1. 1 Additional Information: Assurances, Budget, and Assistance Oregon Reading First Grant Writer’s Workshop January 7, 2003 Holiday Inn Portland Airport The Oregon Department of Education: Part 2

2. 2 Letter of Intent to Apply (pg. 4, RFP) Component 1: Qualify/No Qualify  Each district has submitted a Letter of Intent to Apply and required attachments—including a commitment to the Reading First project as described in Oregon’s State Application (pgs. 65-83 and 167-188) signed by 100% of K-3 certified staff in each applicant school with instructional duties related to reading (pg. 64, Oregon’s Application)

3. 3 Assurances: District and School (pg. 6-8, RFP) Component 2: Qualify/No Qualify  District and School Information and Assurances of commitment to the Reading First project as described in Oregon’s State Application (pgs. 65-83 and 167-188)  Signed by the Superintendent of the eligible district and by the principal of the applicant school  One District and School Information and Assurances form must be filled out for each school for which the district is applying.

4. 4 Assurances: District and School (pg. 6-8, RFP)  The district and school assure that 100% of the K-3 staff with duties related to reading, the principals, and district participants have been informed and agree to follow the program and assessment guidelines as outlined in Oregon’s Reading First State Application (Pg. 64, Oregon’s Application; pg. 8, RFP)

5. 5 Assurances: District and School (pg. 6-8, RFP)  As new staff members are hired (including K-3 staff with duties related to reading, the principals, and district participants), the district and school assure that prospective staff will be informed during the hiring process and agree to follow the program and assessment guidelines as outlined in Oregon’s Reading First State Application prior to hiring (pg. 8, RFP)

6. 6 Budget Component 4:  Stage-one form on Page 14 of the Oregon Reading First Request for Proposals  One form must be completed for each applicant school  Funding will be awarded to districts in two stages

7. 7 Stage 1 Funding  Will be accessible upon award by the State Board of Education on April 17, 2003  Will provide for the hiring of each school’s mentor coach for the 2003-04 school year  Will provide for the purchase of the Reading First Center’s professional development services  Will provide for the purchase of high quality literature for children for school and classroom libraries

8. 8 Stage 2 Funding  Will be accessible after the June Institute on Beginning Reading  Will provide for the purchase of basal texts and supplemental programs as determined to be necessary to achieve Reading First goals  Will provide for additional professional development, including extra-duty pay, and program specific training  Will provide for 80 days of additional substitute time for the 2003-2004 school year

9. 9 Stage 1 Funding-Mentor Coach  Estimate base salary using education and experience requirements and the district’s current collective bargaining agreement  Include all federal and state taxes and fringe benefits—communicate with district business office for accurate percentage

10. 10 Stage 1 Funding-Institutes on Beginning Reading  The formula calculates an average cost of $400 per participant per day based on the cost of the Institutes and variations in substitute costs and travel expenses. Districts will be reimbursed for their actual incurred expenses  Substitute per diems and teacher stipends will be reimbursed at the contracted rate for each district  Travel and mileage will be reimbursed at maximum federal government rates

11. 11 Stage 1 Funding-Web-based Professional Development  Services and technical support provided by the Reading First Center to administrators and teachers of Reading First Schools at $220 per participant to be drawn automatically from grant award to Reading First Center  See “reminder” message on page 14 of RFP; also refer to Assurance #15 on pg. 8

12. 12 Stage 1 Funding- Classroom/School Library  Will provide for the purchase of high quality children’s literature—specifically fiction and non- fiction books appropriate for students in grades K- 3—for the classroom and school library (Pg. 82, Oregon’s Application) Note: This funding is in addition to the Stage 2 monies for reading programs and supplemental and intervention materials

13. 13 Stage 2 Funding-Reading Programs  Provides for the purchase—based on school program audit at the June Institute on Beginning Reading—of basal reading programs that align with the federal definition of research-based and/or supplemental and intervention materials that address identified deficits in the selected reading program  Districts will be funded for actual costs of materials, limited to a maximum of $200 per K-3 student and an additional $30 per SPED or ELL student (page 135 of the Oregon Application)

14. 14 Stage 2 Funding-Professional Development  Will provide for program-specific training in the use of purchased Reading First basal and supplemental materials  Can be used to reimburse teachers for additional hours of coordinated team planning related directly to Reading First implementation  Limited to a maximum of $1,000 per participant based on approved professional development plan in Stage-Two funding request

15. 15 Stage 2 Funding-Substitute Time  Will provide for 80 days of substitute time for the 2003-2004 school year  May be used for Reading First professional development, peer coaching, peer observation, or debriefing/planning with the Reading First Mentor Coach

16. 16 District Budget  The district budget will consist of a subtotal of all school budgets for each stage of funding.  The district budget total will be requested on the RFP cover page.  The district may request indirect up to a maximum of 5% of each school budget for each stage of funding.

17. 17 Formatting and Number of Pages (pg. 2, RFP)  12 characters per inch maximum  One inch margins  Double line spacing  23 lines of text per page maximum  Page restrictions are the maximum allowable, not a required number

18. 18 Context for Scoring While the district will write the application for Reading First, detailed school-level information is necessary to complete Parts A, B, and D:  Part A—Need for Reading First  Part B—Instructional Leadership  Part C—District Support  Part D—Mentor Coaches

19. 19 Scoring  District receives a single score for each criterion of each component.  For criteria requiring individual school responses, the district score is the average of the school scores.

20. 20 Getting Started—1  Meet as a school team or a district team at one of the round tables (21 tables available) or where you are currently seated.  We have room today for team meetings only rather than all-district meetings.

21. 21 Getting Started—2 Using the planning template, what Components do teams begin to address during this planning session?  School Teams—Components A, B, and D  District Teams—Components B, C, and D

22. 22 Getting Started—3  First—Before your team requests a consultation, discuss and plan together one or two sections of the template, filling in the portions relating to your team—either district or school.  Second—If you have a group question for a consultant related to your team planning, please request a brief consultation—See next slide for directions.

23. 23 Table-side Consultations after Initial Team Planning Each team has a set of flags: Yellow— School and District Leaders Red— Reading First Center Green—O regon Department of Education Use your team flag(s)— held high —to request a brief consultation with one of today’s presenters or a member of the ODE staff

24. 24 Who Are the Consultants?  Yellow—Leaders: Sara Ticer and Carl Cole  Red—Reading First Center: Deb Simmons, Scott Baker, and Ed Kame’enui  Green—ODE: Staff

25. 25 Or Sign-up for a telephone consultation  Before you leave today, if you have questions that were not addressed, please sign up in the lobby with Kayla Barstad for a telephone consultation with a member of the ODE staff for later this week.

26. 26 Continuing Assistance General questions can be directed to: Julie Anderson, Reading First Team Leader Julie.Anderson@state.or.us or 503.378.3600, Ext. 2294ulie.Anderson@state.or.us Budget questions: Susan Kosmala, Education Specialist, Susan.Kosmala@state.or.usSusan.Kosmala@state.or.us or 503.378.3600, Ext. 2286 Requests for site visits: Russ Sweet, Education Specialist, Russ.Sweet@state.or.usRuss.Sweet@state.or.us or 503.378.3600, Ext. 4448