The resources required to sustain the Reading First programs and work are vulnerable. How can schools and districts sustain critical elements of Reading First in order to maintain the reading gains you have made when Reading First federal and state supports are no longer available?
Summary of Team Ideas for Addressing the Issue:
Are there possible future grants?
Talk with the district-asked what they really wanted to keep (grade level meetings and coaching positions)
Trying to build trainer of trainers (taking advantage of those opportunities)
Look into “on common ground and professional development learning opportunities”
Need to think ahead
Think outside the box
How can we look at community resources?
Having data to back up decisions
How do we co-mingle funds and/or look at them differently?
Can use 15% of IDEA of Early Intervention
How do we maintain Reading First model (regarding teacher attitude and fidelity) without RF grant controls and guidelines? Bring in out-of-district source or out-of-building source to be the “heavy,” stating this model will continue so principal and coach can be the support
Let data show that the model is working. Discuss with staff the benefits, including equitable reading education
Reinforce the team-we are not alone.
Develop team leader to carry on peer coaching, new teacher induction
RF to provide training (before the grant ends) to develop team leaders. Current coach to also train, with district support
Title I funds to pay for collaboration time
Use number of early release days for collaboration time
District leadership team to develop goal/mission supporting the RF model, including funding
Follow-up training to professional development
© 2006 by the Oregon Reading First Center
Center on Teaching and Learning