X hits on this document





3 / 12


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

Be proactive

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

Document info
Document views48
Page views48
Page last viewedThu Jan 19 17:47:11 UTC 2017