1. Administrators Meeting April 21, 2004

2. Key Areas of Grant-Based Monitoring Schools to be Served Instructional Assessments Instructional Strategies and Programs Instructional Materials Instructional Leadership District and School Based Professional Development District Based Technical Assistance Evaluation Strategies Access to Print Materials Budget

3. Schools to be Served Funds may only be used to support identified schools. Each school must implement the program fully. The LEA does not have discretion to add or discontinue funding to schools. LEA-wide activities must be cost-neutral.

4. Instructional Assessments A schedule should be in place for all screening, diagnostic, progress monitoring and outcome assessments. Assessments should be administered in accordance with this schedule. Schools must have an understanding of the assessment framework – which assessments are used for which purposes. The complexity of the framework may result in assessments being used for inappropriate purposes.

5. Instructional Assessments Many schools are implementing additional assessments but they dont know why. Ensure that valid and reliable assessments are driving instructional decision making.

6. Instructional Strategies and Programs The selected comprehensive reading program should be fully implemented. All instructional strategies in a Reading First classroom should align with scientifically based reading research. Layering should not occur. Schools should not be using outdated versions of core reading programs when funds are available for newer editions. Reading block should be uninterrupted.

7. Instructional Materials Supplemental and intervention materials must be used in addition to, not instead of, the comprehensive reading program. Teachers must know when and why it is appropriate to use supplemental and intervention materials. All supplemental and intervention materials must be aligned with scientifically based reading research. Programs not included in the approved plan – or subsequently approved by the State – should not be in use. Too many programs can be difficult to implement efficiently and effectively.

8. Instructional Leadership Reading Coach Must have required experience and background Must be dedicated to Reading First Must have clear understanding of responsibilities Must be able to document that he or she is fulfilling responsibilities

9. Instructional Leadership Principal Should be highly knowledgeable of Reading First plan Should participate in training, particularly related to scientifically based reading research, instructional assessments and the selected reading program Should meet all Reading First obligations as outlined in approved plan

10. District Leadership District leadership Should also be highly knowledgeable of Reading First plan (superintendent, curriculum and instruction director, Reading First coordinator etc.) Should be knowledgeable of instructional assessments and programs implemented by Reading First schools Should meet all Reading First obligations as outlined in approved plan

11. District and School Based Professional Development There should be documentation of all professional development activities that have occurred – agendas, sign-in sheets, logs, etc. All training topics or agenda items must be aligned with scientifically based reading research, the district plan, and core program. It is also appropriate to question and ask for documentation of the qualifications of all professional development providers.

12. District and School Based Professional Development Professional development should include program specific training. Professional development should progress from introductory to advanced topics. Professional development should provide specific feedback to teachers and offer targeted support to those who need additional assistance.

13. District Based Technical Assistance The district should be providing support to its participating schools as outlined in its approved plan. The district must not impede implementation: Timely release of funding to schools District does not place additional, non-compatible professional development or assessment requirements on Reading First schools

14. Evaluation Strategies The district and school should be able to articulate their evaluation plan. Evaluation should be an ongoing – not an end of the year – activity. The district and schools should have established procedures for disaggregating data.

15. Access to Print Materials The district and school have met their obligations as described in their approved plan to provide access to print materials.

16. Budget Reading First funds can only be used to support K-3 reading activities that align with scientifically based reading instruction. LEAs and schools should not be using funds for purposes other than those outlined in the approved plans. Expenses that seem like too much of a stretch probably are.

17. ALL Students Monitoring should also ensure that English language learners and special education students are fully served by Reading First. While these students may not necessarily use the same instructional materials as other students, their instructional program must be aligned with scientifically based reading research. The individual education plan (IEP) of a special education student always remains the primary instructional guideline for that student.

18. Reminder About Monitoring The implementation of this complex program can be challenging. At all levels, the primary purpose of monitoring is assistive, not punitive. The goal is to correct small problems before they become larger ones that threaten the implementation of the program and its likelihood of success.

19. However… LEA and school participation in Reading First is voluntary. Resources are limited. If an LEA or school does not meet its obligations, there are other LEAs and schools waiting to participate.