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Disclaimers and Notices
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A – 1. Are Reading First Building Coaches required to have certification in reading instruction? Is it acceptable for Reading First districts/schools to appoint Reading First Building Coaches who are not certified in reading but who may have relevant experience (e.g. have served as coaches under Reading For Results)?
The New York Reading First initiative requires that school districts / charter schools recruit and hire Reading First Building Coaches with certification in reading and experience in scientifically based reading instruction, and with the capability to provide adult professional development. Reading First public school districts / charter schools are expected to recruit extensively to identify key Reading First staff that meet this criteria. Any proposed appointment of Reading First Building Coaches without certification in reading instruction will need to be submitted in writing to the Early Education and Reading Initiatives – Reading First Office.
A - 2. Are Reading First Building Coaches required to be full time?
Yes. In Reading First districts and charter schools with very small buildings (less than four K-3 classes), the Reading First Building Coach position may be considered as a .5 FTE. A Building Coach position may be considered as a .5 FTE position if, and only if, it is determined that a part-time Coach will be able to fulfill the extensive assistance to teachers and to the district as outlined in the Reading First proposal.
A – 3. What is the expectation of eligible LEAs with regard to the participation of private schools in Reading First?
The Elementary and Secondary Education Act (ESEA), as reauthorized by No Child Left Behind (NCLB), requires equitable participation of private school students and teachers, including those in religious schools. Educational services and benefits to private school students and educational personnel must be provided on an equitable basis with services provided for public school students, teachers and other educational personnel, and must be provided in a timely manner. Expenditures for services and benefits for eligible private school children and teachers must be equal, taking into account the number and educational needs of the children to be served. Services provided in private schools must be secular, neutral and non-ideological.
As part of the design of the Reading First program, the eligible LEA must consult with all private schools that are located within the attendance zone of the targeted Reading First building. The consultation must include issues such as: identification of students needs; services to be offered; how, where and by whom services will be provided; how services will be assessed and how results of assessment will be used to improve services; and the size and scope of equitable services to be provided and the amount of funding available for services.
To read ESEA, NCLB, Part E, Subpart 1, Sections 9501-9506, go to http://www.ed.gov/policy/elsec/leg/esea02/pg111.html
A - 4. Are charter schools expected to consult with private schools? Since charter schools draw students from the entire district instead of from one attendance zone, must charter schools consult with every private school in the district?
Charter schools are not expected to consult with private schools in the development of the Reading First program plan.
A - 5. How will Reading First districts / charter schools be held accountable? What are the sanctions for not showing progress in students reading achievement?
Reading First districts / charter schools are monitored on an ongoing basis by the State Education Department for program implementation and for student achievement. Each Reading First district / charter school, in collaboration with the Regional School Support Center, submits a status report to the New York State Education Department three times a year. The Reading First Status Report includes information about the progress of implementation and benchmark student achievement data. Complete disaggregated end-of-year student achievement data is reported directly to the State Education Department, and is reviewed in the determination of Reading First program effectiveness at building, district and State levels.
When a Reading First district / school does not show progress in student reading achievement, targeted technical assistance is provided by the LEA, the Regional School Support Center, and the New York State Education Department. This will include a specific action plan that targets relevant program components, such as professional development, programs or materials, instructional strategies such as time and grouping, etc.
In the case that the Reading First district / school does not demonstrate gain in student reading achievement in the first two years of the program, the New York State Education Department will consider discontinuation of the grant.
A – 6. How will accountability be managed for private schools that are participating in Reading First?
The first line of responsibility for oversight, technical assistance and support to Reading First schools, both public and private, is at the district level. If a Reading First school is not fully implementing the Reading First program, and efforts at providing technical assistance are not successful, the Regional School Support Center will provide technical assistance. If the private school does not comply with the district Reading First expectations, and all efforts to correct implementation problems are unsuccessful, the private school will be discontinued in Reading First.
B – 1. What is the New York State Reading Academy?
The New York State Reading Academy is a set of interactive online courses for teachers, coaches, principals and other educators who wish to learn more about scientifically based reading instruction. Reading Academy Course One, Foundations, is a 60-80 hour course targeted at the five Big Ideas in reading instruction, and is required for all Reading First teachers in the first year of implementation. Reading Academy Course Two, Reading for Understanding, was developed to provide a deeper understanding and knowledge in the areas of vocabulary and comprehension, and is available to Reading First teachers who need more professional development in these areas. Also, the New York State Reading Academy includes an 8-10 hour course for Reading First Principals.
B – 2. Must Reading First Building Coaches have completed the New York State Reading Academy prior to appointment?
Reading First Building Coaches are expected to complete the New York State Reading Academy courses as soon as possible after appointment to the position.
B – 3. What are the expectations for participation of K-12 special education teachers in Reading First?
The Reading First statute requires LEAs to provide K-3 classroom teachers and K-12 special education teachers with professional development that includes information on the essential elements of reading instruction; research based strategies, programs and approaches for reading instruction; and the use of ongoing assessment to inform reading instruction. The State Education Department requires all special education teachers that are assigned to Reading First schools (grades K-3) to participate in State and Regional Reading First professional development. Reading First districts may include additional special education teachers in Reading First professional development on a space-available basis.
As part of the Reading First proposal, the eligible LEA must prepare a Reading First professional development plan which considers the needs of K-3 classroom teachers, teachers who provide interventions for struggling readers, ESL teachers and special education teachers who work with students in the ninety minute reading block, coaches, principals and others. The LEA may consider the needs of district K-12 special education teachers in the development of the Reading First professional development plan.
B – 4. Must all K-3 teachers in a Reading First school participate in the New York State Reading Academy? How much will this cost?
Yes, all K-3 classroom teachers and other teachers who provide interventions for struggling readers or work with students during the reading block must complete the Reading Academy Foundations course. Under Reading First, there is no fee for teacher enrollment in the Reading Academy; these costs are paid as State-level professional development. The LEA Reading First budget should include costs associated with teacher stipends, substitutes or other items that support teacher participation in the NYS Reading Academy.
B – 5. Are paraprofessionals able to participate in the New York State Reading Academy?
No. At present, the Reading Academy coursework is not designed for paraprofessionals. As part of the Reading First proposal, the LEA should consider other resources for professional development for classroom teacher assistants and aides.
B – 6. Can prekindergarten teachers participate in the New York State Reading Academy?
No. Under Reading First, participation in the Reading Academy is limited to K-3 classroom teachers, special education teachers that teach in the Reading First building, ESL teachers and bilingual educators that teach in the Reading First building, coaches and principals.
B – 7. Will participation in the New York State Reading Academy count toward the requirement that teachers complete 175 hours of professional development study within five years?
Yes. Participation in the New York State Reading Academy constitutes 60-80 hours of professional development and can be counted toward the 175 hour requirement.
C – 1. Must the Reading First grant proposal identify a specific core reading program?
Yes. The comprehensive design of the Reading First instructional program and the selection of programs, materials and strategies to be used (core, supplemental, intervention) is to be specified in the grant proposal. Additional intervention programs and materials can be purchased in Years 2 and 3 of the Reading First program, as the need for such programs is indicated by student achievement results.
C – 2. How does Reading First serve children with special needs, such as English language learners or special education students? Is the reading program different for students in special education or bilingual classrooms?
Reading First targeted schools must serve all children in grades K-3, including children who have reading difficulties, who are at risk of being referred to special education or are being served in special education as a child with a learning disability related to reading, or who have limited English proficiency. With respect to students with such special needs, the LEA must consider the needs of the population to be served in planning the Reading First program. Reading First students require instruction that is appropriate and effective for their learning needs, which are identified through screening and progress monitoring assessments. All Reading First instructional programs must be fully aligned with Reading First and the core reading program used by the general education teacher of reading.
C – 3. What is meant by ‘programs layered on other programs’?
The core, supplemental or intervention reading programs that are selected for Reading First must be fully implemented in the classroom and not blended with elements or components of previously used or other programs. Such ‘layering’ upon sections of a previous program would be likely to compromise the scientifically proven integrity of the selected Reading First instructional program.
D – 1. What share of the Reading First LEA funds will go to large urban districts?
It is a statutory requirement of Reading First that a district that successfully competes for and is awarded a grant for Reading First may receive no less a percentage of the total Reading First LEA funds than that district receives of Title I, Part A funds. For example, if New York City submits a Reading First proposal that scores competitively and is awarded a grant, the amount of that grant can be no less than the proportionate share of Title I, Part A funds (67%).
E – 1. Can Reading First funds be allocated to provide a summer intervention program for struggling readers? Can Reading First funds be used to fund reading instruction in extended day programs?
Yes. Summer and after-school programs are allowable expenditures under Reading First, but only in addition to full implementation of all Reading First required program elements during the regular school day and year. Such programs cannot substitute for full classroom participation in all program elements. The Reading First public school district or charter school must include all required program components, including intervention for struggling readers, in the regular school instructional day and year.
E – 2. How can the Reading First program support literacy activities for families and parents?
Reading First grant resources are targeted to K-3 students and their teachers, as well as building and district instructional leaders. It is allowable for Reading First districts and schools to use funds to support family literacy programs, train parents or volunteer tutors in the essential components of reading instruction, and otherwise assist parents to use materials and reading programs based on scientifically based reading research to encourage and support children’s reading.
E – 3. Can Reading First funds be used to support professional and paraprofessional salaries to reduce size of classes and offer small group reading instruction?
Reading First grant resources should be used to support full implementation of the Reading First instructional program. An acceptable use of Reading First funds would be teacher or paraprofessional salaries to effectively carry out Reading First identified classroom strategies, activities and interventions for struggling readers.
Reading First districts should fully utilize Title I resources and local funds in planning the staffing for the Reading First program. The Reading First grant is limited to three years, and is intended to support the purchase of SBRR programs, materials and assessments. Reading First proposals should demonstrate the capacity to sustain scientifically based reading instruction beyond the three year grant period.
E – 4. Is the purchase or lease of hardware (e.g. laptop computers, palm pilots) an allowable use of Reading First funds?
Yes. To the extent that the LEA proposal documents that such equipment is necessary for the effective implementation of Reading First activities, the purchase or lease of hardware is an allowable expenditure.
06/15/2007