---

The State Education Department does not discriminate on the basis of age, color, religion, creed, disability, marital status, veteran status, national origin, race, gender, or genetic predisposition or carrier status, or sexual orientation in its educational programs, services and activities. Portions of any publication designed for distribution can be made available in a variety of formats, including braille, large print or audiotape, upon request. Inquiries regarding this policy of nondiscrimination should be directed to the Department's Office for Diversity, Ethics, and Access, Room 152, Education Building, Albany, NY 12234. Request for publications should be made to the Department's Publication Sales Desk, Room 309 Education Building, Albany, NY 12234

---

 

Overview

What is Reading First?

The United States Department of Education has awarded funds to New York State to implement Reading First.  The purpose of this program is to ensure that all children learn to read well by the end of third grade.  Reading First funding will allow eligible Local Educational Authorities (LEAs) to compete for grants to improve reading achievement in grades K-3 by using scientifically based reading research to strengthen professional development, instruction and the use of assessments to inform and modify teaching.  The Reading First grants will provide resources for professional development, technical assistance, staffing, instructional materials, assessment tools and data analysis necessary to fully implement a reading program and assessments based on scientifically based reading research. 

Reading First requires that the content and process of professional development, curriculum, instructional practices and assessment be based on scientifically based reading research.  Scientifically based reading research is defined as “the application of rigorous, systematic and objective procedures to obtain valid knowledge relevant to reading development, reading instruction, and reading difficulties.”  Such research “employs systematic, empirical methods that draw on observation or experiment; involves rigorous data analyses that test stated hypotheses and justifies conclusions; relies on measurements or observational methods that provide reliable and valid data; and has been accepted by peer-reviewed journals or approved by a panel of independent experts.”  LEAs are encouraged to read the State Reading First proposal for a more complete discussion of scientifically based reading research.  The State Reading First proposal can be accessed at http://www.emsc.nysed.gov/readfirst/9-3-application.pdf              

Scientifically based reading research has identified the below-listed five essential components of effective reading instruction.  These components are described in more detail in Appendix A:  Key Findings from Scientifically Based Research on the Essential Components of Reading Instruction. New York State’s Early Literacy Guidance Pre-K –3 (Appendix ­B or www.emsc.nysed.gov/ciai/ela.html - click on ‘English’) specifies early literacy competencies for the five components of reading as well as scientifically based instructional practices.  Explicit and systematic instruction must be provided in each of the five components to ensure that children learn to read well.   The five components are:

1. phonemic awareness;

2. phonics;

3. vocabulary development;

4. reading fluency; and

5. reading comprehension strategies.

Reading First grants will be awarded only to eligible LEAs that propose to implement research-based reading programs for students in kindergarten through Grade 3.  Successful applicants must demonstrate that their proposal will provide K-Grade 3 teachers and special education teachers (serving children that are K-3 ages) with the professional development and technical assistance they need to ensure that they have the skills necessary to teach these programs.   In addition, the grants must help prepare classroom teachers to use proven and reliable screening, diagnostic, progress monitoring and outcome assessments.

Which LEAs are eligible to apply for a Reading First grant?

Federal rules specify that to be eligible to receive a Reading First grant an LEA must be among the LEAs in the State with the highest numbers or percentages of K-3 students reading below grade level AND meet at least one of the following criteria:

• include an empowerment zone or enterprise community; or

• have a significant number or percentage of schools identified for Title I school improvement; or

• have highest numbers or percentages of children who are counted for allocations under Title I, Part A.

Below is a list of definitions that the State Education Department (SED) used for purposes of developing a list of LEAs eligible to apply for Reading First grants.

1. Reading below grade level: For LEAs that administer the Grade 4 ELA assessment, “reading below grade level” is defined as scoring at Levels 1 and 2.  For charter schools not administering the Grade 4 ELA, students are considered to be “reading below grade level” if they scored at or below the 40th percentile on a standardized test of reading.

2. Highest numbers or percentages of K-3 students reading below grade level: A district or charter school that administered the Grade 4 ELA is considered to be among those LEAs with “highest numbers or percentages of K-3 students reading below grade level” if 15 percent or more of its students scored at Levels 1 and 2 on the New York State 2005 Elementary ELA test.  A charter school not administering the Grade 4 ELA is considered to be among those LEAs with “highest numbers or percentages if K-3 students reading below grade level” if 40 percent or more of its students scored at or below the 40th percentile on a standardized test of reading.

3. Includes an empowerment zone or enterprise community: A district “includes an empowerment zone or enterprise community” if it appears on the list of federal empowerment zones and federal enterprise communities located in New York State that was obtained from the United States Department of Housing and Urban Development website. 

4. Have a significant number or percentage of schools identified for Title I school improvement: A district is considered to have a “significant number or percentage of schools identified for Title I school improvement” if 25 percent or more of its schools are identified as schools in need of improvement in 2005-2006.

5. Have highest numbers or percentages of children who are counted for allocations under Title I, Part A: A district is considered to have “highest numbers or percentages of children who are counted for allocations under Title I, Part A” if 19 percent or more of its students were counted by the United States Department of Education to calculate the 2005-2006 Title I Basic Grants.  A charter school is considered to have “highest numbers or percentages of children who are counted for allocations under Title I, Part A” if 19 percent or more of its students were counted by SED in calculating the charter school’s 2005-2006 Title I Basic Grant.

Based on the above definitions, any LEA with 15 percent of more of its K-3 students reading below grade level (based on the New York State 2005 Elementary ELA test) that also meets at least one of the three additional criteria enumerated in above paragraphs c-e is eligible to apply for a Reading First grant. 

Appendix C: List of Reading First Eligible LEAs) provides a list of districts and charter schools that are eligible to apply for a Reading First grant.  Two or more eligible districts and/or charter schools may apply for a Reading First grant as a consortium.  The proposal must describe the roles and responsibilities of each party to the consortium, including which district will serve as the fiscal agent and how the project will be staffed.  The superintendent of each district or charter school participating in the consortium must sign all assurances.

What responsibilities will participating LEAs have under Reading First?

The primary responsibility of LEAs receiving Reading First grants is to improve reading achievement in grades K-3 by implementing comprehensive, cohesive and scientifically based reading programs, strategies, assessments and professional development.  The Reading First funding provides resources for professional development, technical assistance, staffing, instructional materials, assessment tools and data analysis.  The LEAs will receive technical assistance and professional development from the Regional School Support Centers and the New York State Reading Resource Center. 

LEAs will be responsible for supporting and monitoring all aspects of the Reading First program implementation throughout their districts and in funded buildings, including but not limited to the following:

• selection and implementation of a core reading program that is grounded in scientifically based reading research;

• evaluation and selection of diagnostic assessments to be implemented;

• development of an assessment plan that includes a schedule for assessment administration, a plan for interpreting data, strategies for helping teachers use assessment information to modify instruction and a plan for intervention when student achievement data shows that a funded school is not making significant progress;

• development of a Reading First professional development plan and coordination of Reading First professional development activities with other LEA professional development activities, including the professional development requirements set forth in Section 100.2(dd) of the Regulations of the Commissioner of Education;

• provision of high quality technical assistance related to the implementation of Reading First in funded buildings;

• inclusion of special education teachers and bilingual/ESL teachers in Reading First professional development activities;

• assurance that teachers and students have access to a variety of print materials as necessary to support the effective implementation of the Reading First program, including reading libraries;

• cooperation with the requirements of the SED's statewide evaluation of Reading First;

• participation, if asked, in the national evaluation of Reading First;

• participation in required New York State Reading Academy courses;

• participation in SED-required professional development including State and regional institutes and informational meetings; and

• submission of fiscal and program reports as required by the SED.

Who must be involved in planning an LEA's Reading First program?

Reading First grant proposals must be developed by an LEA Design Team, which will lead the application process. The LEA must document the responsibilities and activities of the Design Team, and must plan with the Building Design Teams at the selected schools.   Responsibilities of the LEA Design Team will include at a minimum:

• ensuring that the Design Team includes persons with ranges of responsibilities to assure that the district’s application can be effectively planned and implemented;

• ensuring the equitable participation of private schools;

• identifying selected buildings for participation in Reading First;

• assessing and incorporating adequate resources to support implementation;

• developing the application in concert with district leadership to ensure full participation of staff at onset of implementation; and

• ensuring that the LEA work closely with Regional School Support Centers in the provision of technical assistance during the development of the application.

At a minimum, the LEA Design Team must include the LEA administrator responsible for reading instruction, the president of the teachers’ collective bargaining unit or designee, a professional development administrator and a building principal responsible for K-3 instruction.  Other key personnel might include special education administrator, coordinator of bilingual/ESL education, director of assessment, parent representative, member of the board of education, etc.

Design Teams formed at the Reading First school level must include the building principal, the teachers' union bargaining representative, classroom, special education and bilingual/ESL teachers in grades K-3, paraprofessionals who will be working in the Reading First classroom, and other staff and parents as deemed appropriate for the LEA and school.  The activities of the school-based Design Team must be coordinated with the LEA Design Team that is completing the Reading First subgrant application.  

The Design Team members at both the LEA and school levels may receive technical assistance provided by the State Education Department Regional School Support Centers on scientifically based reading research prior to developing the application.

The LEA and school-based Design Teams, working in tandem, will respond to the requirements of the subgrant application by determining the Reading First core reading, supplemental and intervention programs, strategies, materials, staffing, professional development, technical assistance, Student Data System/assessments, budget, and evaluation process for the LEA Reading First schools.   Design Teams can use the Reading First Grant Scoring Rubric as a guide for responding to the requirements of the Reading First subgrant application (Appendix D of this Request for Proposals).

LEAs will be required to document the participation of the teachers’ collective bargaining elected leadership in the design process as part of the District Component of the grant application. The LEA proposal will be considered incomplete and will not be reviewed if such documentation is not provided.

How can Reading First grant funds be used?

The purpose of the Reading First program is to ensure that every student can read at grade level or above by the end of Grade 3. Only schools that include kindergarten, Grade 1, Grade 2 or Grade 3 may receive Reading First funds. Schools that include additional grades may only use Reading First funds for purposes related to kindergarten through Grade 3 instruction. An exception applies to professional development for K-12 special education teachers. LEAs must provide professional development on the essential components of reading instruction to all special education teachers who serve children of K-3 age in Reading First buildings. LEAs may also serve K-12 special education teachers, including those based in middle schools, junior high schools and high schools.

An eligible LEA that receives a grant may use up to 3.5 percent of its Reading First grant for planning and administration purposes related to the Reading First program. In addition, an LEA may retain up to 10 percent of its Reading First award to provide district-wide coordination, professional development and technical assistance for funded schools. The LEA proposal must clearly describe the proposed use for such funds, for example, to hire a District Reading First Coordinator. The remaining 86.5 percent of the grant funds must be used in the funded schools identified in the LEA proposal.

Allowable Reading First expenditures include:

• district Reading First Coordinator responsible for overseeing and coordinating all aspects of the district's Reading First program and providing support to Building Coaches;

• Reading First Building Coach (minimum requirement is one full time coach per funded building)

• stipends, substitutes and other supports necessary to participate in Reading First professional development opportunities for K-3 classroom teachers, special education teachers and other instructional staff, including bilingual / ESL teachers or paraprofessionals;

• intervention and supplemental services to accelerate student learning;

• research-based core reading programs;

• research-based intervention and supplemental programs and materials;

• research-based screening, diagnostic and student performance assessment materials;

• district based professional development;

• district based technical assistance;

• mentoring and coaching;

• promotion and development of reading and library programs that provide access to engaging reading materials;

• computer software to support student instruction or tracking and analysis of assessment information; and

• other costs as approved by the Commissioner of Education.

NOTE: Indirect costs are not allowable costs under this grant.

What is the grant period?  How much money can an LEA receive?

The grant award period will be three years beginning July 1, 2006 and ending June 30, 2009. Awards will be renewable annually subject to availability of funds and successful program performance in the previous year.

The maximum grant for which a district or charter school may apply will vary depending on the number and K-3 enrollment of the buildings selected for participation. Maximum grants per building will range from $350,000 - $1,350,000 in Year 1 (7/1/06-6/30/07) and from $350,000 - $1,050,000 in Years 2 (7/1/07-6/30/08) and 3 (7/1/08-6/30/09). The chart below identifies the maximum amount of funding per building based on the building K-3 student enrollment. NOTE: The higher level of Year 1 maximum grants is established to support the purchase of new core, supplemental and intervention reading programs and materials. Buildings that have purchased SBRR instructional materials through a prior year Reading First grant must budget at Year 2 and Year 3 maximum grant levels.

Regardless of the size of the grant, proposed costs must be reasonable and necessary to carry out the program’s purposes and objectives. All funding requests must be solidly aligned with Reading First objectives and not based on overall school improvement goals. At all stages of planning, consideration should be given to sustainability of the Reading First program after the grant period ends.

	Maximum Building Grant
	Year 1 7/1/06-6/30/07	Year 1 (RF in prior year)	Year 2 7/1/07-6/30/08	Year 3 7/1/08-6/30/09
Up to 500 students	$450,000	$350,000	$350,000	$350,000
501-1,000 students	$900,000	$700,000	$700,000	$700,000
1,001-1,500 students	$ 1,350,000	$1,050,000	$1,050,000	$1,050,000

According to Reading First statute, each LEA that successfully competes and is awarded a subgrant must receive at least the same percentage of the State's total Reading First subgrant funds as the LEA received of the total Title I, Part A funds received by all LEAs in the State for the preceding year. If the calculation of an LEA's maximum grant using the amounts provided in the above chart is less than the LEA's proportional share of the State's Title I, Part A funds, an amount will be added to the LEA's Reading First grant award as needed to comply with this requirement.

How will grants be awarded?

Upon receipt, each application will be reviewed to assure that it was submitted by an LEA that is eligible for Reading First. Only applications that are complete and submitted by eligible LEAs will be accepted for further review, rating and award.

External panels of expert Reading First reviewers will formally evaluate the LEA subgrant proposals. Each review panel will include known experts (not limited to New York State) with experience in using, studying or evaluating reading programs that are grounded in scientifically based reading research. All reviewers will be highly knowledgeable of scientifically based reading research and its application in high-poverty schools. Reviewers also will receive training by SED on the process of reviewing and awarding Reading First subgrants. The number of review panels established will be determined based on the number of proposals received. A panel of at least three members will review and evaluate each eligible application.

Each section of the LEA proposal will be rated using the criteria outlined in the Reading First Grant Scoring Rubric (see Appendix D: Reading First Grant Scoring Rubric) to evaluate whether the application meets the review standards. Each application will be read individually and scored by each review panel member. The review panels will meet to achieve a consensus rating through discussion. The reviewers will use the Rubric to determine the number of points to give each criterion. A total of 100 points may be awarded.

To be considered for funding, an LEA proposal must:

• receive a final score of 75 points or greater, including bonus points;

• be rated "Meets Standards" or "Exemplary" for all criteria. If a proposal is rated "Does Not Meet Standards" for one or more criteria, it cannot be considered for funding; and

• demonstrate commitment to implementing the Reading First program in accordance with federal and State guidelines by providing a Statement of Assurances and Terms and Conditions signed by the Superintendent and principals of each school participating in the program.

All LEAs meeting this criteria will be ranked from highest to lowest according to their final score. Awards will be made in the full amount of the adjusted budget in rank order of score until funds allocated are insufficient to fund the next ranking district in full. In the event of a tie score in the LEA rankings, priority will be given in the following order:

1. the LEA with a higher score in the Reading First Grant Scoring Rubric Section III – Instructional Strategies and Programs;

2. the LEA with a higher percentage of children in poverty based on the federal government calculations of 2004-2005 Title I Basic Grants.

What statewide infrastructure will support Reading First activities?

A statewide infrastructure, designed to build the capacity to improve K-3 reading instruction and raise K-3 reading achievement, will consist of:

• administrative staff at the New York State Education Department dedicated to oversight of Reading First statewide;

• a centralized New York State Reading Resource Center (NYSRRC) to provide up-to-date information on scientifically based reading instruction;

• a network of seven Regional School Support Centers will develop dedicated service to Reading First: the New York State Reading Academy online professional development program, as well as continued development of the online New York State Virtual Learning Space, will serve to extend scientifically based reading instructional resources to all New York State schools;

• establishment of Reading First Regional Coaches, based in Regional School Support Centers, for direct provision of technical assistance (including mentoring and coaching) and professional development to funded schools; and

• SED and LEA collaborations with higher education institutions, literacy groups and libraries to expand scientifically based reading research applications beyond Reading First classrooms.

Reading First Application Components

(i)              Schools to be Served

LEAs applying for a Reading First subgrant must specify which schools with K- Grade 3 will be targeted to receive extra assistance and support with Reading First funds. In selecting buildings to participate in Reading First grant activities, LEAs must consider the need to improve instruction based on the percentage of children in reading below grade level and the number of children from families at or below the poverty level. Schools selected should be among those in the district with the highest percentage of children reading below grade level and the highest percentage of children living in poverty.

The LEA proposal must describe the strategy used to identify the schools to be served by Reading First funds and justify their selections. In addition to need, LEAs must consider the capacity of the school to effectively implement the Reading First activities. LEAs must provide the reasons for not including schools that were not selected. Selection justification and capacity indicators that should be considered include, but are not limited to, the following:

• individual school status in assessment results;

• school demographics such as the number and percentage of ELL students and poverty level data;

• school leaders and teachers with knowledge of scientifically based reading research;

• rate of teacher turnover over the past five years;

• pupil and teacher attendance rates;

• appropriate (i.e., low) class size; student-teacher ratios

• existence of foundational literacy programs such as Even Start, Pre-K programs, full-day kindergarten or others;

• presence of a school library staffed by a school library media specialist

• daily schedule that already includes a protected 90-minute literacy block

• full implementation of SBRR core reading program;

• stability of school leadership.

Eligible LEAs can apply for funding for one or more schools. To ensure that programs are adequately resourced, LEAs are encouraged to plan realistically and to limit their applications to the number of schools that they will be able to support effectively. LEAs must be committed to providing leadership, time, and resources for the fulfillment of professional development and assessment plans, required staffing and technical assistance to selected schools. LEAs should target buildings strategically and, with the exception of LEAs with only one or two elementary buildings, should not submit proposals that request funding for all buildings serving K-3 students.

Equitable Participation of Private Schools

Funds awarded under Reading First are subject to the requirements of Section 9501 of ESEA (Participation by Private School Children and Teachers). The statute requires successful applicants to provide private school children and their teachers or other educational personnel with educational services that address their needs related to Reading First on an equitable basis with public school children and teachers. These services must be provided in a timely manner.

Funds provided for educational services and other benefits for private school children and their teachers must be equal, taking into account the number and educational needs of the children to be served, to the funds provided for participating public school children. All services and benefits provided to private school children and their teachers under Reading First must be secular, neutral and nonideological.

To be eligible to receive Reading First funds, a private school must be geographically located within the attendance boundaries of a school building that is receiving Reading First funds. Once a district has identified the public schools that will be targeted in its Reading First proposal, it must identify all the private schools located within the attendance areas of those buildings. The district must conduct meaningful consultation with appropriate private school officials during the development of the Reading First proposal. This consultation must occur prior to making any decisions that will impact the participation of the private school. Such consultation should first determine whether the private school wishes to participate in Reading First. Applicants will be required to furnish documentation pertaining to this consultation requirement as part of the Reading First proposal. Such documentation indicates whether the private school will participate and must include the signature of the appropriate private school official. A district’s proposal will be considered incomplete and will not be reviewed if such documentation is not provided.

If a private school wants to participate in the Reading First program, the consultation should address what services will be offered; how, where and when services will be provided; how the services will be assessed; and what equitable level of funding will be included in the grant request to support the private school's participation.

(ii)            Instructional Assessments

Frequently administered, valid, reliable and fair assessments can provide clear reports of reading achievement, impact instruction in Reading First K-3 classrooms and promote LEA accountability. The selection and administration of screening, diagnostic, progress monitoring and outcome assessments at every primary grade level (K, 1, 2, and 3) are critical to the success of the Reading First program.

The assessments in the Reading First program will determine skills at the beginning of a reading program, measure progress in the five essential components of reading and identify students who may be at risk for reading failure, or who are already experiencing reading difficulty. Annual outcome assessments will provide summary program data that will guide LEA leadership in providing effective support and oversight for Reading First buildings. Outcome data will also provide information to SED about the overall impact of the Reading First program statewide.

LEAs will be responsible for developing a student data system that includes the selection of diagnostic assessment instruments, a plan for for administering assessments within State benchmark periods, designated LEA and building personnel for collecting and analyzing data and provisions for monitoring student progress as intensive interventions are applied. Information about LEA oversight and support must also be included in the student data system.

The Reading First data will be the source of information about individual student improvement, school reading progress and overall LEA reading achievement. The data from Reading First assessments will be organized by State-identified disaggregated groups, percentage of students reading at grade level or above and other categories determined by the LEA.

The chart below shows the essential components of reading that will be assessed at each grade level in New York State Reading First schools.

Kindergarten	1st Grade	2nd Grade	3rd Grade
Phonemic Awareness Phonics Vocabulary	Phonemic Awareness Phonics Fluency Vocabulary Comprehension	Phonics (for students struggling to learn to read) Fluency Vocabulary Comprehension	Phonics (for students struggling to learn to read) Fluency Vocabulary Comprehension

New York State requires Reading First schools to use four types of assessment: screening assessment, progress monitoring assessment, diagnostic assessment and outcome assessment.  Below are descriptions of the four types of assessment and the State requirements for each that Reading First schools must meet. Appendix E: New York State Reading First Assessment Framework (Rev. 8/05) provides further details regarding the assessments that must be administered at each grade level.

1. Screening assessment, given at the beginning of the school year or when a student first arrives in a classroom, can assist teachers in identifying the strengths and weaknesses of students in the five essential components of reading.  Screening assessments provide teachers with an overall understanding of which students are ready to progress in the program and which students are likely to struggle with grade-level reading instruction.

According to the An Analysis of Reading Assessment Instruments for K-3 publication, Dynamic Indicators of Basic Early Literacy Skills (6th edition) (DIBELS) assessments meets criteria for a screening instrument in the areas of phonemic awareness (K-grade 1), phonics (K-grade 2) and fluency (grades 1-3).  Therefore, each student in Kindergarten–grade 3 must be assessed, using DIBELS measures, to determine baseline skills and to identify possibility of being at risk of not attaining reading skill levels appropriate for their grade level. 

In Kindergarten, the Peabody Picture Vocabulary Tests 3rd Edition must be administered as a screening for mastery level in vocabulary.  In addition, the Woodcock-Johnson III -  Passage Comprehension Subtest must be used with new students for screening in comprehension (Grades 2-3).

2. Progress monitoring assessment is conducted weekly, monthly or quarterly, using comparable and multiple test forms. Progress monitoring is used to measure reading skill improvement, to identify students who require additional/different forms of instruction and/or to compare the efficacy of different instructional methods for struggling readers. Teachers use the results of progress monitoring to design more effective, differentiated instruction for students.  The purpose of progress monitoring is to modify classroom practice as needed to ensure that year-end reading achievement goals are met.

   New York State is requiring Reading First LEAs to use Dynamic Indicators of Basic Early Literacy Skills (6th edition) (DIBELS) as measures of phonemic awareness, phonics and reading fluency. The DIBELS assessment system employs different test forms at different grades and levels in order to provide sensitive information about the progress of students in learning to read. Results published in the Analysis of Reading Assessments Instruments for K-3, prepared for the Reading First Academy Assessment Committee (May 2002), http://idea.uoregon.edu/assessment/index.html, confirm that DIBELS assessment measures relate to one another both theoretically and psychometrically, and have been found to be reliable and valid indicators of early literacy development.  The measures have also been found to be predictive of reading proficiency. Recently published correlation data (2001, Scientific Studies of Reading) supports DIBELS as a progress measure in vocabulary (word use fluency) and comprehension (retell), but technical reliability and validity documentation is pending. 

   To measure progress in vocabulary and comprehension at all four Reading First grade levels, Reading First schools are required to use the core reading program assessments.

   In Reading First schools, progress monitoring is administered at least three times a year (see Appendix E). Progress monitoring assessment data must be collected and analyzed in a form that is useful to teachers. Teachers must then evaluate and adjust their instructional strategies, programs and materials accordingly in order to provide appropriate instruction for every child. 

   LEAs must prepare a schedule as part of the student data system, indicating dates of DIBELS and core reading program assessment administration. LEA Quarterly Reports will be submitted to the Regional School Support Centers with interim assessment results. The Regional School Support Centers will provide professional development and technical assistance on assessment administration, interpretation and application, as well as on instructional intervention strategies and materials. LEAs must also specify in their applications how teachers will receive specific professional development in the use of DIBELS and how to differentiate instruction based on the results.
    

3. Diagnostic assessment is conducted when more in-depth analysis of student skills is needed to guide further instruction for children who are not meeting grade-level reading mastery benchmarks. This may be needed at any time during the school year, and is not used for all students. Diagnostic assessment data can identify very specific skill gaps for those students requiring intensive additional instruction or whose learning capabilities need further research. Alternative approaches to reading instruction may be needed for some students, with continued emphasis on the five essential components of reading.

LEAs will select valid and reliable diagnostic assessment instruments as part of the LEA student data system. All selected assessment instruments must be grounded in scientifically based reading research and be of recognized reliability and validity for the identified purpose. LEAs may refer to Analysis of Reading Assessment Instruments for K-3 for further information.

Alternative diagnostic measures may be used, but LEAs must submit sufficient evidence that the domains measured represent early reading skill areas, that the instrument has adequate reliability, validity and is appropriate for the identified purpose. (For example, LEAs may submit satisfactory application of the Assessment Coding Forms, developed by the Reading First Academy Assessment Committee, to the proposed instrument, as justification of the selection).

4. Outcome assessment measures end-of-year student achievement and acquisition of reading skills. It provides a bottom line evaluation of the effectiveness of a reading program and identifies whether individual students have achieved grade-level skill in each of the skill component areas of reading. 

   Reading First LEAs must administer the TerraNova, Second Edition Complete Battery, Word Analysis Plus Test and Vocabulary Plus Test as an outcome assessment of mastery of phonics, vocabulary and reading comprehension. TerraNova, as a Reading First outcome assessment, is to be given at or near the end of the year in Grades 1-3.  The TerraNova, Second Edition, was reviewed by the Reading First Academy Assessment Committee and found to demonstrate sufficient evidence for this purpose.  In addition, a linking study was conducted in New York to align TerraNova performance cut scores with New York State Test assessment cut scores.  TerraNova Performance Level Reports are standard-based reports calibrated at four levels: 4-3 (at or above grade level proficiency) and 2-1 (below proficiency), and can provide valid information about students’ expected performance on the State ELA assessment in Grade 4.

   DIBELS results will be used to provide a measure of outcome for phonemic awareness (Phoneme Segmentation Fluency), phonics (Nonsense Word Fluency) and fluency (Oral Reading Fluency) in Grade 1. In Kindergarten, phonics will be measured by Letter Naming Fluency. DIBELS results will also provide outcome information about progress in fluency (Oral Reading Fluency) for Grades 2-3.

   TerraNova and DIBELS performance summary reports will be the basis of information for LEAs to plan program modifications.  Teachers will be able to review the data to plan for classroom instruction and individual student intervention.  LEA leadership will find the TerraNova reports, together with DIBELS data, to be a useful tool to identify weaknesses in K-3 reading curricular areas and instructional approaches, both within and across buildings.   Reading First outcome data will also provide specific information about LEA and building level improvements in reading.  

   Outcome data for all Reading First students must be disaggregated by No Child Left Behind categories, and transmitted annually to SED. 

   Reading First outcome data will be used by SED to determine where intervention is required at the LEA or school level, in the form of further technical assistance or professional development, on-site support or detailed program evaluation. The outcome results will be taken into consideration when SED decisions are made about LEA program continuation or funding cancellation.

In their subgrant proposals, LEAs must indicate willingness to comply with the following assessment requirements:

1. LEAs will implement assessments for screening, diagnostic, progress monitoring and outcome purposes that address each of the five essential components of reading instruction at grade levels K-3 and are aligned with the instructional program. The SED has established required assessments for screening, progress monitoring and outcome. See  Appendix E: New York State Reading First Assessment Framework.  LEAs are required to identify diagnostic assessments, to be used at each grade level, that address each of the five components of reading.

Diagnostic assessments that are fair, valid and reliable will be approved as part of the LEA student data system if appropriate and based on scientifically based reading research.  In selection of assessments, it is recommended that LEAs review the information and coding forms developed in Analysis of Reading Assessment for K-3, http://idea.uoregon.edu/assessment/index.html.

2. LEAs must develop a student data system. This assessment plan must include a timeline for the State required assessments as established in the New York State Assessment Framework.  The plan must also identify what provisions will be made for students who are experiencing difficulties learning to read and include information about the school response to diagnostic assessment results. Information about LEA oversight and support of the student data system must be included, with specification of designated personnel authorized to collect and analyze screening, diagnostic, progress monitoring and outcome data and to support building personnel in overall assessment data collection, analysis and application to practice.

The student data system must show how student assessment data will be used to make immediate and effective educational decisions to assure that students make progress in acquiring knowledge and skills in the five essential components of reading. LEAs will report achievement annually from the outcome assessment (after receiving student performance reports from the test publisher) to SED and to the Reading First external evaluator.  All Reading First district and school-level data will be shared on an ongoing basis with the State Education Department and with the Regional School Support Centers.

 

(iii)           Instructional Strategies and Programs

All Reading First instructional programs and strategies must be part of a coherent and logical design that meets the learning needs of the students and is based on scientifically based reading research. LEAs and participating schools must commit to full implementation of Reading First programs and strategies and must ensure that new programs are not layered on pre-existing curricula, programs and strategies.

Selecting a Core Reading Program

Under Reading First, participating LEAs will fully implement, in targeted buildings, core reading instruction programs that provide instruction to all K-3 students on the basis of the five foundational components of reading instruction (phonemic awareness, phonics, vocabulary, fluency and comprehension). The core program will be selected to meet the learning needs of the majority of the building student population, as well as the needs of teachers to be effective in reading instruction. The core program is expected to enable the majority of students to meet or exceed grade level standards in reading. It will include systematic instruction and explicit instructional strategies in each core reading component and clear linkages among core component instructional areas. Instruction must be organized in sequence, with consistent routines throughout.

Through initial and ongoing assessments, children who are struggling to master component reading skills will be identified. As part of the application for Reading First, the LEA must identify the strategies that will be used to assist these struggling readers. The strategies should be designed to provide the same core instructional components, but allow instruction that is more explicit, more intensive and more focused, in small group or individual formats in order to accelerate learning for these students. The Reading First LEA will delineate detailed intervention and supplemental strategies, including information about approach, time, group size, teacher training and evaluation of results.

The detailed analysis of a core reading program is a highly technical and complex task that requires extensive review and evaluation in order to be considered valid. In order for a core reading program to be considered appropriate for Reading First, it should satisfy the criteria included in Consumer's Guide to Evaluating a Core Reading Program Grades K-3: A Critical Elements Analysis. The State Education Department will not undertake the evaluation and endorsement of individual core reading programs for Reading First schools. In the selection of a core reading program for Reading First, LEAs may use the findings of states that have completed a comprehensive in-depth evaluation process, or, using criteria such as that included in the Consumer's Guide, conduct a detailed evaluation and review.

Instructional Strategies and Classroom Characteristics

The New York State publication Early Literacy Guidance: Prekindergarten - Grade 3 will serve as a foundation for selecting instructional strategies that are based on scientifically based reading research. As stated in the guide:

”This document summarizes the major findings of recent research reports regarding effective early reading and language arts practices and offers examples of instructional activities that are consistent with these recommendations…. Educators are encouraged to conduct a needs assessment of the approaches, materials, and activities they are currently using to determine the extent to which they are sufficiently aligned with research recommendations" (p. 18).

Recognizing that it is the classroom where the Reading First program will build and support the scientifically based reading foundation, SED will expect LEAs to ensure that the essential elements of reading will be embedded in all aspects of the K-3 classrooms. LEAs will be expected to immediately assess the characteristics of existing K-3 classrooms, determining what is needed to ensure that primary-level classrooms transform into Reading First classrooms.

Teachers of Reading First classrooms will be expected to participate in professional development programs sponsored by the New York State Education Department Reading First program. Teachers, Building Coaches, and other school personnel affiliated with the Reading First program will be well trained in scientifically based reading research and the five essential elements of reading instruction and will apply their knowledge in K-3 classroom instruction.

Through systematic change, based on scientific research, classroom/practice will be developed to provide intensive, explicit reading instruction in the skills children need to become successful readers. Reading First teachers will employ strategies such as flexible grouping, ongoing and precise assessment, high levels of time on task and ready access to reading materials. Reading First classrooms will offer students explicit, systematic instruction in phonemic awareness, phonics, fluency, comprehension and vocabulary.

The classroom will be a literacy-rich environment, with collections of high-quality literature and displays of authentic reading and writing samples of student work. Instructional materials will be selected because they are aligned with Reading First. Literacy centers in the school, such as libraries and computer labs will include a variety of types of reading and writing materials and software, Internet access and an environment conducive to reading comfortably. Teachers will make available a wide range of books, magazines, multimedia software and newspapers, as well as opportunities to listen to stories, poems and theatre.

Teachers in Reading First classrooms will provide students with many opportunities to read, write and discuss what they have read. Instructional approaches will include demonstration and modeling, explicit teaching and clear, direct communication. Teachers will use questioning and discussion techniques, constructive feedback and strong classroom management skills to provide an environment that is conducive to achievement in reading.
 

---

WHAT WILL BE OBSERVED IN A NYS READING FIRST SCHOOL?

ü     Clear expectations for student reading achievement and clear strategies for monitoring progress.

ü     A coherent reading program that contains curricula and instructional content based on the five essential components of reading instruction. 

ü     K-3 classrooms as the venue for Reading First activities.

ü     Organized and effective classroom management. 

ü     Scheduled use of screening, diagnostic and progress monitoring instructional reading assessments with proven validity and reliability. 

ü     Protected, uninterrupted blocks of time for reading instruction of more than 90 minutes a day.

ü     Promotion of reading and library programs that provide access to engaging reading material and that motivate students to read. 

ü     Regular teacher observations and evaluations by instructional leaders trained in scientifically based reading research. 

ü     Professional development programs for Reading First teachers, including ongoing access to the Reading Academy.

ü    Building Coaches, Regional Coaches, Regional School Support Center staff and district and building instructional leaders providing technical assistance and support to Reading First teachers. 

ü     Ongoing review of curriculum, reading materials and instructional materials for alignment with scientifically based reading research. 

ü     Reading programs that are selected using specific criteria based on scientifically based reading research and not layered on programs that are not evidence-based.

ü     Curricula choices that vary according to student need and progress. 

ü     Intensive, explicit, research-based reading instruction to all students, including English language learners and students with special needs. 

ü     Clear, meaningful connections between teaching and classroom materials. 

ü     Explicit instructional strategies. 

ü     Coordinated instructional sequences. 

ü     Flexible grouping strategies, including small group instruction, as appropriate to meet student needs and to respond to student progress. 

ü     Student placement and movement based on ongoing assessment, with different curricula used to instruct in different groups. 

ü     Student engagement in a variety of reading-based activities.

ü     Ample time for reading practice with aligned student materials. 

ü     Ample opportunities for high levels of time on task. 

ü     Changes in instructional strategies when students fail to progress or fall behind. 

ü     Use of instructional materials, including technology (e.g., hardware, software digital curricula, etc.), selected on the basis of scientifically based reading research. 

ü     Early intervention (additional instruction, acceleration, intensive instruction and tutoring) for struggling readers and children with special needs, using targeted, scientifically based strategies.

ü     Ready access to reading materials. 

ü     Strategies to meet special needs in reading, including deficiencies in the essential components of reading instruction, reading difficulties, causing possible referral to special education and limited English proficiency.

---

LEAs must demonstrate, as part of the LEA grant application for Reading First, the understanding of the rationale for evaluating scientifically based reading research in the selection of core instructional materials and strategies that will enable students to reach grade-level proficiency. Instructional strategies based on scientifically based reading research will be selected to accelerate performance in reading in conjunction with assessments that monitor the progress of students’ reading proficiencies.

Reading First programs and instructional strategies have a coordinated instructional sequence, allow ample practice opportunities and repeated exposure to the meanings of words in various contexts and facilitate reading achievement. The process will ensure that new programs are not layered upon non-research-based programs.

(iv)          Instructional Materials (Beyond Instructional Programs and Strategies)

LEAs must use only instructional materials that offer students explicit, systematic instruction in phonemic awareness, phonics, fluency, vocabulary and comprehension.

As part of the Reading First proposal, LEAs will identify supplemental programs and materials to extend the core reading program and better meet the needs of the Reading First population in targeted buildings. In the Reading First proposal, the LEA must identify the area of need for additional instruction to supplement and extend the core reading program. It is critical that supplemental programs be coordinated with the core program, be focused on one or more of the five essential components of reading instruction and meet all of the below-listed criteria.

In addition, LEAs will identify specific intervention programs and materials to accelerate students who are struggling to master basic reading skills and performing below grade level in one or more areas. Intervention programs and materials are specialized and intensive, and provide explicit systematic instruction, usually in a small group setting for the purpose of accelerating learning. The program and materials must address one or more of the essential components of reading and meet all of the below-listed criteria.

LEAs will ensure that the following guidelines related to instructional materials are integral components of their Reading First program in all funded schools:

• All instructional materials, including supplemental and intervention programs, are of documented effectiveness as validated by scientifically based reading research. The New York State Education Department recommends that LEA Design Teams, with the assistance of Regional School Support Centers, use Consumer’s Guide to Evaluating a Core Reading Program in Grades K-3: A Critical Elements Analysis (Rev. 2002) to evaluate instructional materials.  Supplemental and intervention materials should be evaluated to be sure they are grounded in scientifically based reading research and analyzed for evidence of effectiveness from evaluation studies with similar populations. LEAs must provide written documentation demonstrating the results of the analysis.

• Reading First instructional materials are integrated and coordinated with the core reading program.

• Consistent procedures are established for ongoing review of materials in all Reading First classrooms, including process for evaluating and selecting Reading First instructional materials.

• With guidance from the LEA instructional leaders (including Principals and Building Coaches), teachers in Reading First classrooms use instructional materials in their intended manner.

• Teachers in Reading First classrooms adhere to the guidelines of the characteristics of a Reading First classroom, including explicit instructional strategies, a coordinated instructional sequence and ample practice opportunities for students.

• Special education teachers of children of K-3 age in the Reading First building, with assistance from LEA instructional leaders, Principals, and Building Coaches, select materials that are based on scientifically based reading research.

• Building Coaches and Reading First classroom teachers work with higher education preservice supervisors to ensure that preservice teachers are using instructional materials grounded in scientifically based reading research.

• When selecting new instructional materials, Reading First schools must not layer scientifically based reading research materials on top of non-researched-based materials.

SED and the New York State Reading Resource Center will ensure that instructional materials available from New York State Reading Resource Center, the Regional School Support Centers, the Reading Academy and New York State Virtual Learning Space web portal are research-validated and emphasize the five essential components of reading instruction.