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STATUTORY SUMMARY

The federal programs authorized in ESEA and amended in No Child Left Behind (NCLB) include specific sections which create programs for states to raise student achievement in reading. The recent federal programs include the Reading Excellence Act (REA) (2001). [In NY renamed Reading for Results.] Reading First (2002) and Early Reading First (2002).

Summary of Federally funded programs Early literacy in New York state

Reading for Results (RFR) (Reading Excellence Act) 2002-2004 (Pre NCLB) Grant ended June 2004

• School districts were eligible to apply for Reading for Results grants, based on poverty and student achievement data.
• 250 buildings in 58 districts each received approximately $270,000 in Local Reading Improvement sub grants to support professional development for teachers of literacy in grades K-3. Participating buildings each had a full time reading coach and all K-3 teachers were required to participate in the online professional development program, NY Reading Academy.

Reading First Facts 2004-2009 (NCLB) Grants are for 3 years

• Grant from Federal government to State then sub-allocated to eligible districts through a competitive process
• NY received $443,135,000 from 2004-2008
• Districts were eligible to apply based on poverty data and ELA grade 4 scores

Reading First in NY Participants

• Number of districts 98
• Number of schools impacted 308
• Number of teachers impacted 10,000
• Number of students impacted 78,000

Data Source: NYSED – February 4, 2008

The primary goal of Reading First is that every student will read by the end of grade 3. Key elements include:

• Focus on K-3 teachers, special education teachers and students
• Emphasis on direct instruction in five components of reading including; phonemic awareness, phonics, fluency, background knowledge and vocabulary and comprehension
• Professional development using scientifically based reading resear
  ch through the NY Reading Academy on line modules
• Use of reading core instructional programs, assessments and materials that are based on scientifically based reading research
• Building based literacy coordination with full time building literacy coach
• Focus on multiple assessments including screening, diagnosis, and progress monitoring and outcome measurement.
• Required 90 minute daily uninterrupted literacy block

Early Reading First in New York State (NCLB 2001)

• This federal grant program is awarded directly to applicants, not through states. Early Reading First supports the development of early childhood centers of excellence that focus on all areas of development, especially on the early language, cognitive, and pre-reading skills that prepare children for continued school success and that serve primarily children from low-income families. For application information go to http://www.ed.gov/programs/earlyreading/index.html.

Has Reading First accomplished the goal of improving reading achievement in grades K-3?

• In an April 19, 2007 press release titled, Reading First Achievement Data Demonstrate Dramatic Improvements in Reading Proficiency of America's Neediest Children, the USDOE stated that the state-reported data (26 states) reveals that students in Reading First schools largely demonstrated impressive gains in reading fluency and comprehension. Students enrolled in the program were assessed beginning in the 2003-2004 school year. Achievement data highlights include:

• In Reading First schools, the percentage of first graders meeting or exceeding proficiency on Reading First fluency outcome measures increased by 14 percentage points (43%-57%) from 2004-2006.
• In Reading First schools, the percentage of third graders meeting or exceeding proficiency on Reading First fluency outcome measure increased by seven percentage points (36% to 43%) from 2004-2006.
• On average, the 26 states with baseline data increased the percentage of students meeting or exceeding proficiency on fluency outcome measures by 16% for 1st graders, 14% for 2nd graders, and 15% for 3 graders.
• On average, the 26 states with baseline data increased the percentage of students meeting or exceeding proficiency on comprehension outcome measures by 15% for 1st graders, 6% for 2nd graders, and 12% for 3rd graders.

• In addition, a USDOE 2006 Interim report indicates the following results concerning Reading First:

• Teachers in Reading First schools reported, on average, they spent significantly more time on reading than did teachers in non-Reading First title I schools-a difference of about 19 minutes per day, or about 100 minutes per week.
• Reading First teachers were significantly more likely than their counterparts in non-Reading First Title I schools to place their struggling students in intervention programs.
• Reading First schools were significantly more likely to have a reading coach to support teachers in the implementation of their reading programs than were non-Reading First Title I schools.
• Researchers in Reading First schools were more likely to report applying assessment results for varied instructional purposes (e.g., for planning, grouping, progress monitoring and identifying struggling readers) than their non-Reading First title I counterparts.

Advice to Local Leaders

1. It is critical that a representative of the teachers' union meaningfully participates on the Reading First grant design team, not simply provide sign off at the end.

2. Areas that a union may negotiate in contract language or a MOU related to Reading First include:

• substitute coverage for teachers on the design grant writing team
• the position of the building coach-teacher position? or administrative position? No role in evaluation.
• job and seniority protection for district employee who takes building coach position
• time/credit/compensation related to participation in on-line professional development and coaching activities
• how to include K-12 special education teachers in the grant activities
• linkage of Reading First to district Professional Development Plan

3. Some districts solicit teacher input by requiring a faculty vote to endorse participation in Reading First and some publishing companies require a faculty vote to endorse participation in a new core curriculum. Areas of conflict have arisen when a building faculty votes not to participate and the district wants to bring the funds to the district. A vote of 100% approval is very difficult to achieve on any change or reform effort. Locals are urged to be very clear about expectations of a vote, percentage required to approve, procedure for calling for a revote, and role of the union.

4. Work with your PDP team to be sure that the Reading First grant is consistent with and included in your district Professional Development Plan. This may involve amending your PDP. (See Information Bulletin No. 200806).

5. For more information contact your LRS, your Regional School Support Center (RSSC) or see the NYSUT website http://www.nysut.org/. For the application process and a list of participating districts go to http://www.emsc.nysed.gov/readfirst/

6. The future of Reading First is uncertain in the reauthorization of NCLB. The New York State Education Department (NYSED) does not anticipate any new grants until NCLB is reauthorized.

For more information on the federal Reading First program, please visit:

http://www/ed.gov/nclb/methods/reading/readingfirst.html.

New York State Education Department (NYSED) is currently conducting an evaluation of the effectiveness of Reading First grants. That report will be posted on the NYSED website http://www.emsc.nysed.gov/readfirst/.

For New York data on Reading First, reported by the USDOE go to http://www.ed/gov/programs/readingfirst/data.html.

This fact sheet reflects the lastest available information and may be subject to change.

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