Summary of Team Ideas for Addressing the Issue:
Sustainability with materials
How committed are new principals and staff to sustainability after the grant? Does district leadership begin to address this?
Build teacher buy-in and set district parameters as new adoption process begins. Decisions must be made in terms of teacher use of SBRR materials and adoption of SBRR materials
Include the Title I leader and teachers in Reading First activities
What are the critical elements that are going to be sustained? (grade level team meetings-professional development, collaboration-student data, DIBELS with data assessment, fidelity-with accountability)
Literacy coaches to continue, possibly with Title I funds
Team leader at each grade level
Issue of funding source to support DIBELS team as an ongoing assessment (concern regarding shutting down Title, the key is a consistent team)
Sustain coach position via Title II funds, or ?
Training for fidelity reliability-both for ongoing personnel as ell as new employees
Ask: What parts of the grant are the most important to sustain?
“Spread” techniques, strategies, concepts to all schools-becomes a philosophy, part of the culture, commitment on the part of the district to support all learners
Concept to move resources, assessment, ideas into intermediate grades: slow steps, utilize other available staff to implement programs (i.e Read Naturally) with identified 4th graders
Critical issue of philosophical agreements in buildings and in district-must be impetus to change
Guidelines from State (ODE) to all districts-what are the key elements of a strong Language Arts program?
Provide professional development for Instructional Assistants
Funding for literacy coaches-determine focus of the position
District decisions that affect sustainability (boundaries, staffing, expectation to continue in building and expand throughout district)
Coordination of state requirements (TESA 3 times, ELL, ELPA, funding)
School level-all buy in
Building a system that everyone is building on (K-6)
© 2006 by the Oregon Reading First Center
Center on Teaching and Learning