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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)

District buy-in

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

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