Grant Writer’s Workshop

Oregon Reading FirstOverview of Request for Proposals

January 7, 2003Holiday Inn Portland Airport

The Oregon Department of Education: Part 1

What is Reading First?

Reading First is: Title I, Section B, Subpart 1 of the “No Child Left

Behind Act.”

Reading First: A competitive state grant that potentially provides

Oregon with more than 50 million dollars over the next 6 years for K-3 reading.

What is Reading First?

Reading First: Uses 1) grade-level classroom assessment

data and 2) empirically based instructional strategies, reading materials, and professional development to “ensure that every child can read at grade level or above by the end of third grade.”

What Does Reading First Mean for Schools?

Funding: Reading First provides substantial funding for professional development and instructional materials that align with the federal definition of scientifically based reading research.

What Does Reading First Mean for Schools?

Support: Reading First provides extensive supports through state and higher education partnerships for schools to reach the target of all students reading at benchmark by the end of grade 3.

What Does Reading First Mean for Schools?

Accountability: Reading First provides firm measures of accountability—most specifically, the requirement for steady improvement in reading for all disaggregated groups—tied directly to continued district and state funding.

What Is Required for Reading First Continued Funding?

Commitment and fidelity to the project plan as outlined in Oregon’s State Application for each year of the grant

Steady improvement in reading for all disaggregated groups beginning in Year Two of funding

(Oregon’s State Application is available at http://www.ode.state.or.us/cifs/grants/readingfirst/index.htm)

Who Is Accountable?

The State of OregonEach funded districtEach school that is part of the district’s

funded application

What If These Requirements Are Not Met?

Districts/schools that do not faithfully implement in Year One or do not faithfully implement and/or do not make progress in Year Two, will:

• not receive the subsequent year’s funding and

• will jeopardize state Reading First funding.

Purposes of the Grant Writer’s Workshop

To provide ideas and examples of how Reading First components can be implemented in schools/districts in Oregon

To link those Reading First components to the competitive grant process

Purposes of the Grant Writer’s Workshop

To offer explanations and guidance about the components of Oregon’s Reading First Application

To link those components of Oregon’s State Application to the competitive grant process

How to Make the Most of Today

Gather information, scenarios, and ideas about empirically based reading instruction.

Understand the context of Oregon’s State Application—while today’s workshop is not a “script” for writing a successful district application, it is meant to provide a clear context for Oregon’s Reading First project.

How to Make the Most of Today

Listen, keeping in mind the context of your school’s successes—children who are reading well—and your school’s challenges—children who are not reading well.

How to Write a Successful District Application

View the scoring guides as yardsticks for

• finding where your school is now

• identifying your school’s achievement gaps using grade-level disaggregated data, and

• making a compelling case for why you need the Reading First grant.

Components of the Reading First District Application

Component 1: Completed Letter of Intent

Component 2: Signed District and School Assurances

Qualify/No Qualify

Components of the Reading First District Application

Component 3: Narrative Scored

Part A: Need for Reading First 40% Part B: Instructional Leadership 20% Part C: District Support 20% Part D: Mentor Coaches 20%

Component 4: Budget Qualify/No Qualify

Component 3: Narrative School Scores and District Scores

While the district will write the application addressing Parts A-D, detailed school-level information is necessary in order for the district to complete Parts A, B, and D:

Part A—Need for Reading First Part B—Instructional Leadership Part C—District Support Part D—Mentor Coaches

This Morning

Component 3, Part A: Need for Reading First—Is the instructional program for each school meeting the needs of all students?

Professional Development for Reading First: Purposes and Plan Dr. Deborah Simmons,University of Oregon

(pgs. 65-83 and 167-188, Oregon’s Application)

Continued

Component 3, Part A: Need for Reading First—Is the instructional program for each school meeting the needs of all students?

English Language Learners and Reading First

Dr. Scott Baker, Eugene Research Institute (pgs. 47-52, Oregon’s Application)

Scoring Guide, pg. 10: School’s Need for Reading First (3:A)

Meets Standard [1] The proposal includes an analysis of reading achievement (at minimum Grade 3 OSA data)

including the achievement of subgroups in the school. Based on the analysis, students for whom a new program, interventions, or supports are

necessary in order to meet or exceed Reading First benchmarks and read at grade level or above not later than the end of grade three are identified.

[2] The proposal includes evidence that the school has identified and critically examined the current

instructional strategies, reading materials (basal, supplemental, and intervention programs), and classroom assessments at kindergarten, first, second, and third grades in light of the five essential components of reading instruction.

Based on the analysis, specific issues that must be addressed to successfully teach reading so that every child can meet or exceed Reading First benchmarks and read at grade level or above not later than the end of grade three are described.

[3] The proposal includes evidence that the school has identified and critically examined the current

professional development in light of the five essential components of reading instruction. Based on this examination, specific steps necessary to prepare teachers to successfully teach

reading so that every child can meet or exceed Reading First benchmarks and read at grade level or above not later than the end of grade three have been determined.

[4] The proposal describes the current services available to address the specific reading needs of

English Language Learners, special education students, and students from families in poverty in the school.

Those needs that remain to be addressed so that every child can meet or exceed Reading First benchmarks and read at grade level or above not later than the end of grade three are identified and actions to address the needs are described.

Also This Morning

Component 3, Part B: Instructional Leadership—What are the key skills and what is the necessary knowledge and commitment of the building leader?

Instructional Leadership and Reading First Sara Ticer, Principal, Prairie Mountain School

(pgs. 74-76,78-79, 92, 121, Oregon’s Application)

Scoring Guide, pg.11: Instructional Leadership (3:B)

Meets Standard [1] The Instructional leader demonstrates skills in the development of a shared focus for school

improvement efforts and in communicating that shared focus with diverse elements of the school community and all stakeholders.

The proposal describes how the instructional leader will apply these skills in the implementation of Reading First.

[2] The Instructional leader demonstrates skills in fostering collaborative and cooperative efforts

among staff to support the focus on increased student achievement. The proposal describes how the instructional leader will apply these skills in the implementation of

Reading First. [3] The Instructional leader demonstrates skill and commitment to using the results of formative and

summative evaluation to direct improvement efforts and assess the impact of those efforts on student achievement.

The proposal describes how the instructional leader will apply his/her skills in the implementation of Reading First.

[4] The Instructional leader is committed to attending all of the leadership IBRs as well as all of the

school level program-specific trainings on selected reading programs. The instructional leader identifies strategies he/she would employ to support the work of the

school’s mentor coach including observing K-3 reading instruction on a frequent and regular basis.

Also This Morning

Component 3, Part C: District Support for Reading First—What supports will the district

provide to Reading First schools?

District Support for Instructional Leadership & Professional Development in Reading First

Dr. Carl Cole, Special Services Director, Bethel School District

(pgs. 78-81, Oregon’s Application)

Scoring Guide, pg.12: District Support (3:C)

Meets Standard [1] The proposal describes how the district will prepare and support the preparation of the school’s

instructional leader for Reading First leadership within his/her school. The proposal ensures high quality instructional leadership at the building and district level. The proposal demonstrates how the District and eligible schools within the District will ensure that

instructional leaders are provided sufficient time in the regular workday to provide instructional leadership for all K-3, Title 1, Special Education, and ELL staff.

[2] The proposal identifies who will provide instructional leadership at the district level, their

expertise, time commitment, and support for the project. The proposal describes the District’s role in directing the project evaluation and in collecting,

analyzing, and reporting data to all stakeholders. [3] The proposal describes the current structures that are in place to support effective, high quality

professional development, and identifies additional components which are necessary to fully support implementation of Reading First within the District and within each Reading First School.

This Afternoon

Component 3, Part D: Mentor Coaches—What knowledge and skills are essential for mentor coaches?

Knowledge and Skills of Mentor Coaches

Dr. Scott Baker, Eugene Research Center

(pgs. 76, 90-92, and 110, Oregon’s Application)

Scoring Guide, pg.13: Mentor Coaches (3:D)

Meets Standard [1] The proposal describes how the District will assure that each Reading First mentor coach has:

a) Knowledge of the “Big Ideas of Beginning Reading” and knowledge of reading programs and interventions based on scientifically based reading research (SBRR);

b) Knowledge of Oregon’s new K–2 English/Language Arts Optional Curriculum and the newly adopted Grade 3 English/Language Arts Standards;

c) Experience as a successful primary classroom teacher; d) Experience as a building teacher-leader and/or professional development facilitator; e) Skills and/or experience in coaching/mentoring, and; f) Experience in the use of screening and progress-monitoring assessments to inform

classroom instruction. [2] The proposal describes how the District will assure that each Reading First mentor coach has

skills and experience in: a) Serving as a mentor, model, and coach for all teachers and others (paraprofessionals, tutors,

etc.) involved in implementing the program; b) Facilitating professional development related to Reading First into classroom practice; c) Overseeing data collection and interpretation by teachers and assisting teachers in the use of

such data for making instructional decisions; and d) Coordinating classroom reading instruction and school improvement efforts.

The proposal contains an assurance that the Reading First mentor coach will not perform duties unrelated to mentoring/coaching, such as instructing small reading groups or classes (except in his/her role as modeling professional development), or clerical duties such as ordering, distributing and managing materials.

[3] The proposal describes how the school’s ongoing routines and structures will accommodate and

support the work of the Reading First mentor coach and/or identifies necessary changes at the school for successful implementation of Reading First.

Also This Afternoon

Component 2: District and School Assurances—

What is required regarding comprehensive reading programs, supplemental materials, and intervention programs?

Comprehensive Reading Programs, Supplemental Materials, and Intervention Programs in Reading First

Dr. Deborah Simmons, University of Oregon

Reading Materials for Reading First

Reading First schools will select, purchase, and implement reading materials that have been reviewed and approved by the Oregon Curriculum Review Panel.

(pg. 71, Oregon’s Application and “Frequently Asked Questions” at http://www.ode.state.or.us/cifs/grants/readingfirst/index.htm)

Also This Afternoon

Component 2 : District and School Assurances—

What is required regarding reading assessments?

Instructional Reading Assessments in Reading First

Dr. Scott Baker, Eugene Research Institute

Assessments for Reading First

Reading First Schools will use Oregon Reading First identified assessment measures.

(pg. 67, Oregon’s Application)

And Finally

Additional Information: Component 1: Letter of Intent to Apply (pg. 64-65, Oregon’s Application)

Component 2: Assurances (pgs. 65-83, Oregon’s Application) Component 4: Budget (pgs. 134-139, Oregon’s Application)

Assistance from ODE

About the Grant Writing Template

Use throughout the day to:Take notes from presentations Write key ideas to include in your grant

applicationIdentify current practicesIdentify perceived needs