# Presentation: 951177

## Archived Information

**The information in this presentation is archived for historical and reference purposes only.**

## The Reading Excellence Program:  Preparing an Effective Application

**Presentation at IASA - Salt Lake City**
**Nancy Rhett, Reading Excellence Team**
**Office of Elementary and Secondary Education**
**U.S. Department of Education**
**November 10, 1999**

## Reading Excellence Act:  Purposes

**1.****	****Teach every child to read by the end of third grade.**
**2.*****	*****Improve reading instruction through the use of findings from scientifically-based reading research.**
**3.****	****Provide early intervention to children experiencing reading difficulties and prevent inappropriate referral to special education.**
**4.****	****Provide children in early childhood with the readiness skills they need to learn to read once they enter school.**
**5.****	****Expand the number of high quality family literacy programs.**

## Understanding how phonemes, or speech sounds, are connected to print - phonemic awareness.
Ability to decode unfamiliar words.
Ability to read fluently.
Background information and vocabulary to foster reading comprehension.
Development of appropriate active strategies to construct meaning from print - comprehension.
Development and maintenance of a motivation to read.

**Ability to **_**decode**_** unfamiliar **_**words**_**.**
**Ability to read **_**fluently**_**.**
_**Background**_** information and **_**vocabulary**_** to foster reading comprehension.**
**Development of appropriate active strategies to construct meaning from print - **_**comprehension**_**.**
**Development and maintenance of a **_**motivation**_** to read.**

- Key Definition:  Six Dimensions of Reading

## Scientifically Based Reading Research

**The application of rigorous, systematic, and objective procedures to obtain valid knowledge relevant to reading development, reading instruction, and reading difficulties.**

**Section 2252(5),  REA**

## Funding for FY 1999

**Appropriation ****	****	****	****$260.0 m**
**State Grants****	****	****	****$241.1 m**
**National evaluation****	****	****	**** -    3.9 m**
**Dissemination (National                    -    5.0 m **
**	****Institute for Literacy)**
**Even Start     ****	****	****	**** -  10.0 m****	**

**Funding requested for FY 2000:  $286.0 million**

## Current REA Timeline for Coming Year

**States hold competition for subgrants to school districts (fall-early winter 2001)**
**     ****-- Local Reading Improvement subgrants**
**     ****-- Tutorial Assistance subgrants**

**LEAs and schools begin two-year subgrants (winter - summer 2001)**

**ED holds competition for grants to states, January - April 2000**

**(Applications due probably in March)**

## Local School Activities under Local Reading Improvement Subgrants

**Changed reading instruction in grades K-3**
**Accomplished by high quality professional development for teachers, principals, and staff in research-based reading instruction**
**Curriculum and supporting materials/technology **
**Extended learning opportunities (e.g., tutoring and summer programs)**
**Training for tutors**
**Family literacy services**
**School readiness, adult literacy, parent education/involvement**
**Kindergarten transition services/programs**

## Logic model for REA local program

**Effective reading instruction in grades K-3**
_**Changes in teacher practice**_
**Resources**
**Early intervention for students having difficulty (tutoring, summer programs, kindergarten transition)**
**Frequent assessment - informal and formal**

- Logic model for REA local program

_**Professional development**_** and parent education**

**Children reading by third grade**

**Family support for reading**

**Resources: **
**  ****materials, books **
**  ****technology**
**  ****staff**

## Local Activities under Tutorial Assistance Subgrants

**Provide tutorial assistance in reading to children having difficulty in reading -- before or after school, on weekends, or during the summer. **
**The tutoring must be based on scientifically-based reading research and must be consistent with the school curriculum. **
**The tutorial assistance providers accepted for this program must have a record of effectiveness in providing tutorial services in reading readiness, reading instruction, or early childhood literacy**
**Offer choice of multiple providers to parents -- at least one school-based and one under contract.**

## Developing the application

**1.****	****Establish a Reading and Literacy Partnership panel.**
**2.****	****Develop background, describe the need:**
**Review the scientifically based reading research.**
**Identify current efforts in the state, state standards, and resources.**
**Identify and describe the districts and schools that are eligible.**
**3.****	****Develop understanding of what good reading instruction in grades K-3 would look like in your state and in your low-performing schools -- content and process.**
**4.****	****Lay out how to get there -- state efforts, district efforts, other organizations and entities (i.e. universities) -- goals, objectives, strategies.**
**5.****	****Determine how you will measure performance -- outcomes and implementation.**

## State Reading and Literacy Partnership

**Governor of State**
**Chief State School Officer**
**State legislature representatives**
**Local educational agency representative**
**Community-based organization representative**
**State directors of Federal/State reading programs **
**Parent**
**Teacher**
**Family literacy service provider**

## More on development

**Form a team that has reading expertise and family literacy expertise -- at least.**
**Review some of the FY 1999 grantees’ applications (about half are now on REA’s website).**
**Consider getting a review of your application by persons expert in scientifically based reading research.**
**Have someone who’s knowledgeable but not closely involved read the proposal. **
**Consider hiring a technical writer/document producer to help produce the document.**

## Formatting

**ALL pages paginated.**
**NO attachments, colored pages, pretty brochures. **
**Two appendices allowed - state standards and assessments; list of eligible districts and schools.**
**Expect to send narrative via e-mail.**
**Mail one hard copy with forms and signatures.**

## Formatting

**Use 11 point type. **
**(Note:  Times New Roman is smaller at 11 points)**
**1 inch margins.**
**Single space lines. Don’t double-space.**
**Use graphic models and data graphs where appropriate.**

## (A) Content of the application - draft

**Table of contents **
**1.****	****Cover page**
**2.****	****Abstract**
**3.****	****Introduction**

## (B) Content of the application - draft

**4.****	****Need**
**--****	****Need for the REA program**
**--****	****Understanding of the scientifically based reading research (SBRR)**
**--****	****Current state efforts and how they relate to SBRR**

## (C) Content of the application - draft

**5.****	****State leadership and oversight**
**--****	****Reading and Literacy Partnership**
**--****	****SEA activities**
**	****- timelines, key activities, and staffing chart**
**	****- professional development**
**	****- application process, including technical assistance**
**       ****to eligibles**
**	****- technical assistance and monitoring**
**	****- other activities**
**--****	****Staffing - SEA and other**

## (D) Content of the application - draft

**6.****	****Local district and school**
**--****	****Overview**
**--****	****Reading instruction**
**	****- Professional development and materials for grades**
**	****  ****K-3**
**	****- Instruction for English language learners**
**	****- Instruction for children at risk of inappropriate   **
**       ****referral to special education**
**	****- Teacher assessments to inform instruction**
**--****	****Supporting activities -- tutoring, summer programs, kindergarten transition, family literacy, use of technology, coordination**

## (E) Content of the application - draft

**7.****	****Tutorial assistance **
**	****--****	****Overview**
**	****--****	****Eligibility criteria**
**	****--****	****Organizing multiple providers**
**	****--****	****Selecting children**
**	****--****	****Keeping parents informed**
**	****--****	****Ensuring confidentiality**
**	****--****	****Oversight and monitoring**

## (F) Content of the application - draft

**8.****	****Evaluation and performance measurement**
**	****--****	****Evaluation design  **
**	****	****- including outcome and implementation measures**
**	****--****	****Timeline for data collection**
**	****--****	****Evaluator or criteria for selection**
**	****--****	****Role of Reading and Literacy Partnership**

## (G) Content of the application - draft

**9.****	****Relationship of REA activities to other state efforts -- value added.**
**10.  Budget**
**-- ****	****detailed budget**
**--****	****number of eligible districts, schools, teachers, and children**
**--****	****number of districts, etc. expected to be funded**
**--****	****average cost and range per district and per school**

## Reading ExcellenceContact Information

**	****U.S. Department of Education: **
**	****Reading Excellence Program**
**phone:  (202) 260-8228**
**fax:  (202) 260-8969**
**e-mail:  reading_excellence@ed.gov**
**REA website:  http://www.ed.gov/offices/OESE/REA/**