|
QUESTIONS AND ANSWERS
FOR READING FIRST ELIGIBLE PUBLIC SCHOOL DISTRICTS AND
CHARTER SCHOOLS
Please address additional
questions to
EMSCEERI@mail.nysed.gov.
Additional questions and answers about the Reading First program will be
posted.
12/1/03
A. LOCAL EDUCATION AUTHORITY (LEA) PROGRAM REQUIREMENTS
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 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 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 Office of Early
Education and Reading Initiatives.
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 nonideological.
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, link 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 will be periodically evaluated
on both program implementation and on student results. The Regional School
Support Center, in collaboration with the Reading First LEA, will report
quarterly to the New York State Education Department on implementation
progress. Student results will be evaluated based on the annual program
outcome data, and in some cases, on progress monitoring data. When a Reading
First district/school does not show progress in student reading
achievement, targeted technical assistance will be provided by the district,
the Regional School Support Center, and the New York State Education
Department. In the case that the Reading First district/school does not
demonstrate gains in student reading achievement over a reasonable period of
time, 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. PROFESSIONAL DEVELOPMENT
B – 1. 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 as soon as possible after appointment to the position, if they
have not already done so under the Reading for Results program.
B – 2. What are the expectations for participation of K-12 special education teachers in Reading First?
The Reading First statute requires LEAs to provide professional development for K-3 teachers and K-12 special education teachers 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.
As part of the Reading First proposal, the eligible LEA must prepare a Reading First professional development plan that includes information about the scope of participation of K-12 special education teachers in building, district, regional and State professional development activities. The LEA must consider the needs of district K-12 special education teachers along with the needs of K-3 classroom teachers, coaches, principals and other educators in the development of the professional development plan.
B – 3. Must all K-3 teachers in a Reading First targeted building participate in the New York State Reading Academy course? How much will this cost?
Yes, all K-3 classroom teachers (and K-12 special education teachers as identified in the Reading First professional development plan) will complete the Reading Academy course. Under Reading First, there is no fee for teacher participation in the Reading Academy. The LEA Reading First budget should include costs associated with teacher stipends, substitutes or other items that support teacher participation.
B – 4. 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 eligible LEA should consider other resources for professional development for classroom teacher assistants and aides.
B – 5. 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 teachers and K-12 special education teachers, coaches and principals.
B – 6. Will the New York State Reading Academy develop and offer a "Course II" for Reading First districts/schools that have participated in the Reading for Results program?
It is likely that additional modules will be developed to fully support teacher implementation of New York State Reading First activities. At present, the proposed Reading First professional development plans for public school districts and schools in which all K-3 teachers have completed the Reading Academy should support the full classroom implementation of the research based approaches and strategies taught in the Reading Academy, as well as the implementation of all aspects of the Reading First program.
B – 7. Will teacher 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 80 hours of professional development and can be counted toward the 175 hour requirement.
C. INSTRUCTIONAL PROGRAM
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 all programs, materials and strategies to be used (core, supplemental, intervention) must be specified in the grant proposal.
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. These specialized populations may require a research based reading program that is specifically designed for them. These programs must be fully aligned to the goals of 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 previous program would be likely to compromise the scientifically proven integrity of the selected Reading First instructional program.
D. READING FIRST – GRANT AWARDS, SELECTION PROCESS
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 is 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 (62%).
E. READING FIRST – USE OF FUNDS
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 fully 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, administrators and K-12 special education teachers. However, 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.
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.
Home |