement.

```{=html}
<!-- -->
```
-   Teachers are more likely to be successful when the school
    environment is characterized by an understanding of and commitment
    to research-based instruction. Principal leadership is key to every
    school environment. (Learning First Alliance, 2000) Under the
    guidance and leadership of the Indiana Principals Leadership
    Academy, A Literacy Leadership Special Interest Group (SIG) will be
    formed for principals and other administrators who want to improve
    their role in supporting reading instruction in the schools. This
    SIG will host two meetings each school year to extend and
    consolidate the impact of the Summer Institutes on principals thus
    facilitating a deeper level of change.

Participants who complete the *Institute*'s program of study will
receive university credit for their work and apply what they have
learned at the *Institute* in their own classrooms with the guidance and
support of the school's principal and under the tutelage of I-READ
Master Reading Teachers during the school year. Teachers' knowledge of
scientifically based reading research and research-based instructional
practice will be extended through the distance learning *Focus on
Reading Series*. I-READ schools will have teachers on staff that have
completed significant coursework and demonstrated proficiency toward a
reading endorsement upon completion of the I-READ *Institutes*, the
*Focus on Reading Series*, and submission of a portfolio documenting
professional growth in their own classrooms.

### Coordinated Professional Development Activities 

Attention to scientifically based reading research shows the magnitude
of change that must take place if Indiana is to be successful in
ensuring all children become proficient readers during the early grades
in school.

Proposals for staff development submitted by local educational agencies
(LEAs) in their applications for the Local Reading Improvement (LRI)
subgrant and the Tutorial Assistance Subgrant (TAS) programs will be
evaluated to judge the extent to which they are consistent with other
state professional development opportunities. LEAs applying for funding
under the LRI subgrant will, through their comprehensive needs
assessment, determine where gaps exist in the professional development
base of their teachers and other instructional staff. LEAs will be
required to report and describe current participation in current
state-sponsored programs and professional development activities. LEAs
will be expected to leverage existing state and local resources to meet
and complement their entire professional development program. LEAs will
also be required, if applicable, to use resources acquired through
previously awarded competitive grant programs, such as the Indiana Early
Literacy grant program in a manner that complements the I-READ project.

As an important component of the Local Reading Improvement (LRI)
subgrant program, LEAs will conduct a needs assessment including but not
limited to the following areas:

-   student achievement and program performance as it relates to
    scientifically based reading research;

```{=html}
<!-- -->
```
-   professional development of teachers and other instructional
    personnel as it relates to scientifically based reading research;

```{=html}
<!-- -->
```
-   Curricular and instructional resources as they relate to
    scientifically based reading research;

```{=html}
<!-- -->
```
-   school organization and management as it relates to scientifically
    based reading research;

```{=html}
<!-- -->
```
-   school climate to support teacher development and reading practice
    for children;

```{=html}
<!-- -->
```
-   family literacy, parent and community involvement; and

```{=html}
<!-- -->
```
-   existing collaborations with early childhood programs.

Information from the needs assessment will be used to establish a local
reading improvement plan. All LEA's Reading Improvement Plans must
include the identification of a local I-READ coordinator and the
establishment of an implementation team to ensure that the district and
school improvement, technology, professional development and other
relevant plans are modified or revised to include the activities,
objectives and support mechanisms of the LRI and/or TAS programs, as
locally appropriate.

### Comprehensive Professional Development

The teaching of reading in Indiana will only improve with the
development of the knowledge base of teachers and other instructional
staff. Effective teachers identify students' instructional needs and
select appropriate intervention strategies. I-READ teachers will be
expected to fully integrate explicit reading instruction in alphabetics,
fluency, vocabulary and reading for meaning for individual children. To
accomplish this, ongoing professional development is necessary at the
local level that addresses topics such as, how reading develops; the
relationship between language structure and learning to read and write;
how to teach phonemic awareness, phonics and reading comprehension; and
how to assess reading growth and achievement.

As a component of the formative and summative assessment plan that is
part of the Local Reading Improvement (LRI) subgrant program, local
educational agencies (LEAs) regularly will gather data including but not
limited to the following areas:

-   Student achievement and program performance as it relates to
    scientifically based reading research;

```{=html}
<!-- -->
```
-   Elements of curriculum and instruction as it related to
    scientifically based reading research (instructional audits and
    hallway walks as it relates to scientifically based reading
    research; alignment of curriculum to standards as it relates to
    scientifically based reading research; resources and materials as it
    relates to scientifically based reading research); and

```{=html}
<!-- -->
```
-   School organization and management as it relates to scientifically
    based reading research (professional development of teachers and
    other instructional personnel as it relates to scientifically based
    reading research; instructional leadership as it related to SBRR).

Information monitored through the assessment plan also will be used to
revise and update a local reading improvement plan designed to ensure
that teachers and other instructional staff are prepared in all the
major components of reading instruction.

### Tutoring and Other Extended Time Opportunities

Tutors can make a tremendous difference in the development and
consolidation of reading skills when their work with young children is
based on sound principles of reading instruction and learning. The
greatest impact can be achieved when tutors work with individuals or
small groups and instruction tailored to each student's particular
needs. The I-READ Director and Management Team will begin negotiating
with Dr. Connie Juel and Dr. Marcia Invernizzi (Book *Buddies* *Tutorial
Program*) to participate in the *Focus on Reading Series*.

### Schools, Families and the Community

Indiana is fortunate to have close and easy access to the National
Center for Family Literacy in Louisville, Kentucky. Some Indiana schools
have already established links to the Center. As a component of the
I-READ initiative, the Center will be asked to participate in the *Focus
on Reading* series and partner with Indiana's regional Educational
Service Centers (ESCs), the Indiana Partnership Center (PIRC), districts
and schools to magnify their efforts to enhance parent and family
involvement in reading; encourage voluntary parenting education
programs; promote adult and family literacy, and identify policies that
enable local communities to coordinate local resources that serve the
needs of children and families.

I-DOE's Family Literacy and Adult Education Division will also
participate in the collaboration and serve as a resource for I-READ
school districts. A parental involvement plan will be a state-required
component of the Local Reading Improvement (LRI) subgrant. During the
application process for the LRI subgrant, LEAs will assess current local
parental involvement efforts.

### Professional Development Coordinated with Existing State Activities

The number and variety of professional development activities today
overwhelm teachers. The I-READ Director and Management Team will work to
ensure coordination of state and local initiatives in all I-READ
schools. The coordination will principally occur through the work of the
I-READ Management Group. Representatives from each program, initiative,
or state supported project (Prime Time, Educate Indiana, Title I,
Special Education, etc.) are included thereby facilitating both
communication and common goal setting by both individual representatives
and the Group.

### Potential Impact of REA on Indiana

Although Indiana teachers presently have access to a number of existing
products grounded in scientifically based reading research, professional
development related to reading tends to be sporadic and disconnected for
all but the most focused schools. Teacher preparation programs in
Indiana are only beginning to address the need to provide preservice
teachers with a solid foundation in the theoretical and scientific
underpinnings for understanding literacy development and the process of
learning to read. Some local educational agencies (LEAs) are beginning
to use the *Indiana Grade 1 Reading Assessment*. Funding from the
Reading Excellence Act for the I-READ program will enable LEAs to
provide the necessary instructional materials, sustained and intensive
professional development, and additional time to extend instruction for
children most at risk of reading failure.

### 3B3. Application Process -- IDOE Guidance

And finally, the Indiana Reading Excellence' Conference will explain the
application process and the review process for LRI and TAS subgrants.
Participants will be provided a timeline of LEA activities for
submitting information and additional technical assistance for writing
REA proposals. During this time, LEAs intending to apply for a subgrant
will be required to indicate intent by submitting a Notice of Intent
(NOI) to apply along with name of the school(s) to be included in the
*REA Preliminary Application*. Review by Department staff will take
place again to ensure that all eligibility and communication issues have
been sufficiently addressed by both the state and by LEAs, including
issuance of public notice of the availability of the Tutorial Assistance
Subgrant by each eligible LEA to potential providers of tutorial
assistance operating in the district along with parents residing in the
LEAs' jurisdiction.

Additional resources such as Indiana Phonics Tool Kit and the U.S.
Department of Education's document, *Continuum of Effectiveness,* will
be included in appendices in the Local Reading Improvement (LRI)
subgrant and the Tutorial Assistance Subgrant (TAS) Request for
Application (RFAs).

### Application Process -- Notification and Dissemination of Information

All eligible LEAs in Indiana will receive letters notifying them of the
I-READ initiative. See Appendix B for the list of identified eligible
LEAs as of the date of submission of this application.

This communication will explain: 1) district level criteria for
eligibility; 2) the purpose of the Indiana Reading Excellence
Conference; 3) details of the Bidders' Conference; and 4) a request to
submit registration for this technical assistance/information meeting.
This initial communication will emphasize the importance of attending
the Bidders' Conference and attendance will ensure their copy of the LRI
and TAS subgrants (the LRI and TAS subgrants will only be available to
those attending the Indiana Reading Excellence Conference).

To ensure high-quality reading proposals and informed applicants, the
IDOE will conduct a Indiana Reading Excellence Conference. The focus of
the Indiana Reading Excellence Conference is: What are the Reading
Excellence Act and the I-READ initiative? Topics will include:

-   purpose and activities of the Reading Excellence Act and the I-READ
    initiative;

```{=html}
<!-- -->
```
-   eligibility criteria for LEAs and schools;

```{=html}
<!-- -->
```
-   RFA application procedures and Department contracting guidelines;

```{=html}
<!-- -->
```
-   required and prohibited use of funds;

```{=html}
<!-- -->
```
-   local evaluation component and state evaluation plan requirements;

```{=html}
<!-- -->
```
-   definition of "reading" and "scientifically-based reading research"
    from the Reading Excellence Act;

```{=html}
<!-- -->
```
-   major components of scientifically-based reading instruction
    (including phonemic awareness, systematic phonics, fluency, and
    reading comprehension);

The Indiana Reading Excellence Conference will inform participants, as
defined in the statute, local educational agencies (LEAs) eligible for
funding under the LRI subgrant include LEAs that either:

-   have at least one school that is identified for Title I school
    improvement;

```{=html}
<!-- -->
```
-   have the largest, or second largest, number of children who are in
    poverty; or

```{=html}
<!-- -->
```
-   have the highest, or second highest, school-age poverty rate

Furthermore, the Indiana Reading Excellence Conference will inform
participants that:

1)  I-DOE will administer the LRI as a competitive grant program to
    operate over a 36-month period.

2)  consistent with the requirements of the Reading Excellence Act,
    eligible LEAs will carry out the following activities:

-   conduct professional development for classroom teachers and other
    instructional staff on the teaching of reading based on
    scientifically-based reading research;

```{=html}
<!-- -->
```
-   select one or more programs of reading instruction, developed using
    scientifically-based reading research, to improve reading
    instruction by all academic teachers for all children in each of the
    schools and enter into an agreement with a person or entity
    responsible for the development of each selected program; under such
    agreement, the person or entity agrees to work with the LEA on
    implementation;

```{=html}
<!-- -->
```
-   provide family literacy services;

```{=html}
<!-- -->
```
-   implement programs to assist those kindergarten students who are not
    ready for the transition to first grade; and

```{=html}
<!-- -->
```
-   use supervised individuals (including tutors) who have been
    appropriately trained using scientifically based reading research to
    provide additional support before school, after school, on weekends,
    during non-instructional periods of the school day, or during the
    summer for children experiencing difficulty reading.

3)  Federal statute requires that recipients provide private school
    children and their teachers, or other education personnel, with
    program educational services or other benefits on an equitable basis
    with public school children and teachers.

4)  During the development of their application, LEAs will consult with
    appropriate private school officials such issues as how the
    children's needs will be identified; what services will be offered;
    how and where the services will be provided; and how the services
    will be assessed.

5)  LEAs will, to the extent feasible, form a partnership with one or
    more community-based organization(s) with demonstrated effectiveness
    to assist in carrying out the activities listed above.

Participants in the Indiana Reading Excellence Conference will be
required to indicate their intent to submit an REA Preliminary
Application by submitting a Notice of Intent (NOI) to apply along with
names of the school(s) to be included in the REA Preliminary
Application.

And finally, the Indiana Reading Excellence Conference will inform
participants, as defined in the statute, local educational agencies
(LEAs) eligible for funding under the TAS subgrant include LEAs that
either:

-   LEAs that have at least one school in an area designated as an
    empowerment zone or an area designated as an enterprise community;

```{=html}
<!-- -->
```
-   LEAs that have at least one school that is identified for Title I
    school improvement;

```{=html}
<!-- -->
```
-   LEAs with the largest, or second largest, number of children who are
    in poverty; or

```{=html}
<!-- -->
```
-   LEAs with the highest, or second highest, school-age poverty rate.

LEAs will be required to issue a public notice of the availability of
the Tutorial Assistance Subgrant to potential providers of tutorial
assistance operating and the parents residing in the LEAs jurisdiction.
See Appendix B for the list of identified eligible LEAs as of the date
of submission of this application.

### LEAs Selection of Schools

**[Local Reading Improvement (LRI) Subgrant Process]{.underline}** As
defined in the statute, local educational agencies (LEAs) eligible for
funding under the LRI subgrant include LEAs that either:

-   have at least one school that is identified for Title I school
    improvement;

```{=html}
<!-- -->
```
-   have the largest, or second largest, number of children who are in
    poverty; or

```{=html}
<!-- -->
```
-   have the highest, or second highest, school-age poverty rate

### Selection and Implementation of Local Reading Improvement (LRI) and Tutorial Assistance Subgrants (TAS).

In response to the Local Reading Improvement (LRI) subgrant and the
Tutorial Assistance Subgrant (TAS) Request for Applications (RFAs),
local education agencies (LEAs) will be required to present a
well-documented plan for meeting specific educational needs in their
local schools and communities. Indiana's I-READ activities for selecting
promising and high potential I-READ schools will be a 4-stage
process: 1) pre-application screening; 2) preliminary review of REA
Proposal; 3) panel review of REA Proposal; and 4) on-site review of
potential I-READ school.

> 1\) **Pre-application Screening** A I-READ Preliminary Application
> (Attachment 2) will be submitted for each school in the LEA wanting to
> apply for an I-READ award. Only those schools that attend the Indiana
> Reading Excellence Conference and submit a NOI (Notice of Intent) will
> be considered in this phase of the review. The purpose of the I-READ
> Preliminary Application will be to ascertain a district's and school's
> capacity to successfully implement an I-READ design and the internal
> commitment to a school's I-READ plan. The I-READ Preliminary
> Application will provide baseline information about a school's
> comprehensive needs assessment; infrastructure for sustaining job
> embedded professional development; and reading programs and resources
> currently used in the school that align to the reading research and
> state standards.

**Targeting Resources Toward Schools with the Greatest Need for Reading
Reform** As an initial step in this pre-screening stage, three data
sources will be used to weight each school's I-READ Preliminary
Application: (1) its need to improve student achievement and (2) its
level of poverty. The determination of the need to improve student
achievement will utilize the previous three years' ISTEP+ results,
specifically the percentage of students who met the state performance
standards for English/language arts. As summarized on the following
table, a maximum of 30 points will be assigned on a sliding scale, with
schools having less than thirty-five percent (35%) of their students
passing ISTEP+ receiving the most points while those with seventy-five
(75%) or more of their students meeting State criteria receiving zero
points. This procedure will highlight those schools that are identified
for Title I school improvement \[as specified in section 1116(c) of
Title I\].

+------------------------+---------------------+----------------------+
| ***Need to Improve     |                     |                      |
| Student Achievement    |                     |                      |
| Sliding Scale***       |                     |                      |
+------------------------+---------------------+----------------------+
| *Percentage of         |                     |                      |
| Students*              |                     |                      |
|                        |                     |                      |
| *Passing ISTEP+        |                     |                      |
| English/Language Arts* |                     |                      |
+------------------------+---------------------+----------------------+
| **Previous Year**      | **Previous Year**   | **Current Year**     |
|                        |                     |                      |
| **Fall 1999**          | **Fall 2000**       | **Fall 2001**        |
+------------------------+---------------------+----------------------+
| **\<35%\....10         | **\<35%\....10      | **\<35%\...\....10   |
| points**               | points**            | points**             |
|                        |                     |                      |
| **35%-49%\...\...8     | **35%-49%\...\...8  | **35%-49%\...\... 8  |
| points**               | points**            | points**             |
|                        |                     |                      |
| **50%-74%\...\...5     | **50%-74%\...\...5  | **50%-74%\...\.....5 |
| points**               | points**            | points**             |
|                        |                     |                      |
| **≥ 75%\...\...0       | **≥ 75%\...\...0    | **≥ 75%\...\.....0   |
| points**               | points**            | points**             |
+------------------------+---------------------+----------------------+

Free and reduced lunch percentages will identify poverty schools. A
sliding scale, similar to that used to target schools in need of
academic improvement, will assign a maximum of 45 points based on three
years of data. For consistency in determining this percentage, the free
and reduced lunch counts for the month of October will be used. Each
district is required to submit this information to the State and the
data can be collected from the Division of Educational Information
Services. Schools with seventy-five (75%) or greater poverty will
receive the most points, while those with less than thirty-five (35%)
will receive zero points.

+-----------------------+----------------------+----------------------+
| ***Scale for Level of |                      |                      |
| Poverty***            |                      |                      |
+-----------------------+----------------------+----------------------+
| *Previous Year's*     | *Previous Year's*    | *Current Year's*     |
|                       |                      |                      |
| *(2000-2000)*         | *(2000-2001)*        | *(2001-2002)*        |
|                       |                      |                      |
| *Percentage of Free & | *Percentage of Free  | *Percentage of Free  |
| Reduced Lunch*        | & Reduced Lunch*     | & Reduced Lunch*     |
+-----------------------+----------------------+----------------------+
| > ≥ 75%               | > ≥ 75%              | > ≥ 75%              |
| >                     | >                    | >                    |
|  \...\...\...\.....15 | \...\...\...\.....15 | \...\...\...\.....15 |
| > points              | > points             | > points             |
| >                     | >                    | >                    |
| > 50%-74%\            | > 50%-74%\.          | > 50%-74%\.          |
| ...\...\...\...\...10 | ..\...\...\...\...10 | ..\...\...\...\...10 |
| > points              | > points             | > points             |
| >                     | >                    | >                    |
| > 35%-49%\.           | > 35%-49%\.          | > 35%-49%\.          |
| ..\...\...\...\.....5 | ..\...\...\...\....5 | ..\...\...\...\....5 |
| > points              | > points             | > points             |
| >                     | >                    | >                    |
| > \<                  | > \<                 | > \<                 |
| > 35%\.               | > 35%\..             | > 35%\..             |
| ..\...\...\...\.....0 | .\...\...\...\.....0 | .\...\...\...\.....0 |
| > points              | > points             | > points             |
+-----------------------+----------------------+----------------------+

Schools who receive 50 points or more on their I-READ Preliminary
Application will be notified of their eligibility to submit the
comprehensive I-READ Proposal for panel review. Schools who are eligible
to move to Stage 2 of Indiana's review process must submit a NOI (Notice
of Intent) to the Department and indicate their intent to submit a
Reading Excellence Act Proposal (see Attachment 3). Those schools will
be invited to participate in an optional technical assistance session
that will provide guidance for writing their school's Reading Excellence
Act Proposal.

2)  **Preliminary review of proposals** Each I-READ proposal will
    receive an initial review to ensure that required components as well
    as required assurances and signatures have been included. Incomplete
    proposals or proposals that do not comply with guidelines will not
    be reviewed by the panel of experts and will not be considered for
    funding.

> 3\) **Panel review of I-READ Proposal** **The panel review process** A
> three or four-member panel from representative backgrounds will review
> and rate each I-READ TAS Proposal. Panel members will be selected from
> LEAs, professional organizations, community and social agencies, and
> university staff. Their backgrounds and expertise in standards,
> curriculum, reading instruction, assessment, school change processes,
> school leadership, and/or family-community involvement will directly
> relate to the basis of the Reading Excellence Act.

The panel review will be a three-day, on-site process, tentatively
scheduled for March 2002. Prior to this meeting, panel members will
receive a packet of background materials, such as the REA law and
pertinent professional publications. All panel members will receive
training on Day 1 of the review process before beginning to review
proposals. Within the first half-day of the review process, there will
be an embedded (common) proposal in all reviewers' first set of
proposals to check for inter-rater reliability. Re-training will be
provided in any area(s) where there is a less-than-acceptable
inter-rater range. Inter-rater reliability will also be re-checked at
the end of the review process to ensure that adequate consistency was
maintained.

**Framework for Indiana I-READ Programs and Proposals** \-\-- In order
to ensure that each

> program funded is a comprehensive and cohesive whole rather than a
> fragmented
>
> collection of activities, the SEA has outlined a four-part I-READ
> design framework that
>
> encompasses 10 requirements. The four elements and required components
> addressed
>
> by each are:

-   **Comprehensive design for increasing student achievement**,
    addresses required components for 1) effective, research-based
    methods and strategies; 2) integrating the six domains or dimensions
    of reading; and 3) comprehensive design with aligned components;

```{=html}
<!-- -->
```
-   **Support for teaching, learning and implementation**, addresses
    required components for: 4) professional development and 5) external
    technical support and assistance;

```{=html}
<!-- -->
```
-   **On-going accountability**, addresses required components for: 6)
    measurable goals and benchmarks and 7) evaluation strategies; and

```{=html}
<!-- -->
```
-   **Internal and external support for I-READ change**, addresses
    required components for 8) support within the school; 9) family
    literacy and community involvement; and 10) coordination of
    resources.

Quality proposals will be comprehensive and focus on activities
necessary to implement a comprehensive system of sustained, intensive
professional development; implement one or more scientifically-based
reading programs; establish or expand on family literacy services;
provide programs of early identification and transition for students;
and/or provide tutoring programs. Quality proposals will also
demonstrate knowledge of scientific research-based reading instruction
and of the term "reading" as defined in the Reading Excellence Act. The
following selection criteria are proposed for reviewing Reading
Excellence Act Proposals:

-   The quality of the comprehensive project proposed and the extent to
    which the proposed project is likely to build local capacity to
    provide, improve, or expand services that address the needs of the
    target population;

-   The extent to which the proposed project reflects up-to-date
    knowledge of scientifically-based reading research and will ensure
    effective reading instruction (including phonemic awareness,
    systematic phonics, fluency, and reading comprehensions);

-   The extent to which the proposed project is a comprehensive effort
    to improve teaching and learning and support rigorous academic
    standards for children;

-   The extent to which the proposed project coordinates local, state,
    and federal resources;

-   The extent to which the proposed project encourages parental
    involvement and family literacy and programs for motivating children
    to read;

-   The extent to which the proposed project identifies and selects a
    program of reading instruction developed in accordance with
    scientifically-based reading research;

-   The extent to which the professional development services proposed
    are based on scientifically-based reading research and are of
    sufficient quality, intensity and duration to lead to improvements
    in practice;

-   The extent to which the costs are reasonable in relation to the
    number of persons to be served and the anticipated results and
    benefits;

-   The quality of the proposed management of the project;

-   The extent to which the methods of evaluation of the proposed
    project include the use of objective performance measures that are
    clearly related to the intended outcomes of the project and will
    produce quantitative and qualitative data; and

-   The extent to which the methods of evaluation will provide
    performance feedback and permit periodic assessment of progress
    toward achieving intended results.

> **Supporting Effective, Scientifically-based, Reading Researched
> Programs** Only high quality, well-defined, and well-documented
> scientific research-based reading programs that integrate, in a
> cohesive manner will be funded in Indiana. The steps in the sub-grant
> process are designed to ensure that this priority is met.
>
> In their evaluation of each Reading Excellence Act Proposal, the
> review panel will use the following criteria for scientifically based
> reading research:

a)  Employs systematic, empirical methods that draw on observation or
    experiment;

b)  Involves rigorous data analyses that are adequate to test the stated
    hypotheses and justify the general conclusions drawn;

c)  Relies on measurements or observational methods that provide valid
    data across evaluators and observers and across multiple
    measurements and observations; and

d)  Has been accepted by a peer-reviewed journal or approved by a panel
    of independent experts through a comparably rigorous, objective, and
    scientific review.

-   

4)  **On-site review of potential I-READ school** Final selection of
    I-READ schools will be based on a follow-up, on-site visit to
    validate the school's proposal. The panel of on-site reviewers will
    be composed of professionals from the field who have demonstrated
    knowledge in scientifically-based reading research and knowledge or
    experience with improving the instructional practices of teachers
    and other instructional staff in elementary schools based on this
    research. In addition, these reviewers will have experience
    selecting programs of reading instruction developed using scientific
    research. The on-site will consist of: a) interviews with principal,
    central office I-READ liaison, teachers, and parents; and b) a
    hallway walk of the building.

The SEA will encourage I-READ proposals from schools with K-5/6 grade
levels and in different parts of the state. To provide an incentive for
schools to implement scientifically-based reading research designs at
all grade levels, up to five points will be awarded for strong
transition plans with K-5/6 grade levels. These points will be awarded
for clear strategies that address instructional continuity as well as
support for student transition. These five points are considered
sufficient to boost each school's score, and, potentially increase the
possibility of I-READ awards having long-term impact for intermediate
grade levels. However, the weighting is limited to five points so as not
to override the emphasis on overall proposal quality and emphasis on
grades K-3. Likewise, to promote the selection of schools in different
parts of the state, proposals scoring a minimum of ninety (90) out of
the one hundred twenty-five (125) "quality of I-READ plan" points, will
be listed in rank order according to six (6) geographic regions within
the State. When high-ranking proposals are within the same
pre-determined range of total points (academic need + poverty + proposal
quality), awards will be made to ensure a broad geographic distribution
of I-READ schools whose proposals meet high standards.

### Tutorial Assistance Subgrant (TAS) 

As defined in the statue, local educational agencies (LEAs) eligible for
funding under the TAS subgrant include:

-   LEAs that have at least one school in an area designated as an
    empowerment zone or an area designated as an enterprise community;

```{=html}
<!-- -->
```
-   LEAs that have at least one school that is identified for Title I
    school improvement;

```{=html}
<!-- -->
```
-   LEAs with the largest, or second largest, number of children who are
    in poverty; or

```{=html}
<!-- -->
```
-   LEAs with the highest, or second highest, school-age poverty rate.

See Appendix B for the list of identified eligible LEAs as of the date
of submission of this application.

LEAs will be required to issue a public notice of the availability of
the Tutorial Assistance Subgrant to potential providers of tutorial
assistance operating and the parents residing in the LEAs jurisdiction.
TAS subgrant will be divided into four steps: 1) preliminary review to
ascertain that the applicants meet the legal requirements of the grant;
2) a panel review based on I-READ's selection criteria; 3) an interview
to ascertain the validity of the proposal; 4) awarding of the subgrant.
The State Superintendent of Public Instruction, in consultation with the
Governor and the Education Roundtable will select members and convene
the review panel. Every effort will be made to include knowledgeable
parents and business and community members on the panel. The following
selection criteria are proposed for reviewing TAS Reading Excellence Act
proposals:

-   The quality of the comprehensive project proposed and the extent to
    which the proposed project is likely to build local capacity to
    provide, improve, or expand services that address the needs of the
    target population;

```{=html}
<!-- -->
```
-   The extent to which the proposed project reflects up-to-date
    knowledge of scientifically-based reading research and will ensure
    effective reading instruction (including phonemic awareness,
    systematic phonics, fluency, and reading comprehensions);

```{=html}
<!-- -->
```
-   The extent to which the proposed project is a comprehensive effort
    to improve teaching and learning and support rigorous academic
    standards for children;

```{=html}
<!-- -->
```
-   The extent to which the proposed project coordinates local, state,
    and federal resources;

```{=html}
<!-- -->
```
-   The extent to which the proposed project encourages parental
    involvement and family literacy and programs for motivating children
    to read;

```{=html}
<!-- -->
```
-   The extent to which the proposed project identifies and selects a
    program of reading instruction developed in accordance with
    scientifically based reading research;

```{=html}
<!-- -->
```
-   The extent to which the professional development services proposed
    are based on scientifically-based reading research and are of
    sufficient quality, intensity and duration to lead to improvements
    in practice;

```{=html}
<!-- -->
```
-   The extent to which the costs are reasonable in relation to the
    number of persons to be served and the anticipated results and
    benefits;

```{=html}
<!-- -->
```
-   The quality of the proposed management of the project;

```{=html}
<!-- -->
```
-   The extent to which the methods of evaluation of the proposed
    project include the use of objective performance measures that are
    clearly related to the intended outcomes of the project and will
    produce quantitative and qualitative data; and

```{=html}
<!-- -->
```
-   The extent to which the methods of evaluation will provide
    performance feedback and permit periodic assessment of progress
    toward achieving intended results.

1)  **The panel review process** - A three- or four-member panel from
    representative backgrounds will review and rate each I-READ TAS
    Proposal. Panel members will be selected from LEAs, professional
    organizations, community and social agencies, and university staff.
    Their backgrounds and expertise in curriculum, reading instruction,
    school change processes, school leadership, and/or family-community
    involvement will directly relate to the basis of the Reading
    Excellence Act.

> **Supporting Effective, Scientifically-based, Reading Researched
> Programs** - Only high quality, well-defined, and well-documented
> scientific research-based reading programs that integrate, in a
> cohesive manner will be funded in Indiana. The steps in the TAS
> sub-grant process are designed to ensure that this priority is met.
>
> Funds will be used for the provision of tutorial assistance, before
> school, after school, on weekends, or during the summer for children
> who have difficulty reading. Tutorial assistance programs and
> providers must provide services based on scientifically-based reading
> research.
>
> Federal statute requires that recipients provide private school
> children and their teachers, or other education personnel with program
> educational services or other benefits on an equitable basis with
> public school children and teachers. During the development of their
> application, LEAs will consult with appropriate private school
> officials such issues as how the children's needs will be identified;
> what services will be offered; how and where the services will be
> provided; and how the services will be assessed. See Attachment 4 to
> review the complete draft Tutorial Assistance Subgrant (TAS) Request
> for Application.
>
> The recommendations for subgrant awards (LRI and TAS) will be
> presented to the Education Roundtable. After review and approval, the
> recommendations will be forwarded to the State Superintendent of
> Public Instruction. Applicants will be notified of their selection as
> subgrant recipients in the LRI and the TAS subgrant programs. The
> application will be negotiated with each selected recipient, a Notice
> of Grant Award will be issued and LEAs will commence implementation of
> their proposed programs.

### Additional Technical Assistance to Applicants

LEAs/schools that submit an I-READ Preliminary Applications and receive
50 points or more will qualify to submit an I-READ Proposal. Schools
will be notified of their status to move to this next stage of the
application process. This communication will invite eligible schools to
participate in additional technical assistance. This optional technical
assistance session will provide "tips and tools" for writing a quality
I-READ proposal. Participants in this optional will be requested to
indicate their intent to submit an I-READ Proposal by submitting a
Notice of Intent (NOI) to app

The Design of the I-READ project is built upon a foundation of research
and up-to-date knowledge of scientific, research-based reading practices
as required by the Reading Excellence Act. The mechanism for
dissemination of information on scientifically-based reading research,
effective reading approaches and practices, and federal requirements are
through the websites of the Department. The Department will specifically
and explicitly communicate information and provide technical assistance
supporting all of the requirements of the Reading Excellence Act.

The review and selection of subgrant awards will result in
recommendations for award only for those applications that reflect the
knowledge and information imparted during the Indiana Reading Excellence
Conference and follow-up technical assistance or comparable knowledge
and information containing the level of assurance necessary that the
local educational agencies (LEAs) will be capable of carrying out all of
the requirements will not be acceptable for award.

Finally, initial and ongoing formative and summative evaluation
strategies will be employed to ensure that all subgrant recipients are
in compliance with the requirements of the Act, the provisions and
assurances of the resulting contract(s), and the intent and objectives
of the federal and state plans. Where instances of non-compliance occur,
corrective measures will be taken immediately to ensure compliance with
the requirements of the Act.

Monitoring, technical assistance and oversight by the I-READ staff and
the external evaluator will be ongoing and continuous. Any difficulties
on the part of subgrant recipients in meeting all of the federal and
state requirements will be identified and recommendations and procedures
for correction will go into immediate effect.

Federal statute requires that subgrant recipients provide private school
children and their teachers, or other education personnel, with program
educational services or other benefits on an equitable basis with public
school children and teachers. Potential subgrant recipients will be
required to consult with appropriate private school officials during the
design and development of their programs on such issues as how the
children's needs will be identified; what services will be offered; how
and where the services will be provided; and how the services will be
assessed.

Documentation will support all activities and the expectation of
compliance by subgrant recipients will be communicated on a continuous
basis.

3B4 Meeting the Requirements of the Reading Excellence Act

The design of the I-READ project is built upon a foundation of research
and up-to-date knowledge of scientific, research based reading practices
as required by the Reading Excellence Act. The mechanism for
dissemination of information on scientifically based reading research,
effective reading approaches and practices, and federal requirements are
through the websites of the Department. The Department will specifically
and explicitly communicate information and provide technical assistance
supporting all of the requirements of the Reading Excellence Act.

The review and selection of subgrant awards will result in
recommendations for award only for those applications that reflect the
knowledge and information imparted during the Bidders Conference and
follow-up technical assistance or comparable knowledge and information
regarding the requirements of the Act. Applications not meeting all of
the requirements or not containing the level of assurance necessary that
the local educational agencies (LEAs) will be capable of carrying out
all of the requirements will not be acceptable for award.

Finally, initial and ongoing formative and summative evaluation
strategies will be employed to ensure that all subgrant recipients are
in compliance with the requirements of the Act, the provisions and
assurances of the resulting contract(s), and the intent and objectives
of the federal and state plans. Where instances of non-compliance occur,
corrective measures will be taken immediately to ensure compliance with
the requirements of the Act.

Monitoring, technical assistance and oversight by the I-READ staff and
the external evaluator will be ongoing and continuous. Any difficulties
on the part of subgrant recipients in meeting all of the federal and
state requirements will be identified and recommendations and procedures
for correction will go into immediate effect.

Federal statute requires that subgrant recipients provide private school
children and their teachers, or other education personnel, with program
educational services or other benefits on an equitable basis with public
school children and teachers. Potential subgrant recipients will be
required to consult with appropriate private school officials during the
design and development of their programs on such issues as how the
children's needs will be identified; what services will be offered; how
and where the services will be provided; and how the services will be
assessed.

Documentation will support all activities and the expectation of
compliance by subgrant recipients will be communicated on a continuous
basis.

B5a. Other

####### Use of Technology to Enhance Reading and Literacy Professional Development

Technology is a key component of Indiana's Reading Excellence management
system. For the past six years, Indiana has been working to establish a
robust, statewide network that will help carry schools and libraries
into the future. Connected with massive bandwidth to the Internet, this
network provides all school districts in the state access to Indiana's
own Intranet which connects schools and libraries throughout the state.
Users of this state backbone or network, known as IndianaOne.net benefit
by being able to use high bandwidth applications such as distance
learning and by participating in other in-state collaborative projects
without the usual technology uncertainties.

### Technology and Program Management and Oversight:

Schools will be encouraged to join I-READ's electronic community and use
technology to streamline intrastate sharing and overcome traditional
barriers that have made it difficult for teachers to communicate with
each other and with state staff.

-   applicants for I-READ funds will be given the option of submitting
    application/proposals online;

-   state and Local I-READ sites will use technology directly to
    collect, communicate and analyze data and other information that can
    improve decision-making and other management functions;

-   videoconferencing and IDOE website discussions will be a standard
    communication tool that provides all schools with networking
    information on demand.

### Technology and Professional Development:

I-READ's Professional Development Focus Series will be a web-based
delivery system of scientifically-based reading research and
instructional information for teachers as well as parents, tutors, and
coordinators of local I-READ sites. Using technology to communicate with
teachers, parents, children and schools:

-   I-READ Homepage located on the Indiana Department of Education's
    (IDOE) website will offer planning and instructional information,
    print and technology-based resources, reading lists, ramps to online
    post-secondary courses, and to state sponsored workshops, seminars,
    and conferences.

```{=html}
<!-- -->
```
-   through web-based information sites, administrators, teachers,
    parents, and children will have immediate access to literacy
    experts, tools, products, data and information needed to make
    decisions, plan, educate and learn. Additionally, through this
    electronic community, participants will have opportunities to reach
    out to each other and to districts with similar demographics for the
    purposes of both learning from higher achieving schools and
    mentoring others as they progress along the achievement continuum.
    For example, participants selecting similar approaches for
    implementing scientifically-research based reading instruction and
    family literacy programs will have opportunities to identify each
    other and build smaller electronic networking communities for
    support and information sharing within the greater I-READ community.

```{=html}
<!-- -->
```
-   I-READ will extend I-READ conferences, workshops, and Data Analysis
    Retreats with targeted follow-up to support participants. With the
    help of an advisory team of reading and technology experts IDOE will
    use streaming video technology to develop and offer an online,
    real-time conferencing tool that will be available to all
    participating school districts. Viewers also will have the
    opportunity to ask questions live or via e-mail during and after
    each program. In addition, programs may be taped for re-broadcast to
    entire faculties, tutors, and parents as part of the school-based
    professional development program.

```{=html}
<!-- -->
```
-   I-READ will offer professional development in the form of additional
    online courses. The first course, *Phonics Online*, a refresher
    seminar/workshop in teaching phonics was offered during the 2000-01
    school year. Through I-READ, teachers will be able to review state
    standards for reading instruction, engage in online workshop
    activities, find sample classroom activities, and link to numerous
    resources related to phonics instruction, including the *Phonics
    Tool Kit* recently developed at the request of the State
    Superintendent.

```{=html}
<!-- -->
```
-   applicants for subgrants will be required to assess their technology
    needs. In their requests for technology development, they will be
    required to articulate specifically how the equipment and services
    requested will be used. Users of equipment and participants and
    audiences for programs of videoconferencing and similar equipment
    must be specified. Additionally, equipment, professional development
    concerning the use of the equipment and the programming, the
    schedule of activities and programming anticipated and the method
    for evaluating the extent to which the technology plans were
    effective and carried out as planned will also be required.

## B5b. Teacher Certification Reform {#b5b.-teacher-certification-reform .Level-2}

Building on the 1994 teacher certification reform process and the
growing concern that Indiana elementary teacher candidates are
graduating without effective reading instruction skills led the 1999
Indiana General Assembly to enact Senate Enrolled Act 352 that requires
an individual seeking licensure as an elementary teacher to demonstrate
proficiency in comprehensive reading instruction skills, including
phonemic awareness and phonics instruction, through a written
examination or other procedures prescribed by the Indiana Professional
Standards Board.

In 1994, the Indiana Professional Standards Board (IPSB), the body
responsible for Indiana's teacher certification program, initiated an
advisory group process to establish performance-based standards for the
preparation and licensure of Indiana educators. In moving to a
performance-based system, the IPSB highlighted three major components:

1)  standards describing what teachers need to know and be able to do
    linked to K-12 student standards;

2)  an accountability system based on the performance-based standards;
    and

3)  a licensing framework based on the standards and assessments.

The U.S. Department of Education recognized Indiana in its 1998
publication; *Promising Practices* for its groundbreaking work in
teacher certification. U.S. D.O.E. noted that the overall goal of this
reform effort is to ensure that Indiana's teachers make the acquisition
of knowledge and skills a career-long process.

In addition to these newly adopted standards, the IPSB has instituted
stages in the licensure system that require performance-based
assessments at each stage. In order to recommend teacher candidates for
a two-year initial license, teacher preparation institutions will be
required by 2002 to (1) develop curricula that prepare candidates to
meet the new standards; and (2) develop performance-based evidence that
candidates have met the standards. In the case of reading, evidence must
be provided to the IPSB that prospective teachers not only know how to
teach reading, but that they actually can teach reading as demonstrated
by evidence of student learning. Indiana's new accountability system is
serving as a model for NCATE as it moves to a performance-based
accreditation system.

In order for teachers to earn a five-year renewable license, they must
pass the beginning teacher induction portfolio assessment. The portfolio
for elementary teachers, based on models developed by the National Board
for Professional Teaching Standards, the Interstate New Teachers
Assessment and Support Consortium (INTASC), and the Connecticut
Department of Education, focuses on literacy and mathematics. The new
portfolio assessment was fully implemented for all beginning elementary
teachers in the 2000-2001 school year.

While general pedagogical standards that address child development and
classroom management have been developed and will be used to evaluate
teacher credentials, related content standards also are an integral part
of the certification process and license renewal guidelines. All
elementary teachers K-5 are expected to meet a reading standard that is
especially relevant to Indiana's proposal. Specifically, the standard
related to English/language arts requires that Indiana teachers be able
to:

-   demonstrate a high level of competence in the use of
    English/language arts and know, understand, and use concepts from
    reading, language and child development to teach reading, writing,
    speaking, listening, and thinking skills and to help students
    successfully apply their developing skills to many different
    situations, materials and ideas.

```{=html}
<!-- -->
```
-   teach children to read using a balanced instructional program that
    includes the development of phonemic awareness, letter/sound
    relationships (phonics), fluency, vocabulary and background, and
    comprehension in the context of meaningful text.

    ***Supporting Explanation***

Indiana teachers of early and middle childhood must be adept at teaching
the fundamentals of reading. They must know language structure and its
application -- its syntax, history, and oral and written composing
processes. They must understand reading and how elementary (primary and
intermediate) children develop and learn to use oral language, to read
and write effectively, and use this knowledge to design instructional
programs that build on students' experiences and existing language
skills. They must be able to identify, select, and use research-based
instructional strategies in a comprehensive reading program while
selecting valid, reliable, and efficient assessments to measure student
progress. They should model the effective use of reading and writing
strategies with a variety of texts.

The classrooms of Indiana's early- and middle-grade teachers must be
characterized by research-based instruction and practice that enables
students to develop effective reading, writing and speaking skills so
that children can communicate their knowledge, ideas, understanding,
insights, feelings, and experiences to others. By the end of each school
year, their students must be able to read more competently and enjoy
reading. Their students must be adept at using a variety of strategies
to monitor their own reading comprehension in multiple environments when
reading material based on different topics, types and texts.

Finally, K-6 Indiana teachers are expected to be alert to
preconceptions, error patterns, and misconceptions that may be affecting
students' understandings. These teachers must be skilled at both
formative and summative classroom assessment and use it regularly to
determine the level of students' competence in reading, writing, and the
use of oral language.

## 3B5c. Tutorial Assistance Program Notification {#b5c.-tutorial-assistance-program-notification .Level-2}

Upon announcement that I-READ is funded; a program notification system
will be activated using e-mail, letters, site visits, meetings,
technical assistance providers, I-READ website, the Indiana Reading
Excellence Conference and other means of networking. Eligible schools
and districts will be specifically targeted in this communication effort
in order to notify them of the Tutorial Assistance Program.

In addition to notification to schools, districts, and providers, the
Reading and Literacy Partnership and the I-READ Management Team will
work cooperatively to ensure that parents are notified of tutoring
options available. For non-English speaking parents, notification will
be made in the native language through verbal and written methods. This
notification will include tutoring services options for parents to
select from including a school-based program and at least one non-LEA
provider. In some instances, non-LEA providers may not be available due
to the rural nature of some school districts. This notification will
also include information on the quality and effectiveness of the
tutorial assistance offered by each approved provider. The LEA will be
responsible for ensuring this notification in a timely manner based upon
their timeline for implementation of tutoring programs. The LE A will be
required to notify parents within 30 days of funding notification from
the I-READ Management Team.

## C. Staffing

## C1 Staff Roles and Responsibilities and Time Commitment {#c1-staff-roles-and-responsibilities-and-time-commitment .Level-2}

Indiana's I-READ program will be managed by a full time director in
consultation with an Advisory Panel of Chief Consultants and with the
help and support of the I-READ Management Group.

Dr. Penny Gaither will be the full-time I-READ Director for Indiana. Dr.
Gaither has collaborated with the Indiana Department of Education for
over four years, most recently, as the primary consultant working with
40 high poverty elementary and middle schools as part of the statewide
*Educate Indiana* initiative. Since joining the *Educate Indiana* team,
she has crafted variety of Request for Applications, recruited a broad
diversity of reviewers, planned and conducted professional development
experiences for teachers, administrators, and I-DOE professional staff.
Dr. Gaither is well known to Indiana's at-risk community as a reading
expert and facilitator of change who is comfortable in classrooms
working with children and teachers.

Dr. Gaither was instrumental in the recent development of Indiana's
Academic Standards in English/Language Arts and is now part of a small
working group that is overseeing the alignment of ISTEP+ to those new
standards. She is assisting in the development of the Indiana Frameworks
for teachers, a series of grade-level lessons and classroom assessments
that support the integration of Indiana's Academic Standards and
scientifically-based reading research into daily classroom practice.
Finally, as and Educate Indiana consultant, Dr. Gaither worked with
schools to integrate reading research and coached teachers in the
implementation of these instructional strategies Indiana classrooms in
ISTEP-UP, a program initiated by the State Superintendent of Public
Instruction, for low performing schools.

Dr. Gaither, as I-READ Director, will be housed within the Center for
School Improvement of the Indiana Department of Education where she will
have easy access to the coordinators and directors of all federal and
state school improvement programs. Thus, she will be able to work
closely and collaboratively with all programs to ensure the integration
of all I-READ activities into existing State reading initiatives.

Dr. Gaither's responsibilities will include:

-   Provide leadership in the administration, implementation, and
    oversight of the I-READ program;

-   Coordinate the activities of the Reading and Literacy Partnership
    and the I-READ Management Group;

-   Plan and coordinate statewide professional development activities
    and opportunities;

-   Collaborate with the Reading and Literacy Initiative for a Better
    Indiana that includes the Early Intervention Grant Program, the
    School Library Materials Grant Program, and Prime Time, Title I, and
    Educate Indiana;

-   Collaborate with IDOE Assessment and Evaluation Division;

-   Work collaboratively with IDOE Directors and Program Coordinators of
    programs and departments that have a stake in K-5 education;

-   Work closely with the external I-READ evaluator;

-   Coordinate and supervise all federal I-READ reporting requirements,
    LEA application and reporting requirements, subgrant monitoring
    requirements, and professional development activities;

-   Regularly inform and update the Reading and Literacy Partnership,
    the State Board of Education, schools and the public regarding the
    I-READ program and its effectiveness in ensuring that children at
    risk of reading failure are reading successfully by the end of third
    grade.

### I-READ Midwest Advisory Panel

The I-READ Advisory Panel is comprised of a small group of reading
researchers who will meet with the Director on a consulting basis three
times each year during the life of the project. Because of their unique
expertise, these reachers will ensure that all I-READ activities are in
alignment with scientifically based reading research and of high
quality. The Panel will recommend both state level implementation
strategies and external consultants and to the LEAs to the Management
Group.

In selecting potential members of this Advisory Panel the Department
sought recommendations from Dr. Michael Pressley (Notre Dame University)
so that key researchers that can most benefit Indiana were identified.
Not only potential of creating a regional approach to professional
development for reading, thus enabling teachers throughout Indiana to
connect with colleagues and researchers from higher education that can
continue to move this initial effort forward.

Potential Panel Members include:

Robert Gaskin, University of Kentucky;

Jean Osborne, Illinois Center for Reading, University of Illinois

Elfrieda Hiebert, University of Michigan, Center for the Improvement

### I-READ Management Group

The Reading and Literacy Partnership, has created a Management Group to
assist the Director in all aspects of the I-READ project. Members of the
Management Group represent all key stakeholders in the reading
improvement process and will serve in on-going capacity to plan and
implement I-READ statewide activities, including those related to
project evaluation. The group will select the expert elementary teachers
who will serve as I-READ Master teachers for the LEAs, oversee the
development of the *Intensive Summer Reading Institute*, and the
development of the distance learning series, *Focus on Reading*. The
Group will meet bi-weekly for planning purposes. Member of the
Management Group include:

Research and Evaluation:

Dr. Michael Pressley, Notre Dame University

Dr. Roger Farr, Center for Innovative Assessment

Dr. Kim Metcalf, Indiana Center for Evaluation

Language Arts and Reading:

Marge Simic, Ed. S., Director, Title I

Jayma Ferguson, M.S., Director, Prime Time

Dr. Mary Andis, State Consultant English/Language Arts

Bob Marra, M.S., Associate Superintendent, Special Education and
Exceptional Learners

> Dr. Earlene Holland, Ed.D. Coordinator of Early Literacy Intervention
> and Remediation Programs

Other:

Darlene Slaby, State Coordinator, Language Minority Program

Bernita Schreck, Coordinator, Even Start

Deb Lecklider, Director, Indiana Principals' Leadership Academy

Sue Switzer, Indiana Partnership (Parent Involvement Regional Center)

# 

The Director of I-READ, the Reading and Literacy Partnership, and the
I-READ Management Group are dedicated to the children, parents, and
educators of Indiana and particularly to the growing number of at-risk
children in Indiana and to the success of Indiana's I-READ program.
Their work has the significant support of the management,
administrative, and professional staff in the Center for School
Improvement, the Center for Community Relations and Special Populations,
the Center for Assessment and staff from Indiana's Educational
Information Systems. These additional resources will assist the Director
and Management Group in all aspects of this initiative from planning to
implementation, data gathering, and evaluation. I-DOE staff members who
are experienced in project management (timelines, budgets, external
communication) and the evaluation process and procedures will be
available to the project on an ad hoc basis.

### Professional Development and Technical Assistance

I-READ will supplement the technical assistance provided by the IDOE
with highly qualified external providers of professional development.
These providers will be responsible for the following activities:

-   Provide professional development for I-READ site facilitators
    regarding organizational change and management of a schoolwide
    reading program based on scientific, research-based reading
    instruction (Master Reading Teachers);

-   Provide intensive professional development for preschool and K-3
    teachers, administrators, and other instructional staff from I-READ
    sites related to ; (Indiana is currently negotiating with Notre Dame
    University to develop and offer the Intensive Summer Reading
    Institutes for faculty from I-READ sites and with Ball State
    University to develop and offer the Professional Development Reading
    Focus Series);

-   Provide technical assistance to LEAs during each phase of the I-READ
    application process (Master Reading Teachers);

-   Develop the I-READ Web site;

-   Host Indiana Reading Excellence Conference; and

-   Provide additional training as time and opportunities permit.

### Evaluation

The IDOE is negotiating with the Indiana Center for Evaluation to
conduct the formative and summative evaluation measures. The evaluator
will be responsible for the following:

-   Receive, organize, review, and summarize student reading performance
    data from all I-READ schools;

-   Coordinate data collection strategies related to Indiana I-READ
    program goals;

-   Collect and coordinate implementation data obtained from a sample of
    classes in order to develop a profile of I-READ instruction,
    classroom organization and management and SBRR's comprehensive
    approach to reading instruction;

-   Develop a profile of I-READ's tutorial components by visiting
    tutorial programs to collect data related to the coordination and
    integration of SBRR in tutorial programs;

-   Develop an annual report for the I-READ program that includes an
    analysis of sampling of student work, school administrator reports,
    a summary of I-READ data regarding professional development provided
    to I-READ teachers, administrators, and other instructional staff
    including tutors and preschool providers, and a synthesis of the
    I-READ effort;

-   Provide recommendations for improvement;

-   Develop a final report summarizing the activities and outcomes of
    I-READ in Indiana.

C2. Resumes of key staff

**Penny Gaither, I-READ Director**

**Michael Pressley, Senior Researcher, University of Notre Dame**

**Roger Farr, Center for Innovative Assessment, Indiana University at
Bloomington**

**Kim Metcalf, Indiana Center for Evaluation, Indiana University at
Bloomington**

Resume for each of these individuals are attached.

# 

# Section 4. Local District/School Interventions under LRI Subgrants

The most fundamental responsibility of schools is teaching students to
read. Yet today we see an increasing number of students who are not
proficient readers, as well as high school graduates who cannot read
well enough to obtain and keep a job or profit from additional training
and education after graduation. This proposed plan for ensuring that all
Indiana students are reading by the end of third grade is built upon the
work summarized in four seminal publications in the field of reading.
These efforts, the National Research Council report *Preventing Reading
Difficulties in Young Children*, the National Reading Panel Report,
*Teaching Children to Read*, Louisa Moat's *Teaching Reading is Rocket
Science*, and the recently published *Every Child Reading: A
Professional Development Guide* synthesize an important knowledge base
in the field of reading. This body of work together with the recent
interview with Richard Allington, "Looking Back, Looking Forward: A
Conversation About Teaching Reading in the 21^st^ Century," and Michael
Pressley's, "Characteristics of Exemplary First-Grade Literacy
Instruction" (1999), creates for teachers a clearer picture of how
reading ought to be taught. Children are likely to become successful
readers by the end of third grade, by addressing three critical aspects
of early reading instruction: 1) the reading program (Chall 1967), 2)
the instructional focus (Jager-Adams, 1990; Snow, Burns, and Griffin,
1998), and 3) the selection of effective classroom strategies and
management practices (National Reading Panel; Pressley, 2000). However,
classroom practices appear not to be at all influenced by this work
since the number of children at risk of reading failure is growing, as
are the number of Indiana schools in school improvement status because
of low reading achievement.

To this end, Indiana proposes to enhance, extend and consolidate a
series of related and new literacy initiatives into a comprehensive
professional development design. This design will immerse teachers in a
collective study of reading research that will guide the development of
every school's reading improvement plan. Teachers will learn new
literacy behavior and effectively transfer it to the classroom by: 1)
understanding the theory and rationale for the new content and
instruction; 2) observing a model in action; 3) practicing the new
behavior in a safe context; and 4) trying out the behavior with peer
support in the classroom. Finally, the I-READ professional development
plan will advance reading achievement by providing teachers with
experiences to become effective teachers of reading through collective
study. The overall intent is to provide the context, process and content
for a collective group study of reading and instructional practices that
advance reading achievement in Indiana and build a professional culture
of collaboration among those who participate in this collective study of
reading. Teachers, tutors, and administrators will participate in a
series of intense professional development experiences that focuses on:

### 4B. Reading Instruction

1)  **The Context for Professional Development -** Teachers are more
    likely to improve student achievement when everyone who affects
    student learning is involved in the improvement efforts of student
    standards, curriculum frameworks, textbooks, instructional programs,
    and assessments. It is also essential that professional development
    is given adequate time during the work day and that the expertise of
    colleagues, mentors, and outside experts is accessible and engaged
    as often as necessary.

> Principals are the gatekeepers of change who, in no small way,
> determine teachers' success. Therefore, they need to have the same
> understanding of those factors that characterize successful reading
> programs and effective professional development (Learning First
> Alliance, 2000) as their teachers. Most teachers rely on existing
> reading programs for instruction (NAEP 2000). Unfortunately, too often
> the selection of programs has been the decision of individual teachers
> who may or may not base that decision on research. I-READ will work
> with building principals to establish an analytic process for
> selecting effective reading instructional material that is based on
> research principles. More importantly, the process will emphasize that
> reading programs can only be successful when teachers, administrators
> and other instructional staff have: 1) a thorough knowledge and
> understanding of the scientific research on beginning reading
> instruction, 2) how such knowledge becomes daily practice, and 3) an
> opportunity to use that information to offer a balanced reading
> program that addresses the needs of children. In knowing the research,
> having access to appropriate materials, and understanding key
> principles of a supportive literacy environment, principals and
> teachers will be well prepared to make good educational decisions
> related to reading.
>
> The overall design of the I-READ professional development plan is
> grounded in scientific reading research and proposes to integrate that
> research into daily instructional practice in Indiana's schools. This
> integration of the research will enable teachers, parents,
> administrators, and tutors to attend to children's reading
> development, identify their reading difficulties early, and ensure
> that all are reading by the end of third grade.

2)  **The Process of Professional Development** - Effective professional
    development respects that change occurs in definable stages and that
    significant time must be allowed before the outcomes of a
    professional development can be determined. A variety of
    professional development activities will meet individual needs
    better than a one-size-fits-all approach, particularly when these
    activities are based on teacher self-evaluations of what is needed
    to improve their students' performance. Finally, professional
    development programs will follow initial concentrated work with
    on-going consultation and classes.

> The I-READ professional development program is organized into three
> phases: Phase 1 - Planning, Phase 2 -- Initiation, Phase 3 -
> Implementing, and Phase 4 -- Integrating and Sustaining. The primary
> focus of each phase is briefly described below and emphasizes the
> importance of intensive outside technical assistance that provides
> continuous monitoring for consistent, high- quality implementation in
> all classrooms.

*I-READ Phase 1 -- Planning: Learning about Scientifically-based Reading
Research*

> While the establishment of programs of prevention and intervention are
> important, the key to reading improvement for most children is the
> well-prepared classroom teacher working in a supportive literacy
> environment created by a school's faculty and administration (National
> Partnership for Excellence and Accountability in Teaching, 1999).
> Enhancing teachers' and administrators' knowledge of the critical
> components of research-based reading instruction (phonemic awareness,
> decoding, fluency, background knowledge and vocabulary, comprehension,
> and motivation) will improve their ability to analyze the learning
> needs of children in classrooms and schools, to assess the strengths
> and weaknesses of reading programs, and target instruction based on
> the individual needs of children. This intensive professional
> development process will begin during the initial planning phase as
> eligible schools receive information about the Reading Excellence Act,
> its research base, as well as the application process to submit
> competitive I-READ subgrants that meet the intent and rigor of the
> Reading Excellence Act. *I-READ Phase 1* will conclude with the
> awarding of the Local Reading Improvement subgrants by the Reading and
> Literacy Partnership and the State Superintendent of Public
> Instruction.

##### 

##### I-READ Phase 2 -- Initiation: Starting Out Right

Under the guidance of experts, teams composed of teachers,
administrators, preschool instructors, and tutors from each I-READ
school will complete a series of interrelated experiences that will
result in a significant growth in information, knowledge and skills that
result in a school-wide reading improvement plan. At the first Institute
(June 2002), teachers, administrators, and tutors will: 1) develop a
thorough knowledge of scientific reading research and related classroom
assessment; 2) learn to use SBRR instructional strategies for teaching
phonemic awareness, decoding; the relationship between spelling and
decoding; the impact of fluency and comprehension; background knowledge,
vocabulary and comprehension (National Reading Panel, 2000); 3) practice
supporting and assessing both reading and writing. (Neuman & Roskos,
1997); 4) develop local strategies for enlisting the support of young
and older adults to develop "collaborative" literacy partnerships on
behalf of children; 5) analyze their local reading program and others in
light of the research they have been studying. (They will identify
appropriate criteria for selecting effective instructional materials for
reading using SBRR reported by Fountas in 1998); 6) learn about
effective classroom management strategies that will advance reading in
their own classrooms and in their school and provide broader access to a
wide variety of materials (Allington, 1999; Pressley, 2000).

-   

> Building on the support for research-based reading instruction found
> in Indiana's new academic standards for English/language teachers will
> return to school arts, after the end of the first institute, with a
> local professional development plan based on SBRR that targets
> improved reading instruction and reading achievement. They will be
> prepared to use assessments such as the *Indiana Grade 1 Reading
> Assessment* developed by the Center for Innovative Assessment (CIA) as
> a tool for identifying children in need of specific and early
> intervention to prevent reading failure.
>
> Changing instructional practice requires motivation, significant
> effort on the part of teachers, and repeated exposure to information,
> good models and collegial support for on-going practice (CELA,
> On-line). All I-READ schools will participate in *an I-READ
> Professional Development Focus Series, Translating SBRR into Classroom
> Practice -- Planning for Success*: This 3-part series will bring
> experts in the fields of family literacy (National Center for Family
> Literacy, Louisville, KY), phonemic awareness, phonics, and fluency
> (J. Torgenson), assessment (R. Farr), and tutoring (L. Morrow; D.
> Morris) to classroom teachers and administrators using Indiana's
> distance learning networks. In conjunction with the Focus Series,
> teachers will begin to practice SBRR instructional strategies under
> the guidance of I-READ Master Reading Teachers who will provide local
> support for the Focus Series by demonstrating and coaching teachers in
> the selection and use of SBRR strategies discussed and viewed through
> distance learning. Local school-based peer coaches will provide
> on-going support for teachers as they learn and practice effective
> reading instruction. Working together during the initiation phase,
> Master Reading Teachers and local coaches will facilitate the study,
> practice, implementation, and evaluation of reading instruction
> supported by research.
>
> Learning to know and learning to do are two distinct tasks. As
> classroom teachers learn "to do" they will have access to expert
> reading practitioners, I-READ Master Reading Teachers, who will
> provide on-going supervision and support at the individual classroom
> level. In other words, Indiana's early elementary teachers will also
> have help from expert "reading coaches."
>
> *I-READ Phase 3: Implementation: Making It Work*
>
> This phase will begin with a second *Intensive Summer Reading
> Institute* for which participants will again receive university credit
> toward a Reading Endorsement. The second series again will bring
> experts in the fields of effective tutoring (L. Morrow; D. Morris);
> Kid Watching, that is, collecting and sharing data for instruction (R.
> Farr); special education and reading (D. Deshler); and support for
> English language learners (Raising Hispanic Academic Achievement,
> Inc.) using Indiana's distance learning networks. Teachers will
> implement SBRR strategies related to literacy support under the
> guidance of I-READ Master Reading Teachers and local coaches as part
> of the continuing field supervision.
>
> The emphasis of this phase is on synthesizing teachers' knowledge for
> transfer to classroom instruction and refining teaching skills as they
> work with at-risk students. Knowing what should be done in the
> classroom is necessary but not sufficient for developing practical,
> effective teaching skills. Translating knowledge into practice
> requires experience with a range of students and substantial time
> needed. Teachers, administrators, and tutors will participate in the
> second *Intensive Summer Readng Institute*, of the Professional
> Development Focus Series. Throughout the year, they will implement a
> reading action plan and then monitor a summative assessment plan under
> the guidance of the I-READ Master Reading Teachers.

##### I-READ Phase 4 - Institutionalizing Reading Excellence

While the actual grant period ends with the 2003-2004 school year, IDOE
will sustain technical assistance for an additional year (2004-2005) to
ensure the alignment of SBRR to instruction in the classroom. The
professional development series will provide two 2-day workshops
(fall/spring). The concluding phase of the program will focus efforts on
bringing all the pieces together so that SBRR characterizes reading
instruction for those children most at risk of reading failure. In
addition, work in this phase will concentrate on sustaining a long-range
plan for continuous reading improvement. Sustained improvement efforts
will require commitment to a long-range plan with adequate funding and
outside technical assistance; all staff understanding what the plan is
and having the skills and resources to carry it out. At the end of
I-READ Phase 4, all participating teachers and schools will: 1)
integrate scientific research-based reading instruction into daily
classroom practice to achieve high-quality and consistency; 2) develop a
long-range reading plan; 3) develop an action plan for the next school
year; 4) monitor the impact of SBRR strategies on their teaching
practice and on students based on their summative assessment plan; and
5) implement and monitor a reading compact with families.

> **The content of professional development** - Agreement by experts in
> recent, comprehensive reviews of reading research is substantial
> (National Reading Panel, 2000). A successful teacher of beginning
> reading enables children to comprehend and produce written language,
> exposes them to a wide variety of texts to build their background
> knowledge and to whet their appetite for more, and generates
> enthusiasm and appreciation for reading and writing. The successful
> teachers adapt the pacing, content, and emphasis of instruction for
> individuals and groups, using valid and reliable assessments. The
> teachers' choices are guided by knowledge of the critical skills and
> attitudes needed by students at each stage of reading development.
> Beginning reading skill is taught explicitly and systematically to
> children within an overall program of purposeful, engaging reading and
> writing. Components of effective, research-supported reading
> instruction will focus on: 1) phonemic awareness, letter knowledge,
> and concepts of print; 2) phonics and decoding; 3) fluent, automatic
> reading of text; 4) vocabulary; 5) text comprehension; 6) written
> expression; 7) screening and continuous assessment to inform
> instruction; and 8) the motivation of children to read and develop
> their literacy horizons.
>
> This intensive professional development plan will provide teachers
> with the tools to teach the essentials of reading and language as
> their children's needs are determined. The study of each domain of
> reading literacy development will be supported with readings that
> explain the psychological, linguistic, and educational reasons for the
> recommended practices. This intensive professional development plan
> will also provide the foundation for monitoring
> transfer-of-practice-to-classroom instruction; guidance for
> observation feedback; protocols for monitoring implementation and
> performance; and summative assessment of implementation and
> performance plans for analysis and making revisions. The following
> tables outlines: 1) what teachers will learn; 2) how teachers will
> apply this knowledge to instruction; and 3) how teachers can review
> and adjust instruction for high quality transfer of practice. The
> subsequent tables provide overviews of concepts (teacher knowledge)
> and practices (teachers' skills) that will contribute to reading
> success. The third column on the right of each table suggests
> professional development experiences that will help teachers acquire
> knowledge and skill in each domain (Learning First Alliance, 2000).

+-----------------------+-----------------------+-----------------------+
| **Phonemic Awareness, |                       |                       |
| Letter Knowledge, and |                       |                       |
| Concepts of Print**   |                       |                       |
+-----------------------+-----------------------+-----------------------+
| *Teacher Knowledge*   | *Teacher Skills*      | *Professional         |
|                       |                       | Development           |
|                       |                       | Experiences*          |
+-----------------------+-----------------------+-----------------------+
| Know the speech       | Select and use a      | Practice phoneme      |
| sounds in English     | range of activities   | matching,             |
| (consonants and       | representing a        | identification,       |
| vowels) and the       | developmental         | segmentation,         |
| pronunciation of      | progression of        | blending,             |
| phonemes for          | phonological skill    | substitution and      |
| instruction           | (rhyming; word        | deletion.             |
|                       | identification;       |                       |
| Know the progression  | syllable counting;    | Order phonological    |
| of development of     | onset-rime            | awareness activities  |
| phonological skill.   | segmentation and      | by difficulty level   |
|                       | blending; phoneme     | and developmental     |
| Understand the        | identification,       | sequence.             |
| difference between    | segmentation, and     |                       |
| speech sounds and the | blending).            | Practice and analyze  |
| letters that          |                       | letter-sound matching |
| represent them.       | Use techniques for    | activities            |
|                       | teaching letter       | (identifying how      |
| Understand the causal | naming, matching, and | letters and letter    |
| links between early   | formation.            | groups are used for   |
| decoding, spelling,   |                       | representing speech   |
| word knowledge, and   | Plan lessons in which | sounds.)              |
| phoneme awareness.    | phoneme awareness,    |                       |
|                       | letter knowledge, and | Observe and critique  |
| Understand the print  | invented spelling     | live or videotaped    |
| concepts young        | activities are        | student-teacher       |
| children must         | complementary.        | interactions during   |
| develop.              |                       | phonological          |
|                       | Teach concepts of     | awareness and         |
| Understand how        | print during shared   | alphabet instruction. |
| critical the          | reading of big books. |                       |
| foundation skills are |                       | Role-play the         |
| for later reading     | Have ability to       | teaching of print     |
| success.              | monitor every child's | concepts during       |
|                       | progress and identify | interactive reading   |
|                       | those who are falling | aloud.                |
|                       | behind.               |                       |
|                       |                       | Discuss children's    |
|                       |                       | progress, using       |
|                       |                       | informal assessments, |
|                       |                       | to obtain early help  |
|                       |                       | for those in need of  |
|                       |                       | it.                   |
+-----------------------+-----------------------+-----------------------+

\*Learning First Alliance (2000). Every Child Reading: A Professional
Development Guide. A Companion to Every Child Reading: An Action Plan.

+-----------------------+-----------------------+-----------------------+
| ####                  |                       |                       |
|  Phonics and Decoding |                       |                       |
+-----------------------+-----------------------+-----------------------+
| *Teacher Knowledge*   | *Teacher Skills*      | *Professional         |
|                       |                       | Development           |
|                       |                       | Experiences*          |
+-----------------------+-----------------------+-----------------------+
| Understand            | Choose examples of    | Practice various      |
| speech-to-print       | words that illustrate | active techniques     |
| correspondence at the | sound-symbol,         | including sound       |
| sound, syllable       | syllable, and         | blending, structural  |
| pattern, and          | morpheme patterns.    | word analysis, word   |
| morphological levels. |                       | building, and word    |
|                       | Select and deliver    | sorting.              |
| Identify and describe | appropriate lessons   |                       |
| the developmental     | according to          | Identifying, on the   |
| progression in which  | students' levels of   | basis of student      |
| orthographic          | spelling, phonics,    | reading writing, the  |
| knowledge is          | and word              | appropriate level at  |
| generally acquire.    | identification        | which to instruct.    |
|                       | skills.               |                       |
| Understand and        |                       | Observe, demonstrate, |
| recognize how         | Explicitly teach the  | and practice error    |
| beginner texts are    | sequential blending   | correction            |
| linguistically        | of individual sounds  | strategies.           |
| organized\-\--by      | into a whole word.    |                       |
| spelling pattern,     |                       | Search a text for     |
| word frequency, and   | Teach active          | examples of words     |
| language pattern.     | explanation of word   | that exemplify an     |
|                       | instruction with a    | orthographic concept; |
| Recognize the         | variety of            | lead discussions      |
| differences among     | techniques.           | about words.          |
| approaches to         |                       |                       |
| teaching word attack  | Enable students to    | Review beginner texts |
| (implicit, explicit,  | use word attack       | to discuss their      |
| analytic, synthetic,  | strategies as they    | varying uses in       |
| etc.)                 | read connected text.  | reading instruction.  |
|                       |                       |                       |
| Understand why        |                       |                       |
| instruction in word   |                       |                       |
| attack should be      |                       |                       |
| active and            |                       |                       |
| interactive.          |                       |                       |
+-----------------------+-----------------------+-----------------------+

\*Learning First Alliance (2000). Every Child Reading: A Professional
Development Guide. A Companion to Every Child Reading: An Action Plan.

+-----------------------+-----------------------+-----------------------+
| #### Fluent, Auto     |                       |                       |
| matic Reading of Text |                       |                       |
+-----------------------+-----------------------+-----------------------+
| *Teacher Knowledge*   | *Teacher Skills*      | *Professional         |
|                       |                       | Development           |
|                       |                       | Experiences*          |
+-----------------------+-----------------------+-----------------------+
| Understand how word   | Determine reasonable  | Practice assessing    |
| recognition, reading  | expectations for      | and recording         |
| fluency, and          | reading fluency at    | text-readng fluency   |
| comprehension are     | various stages of     | of students in class. |
| related to one        | reading development,  |                       |
| another.              | using research-based  | Organize classroom    |
|                       | guidelines and        | library and other     |
| Understand text       | appropriate state and | support materials by  |
| features that are     | local standards and   | topic and text        |
| related to text       | benchmarks.           | difficulty; code for  |
| difficulty.           |                       | easy access by        |
|                       | Help children select  | students, and track   |
| Understand who in the | appropriate texts, of | how much children are |
| class should receive  | sufficiently easy     | reading.              |
| extra practice with   | levels, to promote    |                       |
| fluency development   | ample independent as  | Use informal          |
| and why.              | well as oral reading. | assessment results to |
|                       |                       | identify who needs to |
|                       | Use techniques for    | work on fluency.      |
|                       | increasing speed of   |                       |
|                       | word recognition.     | Devise a system for   |
|                       |                       | recording student     |
|                       | Use techniques for    | progress toward       |
|                       | repeated readings of  | reasonable goals.     |
|                       | passages such as      |                       |
|                       | alternate oral        | Conduct               |
|                       | reading with a        | fluency-building      |
|                       | partner, reading with | activities with a     |
|                       | a tape, or rereading  | mentor teacher.       |
|                       | the same passage up   |                       |
|                       | to three times.       |                       |
+-----------------------+-----------------------+-----------------------+

\*Learning First Alliance (2000). Every Child Reading: A Professional
Development Guide. A Companion to Every Child Reading: An Action Plan.

+-----------------------+-----------------------+-----------------------+
| #### Vocabulary       |                       |                       |
+-----------------------+-----------------------+-----------------------+
| *Teacher Knowledge*   | *Teacher Skills*      | *Professional         |
|                       |                       | Development           |
|                       |                       | Experiences*          |
+-----------------------+-----------------------+-----------------------+
| Understand the role   | Select material for   | Collaborate with team |
| of vocabulary         | reading aloud that    | to select best        |
| development and       | will expand students' | read-aloud books and  |
| vocabulary knowledge  | vocabulary.           | share rationales.     |
| in comprehension.     |                       |                       |
|                       | Select words for      | Select words from     |
| Have a rationale for  | instruction before a  | text for direct       |
| selecting words for   | passage is read.      | teaching and give     |
| direct teaching       |                       | rationale for the     |
| before, during, and   | Teach word meanings   | choice.               |
| after reading.        | directly through      |                       |
|                       | explanation of        | Devise exercises to   |
| Understand the role   | meanings and example  | involve students in   |
| and characteristics   | uses, associations to | constructing meanings |
| of direct and         | known words, and word | of words, in          |
| contextual methods of | relationships.        | developing example    |
| vocabulary            |                       | uses of words, in     |
| instruction.          | Provided for repeated | understanding         |
|                       | encounters with new   | relationships among   |
| Know reasonable goals | words and multiple    | words, and in using   |
| and expectations for  | opportunities to use  | and noticing uses of  |
| learners at various   | new words             | words beyond the      |
| stages of reading     |                       | classroom.            |
| development;          | Explicitly teach how  |                       |
| appreciate the wide   | and when to use       | Devise activities to  |
| differences in        | context to figure out | help children         |
| students'             | word meanings.        | understand the        |
| vocabularies.         |                       | various ways that     |
|                       | Help children         | context can give      |
| Understand why books  | understand how word   | clues to meaning,     |
| themselves are a good | meanings apply to     | including that often  |
| source for word       | various contexts by   | clues are very sparse |
| learning.             | talking about words   | and sometimes even    |
|                       | they encounter in     | misleading.           |
|                       | reading               |                       |
|                       |                       | Use a series of       |
|                       |                       | contexts to show how  |
|                       |                       | clues can accumulate. |
+-----------------------+-----------------------+-----------------------+

\*Learning First Alliance (2000). Every Child Reading: A Professional
Development Guide. A Companion to Every Child Reading: An Action Plan.

+-----------------------+-----------------------+-----------------------+
| ##                    |                       |                       |
| ## Text Comprehension |                       |                       |
+-----------------------+-----------------------+-----------------------+
| *Teacher Knowledge*   | *Teacher Skills*      | *Professional         |
|                       |                       | Development           |
|                       |                       | Experiences*          |
+-----------------------+-----------------------+-----------------------+
| Know the cognitive    | Help children engage  | Role-play and         |
| processes involved in | tests and consider    | rehearse key          |
| comprehension; know   | ideas deeply.         | research-supported    |
| the techniques and    |                       | strategies, such as   |
| strategies that are   | Choose and implement  | questioning,          |
| most effective, for   | instruction           | summarizing,          |
| what types of         | appropriate for       | clarifying, and using |
| students, with what   | specific students and | graphic organizers.   |
| content.              | texts.                |                       |
|                       |                       | Discuss and plan to   |
| Identify the typical  | Facilitate            | teach characteristics |
| structure of common   | comprehension of      | of both narrative and |
| narrative and         | academic language     | expository texts.     |
| expository text       | such as connecting    |                       |
| genres.               | words, figures of     | Consider students     |
|                       | speech, idioms,       | work and reading      |
| Recognize the         | humor, and embedded   | behavior (written     |
| characteristics of    | sentences.            | responses, oral       |
| "reader friendly"     |                       | summaries,            |
| text.                 | Communicate directly  | retellings, cloze     |
|                       | to children the value | tasks, recorded       |
| Identify phrase,      | of reading for        | discussions) to       |
| sentence, paragraph,  | various purposes.     | determine where       |
| and text              |                       | miscomprehension      |
| characteristics of    | Help students use     | occurred and plan how |
| "book language" that  | written responses and | to repair it.         |
| students may          | discussion to process |                       |
| misinterpret.         | meaning more fully.   | Interpret the         |
|                       |                       | effectiveness of      |
| Appreciate that       | Preview and identify  | instruction with      |
| reading strategies    | the background        | video and examples of |
| vary for specific     | experiences and       | student work.         |
| purposes.             | concepts that are     |                       |
|                       | important for         | Practice leading,     |
| Understand the        | comprehension of that | scaffolding, and      |
| similarities and      | text and that help    | observing discussions |
| differences between   | students call on or   | in which students     |
| written composition   | acquire that          | collaborate to form   |
| and text              | knowledge.            | joint interpretations |
| comprehension.        |                       | of text.              |
|                       |                       |                       |
| Understand the role   |                       | Discuss and plan to   |
| of background         |                       | teach ways of helping |
| knowledge in text     |                       | students call on or   |
| comprehension.        |                       | acquire relevant      |
|                       |                       | knowledge through     |
|                       |                       | defining concepts,    |
|                       |                       | presenting examples,  |
|                       |                       | and eliciting         |
|                       |                       | students' reactions   |
|                       |                       | to the concepts in    |
|                       |                       | ways that assess      |
|                       |                       | their understanding.  |
+-----------------------+-----------------------+-----------------------+

\*Learning First Alliance (2000). Every Child Reading: A Professional
Development Guide. A Companion to Every Child Reading: An Action Plan.

+-----------------------+-----------------------+-----------------------+
| ##                    |                       |                       |
| ## Written Expression |                       |                       |
+-----------------------+-----------------------+-----------------------+
| *Teacher Knowledge*   | *Teacher Skills*      | *Professional         |
|                       |                       | Development           |
|                       |                       | Experiences*          |
+-----------------------+-----------------------+-----------------------+
| Understand that       | Organize writing      | Examine student work  |
| composition is a      | program to support    | at various stages of  |
| recursive process of  | planning, drafting,   | the writing process   |
| planning, drafting,   | and revising stages   | and identify          |
| and revising.         | before publication.   | strengths and         |
|                       |                       | weaknesses.           |
| Know the value and    | Include writing daily |                       |
| purpose of            | as part of the        | Participate in shared |
| teacher-directed and  | classroom routine,    | writing and personal  |
| student-directed      | employing a variety   | writing in response   |
| assignments.          | of tasks and modes.   | to various            |
|                       |                       | assignments.          |
| Understand the role   | Teach sentence and    |                       |
| of grammar, sentence  | paragraph awareness,  | Practice several      |
| composition, and      | construction, and     | approaches for        |
| paragraphing in       | manipulation as a     | building sentence-    |
| building composition  | tool for fluent       | and paragraph-level   |
| skill.                | communication of      | mastery, such as      |
|                       | ideas.                | sentence combining,   |
| Know benchmarks and   |                       | analysis, and         |
| standards for student | Generate and use      | elaboration, and      |
| at various stages of  | rubrics to guide and  | coherent linking of   |
| growth.               | evaluate student      | sentences in          |
|                       | work.                 | paragraphs.           |
| Understand that       |                       |                       |
| different kinds of    | Teach several genres  | Work with a team to   |
| writing require       | through the year,     | achieve reliability   |
| different             | such as personal      | in evaluating student |
| organizational        | narratives, fictional | work.                 |
| approaches.           | narratives,           |                       |
|                       | descriptions,         | As a team, teach each |
| Understand the value  | explanations,         | genre and evaluate    |
| of meaningful writing | reports, and poetry.  | the results with      |
| for a specific        |                       | peers.                |
| audience and purpose. | Promote student       |                       |
|                       | sharing and           | Host an author's      |
|                       | publication of        | conference.           |
|                       | student writing for a |                       |
|                       | suitable audience.    |                       |
+-----------------------+-----------------------+-----------------------+

\*Learning First Alliance (2000). Every Child Reading: A Professional
Development Guide. A Companion to Every Child Reading: An Action Plan.

+-----------------------+-----------------------+-----------------------+
| #### Assessment       |                       |                       |
| to Inform Instruction |                       |                       |
+-----------------------+-----------------------+-----------------------+
| *Teacher Knowledge*   | *Teacher Skills*      | *Professional         |
|                       |                       | Development           |
|                       |                       | Experiences*          |
+-----------------------+-----------------------+-----------------------+
| Understand that       | Use efficient,        | Participate in        |
| assessments are used  | informal, validated   | role-play of          |
| for various purposes, | strategies for        | assessment after      |
| including determining | assessing phoneme     | modeling and          |
| strengths and needs   | awareness, letter     | demonstration with    |
| of students in order  | knowledge,            | surrogate subjects.   |
| to plan for           | sound-symbol          | Receive feedback in   |
| instruction and       | knowledge,            | role-play until       |
| flexible groping;     | application of skills | skills of             |
| monitoring pf         | to fluent reading,    | administration and    |
| progress in relation  | passage reading       | scoring are reliable. |
| to stages of reading, | accuracy and fluency, |                       |
| spelling, and         | passage               | Administer            |
| writing; assessing    | comprehension, level  | assessments and       |
| curriculum-specific   | of spelling           | review results with   |
| learning; and using   | development, and      | team for purpose of   |
| norm-referenced or    | written composition.  | instructional         |
| diagnostic tests      |                       | grouping.             |
| appropriately for     | Screen all children   |                       |
| program placement.    | briefly; assess       | Evaluate the outcomes |
|                       | children with reading | of instruction and    |
| Select a program of   | and language          | present to team.      |
| assessment that       | weaknesses at regular |                       |
| includes validated    | intervals.            | Develop or select     |
| tools for measuring   |                       | record-keeping tools  |
| important components  | Interpret results for | for parents and       |
| of reading and        | the purpose of        | students.             |
| writing.              | helping children      |                       |
|                       | achieve the           |                       |
| Know the benchmarks   | standards.            |                       |
| and standards for     |                       |                       |
| performance.          | Communicate           |                       |
|                       | assessment results to |                       |
| Understand importance | parents and students. |                       |
| of student            |                       |                       |
| self-assessment.      |                       |                       |
+-----------------------+-----------------------+-----------------------+

\*Learning First Alliance (2000). Every Child Reading: A Professional
Development Guide. A Companion to Every Child Reading: An Action Plan.

The content of the professional development plan charted above will give
children access to well-trained teachers, other tutors and instructional
staff who know and use SBRR instructional strategies for improving
reading performance. The I-READ teachers will be able to identify
reading difficulties early; develop skill at giving children access to
and managing a wide variety of reading materials; and become adept at
working with families to improve family literacy. I-READ also will
complement early intervention and prevention programs that incorporate
scientific research-based reading instruction for children entering the
early grades in school. In summary, teachers, administrators and tutors
will use what they have learned from this intensive research series to
transform their instructional reading lessons and practice. They will
select appropriate strategies and materials for readers at risk of
reading failure. They will know how to access literacy support systems
for children and their families. But, most importantly, they will know
how to monitor their own teaching skills, analyze their own personal
strengths and weaknesses and develop their own individual professional
improvement plan. In achieving that goal, Indiana will be able to extend
the experience of I-READ to other schools and communities with children
at risk of reading failure.

### Supporting Activities

To ensure a comprehensive and balanced reading program, LEAs will
integrate existing or proposed supporting activities into their I-READ
program plans. Some of the supporting activities may include extended
learning programs, kindergarten transition, family literacy, use of
technology, and coordination with related programs. A short discussion
how these activities may support the overall I-READ program follows:

**Extended Learning**

Extended learning activities may include summer programs, tutoring
programs and/or extended instructional time during the school year. The
I-READ Management Team will provide support to LEAs in establishing or
expanding extended learning opportunities for students. The LEAs shall
attempt to incorporate some of the following activities:

-   provide extended instructional time during the school year for
    before school, after school, weekend programs or summer programs to
    enhance student achievement in reading;

-   work with community-based organizations and tutorial assistance
    providers to build appropriate tutoring programs especially for
    student having difficulties reading;

-   recruit volunteers and provide professional development in SBRR
    principles to these volunteers who work with children;

-   work with local libraries and literacy providers as an extended
    services and opportunity for students in learn to read;

-   work with early childhood providers, community centers, religious
    organizations, and others to create a network of support;

-   provide support and technical assistance to students who are English
    language learners; and

-   provide any other appropriate extended learning opportunities that
    meet the needs of students.

######### Kindergarten Transition

######### Having students prepared and excited about learning to read as they enter school is the critical first step in creating a system where students will have an opportunity to excel. The transition from kindergarten to first grade is a difficult one for some students. Indiana is making strides for ensuring that all students are ready to read as they enter first grade. By working with the *Even Start* program, the Indiana Partnership Center and the State Coordinator for Head Start, content standards will be more aligned. The flexibility of federal and state funds will allow districts to provide extended-day kindergarten more Indiana students who will be better prepared as they enter first grade. The I-READ program also motivates LEAs to work with parents, community-based organizations, family literacy providers and others to make sure students are motivated to read. The LEAs, in their comprehensive planning process, shall include some of the following activities regarding transitional issues:

-   identify students (before kindergarten) who are having difficulties
    with early reading by working with parents, early childhood
    providers, and community organizations;

-   ensure intervention programs are available for struggling students
    as early as kindergarten;

```{=html}
<!-- -->
```
-   work with early childhood experts by providing professional
    development, materials, and related information around SBRR
    strategies for young children;

```{=html}
<!-- -->
```
-   ensure regularly scheduled meetings and communication with early
    childhood providers to create a seamless system of student services;

```{=html}
<!-- -->
```
-   maintain constant communication to have a continuous support system
    for early literacy activities;

```{=html}
<!-- -->
```
-   provide support and services to English language learners, teachers,
    parents, and early childhood representatives.

**Family Literacy**

The Indiana Coalition for Literacy, Literacy Foundation and the *Even
Start* program are the most significant providers of family literacy
services. As discussed in the application overview, LEAs will be
required to incorporate family literacy into their comprehensive reading
program. Generally, family literacy is considered as an "after thought"
or "add on." As the I-READ is structured, the Even Start model and other
partner organizations can support LEAs in developing or expanding their
family literacy programs. The I-READ program will ensure the following:

-   Materials and resources regarding literacy development, especially
    as it pertains to family literacy;

```{=html}
<!-- -->
```
-   Professional development for teachers, parents, volunteers, tutors
    and community-based organizations regarding family literacy and SBRR
    techniques;

```{=html}
<!-- -->
```
-   Communication among various organizations that support family
    literacy activities and schools to build a stronger reading
    community;

```{=html}
<!-- -->
```
-   Family literacy activities including parent and child interactive
    activities, early childhood education, adult literacy, and parenting
    education; and

```{=html}
<!-- -->
```
-   Coordination with local libraries and reading programs that provide
    access to engaging reading materials.

The expected services will vary among schools and school districts based
upon their student needs. The services under this portion of the I-READ
program will not only involve K-3 students but also will involve adults
including parents, volunteers, tutors, and older students working with
younger students.

######### Use of Technology to Support Local Professional Development and Instruction

Technology can be a valuable tool for providing resources, professional
development, communication and instruction. The primary use of
technology by the I-DOE under the I-READ program is an Internet website.
The I-READ website will be home to resources such as SBRR and
professional development models, ELL information, hotlinks to
appropriate education resource sites, contact information, calendars of
events, and related information. Technology can also be used by all
I-READ stakeholders to use e-mail list serves for ongoing professional
development, communication, sharing ideas and experiences, and
dissemination of information.

Databases and spreadsheets will also be used for systematically
collecting and summarizing data for formative and summative evaluation,
and electronic transmittal of I-READ program reports. Other forms of
technology use may include video conferences and public access
television for professional development, marketing, communication, and
meetings. Indiana has the capabilities to provide this service statewide
by linking with the 9 Education Service Centers, which will be more cost
effective than convening individuals at one location.

######### Coordination with Related Programs

I-READ will be coordinated with the School-wide and Targeted Assistance
support system as well as the Comprehensive School Reform Demonstration
Project and 21^st^ Century Community Learning Center program.

# Section 5. Local District Activities under Tutorial Assistance Subgrants

# 

## A. Overview: What is expected of LEAs?

The purpose of these grants is to provide tutorial assistance to
eligible children before school, after school, on weekends, or during
the summer, to children who have difficulty reading, through the use of
tutors trained in using instructional practices grounded in
scientifically-based reading research. Grant awards will be for two
years.

The eligible districts are reflected in Appendix B. These districts are
those located in an area designated as an empowerment zone, located in
an area designated as an enterprise community, have a school is
identified for Title I school improvement purposes, or are districts
with the largest, or second largest number of children counted under
Section 1124, or districts with the highest, or second highest school
age poverty in the state. Participating schools in eligible districts
must be in Title I school improvement status 1116 (C) or, have the
highest or second highest number of poor children in the district, or
have the highest or second highest percent of school age child poverty
rate in the district, and serving children in GradesK-3.

The eligible students are those children identified by their school who
through state and local assessments are shown to have difficulty
reading, including difficulty mastering phonemic awareness, systematic
phonics, fluency and reading comprehension. State expectations are that
the district will:

-   Provide tutorial assistance in reading before school, after school,
    on weekends, or during the summer (at least three sessions per week)
    to eligible students;

-   Use materials that ensure students are surrounded by a high-quality
    print-rich environment;

-   Create and implement objective criterion to determine in a uniform
    manner the eligibility of tutorial assistance providers and tutorial
    assistance under the grant;

-   Develop a student selection process;

-   Use highly skilled tutors who have received training instructional
    practices based on SBRR; if new tutors are to be trained, identify
    or develop a process by which new tutors receive intensive initial
    training in instructional practices based on SBRR;

-   Identify a process for supervision of participating tutors by highly
    trained reading specialists or university staff, including time for
    conferences about student progress and discussion about the use of
    specific instructional practices;

-   Develop a process for ongoing staff development for tutors, which
    may include modeling of instruction, videos of locally successful
    instructional practices, group discussion of recent research and
    student responses to different instructional practices;

-   Develop a detailed plan of the assessment system that will be used
    to monitor progress of students in programs using these grants;

-   Develop a process for communicating with the parents and the child's
    classroom teacher about the instructional activities and the
    progress the student has made in the tutorial program;

-   Ensure that the grant improves or augments other school and district
    level of reading interventions;

-   Devise an ongoing data-driven program management and evaluation
    system that will provide both formative and summative information
    about the success of the tutorial assistance program;

-   Design a contract for tutorial assistance service providers; and

-   Develop a plan for management and oversight of the grant.

Districts receiving Tutorial Assistance Grants will be required to hire
or assign Tutorial Assistance Coordinators. Small districts may use
I-READ funds to hire one coordinator and larger districts may use I-READ
funds to hire two. If a district has a large bilingual population, at
least one of the coordinators must be bilingual and have experience
teaching English language learners to read. The tutorial assistance
coordinator will use SBRR tutorial guidelines in implementing and
supporting tutorial programs; coordinate and deliver high quality
before- and after-school SBRR tutorial services for all qualified
students who choose to attend; create and implement standardized
criteria to determine the eligibility of providers and programs to
receive REA funds based on effectiveness, location and access and SBRR
foundation; ensure that the district will provide at least two tutorials
sites, on of which must be a non-school site; create a community network
of tutorial services that are based on SBRR; use a variety of forms of
communication to make all eligible families aware of services; create a
system of selection that limits participation to children who have been
identified by their schools as having reading difficulty; ensure the
confidentiality of students and their families; ensure the participation
of eligible private school students in their district; coordinate
bimonthly meetings of tutorial staff; collect aggregate and report
programmatic and student level attendance and progress data quarterly;
ensure that staff are aware of the Indiana Academic Standards and that
services are designed to help students make progress toward those
standards; ensure that there are tutorial programs and services
available that meet the needs of students and tutors with special needs;
and participate in I-READ professional development and assist in the
planning of the intensive summer professional development reading
series.

## B. Criteria for Determining Eligibility of Tutorial Assistance Providers

The district is expected to create and implement an objective criterion
to determine in a uniform manner the eligibility of tutorial assistance
providers and tutorial assistance under the subgrant. Such criteria
should include at least:

-   A record of effectiveness with respect to reading readiness, reading
    instruction for children in kindergarten trough third grade, and
    early childhood literacy, as appropriate;

```{=html}
<!-- -->
```
-   Location in a geographic area convenient to the school or schools
    attended by the children who will be receiving tutorial assistance;
    and

```{=html}
<!-- -->
```
-   The ability to provide tutoring in reading to children who have
    difficulty reading, using instructional practices based on
    scientifically based reading research and consistent with the
    reading instructional methods and content used by the school the
    child attends.

## C. Organizing Multiple Providers and Monitoring Their Services

> The school district is expected to design a contract for tutorial
> assistance service providers, which is consistent with federal, state
> and local health, safety and civil rights laws, and includes at least
> the following information:

-   Identification of the criteria for awarding and terminating
    contracts;

-   Identification of specific goals and timetables with respect to the
    performance of the tutorial assistance provider;

-   Identification of service providers and their qualifications;

-   Identification of payments to tutorial service providers;

-   Specify the measurement techniques that will be used to evaluate the
    performance of the provider;

-   Mechanism for aligning tutorial assistance with the child's daily
    classroom instruction to ensure a continuity in the language of
    instruction;

-   Mechanisms for communicating between the child's classroom teacher,
    parents and tutorial service provider;

-   Provisions to ensure child confidentiality;

-   Mechanisms for formative and summative evaluation of the gols and
    activities of the service provider;

-   Terms of an agreement between the provider and the local education
    agency with respect to the provider's purchase and maintenance of
    adequate general liability insurance; and

-   A description of the provisions for making payments to the service
    provider by the district.

### Process for Selecting Children

> The district is expected to develop a student selection process, which
> includes at least the following elements:

-   Limits the provision of assistance to children identified by the
    school the child attends, and who are having difficulty in reading
    or learning to read to participate in the program;

-   Includes methods for selecting students through state or local
    reading assessments, who are most, n need, when funds are not
    adequate to serve all students; and

-   If funds are insufficient to meet the needs of al eligible children,
    provide a provision for random selection of children.

### Keeping Parents Informed

> Districts will be expected to have multiple means, appropriate to
> their communities, in place to apprise parents of the opportunities
> and keep them informed throughout the duration of the grant. They will
> need to offer parents multiple choices among tutorial assistance
> providers, which include at least a school-based program and at least
> one non-school-based tutorial assistance program operated pursuant to
> a contract with the school district. They will need to develop
> procedures to provide information to parents and guardians of an
> eligible child regarding the availability of choices for tutorial
> program. They will also need to develop a procedure for including
> children for whom no parent has selected a tutorial assistance
> program.

### Participant Confidentiality and Privacy for Families

The assurances will ensure that districts do not disclose the name of
any child who may be eligible for tutorial assistance, the name of any
parent of such a child, or any other personally identifiable information
about such a parent or child, to any tutorial assistance provider
(excluding the agency itself), without the prior written consent of the
parent.

### Oversight and Monitoring/Administration

The district is expected to develop a plan for management and oversight
of the grant, which will ensure the effectiveness of the tutorial
services, including at least the following elements:

-   A mechanism for withholding payment if the provider does not comply
    with the contract;

-   A mechanism for ending contracts if providers are not proven
    effective;

-   A mechanism for responding to parent requests for assisting in
    selecting a tutorial assistance provider who is best able to meet
    the child's needs; and

-   A mechanism for keeping both the parent and the school informed of
    the child's progress in the tutorial assistance program.

The district also needs to devise an ongoing data-driven program
management and evaluation system that will provide both formative and
summative information about the success of the tutorial assistance
program. This system needs to include procedures to ascertain at least
the following information:

-   Student selection efforts;

-   Student baseline reading data;

-   Student and tutor attendance;

-   Student progress;

-   Instructional activities that have shown the most cusses for the
    individual student;

-   Communications with parents and teachers;

-   Staff development activities; and

-   Efforts to integrate the program with the student's school reading
    activities.

The Tutorial Assistance Grant application will address the
characteristics of successful tutorial programs:

-   Roles and responsibilities of tutors and reading supervisors are
    clearly articulated.

-   Tutors receive training in scientifically based reading research
    that has proven to succeed in helping children improve their
    reading. Among the training components are those which address: the
    sills and knowledge to understand how honemes, or speech sounds, are
    connected to print; methods of decoding unfamiliar words; methods
    for increasing reading fluency; how background information and
    vocabulary development foster reading; the selection of appropriate
    strategies to construct meaning from print; and efforts to increase
    the student's motivation to read.

-   Tutors receive extensive ongoing staff development which includes
    observation and modeling of theory based instruction by highly
    qualified reading instructors.

-   Tutors are observed and feedback provided to ensure that students
    are receiving high quality instruction.

-   Tutors are able to match instructional decisions to SBRR theories
    about the reading process.

-   Tutors use scaffolding and explicit modeling of reading and writing
    activities when working with students

-   Tutors read to the child to model fluency and discuss strategies
    good readers use when they have comprehension or decoding problems.

-   Children are actively involved in reading and writing activities.

-   Topics and structures of lessons are linked to end measure.

-   Time is provided for tutors to meet with the reading supervisor and
    other tutors to discuss the effects of the theory based reading
    instructional approaches they have used.

-   The tutorial intervention is matched to in-school instruction to
    ensure a continuity in the language of reading instruction.

-   Students meet with tutors consistently to ensure a reinforcement of
    reading strategies.

-   The pace of instruction is matched to the needs of the child.

-   Parents and schools are kept informed of the student's progress.

# 

# Section 6. Evaluation and Performance Measurement

## A. Evaluation Design for Outcomes and Implementation Measures

An initial contact has been made with the Indiana Center for Evaluation
at Indiana University-Bloomington to discuss the purpose and evaluation
design for Indiana's I-READ program.

The Indiana Center for Evaluation was established over 25 years ago as a
collaborative venture of the School of Education at Indiana University.
Its overall purpose is to promote and support systematic evaluation,
particularly for educational, human services and non-profit
organizations.

Recent calls for the Center's professional assistance come from a wide
variety of clients with a broad range of evaluation need. Some clients
seek immediate evaluation of a specific program; while others seek
support to develop, implement, and maintain on-going, structured
evaluation. On March 9, 2001, the Center presented a state evaluator's
report at the Reading Excellence Act Technical Support Meeting for
current grantees.

The Indiana Center for Evaluation draws from a diverse spectrum of
models and approaches, many of which it has pioneered, to design and
implement evaluation programs. Its breadth of experience and resources
allow development of the most efficient and effective evaluation for
each client's goals. When necessary, the Center enters forms
out-of-house partnerships to augment its own resources to handle even
the most complex evaluations.

Although the Indiana center for evaluation is located on the campus of
Indiana University, its operations are semi-autonomous and fully
self-funding. A core staff of full-time Ph.D.-level research associates
and support staff approach the day-to-day operations of the Center with
an entrepreneurial spirit. Discussions concerning the Center's potential
role as evaluator for I-READ will continue pending notification of
funding for Indiana's I-READ program.

### Evaluation Design

The I-READ evaluation design will focus on student impact and the
process of school change (implementation) using both quantitative and
qualitative methods. The evaluator will document and report on each
phase of I-READ and submit a final report at the completion of the
program. At that time, the evaluator will provide a final report that:

-   summarizes finding of Indiana's I-READ initiative;

```{=html}
<!-- -->
```
-   describes conditions that characterize successful strategies for
    implementing and integrating scientifically-based reading research
    instruction into early elementary classrooms;

```{=html}
<!-- -->
```
-   describes organizational and management strategies that characterize
    on-going and sustainable reading improvement;

```{=html}
<!-- -->
```
-   identifies key program components that enable schools to connect
    children, teachers, families and the community at large;

```{=html}
<!-- -->
```
-   Identify early intervention strategies that demonstrate significant
    impact for student progress.

Data sources for student impact will emphasize ISTEP+ assessment results
(including cross-year comparisons with a matched set of schools),
*Indiana Grade 1 Reading Assessment* (developed by the Center for
Innovative Assessment at Indiana University) results and school-based
performance assessment results. Implementation evaluation will encompass
annual survey data, a school self-assessment of I-READ progress,
professional development data, information on external technical
assistance, and family and community involvement reports. In addition, a
modified case studies approach will be used to gather in-depth
information from approximately 25% of the I-READ-funded schools
(optional).

+-------------------------+--------------------------------------------+
| **I-READ Evaluation     |                                            |
| Plan (School            |                                            |
| Implementation          |                                            |
| Assessment)**           |                                            |
+-------------------------+--------------------------------------------+
| **Key Questions**       | **Data Sources**                           |
+-------------------------+--------------------------------------------+
| *To what extent do      | [School Self-Assessment                    |
| I-READ schools          | Profile]{.underline}                       |
| implement their "SBRR"  |                                            |
| designs?*               |  Using the school's implementation        |
|                         | profile developed as part of the I-READ    |
| *What factors           | application, school indicates              |
| differentiate schools   | (initiating/early implementation/mid-level |
| that make               | implementation/ model site) level based on |
| implementation progress | specified criteria. (See attached draft    |
| from other I-READ       | format.)                                   |
| schools?*               |                                            |
|                         | [Selected Site Visits]{.underline}         |
|                         |                                            |
|                         |  10 schools (selected by stratified       |
|                         | random sampling approach)                  |
|                         |                                            |
|                         |  Conduct interviews with various          |
|                         | representative roles in the I-READ school. |
|                         |                                            |
|                         |  Conduct systematic classroom             |
|                         | observations.                              |
|                         |                                            |
|                         |  Conduct parent and teacher focus groups. |
|                         |                                            |
|                         |  Minimum of 2 days on-site each year      |
+-------------------------+--------------------------------------------+

+-------------------------+---+----------------------------------------+
| *How does professional  | [ |                                        |
| development support     | P |                                        |
| consistent,             | r |                                        |
| high-quality classroom  | o |                                        |
| instruction?*           | f |                                        |
|                         | e |                                        |
| *What types of         | s |                                        |
| professional            | s |                                        |
| development activities  | i |                                        |
| occur in I-READ schools | o |                                        |
| (e.g., training,        | n |                                        |
| collaboration, transfer | a |                                        |
| strategies)?*           | l |                                        |
|                         | D |                                        |
| *What instructional    | e |                                        |
| practices are           | v |                                        |
| consistently applied in | e |                                        |
| grades K-3 (and         | l |                                        |
| throughout the school)  | o |                                        |
| as a result of          | p |                                        |
| professional            | m |                                        |
| development?*           | e |                                        |
|                         | n |                                        |
| *What types and        | t |                                        |
| intensity of external   | L |                                        |
| technical assistance    | o |                                        |
| support the I-READ      | g |                                        |
| school change?*         | ] |                                        |
|                         | { |                                        |
|                         | . |                                        |
|                         | u |                                        |
|                         | n |                                        |
|                         | d |                                        |
|                         | e |                                        |
|                         | r |                                        |
|                         | l |                                        |
|                         | i |                                        |
|                         | n |                                        |
|                         | e |                                        |
|                         | } |                                        |
|                         |   |                                        |
|                         |  |                                        |
|                         | A |                                        |
|                         | n |                                        |
|                         | n |                                        |
|                         | u |                                        |
|                         | a |                                        |
|                         | l |                                        |
|                         | r |                                        |
|                         | e |                                        |
|                         | p |                                        |
|                         | o |                                        |
|                         | r |                                        |
|                         | t |                                        |
|                         | u |                                        |
|                         | s |                                        |
|                         | i |                                        |
|                         | n |                                        |
|                         | g |                                        |
|                         | I |                                        |
|                         | D |                                        |
|                         | O |                                        |
|                         | E |                                        |
|                         | - |                                        |
|                         | d |                                        |
|                         | e |                                        |
|                         | v |                                        |
|                         | e |                                        |
|                         | l |                                        |
|                         | o |                                        |
|                         | p |                                        |
|                         | e |                                        |
|                         | d |                                        |
|                         | f |                                        |
|                         | o |                                        |
|                         | r |                                        |
|                         | m |                                        |
|                         | a |                                        |
|                         | t |                                        |
|                         |   |                                        |
|                         |  |                                        |
|                         | L |                                        |
|                         | i |                                        |
|                         | s |                                        |
|                         | t |                                        |
|                         | t |                                        |
|                         | o |                                        |
|                         | p |                                        |
|                         | i |                                        |
|                         | c |                                        |
|                         | / |                                        |
|                         | f |                                        |
|                         | o |                                        |
|                         | c |                                        |
|                         | u |                                        |
|                         | s |                                        |
|                         | o |                                        |
|                         | f |                                        |
|                         | e |                                        |
|                         | a |                                        |
|                         | c |                                        |
|                         | h |                                        |
|                         | s |                                        |
|                         | t |                                        |
|                         | a |                                        |
|                         | f |                                        |
|                         | f |                                        |
|                         | d |                                        |
|                         | e |                                        |
|                         | v |                                        |
|                         | e |                                        |
|                         | l |                                        |
|                         | o |                                        |
|                         | p |                                        |
|                         | m |                                        |
|                         | e |                                        |
|                         | n |                                        |
|                         | t |                                        |
|                         | a |                                        |
|                         | c |                                        |
|                         | t |                                        |
|                         | i |                                        |
|                         | v |                                        |
|                         | i |                                        |
|                         | t |                                        |
|                         | y |                                        |
|                         | , |                                        |
|                         | s |                                        |
|                         | c |                                        |
|                         | h |                                        |
|                         | e |                                        |
|                         | d |                                        |
|                         | u |                                        |
|                         | l |                                        |
|                         | e |                                        |
|                         | / |                                        |
|                         | d |                                        |
|                         | a |                                        |
|                         | t |                                        |
|                         | e |                                        |
|                         | , |                                        |
|                         | a |                                        |
|                         | n |                                        |
|                         | d |                                        |
|                         | t |                                        |
|                         | y |                                        |
|                         | p |                                        |
|                         | e |                                        |
|                         | o |                                        |
|                         | f |                                        |
|                         | a |                                        |
|                         | c |                                        |
|                         | t |                                        |
|                         | i |                                        |
|                         | v |                                        |
|                         | i |                                        |
|                         | t |                                        |
|                         | y |                                        |
|                         | ( |                                        |
|                         | e |                                        |
|                         | . |                                        |
|                         | g |                                        |
|                         | . |                                        |
|                         | , |                                        |
|                         | w |                                        |
|                         | h |                                        |
|                         | o |                                        |
|                         | l |                                        |
|                         | e |                                        |
|                         | g |                                        |
|                         | r |                                        |
|                         | o |                                        |
|                         | u |                                        |
|                         | p |                                        |
|                         | t |                                        |
|                         | r |                                        |
|                         | a |                                        |
|                         | i |                                        |
|                         | n |                                        |
|                         | i |                                        |
|                         | n |                                        |
|                         | g |                                        |
|                         | , |                                        |
|                         | g |                                        |
|                         | r |                                        |
|                         | a |                                        |
|                         | d |                                        |
|                         | e |                                        |
|                         | l |                                        |
|                         | e |                                        |
|                         | v |                                        |
|                         | e |                                        |
|                         | l |                                        |
|                         | s |                                        |
|                         | e |                                        |
|                         | s |                                        |
|                         | s |                                        |
|                         | i |                                        |
|                         | o |                                        |
|                         | n |                                        |
|                         | ) |                                        |
|                         | c |                                        |
|                         | o |                                        |
|                         | l |                                        |
|                         | l |                                        |
|                         | a |                                        |
|                         | b |                                        |
|                         | o |                                        |
|                         | r |                                        |
|                         | a |                                        |
|                         | t |                                        |
|                         | i |                                        |
|                         | o |                                        |
|                         | n |                                        |
|                         | t |                                        |
|                         | o |                                        |
|                         | p |                                        |
|                         | l |                                        |
|                         | a |                                        |
|                         | n |                                        |
|                         | & |                                        |
|                         | p |                                        |
|                         | r |                                        |
|                         | o |                                        |
|                         | b |                                        |
|                         | l |                                        |
|                         | e |                                        |
|                         | m |                                        |
|                         | s |                                        |
|                         | o |                                        |
|                         | l |                                        |
|                         | v |                                        |
|                         | e |                                        |
|                         |   |                                        |
|                         |  |                                        |
|                         | E |                                        |
|                         | x |                                        |
|                         | t |                                        |
|                         | e |                                        |
|                         | r |                                        |
|                         | n |                                        |
|                         | a |                                        |
|                         | l |                                        |
|                         | t |                                        |
|                         | e |                                        |
|                         | c |                                        |
|                         | h |                                        |
|                         | n |                                        |
|                         | i |                                        |
|                         | c |                                        |
|                         | a |                                        |
|                         | l |                                        |
|                         | a |                                        |
|                         | s |                                        |
|                         | s |                                        |
|                         | i |                                        |
|                         | s |                                        |
|                         | t |                                        |
|                         | a |                                        |
|                         | n |                                        |
|                         | c |                                        |
|                         | e |                                        |
|                         | v |                                        |
|                         | i |                                        |
|                         | s |                                        |
|                         | i |                                        |
|                         | t |                                        |
|                         | s |                                        |
|                         | a |                                        |
|                         | n |                                        |
|                         | d |                                        |
|                         | a |                                        |
|                         | c |                                        |
|                         | t |                                        |
|                         | i |                                        |
|                         | v |                                        |
|                         | i |                                        |
|                         | t |                                        |
|                         | i |                                        |
|                         | e |                                        |
|                         | s |                                        |
|                         |   |                                        |
|                         | [ |                                        |
|                         | P |                                        |
|                         | r |                                        |
|                         | o |                                        |
|                         | f |                                        |
|                         | e |                                        |
|                         | s |                                        |
|                         | s |                                        |
|                         | i |                                        |
|                         | o |                                        |
|                         | n |                                        |
|                         | a |                                        |
|                         | l |                                        |
|                         | D |                                        |
|                         | e |                                        |
|                         | v |                                        |
|                         | e |                                        |
|                         | l |                                        |
|                         | o |                                        |
|                         | p |                                        |
|                         | m |                                        |
|                         | e |                                        |
|                         | n |                                        |
|                         | t |                                        |
|                         | T |                                        |
|                         | r |                                        |
|                         | a |                                        |
|                         | n |                                        |
|                         | s |                                        |
|                         | f |                                        |
|                         | e |                                        |
|                         | r |                                        |
|                         | t |                                        |
|                         | o |                                        |
|                         | P |                                        |
|                         | r |                                        |
|                         | a |                                        |
|                         | c |                                        |
|                         | t |                                        |
|                         | i |                                        |
|                         | c |                                        |
|                         | e |                                        |
|                         | L |                                        |
|                         | o |                                        |
|                         | g |                                        |
|                         | ] |                                        |
|                         | { |                                        |
|                         | . |                                        |
|                         | u |                                        |
|                         | n |                                        |
|                         | d |                                        |
|                         | e |                                        |
|                         | r |                                        |
|                         | l |                                        |
|                         | i |                                        |
|                         | n |                                        |
|                         | e |                                        |
|                         | } |                                        |
|                         |   |                                        |
|                         | [ |                                        |
|                         | R |                                        |
|                         | e |                                        |
|                         | q |                                        |
|                         | u |                                        |
|                         | i |                                        |
|                         | r |                                        |
|                         | e |                                        |
|                         | o |                                        |
|                         | n |                                        |
|                         | e |                                        |
|                         | o |                                        |
|                         | f |                                        |
|                         | t |                                        |
|                         | h |                                        |
|                         | e |                                        |
|                         | f |                                        |
|                         | o |                                        |
|                         | l |                                        |
|                         | l |                                        |
|                         | o |                                        |
|                         | w |                                        |
|                         | i |                                        |
|                         | n |                                        |
|                         | g |                                        |
|                         | f |                                        |
|                         | r |                                        |
|                         | o |                                        |
|                         | m |                                        |
|                         | e |                                        |
|                         | a |                                        |
|                         | c |                                        |
|                         | h |                                        |
|                         | I |                                        |
|                         | - |                                        |
|                         | R |                                        |
|                         | E |                                        |
|                         | A |                                        |
|                         | D |                                        |
|                         | s |                                        |
|                         | c |                                        |
|                         | h |                                        |
|                         | o |                                        |
|                         | o |                                        |
|                         | l |                                        |
|                         | ] |                                        |
|                         | { |                                        |
|                         | . |                                        |
|                         | u |                                        |
|                         | n |                                        |
|                         | d |                                        |
|                         | e |                                        |
|                         | r |                                        |
|                         | l |                                        |
|                         | i |                                        |
|                         | n |                                        |
|                         | e |                                        |
|                         | } |                                        |
|                         | ( |                                        |
|                         | s |                                        |
|                         | c |                                        |
|                         | h |                                        |
|                         | o |                                        |
|                         | o |                                        |
|                         | l |                                        |
|                         | m |                                        |
|                         | a |                                        |
|                         | k |                                        |
|                         | e |                                        |
|                         | s |                                        |
|                         | t |                                        |
|                         | h |                                        |
|                         | e |                                        |
|                         | c |                                        |
|                         | h |                                        |
|                         | o |                                        |
|                         | i |                                        |
|                         | c |                                        |
|                         | e |                                        |
|                         | o |                                        |
|                         | f |                                        |
|                         | w |                                        |
|                         | h |                                        |
|                         | i |                                        |
|                         | c |                                        |
|                         | h |                                        |
|                         | o |                                        |
|                         | n |                                        |
|                         | e |                                        |
|                         | ) |                                        |
|                         | : |                                        |
|                         |   |                                        |
|                         | * |                                        |
|                         | P |                                        |
|                         | r |                                        |
|                         | o |                                        |
|                         | f |                                        |
|                         | e |                                        |
|                         | s |                                        |
|                         | s |                                        |
|                         | i |                                        |
|                         | o |                                        |
|                         | n |                                        |
|                         | a |                                        |
|                         | l |                                        |
|                         | D |                                        |
|                         | e |                                        |
|                         | v |                                        |
|                         | e |                                        |
|                         | l |                                        |
|                         | o |                                        |
|                         | p |                                        |
|                         | m |                                        |
|                         | e |                                        |
|                         | n |                                        |
|                         | t |                                        |
|                         | I |                                        |
|                         | n |                                        |
|                         | s |                                        |
|                         | t |                                        |
|                         | r |                                        |
|                         | u |                                        |
|                         | c |                                        |
|                         | t |                                        |
|                         | i |                                        |
|                         | o |                                        |
|                         | n |                                        |
|                         | a |                                        |
|                         | l |                                        |
|                         | A |                                        |
|                         | u |                                        |
|                         | d |                                        |
|                         | i |                                        |
|                         | t |                                        |
|                         | * |                                        |
|                         |   |                                        |
|                         |  |                                        |
|                         | T |                                        |
|                         | e |                                        |
|                         | a |                                        |
|                         | c |                                        |
|                         | h |                                        |
|                         | e |                                        |
|                         | r |                                        |
|                         | - |                                        |
|                         | l |                                        |
|                         | e |                                        |
|                         | v |                                        |
|                         | e |                                        |
|                         | l |                                        |
|                         | f |                                        |
|                         | o |                                        |
|                         | r |                                        |
|                         | m |                                        |
|                         | s |                                        |
|                         |   |                                        |
|                         | + |                                        |
|                         | s |                                        |
|                         | c |                                        |
|                         | h |                                        |
|                         | o |                                        |
|                         | o |                                        |
|                         | l |                                        |
|                         | s |                                        |
|                         | u |                                        |
|                         | m |                                        |
|                         | m |                                        |
|                         | a |                                        |
|                         | r |                                        |
|                         | y |                                        |
|                         |   |                                        |
|                         |  |                                        |
|                         | I |                                        |
|                         | n |                                        |
|                         | s |                                        |
|                         | t |                                        |
|                         | r |                                        |
|                         | u |                                        |
|                         | c |                                        |
|                         | t |                                        |
|                         | i |                                        |
|                         | o |                                        |
|                         | n |                                        |
|                         | a |                                        |
|                         | l |                                        |
|                         | a |                                        |
|                         | u |                                        |
|                         | d |                                        |
|                         | i |                                        |
|                         | t |                                        |
|                         | a |                                        |
|                         | p |                                        |
|                         | p |                                        |
|                         | r |                                        |
|                         | o |                                        |
|                         | a |                                        |
|                         | c |                                        |
|                         | h |                                        |
|                         | b |                                        |
|                         | a |                                        |
|                         | s |                                        |
|                         | e |                                        |
|                         | d |                                        |
|                         | o |                                        |
|                         | n |                                        |
|                         | s |                                        |
|                         | c |                                        |
|                         | h |                                        |
|                         | o |                                        |
|                         | o |                                        |
|                         | l |                                        |
|                         | ' |                                        |
|                         | s |                                        |
|                         | l |                                        |
|                         | i |                                        |
|                         | s |                                        |
|                         | t |                                        |
|                         | o |                                        |
|                         | f |                                        |
|                         | p |                                        |
|                         | r |                                        |
|                         | o |                                        |
|                         | f |                                        |
|                         | e |                                        |
|                         | s |                                        |
|                         | s |                                        |
|                         | i |                                        |
|                         | o |                                        |
|                         | n |                                        |
|                         | a |                                        |
|                         | l |                                        |
|                         | d |                                        |
|                         | e |                                        |
|                         | v |                                        |
|                         | e |                                        |
|                         | l |                                        |
|                         | o |                                        |
|                         | p |                                        |
|                         | m |                                        |
|                         | e |                                        |
|                         | n |                                        |
|                         | t |                                        |
|                         | - |                                        |
|                         | l |                                        |
|                         | i |                                        |
|                         | n |                                        |
|                         | k |                                        |
|                         | e |                                        |
|                         | d |                                        |
|                         | i |                                        |
|                         | n |                                        |
|                         | s |                                        |
|                         | t |                                        |
|                         | r |                                        |
|                         | u |                                        |
|                         | c |                                        |
|                         | t |                                        |
|                         | i |                                        |
|                         | o |                                        |
|                         | n |                                        |
|                         | a |                                        |
|                         | l |                                        |
|                         | s |                                        |
|                         | t |                                        |
|                         | r |                                        |
|                         | a |                                        |
|                         | t |                                        |
|                         | e |                                        |
|                         | g |                                        |
|                         | i |                                        |
|                         | e |                                        |
|                         | s |                                        |
|                         | t |                                        |
|                         | h |                                        |
|                         | a |                                        |
|                         | t |                                        |
|                         | a |                                        |
|                         | r |                                        |
|                         | e |                                        |
|                         | k |                                        |
|                         | e |                                        |
|                         | y |                                        |
|                         | t |                                        |
|                         | o |                                        |
|                         | i |                                        |
|                         | t |                                        |
|                         | s |                                        |
|                         | I |                                        |
|                         | - |                                        |
|                         | R |                                        |
|                         | E |                                        |
|                         | A |                                        |
|                         | D |                                        |
|                         | p |                                        |
|                         | l |                                        |
|                         | a |                                        |
|                         | n |                                        |
|                         | ( |                                        |
|                         | 2 |                                        |
|                         | 0 |                                        |
|                         | d |                                        |
|                         | a |                                        |
|                         | y |                                        |
|                         | s |                                        |
|                         | a |                                        |
|                         | m |                                        |
|                         | p |                                        |
|                         | l |                                        |
|                         | e |                                        |
|                         | ) |                                        |
|                         |   |                                        |
|                         | * |                                        |
|                         | S |                                        |
|                         | u |                                        |
|                         | m |                                        |
|                         | m |                                        |
|                         | a |                                        |
|                         | r |                                        |
|                         | y |                                        |
|                         | o |                                        |
|                         | f |                                        |
|                         | H |                                        |
|                         | a |                                        |
|                         | l |                                        |
|                         | l |                                        |
|                         | w |                                        |
|                         | a |                                        |
|                         | y |                                        |
|                         | W |                                        |
|                         | a |                                        |
|                         | l |                                        |
|                         | k |                                        |
|                         | s |                                        |
|                         | * |                                        |
|                         |   |                                        |
|                         |  |                                        |
|                         | M |                                        |
|                         | i |                                        |
|                         | n |                                        |
|                         | i |                                        |
|                         | m |                                        |
|                         | u |                                        |
|                         | m |                                        |
|                         | o |                                        |
|                         | f |                                        |
|                         | 3 |                                        |
|                         | s |                                        |
|                         | e |                                        |
|                         | r |                                        |
|                         | i |                                        |
|                         | e |                                        |
|                         | s |                                        |
|                         |   |                                        |
|                         | * |                                        |
|                         | S |                                        |
|                         | u |                                        |
|                         | m |                                        |
|                         | m |                                        |
|                         | a |                                        |
|                         | r |                                        |
|                         | y |                                        |
|                         | o |                                        |
|                         | f |                                        |
|                         | C |                                        |
|                         | l |                                        |
|                         | a |                                        |
|                         | s |                                        |
|                         | s |                                        |
|                         | r |                                        |
|                         | o |                                        |
|                         | o |                                        |
|                         | m |                                        |
|                         | O |                                        |
|                         | b |                                        |
|                         | s |                                        |
|                         | e |                                        |
|                         | r |                                        |
|                         | v |                                        |
|                         | a |                                        |
|                         | t |                                        |
|                         | i |                                        |
|                         | o |                                        |
|                         | n |                                        |
|                         | s |                                        |
|                         | * |                                        |
|                         |   |                                        |
|                         |  |                                        |
|                         | S |                                        |
|                         | c |                                        |
|                         | o |                                        |
|                         | r |                                        |
|                         | e |                                        |
|                         | d |                                        |
|                         | w |                                        |
|                         | i |                                        |
|                         | t |                                        |
|                         | h |                                        |
|                         | a |                                        |
|                         | r |                                        |
|                         | u |                                        |
|                         | b |                                        |
|                         | r |                                        |
|                         | i |                                        |
|                         | c |                                        |
|                         | . |                                        |
|                         |   |                                        |
|                         |  |                                        |
|                         | A |                                        |
|                         | l |                                        |
|                         | l |                                        |
|                         | c |                                        |
|                         | l |                                        |
|                         | a |                                        |
|                         | s |                                        |
|                         | s |                                        |
|                         | r |                                        |
|                         | o |                                        |
|                         | o |                                        |
|                         | m |                                        |
|                         | t |                                        |
|                         | e |                                        |
|                         | a |                                        |
|                         | c |                                        |
|                         | h |                                        |
|                         | e |                                        |
|                         | r |                                        |
|                         | s |                                        |
|                         | i |                                        |
|                         | n |                                        |
|                         | c |                                        |
|                         | l |                                        |
|                         | u |                                        |
|                         | d |                                        |
|                         | e |                                        |
|                         | d |                                        |
|                         | . |                                        |
|                         |   |                                        |
|                         | * |                                        |
|                         | M |                                        |
|                         | o |                                        |
|                         | n |                                        |
|                         | t |                                        |
|                         | h |                                        |
|                         | l |                                        |
|                         | y |                                        |
|                         | s |                                        |
|                         | u |                                        |
|                         | m |                                        |
|                         | m |                                        |
|                         | a |                                        |
|                         | r |                                        |
|                         | y |                                        |
|                         | f |                                        |
|                         | r |                                        |
|                         | o |                                        |
|                         | m |                                        |
|                         | t |                                        |
|                         | e |                                        |
|                         | a |                                        |
|                         | c |                                        |
|                         | h |                                        |
|                         | e |                                        |
|                         | r |                                        |
|                         | s |                                        |
|                         | ' |                                        |
|                         | W |                                        |
|                         | e |                                        |
|                         | e |                                        |
|                         | k |                                        |
|                         | l |                                        |
|                         | y |                                        |
|                         | A |                                        |
|                         | c |                                        |
|                         | t |                                        |
|                         | i |                                        |
|                         | o |                                        |
|                         | n |                                        |
|                         | P |                                        |
|                         | l |                                        |
|                         | a |                                        |
|                         | n |                                        |
|                         | s |                                        |
|                         | * |                                        |
|                         |   |                                        |
|                         |  |                                        |
|                         | A |                                        |
|                         | l |                                        |
|                         | l |                                        |
|                         | c |                                        |
|                         | l |                                        |
|                         | a |                                        |
|                         | s |                                        |
|                         | s |                                        |
|                         | r |                                        |
|                         | o |                                        |
|                         | o |                                        |
|                         | m |                                        |
|                         | t |                                        |
|                         | e |                                        |
|                         | a |                                        |
|                         | c |                                        |
|                         | h |                                        |
|                         | e |                                        |
|                         | r |                                        |
|                         | s |                                        |
|                         | i |                                        |
|                         | n |                                        |
|                         | c |                                        |
|                         | l |                                        |
|                         | u |                                        |
|                         | d |                                        |
|                         | e |                                        |
|                         | d |                                        |
|                         | . |                                        |
|                         |   |                                        |
|                         |  |                                        |
|                         | S |                                        |
|                         | u |                                        |
|                         | m |                                        |
|                         | m |                                        |
|                         | a |                                        |
|                         | r |                                        |
|                         | i |                                        |
|                         | e |                                        |
|                         | s |                                        |
|                         | o |                                        |
|                         | f |                                        |
|                         | s |                                        |
|                         | y |                                        |
|                         | s |                                        |
|                         | t |                                        |
|                         | e |                                        |
|                         | m |                                        |
|                         | a |                                        |
|                         | t |                                        |
|                         | i |                                        |
|                         | c |                                        |
|                         | a |                                        |
|                         | l |                                        |
|                         | l |                                        |
|                         | y |                                        |
|                         | c |                                        |
|                         | o |                                        |
|                         | l |                                        |
|                         | l |                                        |
|                         | e |                                        |
|                         | c |                                        |
|                         | t |                                        |
|                         | e |                                        |
|                         | d |                                        |
|                         | d |                                        |
|                         | a |                                        |
|                         | t |                                        |
|                         | a |                                        |
|                         | b |                                        |
|                         | a |                                        |
|                         | s |                                        |
|                         | e |                                        |
|                         | d |                                        |
|                         | o |                                        |
|                         | n |                                        |
|                         | c |                                        |
|                         | l |                                        |
|                         | a |                                        |
|                         | s |                                        |
|                         | s |                                        |
|                         | r |                                        |
|                         | o |                                        |
|                         | o |                                        |
|                         | m |                                        |
|                         | i |                                        |
|                         | m |                                        |
|                         | p |                                        |
|                         | l |                                        |
|                         | e |                                        |
|                         | m |                                        |
|                         | e |                                        |
|                         | n |                                        |
|                         | t |                                        |
|                         | a |                                        |
|                         | t |                                        |
|                         | i |                                        |
|                         | o |                                        |
|                         | n |                                        |
|                         | o |                                        |
|                         | f |                                        |
|                         | t |                                        |
|                         | a |                                        |
|                         | r |                                        |
|                         | g |                                        |
|                         | e |                                        |
|                         | t |                                        |
|                         | e |                                        |
|                         | d |                                        |
|                         | s |                                        |
|                         | t |                                        |
|                         | r |                                        |
|                         | a |                                        |
|                         | t |                                        |
|                         | e |                                        |
|                         | g |                                        |
|                         | i |                                        |
|                         | e |                                        |
|                         | s |                                        |
+-------------------------+---+----------------------------------------+
| *How does family        | [ |                                        |
| literacy and training   | F |                                        |
| support the six stages  | a |                                        |
| of high quality family  | m |                                        |
| involvement?*           | i |                                        |
|                         | l |                                        |
|                         | y |                                        |
|                         | a |                                        |
|                         | n |                                        |
|                         | d |                                        |
|                         | C |                                        |
|                         | o |                                        |
|                         | m |                                        |
|                         | m |                                        |
|                         | u |                                        |
|                         | n |                                        |
|                         | i |                                        |
|                         | t |                                        |
|                         | y |                                        |
|                         | I |                                        |
|                         | n |                                        |
|                         | v |                                        |
|                         | o |                                        |
|                         | l |                                        |
|                         | v |                                        |
|                         | e |                                        |
|                         | m |                                        |
|                         | e |                                        |
|                         | n |                                        |
|                         | t |                                        |
|                         | L |                                        |
|                         | o |                                        |
|                         | g |                                        |
|                         | ] |                                        |
|                         | { |                                        |
|                         | . |                                        |
|                         | u |                                        |
|                         | n |                                        |
|                         | d |                                        |
|                         | e |                                        |
|                         | r |                                        |
|                         | l |                                        |
|                         | i |                                        |
|                         | n |                                        |
|                         | e |                                        |
|                         | } |                                        |
|                         |   |                                        |
|                         |  |                                        |
|                         | A |                                        |
|                         | n |                                        |
|                         | n |                                        |
|                         | u |                                        |
|                         | a |                                        |
|                         | l |                                        |
|                         | r |                                        |
|                         | e |                                        |
|                         | p |                                        |
|                         | o |                                        |
|                         | r |                                        |
|                         | t |                                        |
|                         | u |                                        |
|                         | s |                                        |
|                         | i |                                        |
|                         | n |                                        |
|                         | g |                                        |
|                         | I |                                        |
|                         | D |                                        |
|                         | O |                                        |
|                         | E |                                        |
|                         | - |                                        |
|                         | d |                                        |
|                         | e |                                        |
|                         | v |                                        |
|                         | e |                                        |
|                         | l |                                        |
|                         | o |                                        |
|                         | p |                                        |
|                         | e |                                        |
|                         | d |                                        |
|                         | f |                                        |
|                         | o |                                        |
|                         | r |                                        |
|                         | m |                                        |
|                         | a |                                        |
|                         | t |                                        |
|                         |   |                                        |
|                         |  |                                        |
|                         | L |                                        |
|                         | i |                                        |
|                         | s |                                        |
|                         | t |                                        |
|                         | t |                                        |
|                         | o |                                        |
|                         | p |                                        |
|                         | i |                                        |
|                         | c |                                        |
|                         | / |                                        |
|                         | f |                                        |
|                         | o |                                        |
|                         | c |                                        |
|                         | u |                                        |
|                         | s |                                        |
|                         | o |                                        |
|                         | f |                                        |
|                         | e |                                        |
|                         | a |                                        |
|                         | c |                                        |
|                         | h |                                        |
|                         | f |                                        |
|                         | a |                                        |
|                         | m |                                        |
|                         | i |                                        |
|                         | l |                                        |
|                         | y |                                        |
|                         | / |                                        |
|                         | a |                                        |
|                         | d |                                        |
|                         | u |                                        |
|                         | l |                                        |
|                         | t |                                        |
|                         | a |                                        |
|                         | c |                                        |
|                         | t |                                        |
|                         | i |                                        |
|                         | v |                                        |
|                         | i |                                        |
|                         | t |                                        |
|                         | y |                                        |
|                         | a |                                        |
|                         | n |                                        |
|                         | d |                                        |
|                         | / |                                        |
|                         | o |                                        |
|                         | r |                                        |
|                         | t |                                        |
|                         | r |                                        |
|                         | a |                                        |
|                         | i |                                        |
|                         | n |                                        |
|                         | i |                                        |
|                         | n |                                        |
|                         | g |                                        |
|                         | , |                                        |
|                         | s |                                        |
|                         | c |                                        |
|                         | h |                                        |
|                         | e |                                        |
|                         | d |                                        |
|                         | u |                                        |
|                         | l |                                        |
|                         | e |                                        |
|                         | / |                                        |
|                         | d |                                        |
|                         | a |                                        |
|                         | t |                                        |
|                         | e |                                        |
|                         | , |                                        |
|                         | a |                                        |
|                         | n |                                        |
|                         | d |                                        |
|                         | t |                                        |
|                         | y |                                        |
|                         | p |                                        |
|                         | e |                                        |
|                         | o |                                        |
|                         | f |                                        |
|                         | a |                                        |
|                         | c |                                        |
|                         | t |                                        |
|                         | i |                                        |
|                         | v |                                        |
|                         | i |                                        |
|                         | t |                                        |
|                         | y |                                        |
|                         | ( |                                        |
|                         | e |                                        |
|                         | . |                                        |
|                         | g |                                        |
|                         | . |                                        |
|                         | , |                                        |
|                         | w |                                        |
|                         | h |                                        |
|                         | o |                                        |
|                         | l |                                        |
|                         | e |                                        |
|                         | g |                                        |
|                         | r |                                        |
|                         | o |                                        |
|                         | u |                                        |
|                         | p |                                        |
|                         | a |                                        |
|                         | d |                                        |
|                         | u |                                        |
|                         | l |                                        |
|                         | t |                                        |
|                         | t |                                        |
|                         | r |                                        |
|                         | a |                                        |
|                         | i |                                        |
|                         | n |                                        |
|                         | i |                                        |
|                         | n |                                        |
|                         | g |                                        |
|                         | , |                                        |
|                         | p |                                        |
|                         | a |                                        |
|                         | r |                                        |
|                         | e |                                        |
|                         | n |                                        |
|                         | t |                                        |
|                         | - |                                        |
|                         | c |                                        |
|                         | h |                                        |
|                         | i |                                        |
|                         | l |                                        |
|                         | d |                                        |
|                         | s |                                        |
|                         | e |                                        |
|                         | s |                                        |
|                         | s |                                        |
|                         | i |                                        |
|                         | o |                                        |
|                         | n |                                        |
|                         | , |                                        |
|                         | c |                                        |
|                         | o |                                        |
|                         | l |                                        |
|                         | l |                                        |
|                         | a |                                        |
|                         | b |                                        |
|                         | o |                                        |
|                         | r |                                        |
|                         | a |                                        |
|                         | t |                                        |
|                         | i |                                        |
|                         | o |                                        |
|                         | n |                                        |
|                         | t |                                        |
|                         | o |                                        |
|                         | p |                                        |
|                         | l |                                        |
|                         | a |                                        |
|                         | n |                                        |
|                         | & |                                        |
|                         | p |                                        |
|                         | r |                                        |
|                         | o |                                        |
|                         | b |                                        |
|                         | l |                                        |
|                         | e |                                        |
|                         | m |                                        |
|                         | s |                                        |
|                         | o |                                        |
|                         | l |                                        |
|                         | v |                                        |
|                         | e |                                        |
|                         | ) |                                        |
|                         | . |                                        |
|                         |   |                                        |
|                         |  |                                        |
|                         | E |                                        |
|                         | x |                                        |
|                         | t |                                        |
|                         | e |                                        |
|                         | r |                                        |
|                         | n |                                        |
|                         | a |                                        |
|                         | l |                                        |
|                         | t |                                        |
|                         | e |                                        |
|                         | c |                                        |
|                         | h |                                        |
|                         | n |                                        |
|                         | i |                                        |
|                         | c |                                        |
|                         | a |                                        |
|                         | l |                                        |
|                         | a |                                        |
|                         | s |                                        |
|                         | s |                                        |
|                         | i |                                        |
|                         | s |                                        |
|                         | t |                                        |
|                         | a |                                        |
|                         | n |                                        |
|                         | c |                                        |
|                         | e |                                        |
|                         | s |                                        |
|                         | u |                                        |
|                         | p |                                        |
|                         | p |                                        |
|                         | o |                                        |
|                         | r |                                        |
|                         | t |                                        |
|                         | a |                                        |
|                         | n |                                        |
|                         | d |                                        |
|                         | a |                                        |
|                         | c |                                        |
|                         | t |                                        |
|                         | i |                                        |
|                         | v |                                        |
|                         | i |                                        |
|                         | t |                                        |
|                         | i |                                        |
|                         | e |                                        |
|                         | s |                                        |
+-------------------------+---+----------------------------------------+
| *What resources and     | [ |                                        |
| expenditures support    | R |                                        |
| I-READ school change?*  | E |                                        |
|                         | A |                                        |
|                         | E |                                        |
|                         | x |                                        |
|                         | p |                                        |
|                         | e |                                        |
|                         | n |                                        |
|                         | d |                                        |
|                         | i |                                        |
|                         | t |                                        |
|                         | u |                                        |
|                         | r |                                        |
|                         | e |                                        |
|                         | R |                                        |
|                         | e |                                        |
|                         | p |                                        |
|                         | o |                                        |
|                         | r |                                        |
|                         | t |                                        |
|                         | s |                                        |
|                         | ] |                                        |
|                         | { |                                        |
|                         | . |                                        |
|                         | u |                                        |
|                         | n |                                        |
|                         | d |                                        |
|                         | e |                                        |
|                         | r |                                        |
|                         | l |                                        |
|                         | i |                                        |
|                         | n |                                        |
|                         | e |                                        |
|                         | } |                                        |
|                         |   |                                        |
|                         |  |                                        |
|                         | B |                                        |
|                         | y |                                        |
|                         | s |                                        |
|                         | c |                                        |
|                         | h |                                        |
|                         | o |                                        |
|                         | o |                                        |
|                         | l |                                        |
|                         |   |                                        |
|                         |  |                                        |
|                         | B |                                        |
|                         | y |                                        |
|                         | l |                                        |
|                         | i |                                        |
|                         | n |                                        |
|                         | e |                                        |
|                         | i |                                        |
|                         | t |                                        |
|                         | e |                                        |
|                         | m |                                        |
|                         | e |                                        |
|                         | x |                                        |
|                         | p |                                        |
|                         | e |                                        |
|                         | n |                                        |
|                         | d |                                        |
|                         | i |                                        |
|                         | t |                                        |
|                         | u |                                        |
|                         | r |                                        |
|                         | e |                                        |
|                         | s |                                        |
|                         |   |                                        |
|                         |  |                                        |
|                         | L |                                        |
|                         | i |                                        |
|                         | s |                                        |
|                         | t |                                        |
|                         | o |                                        |
|                         | f |                                        |
|                         | o |                                        |
|                         | t |                                        |
|                         | h |                                        |
|                         | e |                                        |
|                         | r |                                        |
|                         | f |                                        |
|                         | u |                                        |
|                         | n |                                        |
|                         | d |                                        |
|                         | i |                                        |
|                         | n |                                        |
|                         | g |                                        |
|                         | s |                                        |
|                         | o |                                        |
|                         | u |                                        |
|                         | r |                                        |
|                         | c |                                        |
|                         | e |                                        |
|                         | s |                                        |
|                         | a |                                        |
|                         | n |                                        |
|                         | d |                                        |
|                         | a |                                        |
|                         | m |                                        |
|                         | o |                                        |
|                         | u |                                        |
|                         | n |                                        |
|                         | t |                                        |
|                         | s |                                        |
|                         | e |                                        |
|                         | x |                                        |
|                         | p |                                        |
|                         | e |                                        |
|                         | n |                                        |
|                         | d |                                        |
|                         | e |                                        |
|                         | d |                                        |
|                         |   |                                        |
|                         |  |                                        |
|                         | S |                                        |
|                         | u |                                        |
|                         | b |                                        |
|                         | m |                                        |
|                         | i |                                        |
|                         | t |                                        |
|                         | t |                                        |
|                         | e |                                        |
|                         | d |                                        |
|                         | i |                                        |
|                         | n |                                        |
|                         | t |                                        |
|                         | e |                                        |
|                         | r |                                        |
|                         | i |                                        |
|                         | m |                                        |
|                         | ( |                                        |
|                         | 2 |                                        |
|                         | ) |                                        |
|                         | a |                                        |
|                         | n |                                        |
|                         | d |                                        |
|                         | e |                                        |
|                         | n |                                        |
|                         | d |                                        |
|                         | - |                                        |
|                         | o |                                        |
|                         | f |                                        |
|                         | - |                                        |
|                         | y |                                        |
|                         | e |                                        |
|                         | a |                                        |
|                         | r |                                        |
|                         | ( |                                        |
|                         | 1 |                                        |
|                         | ) |                                        |
|                         | ( |                                        |
|                         | M |                                        |
|                         | a |                                        |
|                         | r |                                        |
|                         | . |                                        |
|                         | 3 |                                        |
|                         | 0 |                                        |
|                         | ; |                                        |
|                         | J |                                        |
|                         | u |                                        |
|                         | n |                                        |
|                         | e |                                        |
|                         | 3 |                                        |
|                         | 0 |                                        |
|                         | ; |                                        |
|                         | S |                                        |
|                         | e |                                        |
|                         | p |                                        |
|                         | t |                                        |
|                         | . |                                        |
|                         | 3 |                                        |
|                         | 0 |                                        |
|                         | ) |                                        |
+-------------------------+---+----------------------------------------+
| ***I-READ Evaluation    |   |                                        |
| Plan (Impact            |   |                                        |
| Assessment)***          |   |                                        |
+-------------------------+---+----------------------------------------+
| ***Key Questions***     |   | ***Data Sources***                     |
+-------------------------+---+----------------------------------------+
| *Do I-READ schools make |   | ## ISTEP+ assessment results           |
| greater academic gains  |   |                                        |
| than comparable non-REA |   | ** Data available in IDOE Educational |
| schools?*               |   | Information Systems (EIS)              |
|                         |   |                                        |
|                         |   | ** Use PBA leagues to identify 5-10   |
|                         |   | schools to "match" with each I-READ    |
|                         |   | school (match based on SES/CSI index,  |
|                         |   | school size, ethnicity patterns,       |
|                         |   | suburban/urban/rural).                 |
|                         |   |                                        |
|                         |   | ** Compute means across the set of    |
|                         |   | matched schools.                       |
|                         |   |                                        |
|                         |   |  Compare I-READ school to its matched |
|                         |   | schools' mean on percentage of         |
|                         |   | students passing (1) English/language  |
|                         |   | arts, (2) math, and (3) both           |
|                         |   | English/language arts and math.        |
|                         |   |                                        |
|                         |   | ** Compare I-READ school to its       |
|                         |   | matched schools' mean on Title I       |
|                         |   | school improvement results (percent of |
|                         |   | Level I scores).                       |
|                         |   |                                        |
|                         |   |  Use same set of matched schools to   |
|                         |   | follow longitudinal results across     |
|                         |   | three (or more) years.                 |
+-------------------------+---+----------------------------------------+
| *Are all students in    |   | *[ISTEP+ assessment                    |
| I-READ schools in       |   | results]{.underline}*                  |
| grades K-3 meeting or   |   |                                        |
| exceeding state         |   | ** Data available in IDOE computer    |
| assessment standards in |   | system.                                |
| English/language arts   |   |                                        |
| and math?*              |   |  Use percentage of students passing   |
|                         |   | (1) English/language arts and (2)      |
|                         |   | math.                                  |
|                         |   |                                        |
|                         |   | ** Disaggregate results based on      |
|                         |   | gender, ethnicity, LEP, special        |
|                         |   | education.                             |
|                         |   |                                        |
|                         |   |  Follow longitudinal results across   |
|                         |   | three (or more) years.                 |
|                         |   |                                        |
|                         |   | *[Indiana Grade 1 Reading              |
|                         |   | Assessment]{.underline} (Grade 2 under |
|                         |   | development)*                          |
|                         |   |                                        |
|                         |   | *[North West Educational               |
|                         |   | Assessment]{.underline} (optional for  |
|                         |   | Grade 2)*                              |
+-------------------------+---+----------------------------------------+
| *Are students in all    |   | *[School-based performance assessment  |
| grade levels in I-READ  |   | results]{.underline}*                  |
| schools making progress |   |                                        |
| toward state standards  |   | ** Annual or biannual report          |
| in English/language     |   | submitted to IDOE.                     |
| arts?*                  |   |                                        |
|                         |   |  Performance tasks linked to Indiana  |
|                         |   | academic standards and essential       |
|                         |   | skills (grade-level appropriate        |
|                         |   | assessment tasks in reading and        |
|                         |   | writing)                               |
|                         |   |                                        |
|                         |   |  Performance tasks and "proficient"   |
|                         |   | levels determined by each I-READ       |
|                         |   | school                                 |
|                         |   |                                        |
|                         |   |  Summary (mid-year and end-of-year)   |
|                         |   | for each grade level with sub-analysis |
|                         |   | for low-achieving students             |
|                         |   |                                        |
|                         |   |  Summary format provided by IDOE      |
+-------------------------+---+----------------------------------------+
| *Have students'         |   | *[School data in IDOE computer         |
| attendance and other    |   | system]{.underline}*                   |
| available "school       |   |                                        |
| report card" indicators |   | ** Secondary indicators/criteria      |
| improved in I-READ      |   | established by the Board of Education  |
| schools?*               |   | and aligned to P.L.221 accountability  |
|                         |   | system                                 |
+-------------------------+---+----------------------------------------+

Program evaluation will be on-going during the years of the I-READ
project from the initial Planning Phase through the Initiation,
Implementation, and Integration/Sustaining phases of the project. The
purpose of the evaluation design is to assess the overall effectiveness
of the I-READ program as it relates to its primary objective of
improving achievement in reading at the early elementary and early
childhood levels for children in the greatest need. In addition, the
evaluation will examine the impact of the I-READ program on the Indiana
educational system as a whole. The evaluator will be charged with
assessing and evaluating, on a regular basis, state and local
educational agency activities, with respect to whether they have been
effective in achieving the purposes of the Reading Excellence Act.

To that end, all local educational agency (LEA) subgrant recipients will
be required to assess achievement outcomes using a common set of
assessments described below. Similarly, specific instruments will be
developed to measure direct benefits to teachers of all professional
development activities, and LEAs will be required to provide all
information needed to meet the criteria of the I-READ evaluation plan.

## Implementation Assessment Strategies 

Implementation assessment (formative evaluation) will encompass annual
survey data, school self-assessments of the I-READ program progress,
professional development data, information on external technical
assistance, and family and community involvement reports. In addition, a
modified case studies approach will be used to gather in-depth
information from approximately 25% of the I-READ-funded schools. A 2-day
I-READ Technical Assistance session each fall will provide LRI schools
with an on-going analysis and summary of local and state data. A summary
of highlights from the state's I-READ on-going evaluation efforts will
be disseminated at the time of the workshop to help establish benchmarks
of progress and to facilitate discussion of specific adjustments to
implementation goals, objectives, and strategies at the local level. The
I-READ formative evaluation data, as well as other implementation and
outcomes data, will be useful in the on-going refinement efforts of the
I-READ schools, their districts, their external support providers and
the IDOE. The IDOE's evaluation technical assistance will address common
areas of interest related to assessment design. Topics may include: 1)
using disaggregated data to adjust instruction and support strategies
for identified populations, 2) refining program practices based on data,
and 3) ensuring an efficient and high-quality assessment process
(summative assessment plan). During on-site visits with I-READ schools,
the IDOE staff and/or evaluation consultants will discuss specific
adjustments indicated by an individual school's data. A summary of
highlights from the state's I-READ evaluation efforts will be
disseminated annually to the Reading and Literacy Partnership, to the
Superintendent of Public Insturction and Governor, and to the I-READ
schools.

### Sources of Data

A variety of measurement instruments are currently in use in the Indiana
public school system that will provide the foundation for evaluating the
success of the I-READ program. Data gathered from the following sources
will be available to the I-READ program and the evaluator:

-   The Indiana Department of Education Educational Information Systems
    (EIS), Indiana's public school system database;

-   The IDEA net, the Department's on-line information services for
    state and local education agencies;

-   The Title I Adequate Yearly Progress accountability rating system;

-   The newly mandated school improvement and professional development
    plan (P.L. 221).

EIS collects and maintains all K-12 education data requested and
received by the IDOE, including student/school demographic and academic
performance, personnel, and financial, and organizational information.
In addition to school data generated by LRIs, the evaluation will make
use of EIS information, which will be made available to the evaluating
entity throughout the grant period.

### ISTEP+ - Student Assessment Data

Indiana Statewide Testing for Educational Progress (ISTEP) was created
by the Indiana General Assembly in 1987 and was administered for the
first time in 1988. Minor changes were made in test forms between 1987
and 1995 when a new law established ISTEP in its current form, known as
ISTEP+. The present assessment includes an optional norm-referenced
component that allows comparisons of Indiana student achievement with
national norms and a required criterion-referenced component that
consists of:(1) a basic skills assessment containing multiple-choice
questions in reading, language arts and math, (2) an applied skills
assessment that includes the measurement of higher order thinking using
integrated reading-writing tasks with short answer or essay
comprehension questions and the solving of mathematical problems, and
(3) a writing assessment. The Indiana Department of Education stresses
to schools that the most informative part of ISTEP+ is the
criterion-referenced component.

Since 1996, ISTEP+ has been administered in the early fall of each year
to all Indiana students in grades 3, 6, 8 and 10. Each
criterion-referenced question has been specifically designed to measure
student achievement relative to the academic standards established by
the State Board of Education. Items sample student performance as
defined in the Indiana English/language arts and mathematics standards
through grades 2, 5, 7 and 9, that is, ISTEP+ measures what students
should have been taught and achieved by the beginning of grades 3, 6, 8
and 10.

The ISTEP+ results are reported as individual student information and
aggregated class and school results. Key data on these reports include
the number and percentage of students passing English/language arts and
math and scores on each content standard in reading, writing and math.
These ISTEP+ data are currently used for several purposes. The
school-level results are used to allocate state remediation funds and
are key elements in the Indiana School Incentive Awards and the state's
performance-based accreditation processes. The percentage of students
passing ISTEP+ in each grade and content area is also used to compute
adequate yearly progress for Title I schools.

Beginning in the Fall 2000 statewide assessment ISTEP+, the nationally
norm-referenced component of the assessments, became optional since the
Indiana State Board of Education voted to eliminate that portion as a
requirement of statewide assessment. Consequently, beginning in the fall
of 2001, the annual ISTEP+ will be entirely a standards-based
criterion-referenced assessment.

-   

In June 2000, the Board also began the rule-making process to require
Indiana schools, selected as part of the National Assessment of
Educational Progress (NAEP) sample, to participate in NAEP testing.

**Classroom Student Assessment Data**\
The *Indiana Grade 1 Reading Assessment* and the proposed Grade 2
reading assessments will be used to informally assess beginning reading
skills including phonemic awareness, decoding and comprehension. The
assessment was developed by the Center for Innovative Assessment under
the direction of Dr. Roger Farr, Indiana University, Bloomington,
Indiana, with support from the Indiana Department of Education. The
*Indiana Grade 1 Reading Assessment* will serve as an instructional tool
for first-grade teachers to gain information about the developing
reading skills of each of their students. (The *Indiana Grade 2 Reading
Assessment* is under development and will be used by I-READ schools).
The goal of the assessments is to determine student performance on key
indicators related to reading success so teachers can optimize
instruction and intervene early to prevent difficulties. Therefore, the
assessment results are solely for instructional purposes.

In addition to pre-kindergarten criterion measurements as a primary
indicator of the impact of early children services, developmentally
appropriate performance assessments and observation surveys will also
play a significant role in measuring the impact of student performance.

### Family Data

And finally, an increasing number of parents participating in
program-sponsored activities will provide enriched home reading
environments for their children. Schools will collect data with the use
of the *Family and Community Involvement Log*. Schools will be asked to
monitor family involvement/literacy and training support based on the
six stages of high-quality family involvement (listing topics/focus of
each family/adult activity and/or training, schedule/date, and type of
activity (e.g., whole group adult training, parent-child session,
collaboration to plan and problem solve) and external technical
assistance support and activities. Data will reflect whole school
activities and support for families rather than just individual teacher
activities log.

## C. Summative Evaluation

The summative evaluation will measure the following specific outcomes:

-   demonstrated increase in children's reading proficiency as evidenced
    by improved levels of student performance on reading and writing
    assessments, including levels of performance and passing rates on
    the criterion-referenced test for Indiana State Test of Educational
    Progress Plus (ISTEP+) in English/language arts and the *Reading
    Assessment* and the proposed Grade 2 reading assessment;

-   demonstrated increase in attainment and application of educator
    knowledge and skills needed to ensure that all children in targeted
    populations perform at high standards in reading and writing;

-   reductions in the number of children requiring tutorial assistance
    for reading;

-   reductions in the rates of children identified as at risk because of
    reading failure at the end of kindergarten, grade 1 and grade 2;

-   reductions in the number/rate of children referred to special
    education for reading difficulties;

-   the quality, type and degree of coordinated funding with other
    available funding sources;

-   the quality, type and degree of involvement and participation in
    program activities by the principal(s), teacher(s), parent(s), and
    when appropriate, children;

-   the quality of any products/documents developed as part of the
    program;

-   The overall strengths and weaknesses of the program; and

-   Any recommendations for modifying or improving the program as a
    result of ongoing evaluation activities.

### Summary

The I-READ evaluation team's expertise in quantitative, qualitative and
case study evaluation will be a valuable asset in determining the impact
of I-READ on Indiana schools and the state support for reading
improvement. In addition to existing demographic and achievement data,
the I-READ evaluation effort will build primarily from data collected
for local I-READ evaluation. The principal or his/her designee at each
school will be responsible for collecting and organizing school-level
evaluation data. The LEA's central office I-READ liaison will be
responsible for submitting the evaluation data from all I-READ schools
in the LEA by the designated reporting date. Schools will submit data
electronically. Summarized data for each school will be reviewed by the
IDOE. Aggregation at the IDOE level will be handled by IDOE staff and
outside evaluation consultants.

# Section 7. Relationship of REA to Other State Activities

7A. Indiana's Changing Landscape

The potential impact of I-READ goes well beyond the 90 eligible school
districts. Concerned about the number and percentage of children in
Indiana who are increasingly unsuccessful readers in the early grades,
Indiana's Reading and Literacy Partnership views this as an opportunity
to initiate, support, and extend systematic reading improvement
statewide; beginning with the neediest schools. For many children, the
difficulties they experience learning to read in the early years tend to
persist, resulting in a spiral of on-going difficulty and eventual
failure. Today, the stakes for all Indiana students, including special
education students, are particularly high since reading and writing
competence are now minimal requirements for receiving an Indiana high
school diploma. That competence is most easily demonstrated by meeting
the standard for ISTEP+ on the grade 10 graduation qualifying exam
(GQE). Alternatively, students may demonstrate competency by presenting
a body of work that meets the standard. However, children in nearly one
third of Indiana schools are struggling to meet that standard. REA goals
and the implementation of effective instructional strategies for the
teaching of reading described in the work of the National Reading
Panel's Report will be the next important step in Indiana's efforts to
reform early literacy instruction at the state and local level.

Indiana will use REA funding to develop a cadre of classroom teachers
who know and use scientific research based strategies to teach reading.
By the end of I-READ's Phase 4, these teachers will have formed a
network of "reading" professionals who know, work with, and succeed in
teaching children at risk of reading failure. These teachers will have a
deeper understanding of a scientific research-based approach to the
teaching of reading along with the skills needed to develop a strategic
approach to intervention for children at risk of reading failure. The
complexity of the change process involves commitment and persistence.
Experience (SWP/TAS state support system & CSRD) and research (Fullan,
1993) has shown us that schools involved in change need ongoing
technical assistance over a sustained period of time to ensure a
"culture transformation" necessary to "institutionalize" the school's
plan. To ensure this success, IDOE will sustain support for I-READ
schools beyond the 2-year funding period.

The proposed I-READ program is closely linked to other recent state
initiatives to improve reading. In order to coordinate reading
improvement, the Indiana State Board approved a series of reform
efforts: new grade-level language arts standards, an *Indiana Reading
List*, *Teaching Frameworks for the Indiana Standards*, the *Phonics
Tool Kit* and *Phonics Online*. These efforts mark the introduction of
scientific research-based reading instruction for most Indiana teachers.

-   Grade-level English/Language Arts Academic Standards (K-12) were
    approved by the Education Roundtable and the State Board of
    Education in June 2000. As part of Indiana's strategy to raise
    expectations, the Standards booklets with examples were distributed
    to parents and teachers of all school children statewide. These new
    standards for Kindergarten through Grade 12, grounded in the work of
    Dr. Marilyn Jager Adams, Dr. Michael Pressley, and the National
    Reading Panel Report, outline performance expectations for students
    in English/language arts across seven strands -- Word Recognition,
    Fluency and Vocabulary, Reading Comprehension, Literary Response and
    Analysis and Writing Process, Writing Applications, Written English
    Language Conventions, Listening and Speaking. In a letter to
    Governor O'Bannon and to Superintendent Reed after reviewing
    Indiana's language arts standards, Achieve, Inc. states
    "...Standards 2000 are among the best English language arts
    standards in America. They are comprehensive and specific... These
    standards will serve as a powerful roadmap for revising ISTEP+
    assessments for grades 3, 6, 8, and 10 over the next several
    years...help(ing) ensure that all Indiana school children, no matter
    where they live, will be exposed to rich and important subject
    matter.

-   *Indiana's Reading List* establishes clear expectations of the rigor
    and variety of reading that should be found in Indiana's schools. It
    includes fiction, non-fiction, and reference works by grade level.

-   *Indiana Grade 1 Reading Assessment*, developed and distributed to
    all Indiana elementary schools by the Center for Innovative
    Assessment, is designed as a tool to help first grade teachers
    identify skill needs related to 1) phonemic awareness, 2)
    recognition of letters, beginning and ending sounds, 3) word,
    sentence and paragraph comprehension, 4) story comprehension,
    involving listening and reading. The *Indiana Grade 2 Assessment* is
    in the process of development and will be piloted in schools during
    the 2002-2003 school year.

-   A *Phonics Tool Kit* and companion online phonics course provide a
    "refresher" for experienced teachers and a significant resource for
    new teachers. The Tool Kit highlights effective instructional
    strategies and encourages on-going professional development in
    phonics and early reading instruction.

# Work in Progress

-   ISTEP+, a statewide assessment of English/Language Arts that is
    administered yearly in grades 3, 6, and 8 will be aligned with the
    new standards by the fall of 2002. The 2004 tenth grade Graduation
    Qualifying Exam will also be based on Indiana's new Academic
    Standards.

```{=html}
<!-- -->
```
-   

```{=html}
<!-- -->
```
-   Indiana's Public Law 221 (1999) defined an accountability system for
    Indiana's schools that uses performance on ISTEP+ Language Arts as
    one of two primary indicators of school effectiveness. This
    indicator must be reported annually to the local community. In
    addition, a resulting school improvement plan must specifically
    address student reading, writing, and mathematics improvement.

-   The Department has established a partnership with PAWS, Inc. (Jim
    Davis, Creator of Garfield) that will provide I-READ schools the
    opportunity to use "Garfield" books and other items as a incentive
    for motivating children to read. In addition to this reading
    incentive plan, other corporate supporters (PAWS; Chamber of
    Commerce; Marsh, Inc.; and others) will assist with the development
    of materials for English and Spanish speaking families and children
    that align to the 6-Dimensions of Reading and Indiana's Academic
    Standards. The Directors of Language Minority, Special Education,
    Title I, and Early Childhood in the Indiana Department of Education
    and the Indiana Center for Families, School and Community
    Partnerships will work closely with partners in the development of
    these family resources. The Indiana Center for Families, School and
    Community Partnerships will provide training to teachers,
    home/school liaisons and parents in the use of these resources.

What will REA bring to Indiana? Although Indiana has been actively
pursuing improved student achievement, local school districts and
schools have viewed these efforts as discrete and often disconnected
projects and sources of extra funds. There is minimal evidence that they
have or are using these school improvement initiatives to develop a
comprehensive and cohesive approach to school improvement and school
change. REA offers Indiana a significant opportunity to communicate,
inform, and expect a plan to improve reading, professional development
focused on reading, and support for reading in all Indiana communities
beginning with those districts clearly in need.

# 

# Section 8. Budget

## Budget and detail

## 

<table style="width:100%;">
<colgroup>
<col style="width: 13%" />
<col style="width: 1%" />
<col style="width: 14%" />
<col style="width: 14%" />
<col style="width: 7%" />
<col style="width: 8%" />
<col style="width: 12%" />
<col style="width: 3%" />
<col style="width: 11%" />
<col style="width: 14%" />
</colgroup>
<tbody>
<tr class="odd">
<td rowspan="2"><img src="media/image1.png"
style="width:1.15in;height:1.125in" /></td>
<td colspan="6" rowspan="2"><p><strong>U.S. DEPARTMENT OF
EDUCATION</strong></p>
<p><strong>BUDGET INFORMATION</strong></p>
<p><strong>NON-CONSTRUCTION PROGRAMS</strong></p></td>
<td colspan="3">OMB Control Number: 1890-0004</td>
</tr>
<tr class="even">
<td colspan="3">Expiration Date: 02/28/2003</td>
</tr>
<tr class="odd">
<td colspan="5">Name of Institution/Organization</td>
<td colspan="5">Applicants requesting funding for only one year should
complete the column under "Project Year 1." Applicants requesting
funding for multi-year grants should complete all applicable columns.
Please read all instructions before completing form.</td>
</tr>
<tr class="even">
<td colspan="10"><p><strong>SECTION A - BUDGET SUMMARY</strong></p>
<p><strong>U.S. DEPARTMENT OF EDUCATION FUNDS</strong></p></td>
</tr>
<tr class="odd">
<td colspan="2">Budget Categories</td>
<td><p>Project Year 1</p>
<p>(a)</p></td>
<td><p>Project Year 2</p>
<p>(b)</p></td>
<td colspan="2"><p>Project Year 3</p>
<p>(c)</p></td>
<td colspan="2"><p>Project Year 4</p>
<p>(d)</p></td>
<td><p>Project Year 5</p>
<p>(e)</p></td>
<td><p>Total</p>
<p>(f)</p></td>
</tr>
<tr class="even">
<td colspan="2">1. Personnel</td>
<td>100,711</td>
<td>114,339</td>
<td colspan="2">118,912</td>
<td colspan="2"></td>
<td></td>
<td>333,962</td>
</tr>
<tr class="odd">
<td colspan="2">2. Fringe Benefits</td>
<td>31,220</td>
<td>35,443</td>
<td colspan="2">36,862</td>
<td colspan="2"></td>
<td></td>
<td>103,525</td>
</tr>
<tr class="even">
<td colspan="2">3. Travel</td>
<td>31,616</td>
<td>52,022</td>
<td colspan="2">26,020</td>
<td colspan="2"></td>
<td></td>
<td>109,658</td>
</tr>
<tr class="odd">
<td colspan="2">4. Equipment</td>
<td>INDIANA</td>
<td>DEPARTMENT OF</td>
<td colspan="2">EDUCATION WILL</td>
<td colspan="2">SUPPLY COMPUTER</td>
<td>AND OFFICE</td>
<td>EQUIPMENT</td>
</tr>
<tr class="even">
<td colspan="2">5. Supplies</td>
<td>13,605</td>
<td>8,050</td>
<td colspan="2">6,600</td>
<td colspan="2"></td>
<td></td>
<td>28,255</td>
</tr>
<tr class="odd">
<td colspan="2">6. Contractual</td>
<td>192,000</td>
<td>241,000</td>
<td colspan="2">156,600</td>
<td colspan="2"></td>
<td></td>
<td>589,600</td>
</tr>
<tr class="even">
<td colspan="2">7. Construction</td>
<td></td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2">8. Other</td>
<td>10,650,000</td>
<td>10,650,000</td>
<td colspan="2">0</td>
<td colspan="2"></td>
<td></td>
<td>21,300,000</td>
</tr>
<tr class="even">
<td colspan="2"><p>9. Total Direct Costs</p>
<p>(lines 1-8)</p></td>
<td>11,019,152</td>
<td>11,100,854</td>
<td colspan="2">344,994</td>
<td colspan="2"></td>
<td></td>
<td>22,465,000</td>
</tr>
<tr class="odd">
<td colspan="2">10. Indirect Costs</td>
<td>319,555</td>
<td>321,925</td>
<td colspan="2">10,005</td>
<td colspan="2"></td>
<td></td>
<td>651,485</td>
</tr>
<tr class="even">
<td colspan="2">11. Training Stipends</td>
<td>REFLECTED</td>
<td>ON LINE 8</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"><p>12. Total Costs</p>
<p>(lines 9-11)</p></td>
<td>11,338,707</td>
<td>11,422,779</td>
<td colspan="2">354,999</td>
<td colspan="2"></td>
<td></td>
<td>23,116,485</td>
</tr>
</tbody>
</table>

ED Form No. 524

+---------+---------+---------+----+----+---------+---------+---------+
| Name of |         |         |    | Ap |         |         |         |
| Ins     |         |         |    | pl |         |         |         |
| titutio |         |         |    | ic |         |         |         |
| n/Organ |         |         |    | an |         |         |         |
| ization |         |         |    | ts |         |         |         |
|         |         |         |    | re |         |         |         |
|         |         |         |    | qu |         |         |         |
|         |         |         |    | es |         |         |         |
|         |         |         |    | ti |         |         |         |
|         |         |         |    | ng |         |         |         |
|         |         |         |    | f  |         |         |         |
|         |         |         |    | un |         |         |         |
|         |         |         |    | di |         |         |         |
|         |         |         |    | ng |         |         |         |
|         |         |         |    | f  |         |         |         |
|         |         |         |    | or |         |         |         |
|         |         |         |    | on |         |         |         |
|         |         |         |    | ly |         |         |         |
|         |         |         |    | o  |         |         |         |
|         |         |         |    | ne |         |         |         |
|         |         |         |    | ye |         |         |         |
|         |         |         |    | ar |         |         |         |
|         |         |         |    | sh |         |         |         |
|         |         |         |    | ou |         |         |         |
|         |         |         |    | ld |         |         |         |
|         |         |         |    | co |         |         |         |
|         |         |         |    | mp |         |         |         |
|         |         |         |    | le |         |         |         |
|         |         |         |    | te |         |         |         |
|         |         |         |    | t  |         |         |         |
|         |         |         |    | he |         |         |         |
|         |         |         |    | co |         |         |         |
|         |         |         |    | lu |         |         |         |
|         |         |         |    | mn |         |         |         |
|         |         |         |    | u  |         |         |         |
|         |         |         |    | nd |         |         |         |
|         |         |         |    | er |         |         |         |
|         |         |         |    | \  |         |         |         |
|         |         |         |    | "P |         |         |         |
|         |         |         |    | ro |         |         |         |
|         |         |         |    | je |         |         |         |
|         |         |         |    | ct |         |         |         |
|         |         |         |    | Ye |         |         |         |
|         |         |         |    | ar |         |         |         |
|         |         |         |    | 1. |         |         |         |
|         |         |         |    | \" |         |         |         |
|         |         |         |    | Ap |         |         |         |
|         |         |         |    | pl |         |         |         |
|         |         |         |    | ic |         |         |         |
|         |         |         |    | an |         |         |         |
|         |         |         |    | ts |         |         |         |
|         |         |         |    | re |         |         |         |
|         |         |         |    | qu |         |         |         |
|         |         |         |    | es |         |         |         |
|         |         |         |    | ti |         |         |         |
|         |         |         |    | ng |         |         |         |
|         |         |         |    | f  |         |         |         |
|         |         |         |    | un |         |         |         |
|         |         |         |    | di |         |         |         |
|         |         |         |    | ng |         |         |         |
|         |         |         |    | f  |         |         |         |
|         |         |         |    | or |         |         |         |
|         |         |         |    | mu |         |         |         |
|         |         |         |    | lt |         |         |         |
|         |         |         |    | i- |         |         |         |
|         |         |         |    | ye |         |         |         |
|         |         |         |    | ar |         |         |         |
|         |         |         |    | gr |         |         |         |
|         |         |         |    | an |         |         |         |
|         |         |         |    | ts |         |         |         |
|         |         |         |    | sh |         |         |         |
|         |         |         |    | ou |         |         |         |
|         |         |         |    | ld |         |         |         |
|         |         |         |    | co |         |         |         |
|         |         |         |    | mp |         |         |         |
|         |         |         |    | le |         |         |         |
|         |         |         |    | te |         |         |         |
|         |         |         |    | a  |         |         |         |
|         |         |         |    | ll |         |         |         |
|         |         |         |    | ap |         |         |         |
|         |         |         |    | pl |         |         |         |
|         |         |         |    | ic |         |         |         |
|         |         |         |    | ab |         |         |         |
|         |         |         |    | le |         |         |         |
|         |         |         |    | co |         |         |         |
|         |         |         |    | lu |         |         |         |
|         |         |         |    | mn |         |         |         |
|         |         |         |    | s. |         |         |         |
|         |         |         |    | Pl |         |         |         |
|         |         |         |    | ea |         |         |         |
|         |         |         |    | se |         |         |         |
|         |         |         |    | re |         |         |         |
|         |         |         |    | ad |         |         |         |
|         |         |         |    | a  |         |         |         |
|         |         |         |    | ll |         |         |         |
|         |         |         |    | in |         |         |         |
|         |         |         |    | st |         |         |         |
|         |         |         |    | ru |         |         |         |
|         |         |         |    | ct |         |         |         |
|         |         |         |    | io |         |         |         |
|         |         |         |    | ns |         |         |         |
|         |         |         |    | be |         |         |         |
|         |         |         |    | fo |         |         |         |
|         |         |         |    | re |         |         |         |
|         |         |         |    | co |         |         |         |
|         |         |         |    | mp |         |         |         |
|         |         |         |    | le |         |         |         |
|         |         |         |    | ti |         |         |         |
|         |         |         |    | ng |         |         |         |
|         |         |         |    | f  |         |         |         |
|         |         |         |    | or |         |         |         |
|         |         |         |    | m. |         |         |         |
+---------+---------+---------+----+----+---------+---------+---------+
| **      |         |         |    |    |         |         |         |
| SECTION |         |         |    |    |         |         |         |
| B -     |         |         |    |    |         |         |         |
| BUDGET  |         |         |    |    |         |         |         |
| SU      |         |         |    |    |         |         |         |
| MMARY** |         |         |    |    |         |         |         |
|         |         |         |    |    |         |         |         |
| **NON-  |         |         |    |    |         |         |         |
| FEDERAL |         |         |    |    |         |         |         |
| FUNDS** |         |         |    |    |         |         |         |
+---------+---------+---------+----+----+---------+---------+---------+
| Budget  | Project | Project | P  |    | Project | Project | Total   |
| Cat     | Year 1  | Year 2  | ro |    | Year 4  | Year 5  |         |
| egories |         |         | je |    |         |         | \(f\)   |
|         | \(a\)   | \(b\)   | ct |    | \(d\)   | \(e\)   |         |
|         |         |         | Ye |    |         |         |         |
|         |         |         | ar |    |         |         |         |
|         |         |         | 3  |    |         |         |         |
|         |         |         |    |    |         |         |         |
|         |         |         | \  |    |         |         |         |
|         |         |         | (c |    |         |         |         |
|         |         |         | \) |    |         |         |         |
+---------+---------+---------+----+----+---------+---------+---------+
| 1\.     |         |         |    |    |         |         |         |
| Pe      |         |         |    |    |         |         |         |
| rsonnel |         |         |    |    |         |         |         |
+---------+---------+---------+----+----+---------+---------+---------+
| 2\.     |         |         |    |    |         |         |         |
| Fringe  |         |         |    |    |         |         |         |
| B       |         |         |    |    |         |         |         |
| enefits |         |         |    |    |         |         |         |
+---------+---------+---------+----+----+---------+---------+---------+
| 3\.     |         |         |    |    |         |         |         |
| Travel  |         |         |    |    |         |         |         |
+---------+---------+---------+----+----+---------+---------+---------+
| 4\.     |         |         |    |    |         |         |         |
| Eq      |         |         |    |    |         |         |         |
| uipment |         |         |    |    |         |         |         |
+---------+---------+---------+----+----+---------+---------+---------+
| 5\.     |         |         |    |    |         |         |         |
| S       |         |         |    |    |         |         |         |
| upplies |         |         |    |    |         |         |         |
+---------+---------+---------+----+----+---------+---------+---------+
| 6\.     |         |         |    |    |         |         |         |
| Cont    |         |         |    |    |         |         |         |
| ractual |         |         |    |    |         |         |         |
+---------+---------+---------+----+----+---------+---------+---------+
| 7\.     |         |         |    |    |         |         |         |
| Const   |         |         |    |    |         |         |         |
| ruction |         |         |    |    |         |         |         |
+---------+---------+---------+----+----+---------+---------+---------+
| 8\.     |         |         |    |    |         |         |         |
| Other   |         |         |    |    |         |         |         |
+---------+---------+---------+----+----+---------+---------+---------+
| 9\.     |         |         |    |    |         |         |         |
| Total   |         |         |    |    |         |         |         |
| Direct  |         |         |    |    |         |         |         |
| Costs   |         |         |    |    |         |         |         |
|         |         |         |    |    |         |         |         |
| (lines  |         |         |    |    |         |         |         |
| 1-8)    |         |         |    |    |         |         |         |
+---------+---------+---------+----+----+---------+---------+---------+
| 10\.    |         |         |    |    |         |         |         |
| I       |         |         |    |    |         |         |         |
| ndirect |         |         |    |    |         |         |         |
| Costs   |         |         |    |    |         |         |         |
+---------+---------+---------+----+----+---------+---------+---------+
| 11\.    |         |         |    |    |         |         |         |
| T       |         |         |    |    |         |         |         |
| raining |         |         |    |    |         |         |         |
| S       |         |         |    |    |         |         |         |
| tipends |         |         |    |    |         |         |         |
+---------+---------+---------+----+----+---------+---------+---------+
| 12\.    |         |         |    |    |         |         |         |
| Total   |         |         |    |    |         |         |         |
| Costs   |         |         |    |    |         |         |         |
|         |         |         |    |    |         |         |         |
| (lines  |         |         |    |    |         |         |         |
| 9-11)   |         |         |    |    |         |         |         |
+---------+---------+---------+----+----+---------+---------+---------+
| **      |         |         |    |    |         |         |         |
| SECTION |         |         |    |    |         |         |         |
| C -     |         |         |    |    |         |         |         |
| OTHER   |         |         |    |    |         |         |         |
| BUDGET  |         |         |    |    |         |         |         |
| INFORM  |         |         |    |    |         |         |         |
| ATION** |         |         |    |    |         |         |         |
| (see    |         |         |    |    |         |         |         |
| instru  |         |         |    |    |         |         |         |
| ctions) |         |         |    |    |         |         |         |
+---------+---------+---------+----+----+---------+---------+---------+

ED Form No. 524

##  

### I-READ Narrative Budget -- Year 1, Year 2, and Year 3

+----------------------------------+---------+---+---------+---+----------+
|                                  | **YEAR  | * |         | * |          |
|                                  | ONE**   | * |         | * |          |
|                                  |         | Y |         | Y |          |
|                                  |         | E |         | E |          |
|                                  |         | A |         | A |          |
|                                  |         | R |         | R |          |
|                                  |         | T |         | T |          |
|                                  |         | W |         | H |          |
|                                  |         | O |         | R |          |
|                                  |         | * |         | E |          |
|                                  |         | * |         | E |          |
|                                  |         |   |         | * |          |
|                                  |         |   |         | * |          |
+==================================+=========+===+=========+===+==========+
| ####### Personnel                | \       | \ |         | \ |          |
|                                  | $71,500 | $ |         | $ |          |
| I-READ Director                  |         | 7 |         | 7 |          |
|                                  | 22,165  | 4 |         | 7 |          |
| Salary                           |         | , |         | , |          |
|                                  | 29,211  | 3 |         | 3 |          |
| Fringe Benefits \@31%            |         | 6 |         | 3 |          |
|                                  | 9,055   | 0 |         | 4 |          |
| I-READ Administrative Assistant  |         |   |         |   |          |
|                                  | **\$13  | 2 |         | 2 |          |
| Salary                           | 1,931** | 3 |         | 3 |          |
|                                  |         | , |         | , |          |
| Fringe Benefits \@31%            |         | 0 |         | 9 |          |
|                                  |         | 5 |         | 7 |          |
| Accountant III                   |         | 0 |         | 3 |          |
|                                  |         |   |         |   |          |
| Salary (30% FTE)                 |         | 3 |         | 3 |          |
|                                  |         | 0 |         | 1 |          |
| Fringe Benefits \@31%            |         | , |         | , |          |
|                                  |         | 3 |         | 5 |          |
| ####### TOTAL                    |         | 7 |         | 9 |          |
|                                  |         | 9 |         | 4 |          |
|                                  |         |   |         |   |          |
|                                  |         | 9 |         | 9 |          |
|                                  |         | , |         | , |          |
|                                  |         | 4 |         | 7 |          |
|                                  |         | 1 |         | 9 |          |
|                                  |         | 7 |         | 4 |          |
|                                  |         |   |         |   |          |
|                                  |         | 9 |         | 9 |          |
|                                  |         | , |         | , |          |
|                                  |         | 6 |         | 9 |          |
|                                  |         | 0 |         | 8 |          |
|                                  |         | 0 |         | 4 |          |
|                                  |         |   |         |   |          |
|                                  |         | 2 |         | 3 |          |
|                                  |         | , |         | , |          |
|                                  |         | 9 |         | 0 |          |
|                                  |         | 7 |         | 9 |          |
|                                  |         | 6 |         | 5 |          |
|                                  |         |   |         |   |          |
|                                  |         | * |         | * |          |
|                                  |         | * |         | * |          |
|                                  |         | \ |         | \ |          |
|                                  |         | $ |         | $ |          |
|                                  |         | 1 |         | 1 |          |
|                                  |         | 4 |         | 5 |          |
|                                  |         | 9 |         | 5 |          |
|                                  |         | , |         | , |          |
|                                  |         | 7 |         | 7 |          |
|                                  |         | 8 |         | 7 |          |
|                                  |         | 2 |         | 4 |          |
|                                  |         | * |         | * |          |
|                                  |         | * |         | * |          |
+----------------------------------+---------+---+---------+---+----------+
| **Travel**                       | \*      | \ |         | \ |          |
|                                  | \$4,480 | * |         | * |          |
| Staff Travel                     |         | \ |         | \ |          |
|                                  | \*\*\*  | * |         | * |          |
| Mileage (assuming 80 -- 200 mile | 3,476   | \ |         | \ |          |
|                                  |         | $ |         | $ |          |
| -   roundtrips @ \$0.28          | \*\*\*  | 5 |         | 5 |          |
|                                  | 2560    | , |         | , |          |
| Lodging for State Trips          |         | 6 |         | 6 |          |
|                                  | 6,600   | 0 |         | 0 |          |
| Per Diem                         |         | 0 |         | 0 |          |
|                                  | 14,500  |   |         |   |          |
| Out of State Professional        |         | \ |         | \ |          |
| Development                      | **\$3   | * |         | * |          |
|                                  | 1,616** | \ |         | \ |          |
| Trips                            |         | * |         | * |          |
|                                  |         | \ |         | \ |          |
| Consultant Travel                |         | * |         | * |          |
|                                  |         | \ |         | \ |          |
| Midwest Advisory Panel           |         | * |         | * |          |
|                                  |         | 5 |         | 5 |          |
| Management Team Members          |         | , |         | , |          |
|                                  |         | 4 |         | 4 |          |
| ####### TOTAL                    |         | 2 |         | 2 |          |
|                                  |         | 2 |         | 2 |          |
| \* assuming 80 -- 200 mile       |         |   |         |   |          |
| roundtrips @ \$0.28.             |         | \ |         | \ |          |
|                                  |         | * |         | * |          |
| \*\* assuming 100 -- 200 mile    |         | \ |         | \ |          |
| roundtrips @\$0.28               |         | * |         | * |          |
|                                  |         | \ |         | \ |          |
| \*\*\* assuming 40 overnight     |         | * |         | * |          |
| assignments                      |         | \ |         | \ |          |
|                                  |         | * |         | * |          |
| \*\*\*\* assuming 60 overnight   |         | 4 |         | 4 |          |
| assignments                      |         | , |         | , |          |
|                                  |         | 8 |         | 8 |          |
|                                  |         | 0 |         | 0 |          |
|                                  |         | 0 |         | 0 |          |
|                                  |         |   |         |   |          |
|                                  |         | 9 |         | 4 |          |
|                                  |         | , |         | , |          |
|                                  |         | 2 |         | 1 |          |
|                                  |         | 0 |         | 9 |          |
|                                  |         | 0 |         | 8 |          |
|                                  |         |   |         |   |          |
|                                  |         | 2 |         | 6 |          |
|                                  |         | 7 |         | , |          |
|                                  |         | , |         | 0 |          |
|                                  |         | 0 |         | 0 |          |
|                                  |         | 0 |         | 0 |          |
|                                  |         | 0 |         |   |          |
|                                  |         |   |         | * |          |
|                                  |         | * |         | * |          |
|                                  |         | * |         | \ |          |
|                                  |         | \ |         | $ |          |
|                                  |         | $ |         | 2 |          |
|                                  |         | 5 |         | 6 |          |
|                                  |         | 2 |         | , |          |
|                                  |         | , |         | 0 |          |
|                                  |         | 0 |         | 2 |          |
|                                  |         | 2 |         | 0 |          |
|                                  |         | 2 |         | * |          |
|                                  |         | * |         | * |          |
|                                  |         | * |         |   |          |
+----------------------------------+---------+---+---------+---+----------+
| ####### Equipment                | All     |   |         |   |          |
|                                  | c       |   |         |   |          |
|                                  | omputer |   |         |   |          |
|                                  | and     |   |         |   |          |
|                                  | office  |   |         |   |          |
|                                  | eq      |   |         |   |          |
|                                  | uipment |   |         |   |          |
|                                  | will be |   |         |   |          |
|                                  | s       |   |         |   |          |
|                                  | upplied |   |         |   |          |
|                                  | by      |   |         |   |          |
|                                  | Indiana |   |         |   |          |
|                                  | Dep     |   |         |   |          |
|                                  | artment |   |         |   |          |
|                                  | of      |   |         |   |          |
|                                  | ed      |   |         |   |          |
|                                  | ucation |   |         |   |          |
+----------------------------------+---------+---+---------+---+----------+
| **Supplies**                     | \       |   | \$5,650 |   | \$4,200  |
|                                  | $11,505 |   |         |   |          |
| Books & materials for the        |         |   | 2,400   |   | 2,400    |
| initial work                     | 2,100   |   |         |   |          |
|                                  |         |   | **\$    |   | **\      |
| With 177 eligible schools/with   | **\$1   |   | 8,050** |   | $6,600** |
|                                  | 3,605** |   |         |   |          |
| Grantees for Year 2 and Year 3   |         |   |         |   |          |
|                                  |         |   |         |   |          |
| Office Supplies                  |         |   |         |   |          |
|                                  |         |   |         |   |          |
| ####### TOTAL                    |         |   |         |   |          |
+----------------------------------+---------+---+---------+---+----------+
| ####### Contractual              | \       |   | \       |   | \$10,000 |
|                                  | $20,000 |   | $15,000 |   |          |
| Midwest Advisory Panel           |         |   |         |   | 21,600   |
|                                  | 52,000  |   | 61,000  |   |          |
| Management Team                  |         |   |         |   | 15,000   |
|                                  | 40,000  |   | 25,000  |   |          |
| Web Development and Distance     |         |   |         |   | 110,000  |
| Learning                         | 80,000  |   | 140,000 |   |          |
|                                  |         |   |         |   | **\$1    |
| Independent Evaluator            | **\$19  |   | **\$24  |   | 56,600** |
|                                  | 2,000** |   | 1,000** |   |          |
| -                                |         |   |         |   |          |
|                                  |         |   |         |   |          |
| ####### TOTAL                    |         |   |         |   |          |
+----------------------------------+---------+---+---------+---+----------+
| **Other**\                       | \$9,    |   | \$9,    |   |          |
| Local Reading                    | 650,000 |   | 650,000 |   |          |
|                                  |         |   |         |   |          |
| Improvement Grants (50 schools   | 1,      |   | 1,      |   |          |
| -- 50%                           | 000,000 |   | 000,000 |   |          |
|                                  |         |   |         |   |          |
| Total grant-ranges of grants     | **      |   | **      |   |          |
| \$300,000                        | \$10,65 |   | \$10,65 |   |          |
|                                  | 0,000** |   | 0,000** |   |          |
| \$400,000)                       |         |   |         |   |          |
|                                  |         |   |         |   |          |
| Tutorial Assistance              |         |   |         |   |          |
|                                  |         |   |         |   |          |
| Grants -- first round            |         |   |         |   |          |
| competition at                   |         |   |         |   |          |
|                                  |         |   |         |   |          |
| \$75,000 to \$100,000 per school |         |   |         |   |          |
|                                  |         |   |         |   |          |
| ####### TOTAL                    |         |   |         |   |          |
+----------------------------------+---------+---+---------+---+----------+
| ####### Indirect Costs           | \$      |   | \$      |   | \$10,005 |
|                                  | 319,555 |   | 321,925 |   |          |
| Restricted Indirect Costs        |         |   |         |   | **\$     |
|                                  | **\$31  |   | **\$32  |   | 10,005** |
| Rate is 2.9%                     | 9,555** |   | 1,925** |   |          |
|                                  |         |   |         |   |          |
| ####### TOTAL                    |         |   |         |   |          |
+----------------------------------+---------+---+---------+---+----------+
| ####### GRAND TOTAL              | **      |   | **      |   | **\$3    |
|                                  | \$11,33 |   | \$11,42 |   | 54,999** |
|                                  | 8,707** |   | 2,779** |   |          |
+----------------------------------+---------+---+---------+---+----------+

## Supplemental Budget Form

<table>
<colgroup>
<col style="width: 29%" />
<col style="width: 12%" />
<col style="width: 5%" />
<col style="width: 0%" />
<col style="width: 12%" />
<col style="width: 3%" />
<col style="width: 0%" />
<col style="width: 9%" />
<col style="width: 0%" />
<col style="width: 2%" />
<col style="width: 1%" />
<col style="width: 10%" />
<col style="width: 0%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td rowspan="2"><h2 id="budget-breakdown">Budget breakdown</h2></td>
<td colspan="3"><h2 id="year-1">Year 1</h2></td>
<td colspan="3"><h2 id="year-2">Year 2</h2></td>
<td colspan="4"><h2 id="year-3">Year 3</h2></td>
<td colspan="3"><h1 id="total-6">Total</h1></td>
</tr>
<tr class="even">
<td><strong>Dollar Amount</strong></td>
<td colspan="2"><strong>%</strong></td>
<td><strong>Dollar Amount</strong></td>
<td colspan="2"><strong>%</strong></td>
<td colspan="2"><strong>Dollar Amount</strong></td>
<td colspan="2"><strong>%</strong></td>
<td colspan="2"><strong>Dollar Amount</strong></td>
<td><strong>%</strong></td>
</tr>
<tr class="odd">
<td colspan="14"><strong>State administration (up to 5%)</strong></td>
</tr>
<tr class="even">
<td><strong>State administration of Local Reading Improvement
subgrants</strong></td>
<td>209,152</td>
<td colspan="2"></td>
<td>230,854</td>
<td colspan="2"></td>
<td colspan="2">194,994</td>
<td colspan="2"></td>
<td colspan="2">635,000</td>
<td>2.8</td>
</tr>
<tr class="odd">
<td><strong>Evaluation (no more than 2%)</strong></td>
<td>80,000</td>
<td colspan="2"></td>
<td>140,000</td>
<td colspan="2"></td>
<td colspan="2">110,000</td>
<td colspan="2"></td>
<td colspan="2">330,000</td>
<td>1.46</td>
</tr>
<tr class="even">
<td><strong>Subtotal, State administration</strong></td>
<td>289,152</td>
<td colspan="2"></td>
<td>370,854</td>
<td colspan="2"></td>
<td colspan="2">304,994</td>
<td colspan="2"></td>
<td colspan="2">965,000</td>
<td>4.29</td>
</tr>
<tr class="odd">
<td colspan="14"><strong>Local Reading Improvement Subgrants (at least
80%)</strong></td>
</tr>
<tr class="even">
<td><strong>Subgrants to LEAs</strong></td>
<td>9,650,000</td>
<td></td>
<td colspan="2">9,650,000</td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2">2,000,000</td>
<td colspan="2">90%</td>
</tr>
<tr class="odd">
<td><strong>State administration</strong></td>
<td>80,000</td>
<td></td>
<td colspan="2">80,000</td>
<td></td>
<td colspan="2">40,000</td>
<td colspan="2"></td>
<td colspan="2">200,000</td>
<td colspan="2">10%</td>
</tr>
<tr class="even">
<td><strong>Subtotal, Tutorial Assistance</strong></td>
<td>1,080,000</td>
<td></td>
<td colspan="2">1,080,000</td>
<td></td>
<td colspan="2">40,000</td>
<td colspan="2"></td>
<td colspan="2">2,200,000</td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="14"><h3 id="total-rea-request">Total REA Request</h3></td>
</tr>
<tr class="even">
<td><strong>Total</strong></td>
<td>11,019,152</td>
<td></td>
<td colspan="2">11,100,854</td>
<td></td>
<td colspan="2">344,994</td>
<td colspan="2"></td>
<td colspan="2">22,465,000</td>
<td colspan="2"></td>
</tr>
</tbody>
</table>

## B. Resources per school

+---------------------------------+------------------------------------+
| Eligible School Corporations as | 90                                 |
| a result of being identified    |                                    |
| for Title I School Improvement  |                                    |
| (list includes the highest and  |                                    |
| second highest poverty numbers  |                                    |
| and percentages and those       |                                    |
| districts in Enterprise         |                                    |
| Communities and Enterprise      |                                    |
| Zones)                          |                                    |
+---------------------------------+------------------------------------+
| Schools Identified for Title I  | 177                                |
| School Improvement              |                                    |
+---------------------------------+------------------------------------+
| Instructional Staff in Title I  | 8,253                              |
| Schoo Improvement sites         |                                    |
+---------------------------------+------------------------------------+
| Students in Title I School      | 64,617                             |
| Improvement Sites               |                                    |
+---------------------------------+------------------------------------+
| Local Reading Improvement       | 50                                 |
| Grants                          |                                    |
|                                 | \$300,000 - \$400,000              |
| Estimated number of schools     |                                    |
|                                 | 22,500                             |
| Estimated range of grant awards |                                    |
|                                 | 1,300                              |
| Estimated number of children    |                                    |
| served                          |                                    |
|                                 |                                    |
| Estimate number of teachers     |                                    |
| served                          |                                    |
+---------------------------------+------------------------------------+
| Tutorial Assistance Grants      | 26                                 |
|                                 |                                    |
| Estimated number of schools     | 7                                  |
|                                 |                                    |
| Estimated number of school      | \$75,000 - \$100,000               |
| districts                       |                                    |
|                                 |                                    |
| Estimated range per school      |                                    |
+---------------------------------+------------------------------------+

# Appendix A: State standards and assessments related to reading

# Appendix B: List of elibigle districts and eligible schools located in the district and the number of teachers and children in each school

## I-READ Eligible Schools

**Code: @-Enterprise/Empowerment zone, \* - Largest/second largest high
poverty numbers,**

\*\* - Highest/second highest poverty rate.

+----+--------------------+----------------------------+------+-------+
| ** | **School           | **School**                 | **\# | # St  |
| Co | Corporation**      |                            | of** | udent |
| de |                    |                            |      |       |
| ** |                    |                            | **Te | *     |
|    |                    |                            | ache | *Enro |
|    |                    |                            | rs** | ll-** |
|    |                    |                            |      |       |
|    |                    |                            |      | **m   |
|    |                    |                            |      | ent** |
+====+====================+============================+======+=======+
|    | Ft. Wayne          | Adams Elementary School    | 41   | 276   |
|    | Community Schools  |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Bloomingdale Elementary    | 46   | 386   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Nebraska Elementary School | 26   | 300   |
+----+--------------------+----------------------------+------+-------+
|    |                    | Study Elementary School    | 18   | 348   |
+----+--------------------+----------------------------+------+-------+
|    | East Allen County  | Meadowbrook Elementary     | 46   | 466   |
|    | Schools            | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Southwick Elementary       | 45   | 457   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Village Elementary School  | 53   | 533   |
+----+--------------------+----------------------------+------+-------+
|    | Blackford County   | Montpelier Elementary      | 85   | 479   |
|    | Schools            | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Brown County       | Helmsburg Elementary       | 30   | 301   |
|    | School Corp.       | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Delphi Community   | Hillcrest Elementary       | 55   | 619   |
|    | School Corp        | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | West Clark         | Sellersburg Elementary     | 19   | 219   |
|    | Community School   | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Clarksville Com    | Greenacres Elementary      | 49   | 413   |
|    | School Corp        | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Greater Clark      | Maple Elementary School    | 35   | 392   |
|    | County Schools     |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Spring Hill Montessori     | 30   | 227   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Parkwood Elementary School | 47   | 587   |
+----+--------------------+----------------------------+------+-------+
|    | Community Schools  | Suncrest Elementary School | 46   | 686   |
|    | of Frankfurt       |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    | South Dearborn Com | Aurora Elementary School   | 34   | 396   |
|    | School Corp        |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Greensburg         | Billings Elementary School | 13   | 222   |
|    | Community Schools  |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    | DeKalb Co Ctl      | Waterloo Elementary School | 34   | 294   |
|    | United School      |                            |      |       |
|    | District           |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | McKenney-Harrison          | 54   | 677   |
|    |                    | Elementary School          |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Country Meadow Elementary  | 39   | 371   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Harrison-Wash Com  | Harrison Elementary School | 28   | 231   |
|    | School Corp        |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Muncie Com Schools | Grissom Elem School        | 49   | 498   |
+----+--------------------+----------------------------+------+-------+
|    |                    | Washington-Carver Elem     | 47   | 382   |
|    |                    | Schools                    |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Southwest Dubois   | Huntingburg Elementary     | 68   | 671   |
|    | Co School Corp     | Schools                    |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Concord Community  | Concord South Side         | 64   | 498   |
|    | Schools            | Elementary School          |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Elkhart Community  | Roosevelt Elementary       | 64   | 572   |
|    | Schools            | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Goshen Community   | Chamberlain Elementary     | 41   | 318   |
|    | Schools            | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Chandler Elementary School | 62   | 471   |
+----+--------------------+----------------------------+------+-------+
|    | Fayette County     | Grandview Elementary       | 39   | 430   |
|    | School Corporation | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Fayette Central Elementary | 47   | 363   |
+----+--------------------+----------------------------+------+-------+
|    | New Albany Floyd   | Fairmont Elementary School | 50   | 337   |
|    | Co Con Schools     |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | S Ellen Jones Elementary   | 48   | 307   |
|    |                    | Schools                    |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Covington          | Covington Elementary       | 30   | 395   |
|    | Community School   | School                     |      |       |
|    | Corp               |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Franklin County    | Brookville Elementary      | 48   | 695   |
|    | Com School Corp    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Madison-Grant      | Park Elementary School     | 47   | 495   |
|    | United School Corp |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Mississinewa       | R. J. Baskett Middle       | 100  | 458   |
|    | Community Schools  | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Marion Community   | Center Elementary School   | 36   | 301   |
|    | Schools            |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Lincoln Elementary School  | 37   | 301   |
+----+--------------------+----------------------------+------+-------+
|    |                    | Frances Slocum Elementary  | 36   | 414   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Southeast Elementary       | 42   | 398   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Eastern School     | Eastern District           | 67   | 808   |
|    | Dist of Greene Co  | Elementary School          |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Noblesville        | Forest Hill Elementary     | 38   | 414   |
|    | Schools            | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | South Henry School | Tri Elementary School      | 36   | 339   |
|    | Corp               |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Huntington Co Com  | Horace Mann Elementary     | 52   | 496   |
|    | School Corp        | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Seymour Community  | Margaret R Brown           | 47   | 497   |
|    | Schools            | Elementary School          |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Seymour-Jackson Elementary | 41   | 439   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Brownstown Com     | Brownstown Elementary      | 65   | 693   |
|    | School Corp        | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Jay School         | Westlawn Elementary School | 41   | 351   |
|    | Corporation        |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Madison            | Deputy Elementary School   | 30   | 179   |
|    | Consolidated       |                            |      |       |
|    | Schools            |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Lydia Middleton Elementary | 23   | 156   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | North Knox School  | North Knox Central         | 42   | 297   |
|    | Corporation        | Elementary                 |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Vincennes          | George Rogers Clark        | 107  | 738   |
|    | Community School   | Schools                    |      |       |
|    | Corp               |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Wawasee Community  | North Webster Elementary   | 71   | 598   |
|    | School Corp        | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Warsaw Community   | Lincoln Elementary School  | 39   | 413   |
|    | Schools            |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Tippecanoe Valley  | Mentone Elementary School  | 41   | 404   |
|    | School Corp        |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Burket Elementary School   | 18   | 139   |
+----+--------------------+----------------------------+------+-------+
|    | Whitko Community   | Whitko Middle School       | 74   | 489   |
|    | School Corp.       |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Prairie Heights    | Prairie Heights Elem       | 35   | 520   |
|    | Com School Corp    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Lakeland School    | Lima-Brighton Elementary   | 34   | 305   |
|    | Corporation        | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Lake Ridge Schools | Black Oak Elementary       | 33   | 219   |
+----+--------------------+----------------------------+------+-------+
| *  | School City of     | William McKinley           | 43   | 761   |
| *@ | East Chicago       | Elementary School          |      |       |
| \* |                    |                            |      |       |
| \* |                    |                            |      |       |
| ** |                    |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Lake Station       | Virgil I Bailey Elementary | 31   | 202   |
|    | Community Schools  | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Central Elementary School  | 26   | 125   |
+----+--------------------+----------------------------+------+-------+
|    |                    | Carl J Polk Elementary     | 31   | 251   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
| *  | Gary Community     | Aetna Elementary School    | 36   | 393   |
| *@ | School Corp.       |                            |      |       |
| \* |                    |                            |      |       |
| ** |                    |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Beveridge Elementary       | 41   | 303   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Brunswick Elementary       | 41   | 538   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | George Washington Carver   | 45   | 555   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Charles R Drew Elementary  | 52   | 465   |
+----+--------------------+----------------------------+------+-------+
|    |                    | David O Duncan Elementary  | 34   | 468   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Spaulding Elementary       | 40   | 358   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Benjamin Franklin          | 29   | 415   |
|    |                    | Elementary School          |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Kuny Elementary School     | 35   | 264   |
+----+--------------------+----------------------------+------+-------+
|    |                    | Alain L Locke Elementary   | 39   | 488   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Arthur P Melton Elementary | 46   | 441   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Horace S Norton Elementary | 38   | 336   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Pittman Square Elementary  | 37   | 338   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Ernie Pyle Elementary      | 28   | 261   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | James Whitcomb Riley Elem. | 39   | 421   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | George Washington          | 23   | 285   |
|    |                    | Elementary School          |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Griffith Public    | Eldon Ready Elementary     | 43   | 426   |
|    | Schools            | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | School City of     | Lee L. Caldwell Elementary | 34   | 383   |
|    | Hammond            | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Lafayette Elementary       | 60   | 662   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Lew Wallace Elementary     | 36   | 377   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Woodrow Wilson Elementary  | 47   | 463   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | School City of     | Nathan Hale Elementary     | 40   | 438   |
|    | Whiting            | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | LaPorte Community  | Indiana Trail Elementary   | 41   | 392   |
|    | School Corp        | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | North Lawrence     | Parkview Intermediate      | 22   | 249   |
|    | Community Schools  | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Mitchell Community | Burris Elementary School   | 36   | 499   |
|    | Schools            |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    | South Madison Com  | South Elementary School    | 70   | 1060  |
|    | School Corp        |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Alexandria Com     | Marie Thurston Elementary  | 39   | 450   |
|    | School Corp        | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Anderson Community | Forest Hills Elementary    | 54   | 351   |
|    | School Corp        | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Twenty-Fifth Street        | 44   | 354   |
|    |                    | Elementary School          |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Morgan-Fenner Elementary   | 42   | 228   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Elwood Community   | Oakland Elementary School  | 33   | 352   |
|    | School Corp        |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    | MSD Decatur        | Lynwood Elementary School  | 50   | 615   |
|    | Township           |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    | MSD Lawrence       | Harrison Hill Elementary   | 48   | 576   |
|    | Township           | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | MSD Pike Township  | College Park Elementary    | 46   | 571   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Central Elementary School  | 42   | 481   |
+----+--------------------+----------------------------+------+-------+
|    | MSD Warren         | Heather Hills Elementary   | 47   | 599   |
|    | Township           | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | MSD Wayne Township | Rhoades Elementary School  | 60   | 830   |
+----+--------------------+----------------------------+------+-------+
|    |                    | Stout Field Elementary     | 56   | 648   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
| *  | Indianapolis       | William McKinley School 39 | 62   | 530   |
| *@ | Public Schools     |                            |      |       |
| ** |                    |                            |      |       |
|    |                    |                            |      |       |
| ** |                    |                            |      |       |
| \* |                    |                            |      |       |
| \* |                    |                            |      |       |
| \* |                    |                            |      |       |
| ** |                    |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Riverside School 44        | 63   | 414   |
+----+--------------------+----------------------------+------+-------+
|    |                    | Floro Torrence School 83   | 59   | 380   |
+----+--------------------+----------------------------+------+-------+
|    |                    | T C Steele School 98       | 52   | 350   |
+----+--------------------+----------------------------+------+-------+
|    |                    | Charles W Fairbanks School | 31   | 428   |
|    |                    | 105                        |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Loogootee          | Loogootee West Elementary  | 28   | 323   |
|    | Community School   | School                     |      |       |
|    | Corp               |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    | North Miami        | North Miami Elementary     | 70   | 618   |
|    | Community Schools  | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Peru Community     | Holman Elementary School   | 26   | 181   |
|    | Schools            |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Richland-Bean      | Stinesville Elementary     | 33   | 248   |
|    | Blossom C S C      | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Ellettsville Elementary    | 67   | 834   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Monroe County Com  | Highland Park Elementary   | 67   | 483   |
|    | School Corp        | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Templeton Elementary       | 86   | 496   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | South Montgomery   | Waveland Elementary School | 33   | 165   |
|    | Com School Corp    |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Crawfordsville Com | Mollie B Hoover Elementary | 40   | 343   |
|    | Schools            | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | North Newton       | Lincoln Elementary School  | 49   | 488   |
|    | School Corp        |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Central Noble Com  | Wolf Lake Elementary       | 21   | 337   |
|    | School Corp        | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | East Noble School  | North Side Elementary      | 34   | 313   |
|    | Corp               | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Wayne Center Elementary    | 30   | 252   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | West Noble School  | West Noble Elementary      | 49   | 601   |
|    | Corp               | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Spencer-Owen       | Patricksburg Elementary    | 34   | 253   |
|    | Community Schools  | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Gosport Elementary School  | 44   | 273   |
+----+--------------------+----------------------------+------+-------+
|    |                    | Spencer Elementary School  | 51   | 716   |
+----+--------------------+----------------------------+------+-------+
|    | Turkey Run         | Turkey Run Elementary      | 49   | 379   |
|    | Community School   | School                     |      |       |
|    | Corp               |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Duneland School    | Newton Yost Elementary     | 47   | 444   |
|    | Corporation        | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Portage Township   | Paul Saylor Elementary     | 41   | 403   |
|    | Schools            | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Randolph Eastern   | North Side Elementary      | 43   | 343   |
|    | School Corp        | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | P                  | Meadow's Edge Elementary   | 19   | 288   |
|    | enn-Harris-Madison | School                     |      |       |
|    | School Corp        |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    | South Bend         | Edward Eggleston           | 67   | 511   |
|    | Community School   | Elementary School          |      |       |
|    | Corp               |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Thomas Jefferson           | 53   | 506   |
|    |                    | Elementary                 |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Lafayette Elementary       | 38   | 349   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Lincoln Elementary School  | 56   | 647   |
+----+--------------------+----------------------------+------+-------+
|    |                    | Marquette Elementary       | 58   | 357   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | James Monroe Elementary    | 60   | 577   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Muessel Elementary School  | 60   | 499   |
+----+--------------------+----------------------------+------+-------+
|    |                    | Henry Studebaker           | 43   | 320   |
|    |                    | Elementary                 |      |       |
+----+--------------------+----------------------------+------+-------+
| @  | Scott County       | Austin Elementary School   | 65   | 683   |
|    | School District 1  |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Scott County       | Scottsburg Elementary      | 41   | 609   |
|    | School District 2  | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | North Judson San   | Liberty Elementary School  | 53   | 645   |
|    | Pierre School Corp |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Northeast School   | Dugger Elementary School   | 37   | 198   |
|    | Corporation        |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Evansville         | Lincoln Elementary School  | 56   | 348   |
|    | Vanderburgh School |                            |      |       |
|    | Corp               |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | John M Culver Elementary   | 47   | 519   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Delaware Elementary School | 53   | 454   |
+----+--------------------+----------------------------+------+-------+
|    | Vigo County School | Davis Park Elementary      | 49   | 432   |
|    | Corporation        | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Adelaide DeVaney           | 43   | 376   |
|    |                    | Elementary School          |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Ouabache Elementary School | 41   | 346   |
+----+--------------------+----------------------------+------+-------+
|    | MSD Warren County  | Williamsport Elementary    | 40   | 254   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    |                    | Warren Central Elementary  | 43   | 321   |
|    |                    | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | East Washington    | East Washington Elementary | 66   | 820   |
|    | School Corporation | School                     |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Richmond Community | Baxter Elementary School   | 33   | 167   |
|    | School Corp        |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Tri-County School  | Remington Elementary       | 39   | 205   |
|    | Corp               |                            |      |       |
+----+--------------------+----------------------------+------+-------+
|    | Twin Lakes School  | Eastlawn Elementary School | 28   | 184   |
|    | Corp               |                            |      |       |
+----+--------------------+----------------------------+------+-------+

# Compliance with General Provisions Act (GEPA), Section 427

In accordance with the provisions of GEPA, Section 427, enacted as part
of Improving America's Schools Act of 1994, the Indiana Department of
Education examined six types of barriers (gender, race, national origin,
color, disability, or age) that can impede equitable access or
participation in the benefits of the Reading Excellence program. It was
determined that Indiana is unequivocal in its commitment to erasing all
barriers to participation in this program and to building safeguards in
every phase of the program's implementation.

In addition to the barriers identified in GEPA, the Indiana Department
of Education has identified poverty as a potential barrier to children
and families receiving maximum benefit of the Reading Excellence
program. The rate of poverty for school age children in Indiana rose
from 11.9% in 1979 to 19% in the 1990's. Indiana's professional
development plan for teachers will include programming and training on
sensitivity to characteristics of children in situational or
generational poverty.

There are an estimated 27,000 homeless children in Indiana in both urban
and rural areas of the state. There are few resources to mitigate their
plight but this project will ensure that homeless young children will
receive their won books in addition to their reading instruction.

An increasing number of English language learners in Indiana, again in
both rural and urban areas, represents a critical area of concern for
the staff of the Reading Excellence team. Family literacy efforts will
be given special attention in areas where there are large numbers of
non-English speaking children.

The participation by representatives of the Division of Special
Education in every segment of the project work will ensure that the
needs of children with disabilities are addressed at state and local
levels. The research findings are particularly critical to effective
reading instruction for learning disabled students.

High expectations and standards for racial minority children who are
currently underachieving, for English language learners, for children
with learning difficulties and children from poverty will be monitored
in the implementation of this project.

# RESUMES

# Bibliography

Alba, J.W. & Hasher, L. (1983). Is memory schematic? [Psychological
Bulletin, 93]{.underline}, 203-231.

Adams, M.J. (1990). [Beginning to read: Thinking and learning about
print]{.underline}. Cambridge, MA: MIT Press.

Adams, M.J. & Collins, A.M. (1979). A schema-theoretic view of reading.
In Freedle, R.O. (Ed.). [Discourse processing: Multidisciplinary
perspectives]{.underline}. Norwood, NJ: Ablex.

Adams, M.J., Treiman, R., & Pressley, M. (1996). Reading, writing, and
literacy. In Sigel, I. & Renninger, A. (Eds). [Handbook of Child
Psychology]{.underline}. NY: Wiley.

Afflerbach, P. (1998). Reading assessment and learning to read from
Osborn and Lehr. [Literacy for All]{.underline}. London, England: The
Guilford Press.

Allen, D. (1998). [Assessing student learning: From grading to
understanding]{.underline}. New York: Teachers College, Columbia
University.

Allington, R.L. (1994). What's special about special programs for
children who find learning to read difficult? [Journal of Reading
Behavior, 26]{.underline}, 1-21.

American Federation of Teachers (1998). [Beginning reading
instruction]{.underline}. Policy statement adopted at the AFT
Convention. July 19, 1998.

Anders, P., Hoffman, J., & Duffy, G. (2000). Teaching teachers to teach
reading: Paradigm shifts, persistent problems, and challenges. In M.
Kamil, P. Mosenthal, P.D. Pearson, & R. Barr (Eds.), [Handbook of
Reading Research: Vol 3]{.underline}. Mahwah, NJ: Lawrence Erlbaum.

Anderson R.C. (1977). The notion of schemata and the educational
enterprise. In Anderson, R.C, A., Spiro, R.J. & Montague, W.E. (Eds).
[Schooling and the Acquisition of Knowledge]{.underline}. NJ: Erlbaum.

Anderson R.C. (1978). Schema-directed processes in language
comprehension. In Lesgold, A., Pelligreno, J., Folkkema, S. & Glaser, R.
(Eds). [Cognitive Psychology and Instruction]{.underline}. NY: Plenum.

Anderson, R.C. (1984). Role of the reader's schema during comprehension,
learning and memory. In RC. Anderson, J. Osborn & R. Tierney (Eds).
[Learning to Read in America's Schools]{.underline}. Hillsdale, NJ:
Erlbaum.

Anderson, R.C. & Pearson, P.D. (1984). A schema-theoretic view of basic
processes in reading comprehension. In P.D. Pearson, R. Barr, M.L. Kamil
& P. Mosenthal (Eds). [Handbook of Reading Research]{.underline}. NY:
Longman.

Anderson, R.C., Wilson, P.T,. & Fielding, L.G. (1988). Growth in reading
and how children spend their time outside of school. [Reading Research
Quarterly, 23,]{.underline} 285-303.

Assessment testing in American schools: Asking the right questions. US
Congress, Office of Technology. Washington, DC: US Government Printing
Office, 1992.

Barnes, D. (1992). [From Communication to Curriculum]{.underline}.
Portsmouth, NH: Heinemann.

Baumann, J., Jones, L., & Seifert-Kessel, N. (1993). Using think alouds
to enhance children's comprehension monitoring abilities. [The Reading
Teacher, 47]{.underline}, 184-193.

Bickart, T. (1998). [Summary Report of Preventing Reading Difficulties
in Young Children]{.underline}. Washington, DC: Teaching Strategies,
Inc.

Blackowicz, C., & Ogle, D. (2001). [Reading Comprehension: Strategies
for Independent Learners]{.underline}. New York: Guilford.

Bloome, D. (1985). Reading as a social process. [Language Arts,
62]{.underline}, 134-142.

Bond, G. L., & Dykstra, R. (1967). The cooperative research program in
first grade reading instruction. [Reading Research Quarterly,
2,]{.underline} 5-142.

Bradley, L. and Bryant, P.E. (1983). Categorizing sounds and learning to
read -- A causal connection. [Nature, 301,]{.underline} 419-421.

Carey, R. F., Harste, J. C., & Smith S. L. (1981). Contextual
constraints and discourse processes: A replication study. [Reading
Research Quarterly, 16,]{.underline} 201-212.

Center for the Improvement of Early Reading Achievement (CIERA). (1999).
[Improving the reading achievement of America's children: 10-
research-based principles]{.underline}. \[On-Line\]. Available:
<http://www.ciera.org/library/instresrc/principles/index.html>

Center on English Learning and Achievement (CELA). A framework for
professional development. \[On-Line\]. Available:
[www.cela.albany.edu](http://www.cela.albany.edu/)

Chall, J. (1967). [Learning to Read: The Great Debate]{.underline}. New
York: McGraw-Hill, Inc.

Chomsky, C. (1979). Approaching reading through invented spelling. L. B.
Resnick & P.A. Weaver (Eds.). [Theory and Practice of Early
Reading]{.underline}. Hillsdale, NJ: Erlbaum.

Clarke, L. (1998). Invented versus traditional spelling in first graders
writings: Effects on learning to spell and read. [Research in the
Teaching of English, 22]{.underline}, 281-309.

Cunningham, A. (1990). Explicit versus implicit instruction in phonemic
awareness. [Journal of Experimental Child Psychology, 50,]{.underline}
429-444.

Cunningham, P.M. (1995). [Phonics they use: Words for reading and
writing]{.underline}. New York: Harper-Collins.

Darling-Hammond, L. (1996). What matters most: A competent teacher for
every child. [Phi Beta Kappan, 78]{.underline}(3), 193-200.

\_\_\_\_\_. (1997). [The Right to Learn: A Blueprint for Creating
Schools That Work]{.underline}. San Francisco: Jossey-Bass.

Darling-Hammond, L., & Falk, B. (1997). Using standards and assessments
to support student learning. [Phi Beta Kappan, 79]{.underline}(3),
190-201.

Davis, F.B. (1942). Two new measures of reading ability. [Journal of
Educational Psychology, 33,]{.underline} 365-372.

Delpit, L. (1991). Teaching children versus teaching a curriculum. From
"A conversation with Lisa Delpi". [Language Arts]{.underline} 544-545.

Dowhower, S.L. (1994). Repeated readings revisited: Research on
practice. [Reading and Writing Quarterly: Overcoming Learning
Difficulties 10,]{.underline} 343-358.

Duncan, G.J. & Moscow, L. (1997). Longitudinal indicators of children's
poverty and dependence. [Indicators of Children's
Well-Being]{.underline}. Ed. R.M. Hauser. New York: Russell Sage
Foundation.

Durkin, D. (1966). [Children Who Read Early]{.underline}. New York:
Teachers College Press.

Durkin, D. (1979). What classroom observations reveal about reading
comprehension instruction. [Reading Research Quarterly,
14]{.underline},iv, 481-553.

Fletcher, J.M., & Lyon, G.R. (1998). Reading: A research-based approach.
In W. Evers (Ed.), [What's Gone Wrong in America's
Classrooms]{.underline}. Stanford, CA: Hoover Institution Press.

Freebody, R. & Anderson, R.C. (1983). Effects of vocabulary difficulty,
text cohesion, and schema availability on reading comprehension.
[Reading Research Quarterly 18,]{.underline} 277-294.

Fountas, I.C., & Pinnell, G.S. (1996). [Guided Reading: Good First
Teaching for All Children]{.underline}. Portsmouth, NH: Heinemann.

\_\_\_\_\_\_. (1998). [Matching Books to Readers: Using Leveled Books in
Guided Reading K-3]{.underline}. Portsmouth, NH: Heinemann.

\_\_\_\_\_\_. (2000). [Guiding Readers and Writers Grades 3-6: Teaching
Comprehension, Genre, and Content Literacy]{.underline}. Portsmouth, NH:
Heinemann.

Fullan, Michael. (1993). [Change Forces: Probing the Depths of
Educational Reform]{.underline}. London: The Falmer Press.

Gambrell, Linda B., Morrow, L.M., Neuman, S.B., & Pressley, M.B. (1999).
[Best Practices in Literacy Instruction]{.underline}. London: The
Guilford Press.

Glazer, S. M., & Brown, C.S. (1993). [Portfolios and Beyond:
Collaborative Assessment in Reading and Writing]{.underline}. Norwood,
MA: Christopher-Gordon.

Harvey, S., & Goudvis, A. (2000). [Strategies That Work: Teaching
Comprehension to Enhance Understanding]{.underline}. York Maine:
Stenhouse.

Hoffman, J., & Pearson, P.D. (2000). Reading teacher education in the
next millennium: What your grandmother's teacher didn't know that your
granddaughter's teacher should. [Reading Research Quarterly,
35,]{.underline} 28-44.

Kagan, S.L., (1991). [United we stand: collaboration for child care and
early education services]{.underline}. New York: Teachers College,
Columbia University.

Kameenui, E., J., Simmons, D.C., Chard, D., & Dickson, S. (1997).
Direction instruction in reading. In S.A. Stahl & D.A. Hayes (Eds.).
[Instructional Models in Reading]{.underline}. Mahwah, NJ: Erlbaum.

Kameenue, E., Carmine, D., & Freschi, R. (1982). Effects of text
construction and instructional procedures for teaching word meanings on
comprehension and recall. [Reading Research Quarterly,
17]{.underline}(3), 367-388.

Learning First Alliance (2000). Every child reading: An action plan.
(ASCD #300342).

Learning First Alliance (2000). Every child reading: A professional
development guide. A Companion to Every Child Reading: An Action Plan
(ASCD #300303).

Learning to read and write: Developmentally appropriate practices for
young children. (1998). A Joint Position statement of the International
Reading Association and the National Association for the Education of
Young Children.

Lundberg, I., Frost, J. & Petersen, O.P. (1988). Effects of an extensive
program of stimulating phonological awareness in preschool children.
[Reading Research Quarterly 23,]{.underline} 263-84.

McCutcheon, D., & Berninger, V.W. (1999). Those who know, teach well:
Helping teachers master literacy-related subject matter knowledge.
[Learning Disabilities Research and Practice, 14,]{.underline} 215-226.

McIntyre, E. (1995). The struggle for developmentally appropriate
literacy instruction. [Journal of Research in Childhood Education,
9]{.underline}(2), 145-55.

McIntyre, E. & Pressley, M. (Eds). (1996). [Balanced Instruction:
Strategies and skills in whole language]{.underline}. Norwood, MA:
Christopher-Gordon.

Moats, L. (1999). [Teaching Reading IS Rocket Science: What expert
teachers of reading should know and be able to do]{.underline}. American
Federation of Teachers.

Moats, L. (Spring/Summer, 1998). Teaching decoding. [American Educator,
22,]{.underline} 42-49; 95-96.

Morrow, L.M., Tracy, D.H., Woo, D.G., & Pressley, M. (1999).
Characteristics of exemplary first-grade literacy instruction. [The
Reading Teacher, 52,]{.underline} 462.

Morrow, L.M. & Weinstein, C. (1986). Encouraging voluntary reading: The
impact of a literature program on children's use of library centers.
[Reading Research Quarterly, 21,]{.underline} 330-46.

Learning to Read and Write: Developmentally appropriate practices for
young children. (1998). A joint position statement of the International
Reading Association and the National Association for the Education of
Young Children.

National Partnership for Excellence and Accountability in Teaching.
(1999). Improving professional development: Research-based principles.
\[On-line\]. Available: npeat.org/strand2/pdprin.pdf)

National Reading Panel. (2000). Report of the National Reading Panel:
Teaching children to read: An evidence-based assessment of the
scientific research literature on reading and its implications for
reading instruction. Washington, DC: National Institute of Child Health
and Human Development, National Institutes of Health.

National Research Council. (2000). [Eager to learn: Educating our
preschoolers]{.underline}. Executive summary. Washington, DC: National
Academy Press.

National Research Council. (1998). [Preventing Reading Difficulties in
Young Children]{.underline}. Executive summary. Washington, DC: National
Academy Press.

National Research Council. (1999). [Starting Out Right: A Guide to
Promoting Children's Reading Success]{.underline}. Washington, DC:
National Academy Press.

National Staff Development Council. (1995). [Standards for Staff
Development: Elementary School Level]{.underline}. Oxford, OH, and
Alexandria, VA: Author

Neuman, S.B., & Dickinson, D.K. (2001). [Handbook of Early Literacy
Research]{.underline}. New York: Guilford.

Neuman, S.B. & Roskos, K. (1997). Literacy knowledge in practice:
Contexts of participation for young writers and readers. [Reading
Research Quarterly, 32,]{.underline} 10-32.

O'Hare, W.P. (1996). A new look at poverty in America. [Population
Bulletin, 51,]{.underline}2.

Osborn, J. and Fran L. (1998). [Literacy for All Issues in Teaching and
Learning]{.underline}. London, England: The Guilford Press.

Palinscar, A. & Brown, A. (1984). Reciprocal teaching of
comprehension-fostering and comprehension-monitoring activities,
[Cognition and Instruction, 1,]{.underline} 117-175

Pascual-Leone, J. & Irvin, R. (1998). Abstraction, the will, the self
and modes of learning in adulthood. In M.C. Smith & T. Pourchot (Eds).
[Adult Learning and Development: Perspectives for education
psychology]{.underline}. NJ: Erlbaum Associates.

Paris, S., Waski, B. & Turner, J. (1991). The development of strategic
readers. In Barr, R., Kamil., M. Mosenthal, P. & Pearson, D. (Eds).
[Handbook of Reading Research: Vol. 2]{.underline}. White Plains, NY:
Longman.

Pearson, P.D. & Johnson, D.D. (1978). [Teaching Reading
Comprehension]{.underline}. New York: Holt, Rinehart, and Winston.

Pressley, M. (1998). [Reading Instruction That Works: The Case for
Balanced Teaching]{.underline}. New York: Guilford Press.

Pressley, M., Allington, R., Wharton-McDonald, R., Block, C.C., &
Morrow, L.M. (2001). [Learning to read: Lessons from exemplary first
grade classrooms]{.underline}. New York: Guilford.

Pressley, M., Allington, R., Morrow, L., Baker, K., Nelson, E.,
Wharton-MacDonald, R. Collins Block, C., Tracey, D., Brooks, G., Cronin,
J. & Woo, D. (1999). [The Nature of Effective First-Grade Literacy
Instruction]{.underline}. Albany, NY: CELA Reports.

Rhodes, L. (1993). [Literacy Assessment: A Handbook Of
Instruments]{.underline}. Portsmouth, NH; Heinemann.

Rosenblatt, L.M. (1978). [The Reader, The Text, The Poem: The
Transactional Theory of the Literary Work]{.underline}. Carbondale, IL:
Southern Illinois University Press.

Rosenshine, B. (1971). [Teaching behaviors and student
achievement]{.underline}. Windsor, England: National Foundation for
Research in Education in England and Wales.

Rumelhart, DE. & Ortony, A. (1977). The representation of knowledge in
memory. In Anderson, R.C., A., Spiro, R.J. & Montague, W.E. (Ed).
[Schooling and the Acquisition of Knowledge]{.underline}. NJ: Erlbaum.

Santa, C. & Roller, C. (1999, draft). What Professional Development in
Reading Based on Scientifically Based Research Looks Like. Unpublished
IRA position paper.

Shanahan, T., Kamil, M.L. & Tobin, A.W.(1982). Cloze as a measure of
intersentential comprehension. [Reading Research Quarterly,
17]{.underline}, 229-55.

Smith, N.B. (1966, 1986). [American Reading Instruction]{.underline}.
Newark, DE: International Reading Association.

Snow, C.E., Burns, M.S. & Griffith, P. (1998). [Preventing Reading
Difficulties in Young Children]{.underline}. Washington, DC: National
Academy Press.

Stahl, S.A., Heubach, K. & Cramond, B. (1997). [Fluency-oriented reading
instruction. Reading Research Report No. 79]{.underline}. Athens, GA:
National Reading Research Center.

Torgensen, J.K. (1997). The prevention and remediation of reading
disabilities: Evaluating what we know from research. [Journal of
Academic Language Therapy, 1]{.underline}, 11-47.

Torgensen, J.K. (1998). Catch them before they fall: Identification and
assessment to prevent reading failure in young children. [American
Educator]{.underline}, Spring/Summer.

Torgensen, J.K. & Burgess, S.R. (1998). Consistency of reading
phonological processes throughout early childhood: Evidence from the
longitudinal-correctional and instructional studies. In J. Metsala & L.
Ehri (eds). [Word Recognition in Beginning Reading]{.underline}.
Hillside, NJ: Erlbaum Assoc.

Tharp, R. & Gallimore, R. (1988). [Rousing minds to life: Teaching,
learning, and schooling in social context]{.underline}. NY: Cambridge
University Press.

US Congress, Office of Technology. (1992). [Assessment Testing In
American Schools: Asking The Right Questions OTA-SET-519]{.underline}.
Washington, DC: US Government Printing Office.

US Department of Education, Office of Elementary and Secondary Education
& National Institute for Literacy. (2000). [READING: Know What
Works]{.underline}.

US Department of Education, Office of Policy and Planning. (1992).
[Transitions to Kindergarten in American Schools: Final Report of the
National Transition Study]{.underline}.

US Department of Education, Planning and Evaluation Service. (2000).
[Building strong foundations for early learning: Guide to high-quality
early childhood education programs]{.underline}. M.C. Dwyer, R. Chait, &
P. McKee. Washington, DC.

Vellutino, F. (1991). Introduction to three studies on reading
acquisition: Convergent findings on theoretical foundations of
code-oriented versus whole language approaches to reading instruction.
[Journal of Educational Psychology, 83,]{.underline} 437-443.

Wharton-MacDonald, R., Pressley, M., & Hampston, J. (1998). Literacy
instruction in nine first-grade classrooms: Teacher characteristics and
student achievement. [Elementary School Journal, 99]{.underline},
103-119.

Vygotsky, Lev. (1978). [Mind In Society: The development of higher
psychological processes]{.underline}. Cambridge, MA: Harvard University
Press.

Zemelman, S., Daniels, H. & Bizar, M. (1999). Sixty years of reading
research---but who's listening?. [Phi Delta Kappan]{.underline},
513-517.

Zemelman, S., Daniels, H., & Hyde, A. (1998). [Best Practice: New
Standards for Tesaching and Learning in America's Schools]{.underline}.
Portsmouth, NH: Heinemann.