F1

What are Local Reading Improvement subgrants (LRIs)?

Local Reading Improvement subgrants are awarded to local educational agencies (LEAs) based on a competitive review process. The subgrants must be for an amount sufficient to enable the subgrantee to operate a program for a 2-year period.

The subgrants provide support to local educational agencies to advance reform of reading instruction in participating schools. This must include, among other activities:

• improving the reading instruction practice of teachers and other instructional staff through professional development based on scientifically based reading research,

• carrying out family literacy services (e.g., parent and child interactive activities, early childhood education, adult training, and parent education), and

• providing early literacy intervention to children experiencing reading difficulties, including kindergarten transition programs.

A complete list of activities is provided in Section 2255(d); these activities are listed in Appendix C.

Key features include the requirement that the LEA will base the project?s activities on scientifically based reading research and will enter into an agreement with an expert on the particular reading program being implemented to gain assistance with its implementation.

Other important features are:

• Participating LEAs and schools must either be in Title I school improvement status or have the first or second highest numbers or rates of children living in poverty in the state. (See Section F2.)

• The LEA must form a partnership with one or more community-based organizations of demonstrated effectiveness in early childhood literacy and reading readiness, reading instruction, and reading achievement in carrying out the project?s activities, or describe why such a partnership is not feasible.

F2

Who can apply to the SEA for LRI subgrants?

Only local educational agencies (LEAs) or a consortium of LEAs are eligible to apply to their SEAs for LRI subgrants.

In addition, all applicant LEAs must have at least one of the following (section 2255(a)(1)):

1. School improvement status. At least one school identified for school improvement under section 1116(c) of Title I, ESEA. (A Title I school is identified for school improvement if for two consecutive years it has failed to make adequate progress in meeting the state?s student performance standards, as defined in the state?s plan.)

2. High poverty numbers. The largest or second largest number of children in the state counted for the Title I formula under section 1124(c). (The children to be counted under section 1124(c) are children age 5-17 from low-income families from the most recent census, children age 5-17 in local institutions for neglected or delinquent children or being supported in foster homes with public funds, children age 5-17 from families above the census poverty line but receiving aid to families with dependent children.)

3. High poverty rate. The highest or second highest poverty rate of school-age children in comparison to other LEAs in the state. The LEA?s poverty rate is the number of children counted under section 1124(c) of Title I divided by the total number of children aged 5-17 residing in the LEA, expressed as a percentage.

Each LEA applying in a consortium must also meet one or more of the above requirements.

F3

What schools may participate?

Participating schools must be in Title I school improvement status, have the highest or second highest number of poor children in the LEA, or have the highest or second highest percent of poor children in the LEA.

Note on poverty rate: With respect to calculating the poverty rate for possible or proposed participant schools, the LEA may use a school?s number of children counted under section 1124(c) of Title I divided by the total number of children in the school, expressed as a percentage. Alternatively, since the poverty counts under section 1124(c) are not available at the school building level, the LEA may use the number of poor children divided by all children in the school's attendance area or school. Under section 1113(a)(5) of Title I, LEAs may select a poverty measure from the following options to identify eligible school attendance areas and determine the ranking of each area:

• Children ages 5-17 in poverty counted in the most recent census data approved by the Secretary.

• Children eligible for free and reduced-price lunches under the National Free School Lunch Act.

• Children in families receiving assistance under the Aid to Families with Dependent children (AFDC) program.

• Children eligible to receive medical assistance under the Medicaid program.
• A composite of the above measures.

LEAs must use the same measure of poverty for all schools when calculating school poverty, whether it is based on children in the schools or children in the attendance areas.

F4

May middle schools, junior high schools, or high schools receive Local Reading Improvement or Tutorial Assistance funds?

No. The purpose of the Reading Excellence Act is to provide children with the readiness skills they need to learn to read once they enter school, and to teach every child to read in the child's early childhood years ? as soon as the child is ready, or as soon as possible once the child enters school, but not later than the 3^rd grade. (Section 2251) Only schools with elementary grades may be served under this program.

F5

May a district quality for an REA subgrant because it has a middle or high school in Title I school improvement if it then serves only its poorest elementary schools?

Yes. Under the statute, it would be possible for an LEA to qualify for a subgrant because it had a secondary school in Title I school improvement status. The LEA could then serve its two poorest elementary schools based on the numbers of students and the two poorest elementary schools based on the percentages of poor children in the schools. However, the intent of the law is to improve young children's reading ability in areas of greatest need, and the Department encourages SEAs and LEAs to serve only schools with a need for the program.

F6

When determining which schools, based on poverty numbers and percentages, are to be served, may an LEA include only elementary schools?

Yes. LEAs should rank order their elementary schools and select the two poorest based on the percent of children in poverty and the two poorest based on the number in poverty.

If there is overlap—for example, if the two poorest based on percent are also the two poorest based on numbers—the LEA should not add additional schools to the list.

F7

Are public charter schools eligible to participate in LRI subgrants?

Yes. Under state law, public charter schools are either LEAs or public schools within an LEA. As such, public charter schools are eligible for support on the same basis as other public schools or LEAs in the state.

If under state law the charter school is considered an LEA and meets the Act?s eligibility requirements, it may apply to the SEA for a subgrant as an LEA. If the charter school is one of the public schools in the LEA, it would be eligible on the same basis as other LEA schools and the LEA may include it in its application for a subgrant.

F8

Can an LEA use subgrant funds to support a school that is already using a research based reading program?

Yes. LRI funds can be used to support eligible schools that start new programs based on scientifically based reading research or to expand or improve reading and professional development activities at a school that is already using such a reading program.

F9

What is the duration and size of the subgrants?

The SEA must give subgrants to LEAs that are sufficient to operate a program for a two-year period. Beyond this provision, the Act sets no minimum (or maximum) funding requirements for LEA grants. The Department encourages SEAs to ensure that the subgrantees receive sufficient resources to accomplish their goals.

Note: An LEA can continue to use its subgrant even if it becomes ineligible with respect to the REA eligibility criteria. For example, if its schools in Title I school improvement status leave that status during the two-year subgrant period, the LEA (and schools) can still participate.

F10

What activities must the LEA perform?

Appendix C provides the exact statutory language on required uses of funds for Local Reading Improvement Subgrants from the Reading Excellence Act. (Section 2255(d))

In general, the LEA must provide for a variety of activities to advance reform of reading instruction in participating schools, and subgrant funds may be used for all of these activities. Reading instruction activities must be based on scientifically based reading research. Required activities include:

• High quality professional development for the classroom teacher and other instructional staff

• Parent training to help their children with reading

• Training for tutors

• Family literacy services (parent and child interactive activities, early childhood education, adult literacy, and parenting education)

• Kindergarten transition programs

• Tutoring and other reading support services during non-instructional time (after-school, summer, on weekends, etc.)

• Reading instruction to children with reading difficulties who are at risk of being identified as learning disabled

• Curriculum and supportive materials

• Technical assistance

• Promotion of reading and library programs that provide access to engaging reading materials

• Coordination of local reading, library, and literacy programs and others supported by the Elementary and Secondary Education Act

• Administrative costs

Note: Nothing precludes an LEA from using its own funds or funds from other sources to support the activities of the Local Reading Improvement subgrant project.

F11

May a school operating a Title I schoolwide program combine LRI funds with other funds in the schoolwide program?

Yes. A schoolwide program school may combine LRI funds with its other schoolwide funds to upgrade the entire instructional program of the school, including the improvement of reading through the use of programs and professional development based on scientifically based reading research. The school must carry out the activities required by the REA, but would not be required to maintain a separate account for use of LRI funds. LRI activities would be part of the schoolwide program plan. The LEA must, however, carry out the purposes and intent of the individual programs. The Department has provided guidance on schoolwide programs, "Implementing Schoolwide Programs: An Idea Book on Planning" October 1998, which is available at http://www.ed.gov/pubs/Idea_Planning/.

F12

How are administrative costs handled?

The LEA may use up to 5 percent of its subgrant for administrative costs. In addition, under Section 14203 of ESEA, it may consolidate its administrative funds under the REA with other administrative funds received under ESEA "covered programs."

F13

Can the LEA train personnel from other schools or LEAs in the research based reading instruction program being used in participating schools?

Yes, but only on a fee-for-service basis. To pay for these services, non-participating schools or LEAs may use Title I or other appropriate federal funds to the extent consistent with law and may be able to use state, local, or other resources as well.

F14

How does the LEA partnership with community-based organizations work?

The LEA must, to the extent feasible, form a partnership with one or more community-based organizations (CBOs) to carry out its subgrant activities. The partner CBO or CBOs must have demonstrated effectiveness in early childhood literacy, reading readiness, reading instruction, and reading achievement for both adults and children.

Examples of some CBO organizations that may meet this requirement include family literacy programs, public libraries, Head Start programs, and adult education programs.

Note: One way for the partnership of LEA and CBO(s) to demonstrate that the CBO(s) meets this effectiveness requirement is by providing evaluation or performance measurement data on services. SEAs may need to provide guidance on what kind of information is needed to meet the legislative requirement.

If the LEA does not propose a partnership with one or more CBOs, it must provide information in its application on why it was not able to do so.

F15

How can local Even Start programs and Local Reading Improvement subgrants complement one another?

Local Even Start programs and Local Reading Improvement subgrants can complement one another in a number of ways. A community that has the benefit of Even Start and a Local Reading Improvement subgrant may:

• Expand family literacy services to more families with young children; or

• Coordinate and provide joint professional development so that there is greater continuity between early learning experiences of young children and their families and the reading instruction provided in the elementary grades.

F16

What must an LEA include in its application to its SEA for an LRI subgrant?

Appendix D contains the statutory language (section 2255(b)) on local applications for Local Reading Improvement subgrants from the Reading Excellence Act.

In general, in addition to any information required by the state, the LEA must describe how it will work with the schools it proposes as participants. The LEA activities must be based on reading instruction programs based upon scientifically based reading research.

Required activities that must be described or for which assurances are to be provided include:

• Selection of reading improvement programs based on scientifically based reading research

• Implementing the program(s) with all academic teachers in the schools and, where appropriate, with parents

• Technical assistance from experts familiar with reading programs selected by the LEA, or with their implementation

• Professional development for classroom teachers and other instructional staff

• Curriculum and supporting materials, if needed

• Family literacy services

• Kindergarten transition programs or services for students having difficulty with reading skills

• Support programs administered by trained staff for before- or after-school, weekends, non-instructional periods of the school day, or summer

• Coordination of reading, library, and literacy programs to avoid duplication and increase program effectiveness

• Parent, tutor, and early childhood education provider involvement

• Reading instruction for children at risk of being referred to special education or who had been evaluated and were not identified as having a disability

• Promoting reading and library programs that provide access to engaging reading materials

• Parent information on teacher qualification in reading

• Partnership with one or more community-based organizations in implementing the reading programs, if feasible.

In addition, the Secretary encourages SEAs to consider requiring in the application information about how the applicant intends to comply with the equitable participation requirements of private school children (see Section F17).

See Section B9 for other resources, including Internet sites with information on after-school and summer programs, family literacy programs, special education, and effective professional development.

F17

Are there any special "types" of LEAs that may apply for subgrants?

Yes. Some intermediate units, BIA schools, and charter schools may be eligible:

• Intermediate units. An intermediate unit within a state may apply for LRI funds on behalf of eligible LEAs for which it provides services, as long as it meets the definition of an LEA under section 14101(18) of ESEA.

• Bureau of Indian Affairs schools. Bureau of Indian Affairs schools may be eligible to apply if they qualify as an LEA under the specific definition of LEA in section 14101(18)(A), (B), or (C) of ESEA. A consortium of BIA schools that meets the requirements of section 14103 of ESEA would also be eligible. Because the BIA is not eligible to receive a state grant, individual BIA schools or a consortium of BIA schools would apply for subgrants directly to the SEAs of their respective states.

• Charter schools. In some states, charter schools may function as independent LEAs. These charter schools would qualify for eligibility using the same criteria as other LEAs in the state. (See F7.)

F18

How does the Reading Excellence Act serve private school children?

See Section D9 for information on private school participation.