A r c h i v e d I n f o r m a t i o n
State Awardees
(in yellow)
 |
STATE INFORMATION
States will use their Reading Excellence grants to improve K-3 reading instruction and family literacy in poor and low performing schools and "feeder" preschools. The Reading Excellence Act (REA) supports competitive grants to states for research-based reading instruction and tutoring. States receiving grants in turn compete the funds to eligible districts.
- States will use their portion of the REA funds to assist districts in preparing for two statewide subgrant competitions as well as for monitoring and leadership activities during the subgrants. Under the Local Reading Improvement subgrants, districts and schools will provide professional development for teachers, purchase additional resources such as books and reading materials, organize early interventions for students having difficulty with reading such as one-on-one tutoring, and support family literacy activities, including parenting and adult literacy education.
- Under the Tutorial Assistance subgrants, districts and schools will provide for external and school-based tutoring opportunities for children with reading difficulties.
FY 2001 Grants
The Reading Excellence Program has awarded $327,627, 438 million in grants to help improve the reading skills of pre-kindergarten through third-grade children. The grants, under the Reading Excellence Act (REA) program, will help 13 states use scientifically based reading research to
improve reading in over 400 schools. The 13 states that received REA grants this year are: Alaska, Arkansas, Connecticut, Georgia, Hawaii, Indiana, Minnesota, Montana, Nevada, New Hampshire, New York, South Carolina, and Tennessee.
States competed for the three-year grants by creating plans for improving reading in the primary grades. A panel of 21 nationally known experts in reading, research and school reform evaluated the applications. The Education Department (ED), the National Institute for Child Health and Human Development (NICHD), the National Institute for Literacy, and the National Academy of Sciences nominated the panel members.
The REA program is designed to provide children with the readiness skills and support they need to learn to read when they enter school and to help each child learn to read well and independently by the end of third grade. Schools receiving grants are expected to train teachers to use a comprehensive reading approach based on research; provide early intervention, such as one-on-one tutoring for children who have trouble learning to read; and organize family literacy programs for parents to support their children's learning to read. The REA grant program concentrates support in high-poverty districts. Districts may use the funds for teacher professional development, purchase of resources and reading materials, and tutoring and summer programs.
Alaska
Alaska Department of Education and Early Development
Alaska will use its $8,729,749 from the Reading Excellence Program to fund a new initiative called Read Alaska. In Alaska there are 9 districts, 32 schools, and 3,704 students eligible to benefit from REA funding. Approximately 32 schools will be served under the Local Reading Improvement subgrants, at an estimated average per school of $218,244. The Read Alaska project, funded through the Reading Excellence Act, will be the central impetus for creating the structure and system for the much needed reform of literacy programs in Alaska’s most needy schools. As part of the plan, additional state level support will also be made available garnered to assist other districts where the circumstances of poverty are not as acute. There are eight major components to the Read Alaska project: planning grants, tutorial assistance grants, local reading improvement sub-grants, professional development, family literacy, assessment data technical assistance, statewide administration and partnerships, and evaluation. Professional development for the very remote rural schools will be available through distance-delivery with components on the Internet, video and compact discs. The new REA supported Read Alaska initiative is a critical feature in the larger landscape of Alaska’s efforts to improve student achievement throughout the state.
State Contact: Ardy Smith Miller
Telephone: 334-242-8199
Email Address: Ardy_miller@eed.state.ak.us
Arkansas
Arkansas Department of Education
Arkansas will use its $11,730,600 for professional development and other services based on scientifically based reading research. Arkansas plans to serve approximately 25 schools with an average of 300 children and will allocate about $400,000 per school. Arkansas will provide on-site support for implementation of professional development through the services of a full time literacy coach, and on-site support for implementation of family literacy services, support services, tutoring, tutor training, and extended services through the services of a literacy services coordinator. Designated regional literacy specialists housed in statewide educational cooperatives will participate in training and serve as adjunct members of the local leadership team. The local leadership team will include a project director, the state literacy training specialist and state literacy services coordinator. The local leadership team will provide professional development and technical assistance to the larger group of site based literacy coaches and literacy service coordinators. Arkansas will establish a research advisory team to advise the project, especially with respect to professional development. The university researcher team will include Russell Gersten, Hallie Yopp, Lynn Fuchs, Linda Labbo, and Elfreida Hiebert.
State Contact: Krista Underwood
Telephone: 501-682-4376
Email Address: Kunderwood@arkedu.k12.ar.us
Connecticut
Connecticut State Department of Education
Connecticut’s REA grant of $13,760,966 provides the opportunity to integrate scientifically based reading research into instructional practices, professional development and effective school change processes in order to ensure that young children in Connecticut’s most needy schools become successful readers. In Connecticut there are 6 eligible districts, 31 schools, and 18,145 students eligible to benefit from REA funding. About 11 schools will be served under the Local Reading Improvement subgrants, at an estimated average per school of $900,000. The REA funds will allow the Connecticut State Department of Education (CSDE) to bring high quality professional development with intensive site-based support into Connecticut’s neediest schools. REA schools will build capacity within their buildings, with the goal of becoming model-training sites for other schools; and they will increase the number of highly qualified trainers in the state. REA funds will strengthen the collaborative relationship that has begun to develop between the main literacy professional development providers in the state (CSDE, Haskins Laboratories, the Special Education Resource Center, and the Regional Service Centers), thereby increasing the expertise of all of each of the respective providers.
State Contact: Anne P. Druzolowski
Telephone: 860-566-7944
Email Address: Anne.druzolowski@po.state.ct.us
Georgia
Georgia Department of Education
Georgia Proposal
Georgia Proposal: Appendix F
Georgia’s REA grant of $48,086,734 will build on a foundation of state initiatives already underway to improve reading instruction throughout the state. The Georgia Reading Excellence Act Demonstration Sites (GA READS) initiative will build on the state’s Reading First initiative, and Family Connection initiative. Family Connection was established in 1991 as a community-based approach to improve the lives of Georgia’s children and families through grassroots planning and local decision making. These three components are designed to improve reading and reading instruction, assist reading improvement utilizing a one-on-one model, and facilitate the literacy development of families, respectively. There are 168 districts and 625 schools that are eligible for REA funding. About 65 schools will be served under the Local Reading Improvement subgrants, at an estimated average per school of $734,450. GA READS will establish 50-75 model demonstration sites for reading research instruction and teacher training. These GA READS sites will serve approximately 120,000-175,000 children and families and train approximately 1500-2000 teachers in the teaching of reading founded in scientifically based reading research.
State Contact: Isabel Bearden
Telephone: 404-656-0404
Email Address: Ibearden@doe.k12.ga.us
Hawaii
Hawaii Department of Education
Hawaii will receive $18,765,212 from the Reading Excellence Program to implement a comprehensive, systematic sustained effort that focuses the attention of teachers and parents on early literacy. About 90 schools will be served under the Local Reading Improvement subgrants, at an estimated average per school of $250,000. To illustrate a renewed and coordinated commitment to reading as the highest and first priority, Hawaii has chosen to name its reading excellence initiative “Reading First.” The overall design of the initiative consists of six major components organized in five phases. The components are 1) a research-based schoolwide beginning reading model, 2) a formative student progress monitoring system, 3) continuous professional development model for schools and teachers, 4) a dynamic system to support the full range of learners, 5) strategic family literacy support, and 6) independent evaluation of effective of overall program. Implementing these components will ensure that the lowest performing schools will succeed in reading. Edward Kame’enui and Deborah Simmons will act as consultants to the Hawaii grant.
State Contact: Judy A. McCoy
Telephone: 808-733-9143
Email Address: Judy_mccoy@notes.k12.hi.us
Indiana
Indiana Department of Education
Indiana Proposal
Indiana will focus its $25,225,140 on the development of an intensive, coordinated professional development system that will include a summer readinginstitute, distance learning, Focus on Reading series, reading coaches, and regular technical assistance. The system ensures that teachers in Indiana’s neediest schools will know, understand, and use a body of scientifically based reading research to plan daily instruction in the classroom. Teachers will integrate reading research-based instruction into their annual school improvement and individual professional development plans. There are 90 districts eligible for REA funding. Indiana’s reading program I-READ will serve approximately 55 schools with approximately 22,500 students. The estimated amount per school is $375,000.
Indiana has designed a strategy that capitalizes on its first steps for early-grades, at the same time, addresses those areas where improvement is most needed. The state is poised because of a convergence of factors related to school improvement in reading and literacy, specifically, to successful implementation of REA. The factors include: development of new standards in reading; a state funded program in early literacy; professional development specific to understanding the characteristics of poverty; support from Education Indiana for scientific based reading research programs and related professional development; the adoption of rigorous new teacher certification standards by the Professional Standards Board; and enactment of legislation requiring “comprehensive reading instruction skills including phonemic awareness and phonics instruction for individuals seeking an elementary teaching license.
Indiana is establishing a management group with research and evaluation, language arts and reading, and other expertise to help with program implementation. The team includes Michael Pressley and other university researchers as well as state leaders and organizational representatives.
State Contact: Phyllis Land Usher
Telephone: 317-232-9101
Email Address: Pusher@doe.state.in.us
Minnesota
Minnesota Department of Children, Families and Learning
Minnesota will use its $24,552,421 for high quality reading instruction for the literacy needs of the states most at-risk students. Minnesota has 24 eligible districts with 86 eligible schools serving 40,000 students. About 28 schools will be served under the Local Reading Improvement subgrants, at an estimated average per school of $750,000. Minneapolis and St. Paul make up 50% of the current eligibility list.
Minnesota will use a three-tiered approach to professional development that provides specific training for all teachers in the six dimensions of reading, additional support for leadership teams in each REA site, and on-going support through teacher study groups and reflections on-site. Tier 1 will be a series of two hour modules based on scientifically based reading research for all classroom teachers and appropriate instructional staff. Tier 2 will be for site leadership teams (each REA school will have a site leadership team to include the principal, and two instructional leaders). Tier 3 will be on-going support for teachers and leadership teams. The state will contract with University of Minnesota researchers such as S.J. Samuels, Barbara Taylor, and James Ysseldyke to support implementation of the professional development model and improve monitoring and evaluation through use of research-tested observational systems.
State Contact: Anne Cutler
Telephone: 651-582-8579
Email Address: Anne.cutler@state.mn.us
Montana
Montana Office of Public Instruction
Montana will focus its $10,912,187 on on-going professional development to change reading instruction in grades K-3. Local education agencies will conduct or participate in Summer Institutes (designed by CIERA and involving consultants such as Phyllis C. Hunter), and professional development for school staff led by a reading coach. There will be a professional development reading coach at each school. The on-site professional development will include: a school-based study group that will create a community of learners; opportunities for instructional staff to practice, observe, and be observed by peer teachers and the reading coach; regular and extensive individual work with the on-site reading coach; monthly formal professional development programs on a broad range of issues such as assessment, instruction, or materials, coordinated by the reading coach; and opportunities to access training for teaching reading to American Indian students.
Montana’s fourth graders as a whole had the second highest average reading score in the nation, however desegregated results for 1998 revealed that over 50% of American Indian students in Montana scored below the basic level. The majority of schools eligible for REA in the state have high populations of American Indian students. Montana has 36 eligible schools in 32 districts. Approximately 30 schools will be funded at an average of $245,000 per school.
State Contact: Nancy Coopersmith
Telephone: 406-444-5541
Email Address: Ncoopersmith@state.mt.us
Nevada
Nevada Department of Education
Nevada will concentrate its $26,189,248 on professional development based on scientifically based reading research. The state will create a statewide network of literacy leaders and educational specialists who will focus on the six goals of phonemic awareness, systematic phonics, spelling, comprehension, reading fluency, and writing. The state will also develop models for school-wide reform efforts and continued research into improved reading education. Reading Excellence LEAs will work with a state task force lead by university literacy researchers and professors, including Donald Bear and Shane Templeton, and the Nevada Department of Education, to conduct a site-based literacy needs assessment.
Nevada has 17 school districts, of which 9 are eligible for REA. Within the 9 eligible districts there are 88 schools with 55,499 students and 3,362 certified personnel eligible to apply for REA funds. About 47 schools will be served at an average of $447,000 per school. Each REA site will devote a portion of its funds to technical assistance and for hiring a pre-kindergarten /kindergarten/1st grade literacy specialist who will provide expertise in training and assessment to the kindergarten literacy program including the transitioning from pre-kindergarten to kindergarten and for kindergarten to first grade. The PreK/Kindergarten/1st grade literacy specialist will also coordinate family literacy services. An additional portion of funds will be allocated to 1st-3rd-grade specialist who will provide training and assistance to 1st-3rd grade teachers and students to support instruction and assessment, including the school-wide tutoring program. Both trained specialists will be responsible for forming a professional development community with the teachers, principals, and other school staff supporting reading instruction. They will use scientifically based reading research to share classroom ideas, offer in-service professional development at their schools, provide demonstration lessons in the classrooms, work in small groups, organize professional development reading groups of staff, and assist with student assessment and record keeping.
State Contact: Paul LaMarca
Telephone: 775-687-9180
Email Address: Plamarca@nsn.k12.nv.us
New Hampshire
New Hampshire Department of Education
New Hampshire will use its $3,273,656 from the Reading Excellence Program to fund scientifically based reading instruction wrapped within a comprehensive program of professional development, family literacy, tutorial assistance and access to substantial resources in eleven of New Hampshire’s neediest schools. In New Hampshire there are 7 districts and 11 schools eligible to benefit from REA funding. The estimated funding per school is $280,000. Sustained professional development will involve mentoring or coaching, teacher networks, demonstration, practices and feedback. The grant includes electronic assess of information on professional development, conferences and workshops highlighting professional knowledge and resources. The Donahue Institute at the University of Massachusetts will evaluate the change in classroom instruction as well as the change in students’ abilities to read and include monitoring professional growth of teachers as well as student academic growth.
State Contact: Dorothy Oliver
Telephone: 603-271-3769
Email Address: Doliver@ed.state.nh.us
New York
New York State Department of Education
New York State’s Reading for Results project calls for educators, families and community organizations to work together to help young children achieve early literacy. New York will receive $81,841,400 in Reading Excellence funds to implement its Reading for Results initiative. In New York there are 59 eligible districts, 309 schools, and 246,314 eligible students. About 165 schools will be served at an estimated $425,000 per school. Reading for Results will establish ongoing and sustained professional development, evidence-based reading and language arts practices; and supportive partnerships of schools, families and community organizations as the three building blocks central to the cohesive plan for achieving reading excellence. The centerpiece of Reading for Results is a comprehensive, three-tiered professional development model that is focused on increasing foundational knowledge in reading and language arts, and improving school and classroom implementation of evidence-base practices. Reading Excellence Act resources will make it possible for New York State to bring a scientifically based comprehensive approach to reading and language arts to New York’s highest-need districts and schools.
State Contact: James M. Gaughan
Telephone: 518-474-5283
Email Address: Jgaughan@mail.nysed.gov
South Carolina
South Carolina Department of Education
South Carolina will receive $25,915,680 from the Reading Excellence Program to use existing infrastructures to develop and implement their South Carolina Reading Excellence Act Demonstration Sites (SC Reads) initiative grounded on scientifically based reading research. The proposed plan complements a major shift in philosophy and direction of state leadership. There are 107 schools in 31 school districts that are eligible to apply for Local Reading Improvement grants and 118 schools in 34 districts that qualify for Tutorial Assistance grants. About 32 schools will be served under the Local Reading Improvement subgrants, at an estimated average per school of $665,000. The SC Reads initiative will support a three-dimensional thrust toward comprehensive and systematic instruction grounded in scientifically based reading research in the areas of professional development, early literacy, and family literacy that will help all children in the selected schools read by the end of third grade. Professional development opportunities will be tailored to five audiences: 1) state-level professionals, 2) top school district administrators and principals, 3) early childhood and elementary school teachers and reading specialists, 4) parenting and family literacy educators, and 5) paraprofessionals.
State Contact: Estella Holliday
Telephone: 803-734-8073
Email Address: Holliday@sde.state.sc.us
Tennessee
Tennessee Department of Education
Tennessee will receive $28,644,445 to create a comprehensive approach to reading and writing that will help Tennessee children learn to read well by the end of the third grade. The state educational agency and the state’s higher education institutions joined to form the Tennessee Reading Collaborative (TRC). The TRC will support the Reading Excellence Program through coherent, consistent professional development for teachers of children in grades K-3. The TRC is a network of 11 higher education institutions, including Vanderbilt University; the SEA; and the Tennessee Education Association. The program will build a statewide infrastructure for professional development and build capacity with schools, LEAs, and colleges of teacher education to continue to provide varied support to teachers.
The TRC established 4 principles to guide professional development. Principle 1: professional development planning, and assessment will involve entire school communities, teachers, administrators, and parents. Principle 2: All TRC members will provide professional development framed by the Tennessee Framework for Comprehensive K-3 Reading Programs designed to help teachers acquire the knowledge and skill base they must have to meet the learning needs of all students. Principal 3: Professional development activities will be embedded in the teachers’ jobs and guided by successful professional development strategies such as those advocated by the National Staff Development Council. Principle 4: Professional development activities will build capacity for continued growth into schools and communities.
Each REA school will have a literacy leader. The literacy leader will be a school-based, full time person that provides support to teachers to ensure the successful functioning and effective implementation of the reading program. In Tennessee, 173 schools serving 45,000 children are eligible for REA; 47% of the eligible schools enroll more than 90% of their children in free or reduced lunch. About 65 schools will be served under the Local Reading Improvement subgrants, at an estimated average of $350,000 per school.
State Contact: Sandra Williamson
Telephone: 615-532-9512
Email Address: Swilliamson@mail.state.tn.us
FY 2000 Grants
- California
California Department of Education
California proposal California (422K), California 2 (22K), California 3 (21K), California 4 (21K) - Colorado
Colorado Department of Education
Colorado will receive $7,498,525 under the Reading Excellence Act to serve students whose literacy achievements are far below the state average and who have multiple risk factors that predict reading failure. Nearly 27,000 third graders - one third of those in the state - are not reading at a proficient level on the Colorado student assessment. Colorado has increasing numbers of children who are English language learners and, often little or no formal education in their native language. Colorado also has pockets of poverty in its rural areas that are not sharing in the improved economy elsewhere in the state. To help the high-need districts and schools reform reading instruction and improve reading achievement, the Colorado Reading Excellence Act Partnership will promote aggressive deployment of scientifically based reading research about the process of learning to read, prevention of reading difficulties, instructional strategies, and interventions for students with reading difficulties. There are 45 districts with 112 schools eligible to apply for REA subgrants; at least 20 schools are expected to participate in the program.The state will define performance expectations for districts and schools, will build capacity in eligible districts, and coordinate the REA project with other state and federal programs and reform initiatives. Districts will conduct local needs assessments and will ensure that reading instruction in participating schools is aligned with district accreditation/ literacy plans and is based on scientifically based reading research. Districts will foster principal leadership - principals are key in turning around low-performing schools. The state is moving aggressively to reform teacher licensure to ensure that new teachers will arrive better prepared to teach reading. The REA grant will support intensive professional development in the worst-off schools to develop understanding and skills in current teachers.
State Contact: Jan Silverstein
Telephone: 303-866-6635
Email Address: silverstein_j@cde.state.co.us
- District of Columbia
District of Columbia Public Schools
DC Proposal District of Columbia (362K)The District of Columbia will receive $4,209,500 in Reading Excellence Act funds. District of Columbia Public Schools (DCPS) serves 75,000 students, and of these 76% are eligible for free/reduced lunch. The REA grant will serve approximately 3,385 students in about 13 schools. DCPS will establish an REA management team that will consist of Reading/Language Arts Specialists, state-level directors of Title I, staff from Special Education, Head Start, Bilingual Education, Even Start and the NICHD Early Intervention Research Project. This management team will oversee training programs and will participate in the professional development programs for all instructional staff members and administrators from participating schools. The REA management team will also work with local institutions of higher education to provide ongoing support through professional development opportunities and networking for the duration of the project.
DCPS will use its Office of Parent Affairs to host informational meetings for parents in targeted schools. DCPS will host quarterly round table discussions with a wide range of education and literacy professionals including teachers and parents to discuss problems, needs, and successes in the implementation of REA. These discussions will also give teachers, parents, and principals the opportunity to share ideas with D.C. policymakers and the Mayor's office.
State Contact: Linda Bulter
Telephone: 202-442-5087
Email Address: Linda.Butler@k12.dc.us
- Illinois
Illinois Department of Education
Illinois will receive $37,934,297 from the reading excellence program to improve the teaching and learning of reading by children in grades K-3 in 15 of the poorest and lowest performing districts in the state. Both the Governor and State Superintendent of Education have made reading a priority in Illinois. The focused work of the Reading Excellence Act will be nested within a broader statewide reading initiative currently under way. The REA funds will be used in approximately 45 schools. Approximately 10% of these schools have high concentrations of English language learners. The Illinois State Board of Education (ISBE) will implement an extensive system of support to assist districts for the REA Illinois grant through four organizations:
- The Principals' Cadre, a cadre of principals from high performing schools that share important characteristics with REA schools, who will provide formal and informal support to build REA leadership.
- Illinois Center for Achieving Reading Excellence (ICARE), a coalition of university faculty that will collaborate to provide a statewide system of ongoing staff development
- Regional Offices of Education (ROEs) which will provide support to schools in three critical areas: coordinating and implementing professional development, using students work to implement year-by-year early literacy content and performance standards and building local capacity.
- Family/Community Partnership Network which will provide professional development and support to LEAs in family literacy programming.
State Contact: Eunice Greer
Telephone: 217-557-7323 - Email Address: egreer@isbe.net
- Mississippi
Mississippi Department of Education
Mississippi Proposal Mississippi (357K)Mississippi will receive $31,308,288 in Reading Excellence Act funds. Of Mississippi's 521 elementary schools, 491 schools (in 20 districts) will be eligible to apply for REA funding. There is great poverty in Mississippi - about 63 percent of Mississippi's public school children receive free/reduced lunches. Mississippi also has a high adult illiteracy rate.
To combat these problems, Mississippi had already started several reading reform efforts which are paying off. The state superintendent and board had started a reading initiative - Every Child a Reader - in 1997; and the state legislature had passed a reading sufficiency law in 1998 that required each district to implement reading reform and provided resources for the lowest performing districts. The state went on to develop and pilot a reading reform model based on research. The Mississippi reading reform model is fully consistent with the REA approach. The REA grant will enable Mississippi to expand its reform model from 6 schools to at least 40 more schools, building on its already promising efforts.
In addition to guidance on the reading reform model, the state has developed a comprehensive set of resource publications and videos for direct reading interventions and professional development that schools will use as they implement their REA programs. Teachers will work together in weekly peer coaching teams in follow-up to regional professional development sessions provided by regional service centers and state REA-funded technical assistance specialists. Finally, university support from the University of Mississippi's Barksdale Reading Institute will support professional development in REA-funded schools as well as in schools funded separately with state funds or Barksdale funds.
State Contact: Bonita Coleman-Potter
Telephone: 601-359-3778
Email Address: Bpotter@mde.k12.ms.us
- New Mexico
New Mexico Department of Education
New Mexico Propsoal New Mexico (361K)The $5,000,000 grant to New Mexico will allow some of the poorest and most culturally and linguistically diverse districts in the nation to transform reading instruction. The statewide student distribution is approximately 50% Hispanic, 37% Anglo, 11% Native American, 2% African American, and 1% Asian American. Currently, New Mexico has 76,796 English language learners (ELL) in the state. The state plans to build a knowledge base about scientifically based reading research and ELL and offer programs for ELL students. New Mexico has 30 districts with 86 schools that are eligible for REA funding. The eligible schools range in location from large urban to rurally isolated districts. The state estimates that it will fund approximately 20 elementary schools. The New Mexico plan provides for intense, sustained professional development in early reading instruction for every K-3 teacher in every school receiving funds from the REA Program. It also calls for leadership and literacy training for principals and administrators. In addition, the state will develop a cadre of highly trained REA school site facilitators capable of providing classroom demonstrations of teaching and assessment methods, coaching and support for teachers. The project will establish a network of teachers, teacher-leaders, administrators, parents, and community members able to model successful early reading programs and sustain the reforms fostered under the REA program.
State Contact: Dauna Howerton
Telephone: 505-827-8489
Email Address: lmartinez@sde.state.nm.us
- North Carolina
North Carolina Department of Education
North Carolina will receive $15,000,000 in Reading Excellence Act funds. The state's 11 eligible districts are located in the central piedmont section with diverse ethnic populations, including pockets of English language learners needing extra help, and coastal regions with rural, high poverty communities. Many K-3 teachers in the state have been teaching for more than 10 years and have not been trained in depth in the latest findings from reading research. Some in the eligible districts lack easy access to higher education institutions for continuing education. The eligible districts have the fewest numbers of teachers with more than a bachelors degree.
North Carolina's REA program will have a strong focus on professional development. It will start by helping participating districts to collect data on current teaching practices to facilitate self-assessment of what is needed to improve reading. The state will train representatives from each district in research-based principles of professional development as well as reading instruction and then help them implement high-quality professional development and serve as resources for change. North Carolina's REA grant will require that teachers in subgrant schools receive at least 30 hours per year of staff development based on scientifically-based reading instruction. The grant will also support literacy specialists in participating schools to provide intensive coaching and training.
State Contact: Shirley Rhyne
Telephone: 919-807-3833
Email Address: Srhyne@dpi.state.nc.us
- Oklahoma
Oklahoma Department of Education
Oklahoma will receive $7,504,000 to serve 20-25% of the 41 eligible districts and 77 eligible schools in the state. Many of the eligible districts are quite small - in 78%, there are 500 or fewer students in the entire district. In addition, Oklahoma has an American Indian population of 16.3%, the largest of any state in the nation. Oklahoma has already started reading reform, having established a new core curriculum based on scientifically based reading research for 2000. The state also based a reading sufficiency act and provides extensive professional development opportunities to improve the teaching of reading.
The Oklahoma State Department of Education will provide professional development for REA subgrantees to increase and improve intervention and prevention strategies. Oklahoma REA teachers will receive 5 days of training initially and follow-up training through peer coaching and on-going collegial networks. The REA program will also train administrators. REA schools will develop a strategic plan; provide forums on schools as learning communities that will develop job-embedded, school-based professional development models; and align with the state content standards in reading. REA schools will also use PASSport, the agency's on-line link for all teachers, including resources for teachers of reading, which connects state reading standards to instructional and assessment resources. Each Reading Improvement subgrant will also implement before and after school, and summer tutorial assistance programs, and community-based literacy collaborations with local libraries.
State Contact: Cindy Koss
Telephone: 405-521-4513
Email Address: cindy_koss@mail.sde.state.ok.us
- Virginia
Virginia Department of Education
The Virginia Department of Education will focus its $15,000,000 on training teachers in scientifically based reading research, supporting the University of Virginia's Book Buddies program of professionally supervised volunteer tutoring, and expanding Virginia's comprehensive programs in family literacy based on the Even Start model. Schools receiving funds would serve as models for other schools in the state. There are 53 eligible LEAs with 120 schools that meet the eligibility requirements. These schools have 3,749 instructional staff members and serve 47,446 students. LEAs that are funded must partner with an institution of higher education to validate and facilitate staff development to improve teacher knowledge of scientifically based reading research and to develop implementation strategies.
The University of Virginia will provide professional development, develop evaluation instruments and indicators, and provide technical assistance and summer institutes. The REA projects will also be able to use results from the state's Phonological Awareness Literacy Screening (PALS) test developed at the University of Virginia's Curry School of Education. PALS assess children's knowledge of the alphabetic code and phonological awareness. This tool will provide REA teachers with assessment information to determine those students who may have difficulty transitioning from kindergarten to first grade.
State Contact: Linda Poorbaugh
Telephone: 804-786-3925
Email Address: lpoorbau@pen.k12.va.us
- Washington
Washington Department of Education
Washington will receive $15,000,000 in Reading Excellence Act funds. In Washington there are 58 districts and 91 schools eligible to apply for REA funding to implement the state's Washington Reads Initiative. Nearly 25% of the children are from minority racial or ethnic groups. Washington State provides bilingual services to 62,132 English language learners. The state will provide several interventions to support English language learners such as sunrise school, tutoring programs, after school instruction, summer school and family involvement.
Districts will participate in intensive professional development, reading readiness, early literacy activities, and reading related interventions funded by REA. The state will develop eight training modules to provide systematic, intentional, research-based training that enables teachers to apply it in meeting grade-level student reading expectations and the continuous development of understandings, fluency, skills and applications across curriculum areas. The eight modules - (1) how we learn to read and early literacy; (2) how we learn to read and elementary school; (3) knowledge of language structure and its application; (4) curriculum expectations; (5) diverse reading programs/interventions; (6) instructional diversity; (7) supportive literacy; and (8) coaching others - will be developed in terms of the operational needs of teachers and administrators. To ensure the success of the districts and schools receiving REA funds, the state will provide four phases of technical assistance, training, and support activities. Washington will work with the Northwest Regional Educational Laboratory on its evaluation activities.
State Contact: Jo Robinson
Telephone: 360-725-6070
Email Address: jrobinson@ospi.wednet.edu
California's REA grant of $60,000,000 will increase the capacity of the state's poorest and lowest performing schools to teach all their students to read well by the end of third grade by building on the California Reading Initiative and promoting coordination among literacy, school improvement, and professional development. In California there are 226 eligible districts, 1,307 schools, and 618,430 students eligible to benefit from REA funding. California's students are among the most diverse in the nation. Hispanic children comprise 39.7%, Caucasian students 39.5%, Asian and Pacific Islanders 11.2 %, African American students 8.7%, and American Indian students comprise .9% of the K-12 population. More than 1.4 million California students are identified as English language learners.
To meet the challenges presented by high-poverty low-performing schools, the state will help districts integrate REA-sponsored professional development activities with the current state professional development activities of the Reading Success Network (professional development organized by two ED Comprehensive Assistance Centers) and California's Reading Professional Development Institutes. Other state professional development opportunities that REA will fund include: Reading/Language Arts Frameworks Workshops, Teaching Reading to English Learners Workshops, Instructional Materials Showcases, and Symposia on Reading Research.
Also under the REA grant, the state will convene a task force to recommend content for professional development opportunities for English learners, will begin to identify core knowledge for teachers in the area of language, and will work to craft consensus regarding effective strategies for teaching English language development and early reading in English.
State Contact: Terry Emmett
Telephone: 916-323-6269
Email Address: temmett@cde.ca.gov
FY 1999 Grants
- Alabama (AL)
Alabama Department of Education
The Alabama Department of Education received $7,500,000 to support the Alabama Reading Excellence Program. The program will build local capacity to surround children with effective scientifically based reading and literacy instruction and support, and ensure that every Alabama child is reading well by grade three. The Alabama Reading Excellence Partnership will work with the State Department of Education to develop the capacity of local educational agencies to help children learn, teachers teach, and families and communities to support them. Twenty districts in Alabama are eligible to compete for Reading Excellence Act subgrants.
State Contact: Catherine Moore
Telephone: (334) 242-8199
Email Address: cmoore@alsde.edu
- Florida (FL)
Florida Department of Education
Florida 1999 Reading Excellence Application in pdf
The Florida Department of Education received $26,000,000. In addition to grants to eligible school districts, the funds will support:
- A state-funded coordinator who will collaborate with the Florida Reading and Family Literacy Center (FLARE) to provide the latest reading research, professional development activities, materials, and products to LEAs, schools, teachers, school personnel, and parents;
- A state-funded library housing professional development materials that will include scientifically based reading and family literacy research literature and descriptions of effective practices;
- Regional centers that will provide teacher support, modeling, coaching, and video conferencing to school personnel; and
- A research project to focus on effective reading strategies for English language learners.
Twenty five local educational agencies will be eligible for Local Reading Improvement subgrants and 27 LEAs will be eligible for Tutorial Assistance subgrants. Eligible LEAs will be invited to attend a workshop designed to familiarize LEAs with the requirements for subgrants and provide models of effective programs.State Contact: Susan Watt
Telephone: (850) 488-1701
Email Address: Watts@mail.doe.state.fl.us
- Iowa (IA)
Iowa Department of Education
Iowa received $10,000,000 under the Reading Excellence Act to address lack of improvement in reading scores by Iowa children. Eight districts are eligible for subgrants to establish local learning communities in high poverty schools or schools needing improvement. These school-community partnerships will address classroom instruction in kindergarten through third grade, extended learning opportunities for at-risk children, early reading readiness for preschool children, parental involvement, family literacy services, and coordinated reading, library, and literacy programs.
Iowa already has in place a strategic plan, Iowa's Future: The Strategic Plan for Educational Excellence in the 21st Century, and a literacy initiative, Every Child Reads. Reading Excellence funds will extend Every Child Reads to more personnel than originally projected and permit high poverty schools to obtain the additional support needed to ensure that every child succeeds in reading. Iowa will work with experts from the Center for the Improvement of Early Reading Achievement (CIERA) as it implements its Reading Excellence grant.
State Contact: Kent Ryan
Telephone: (515) 242-6242
Email Address: Kent.Ryan@ed.state.ia.us
- Kansas (KS)
Kansas Department of Education
Kansas 1999 Reading Excellence Application in pdfThe Kansas State Department of Education (KSDE)received a grant award of $2,670,764 in Reading Excellence funds to support the comprehensive effort to improve early literacy in the State. Through a coordinated effort with experts from institutions of higher education, the KSDE will conduct preliminary technical assistance workshops throughout the state for districts eligible for Reading Excellence grants. The technical assistance workshops will provide to the districts necessary information on scientifically based reading research and practice. The KSDE's partnership with institutions of higher education will also include creating a research design based on national studies, external evaluator research questions and local educational agency research questions. The local educational agencies that receive funds will then be required to follow the research design created by the KSDE and institutions of higher education.
The State will also offer an informational session in October 1999 for individuals who have a reading specialization and who may be interested in providing professional development to districts that receive Reading Excellence funds. These participants must be willing to provide continuous and ongoing professional development to districts receiving Reading Excellence funds for at least 50 hours during the two-year period.
State Contact: Norma Cregan
Telephone: (785) 564-7056
Email Address: ncregan@ksde.org
- Kentucky (KY)
Kentucky Department of Education
Kentucky 1999 Reading Excellence Application in pdfThe Kentucky Department of Education received $7,500,000, of which $7,125,000 will be used to make two-year competitive awards to eligible local school districts to implement research-based reading strategies. The funds will provide:
- Professional development in comprehensive scientifically based reading instruction for all teachers at participating elementary schools, as well as for other instructional staff, including volunteers and tutors, parents, and early childhood providers;
- Intervention programs for kindergartners and other primary school children experiencing difficulty with early literacy skills;
- Family literacy involving young children and their parents; and
- Tutoring and extended learning opportunities for preschoolers about to enter primary school and primary students experiencing difficulty in reading, including those who might otherwise be referred for exceptional child services.
A majority of the school districts in Kentucky (158 out of 176, or 90 percent) are eligible to compete for subgrants. The REA program activities will be coordinated with, and will build upon, current education reform efforts in Kentucky.
State Contact: Jennifer Baker
Telephone: (502) 564-7056
Email Address: jbaker@kde.state.ky.us
- Louisiana (LA)
Louisiana Department of Education
Louisiana received $15,014,966 in Reading Excellence Act funds to carry out reforms in reading instruction for children in its highest poverty districts and schools. Louisiana has already begun reading instruction reforms through joint initiatives of the State legislature and State Board of Education. Its new K-3 reading and math initiative and an earlier public school accountability system have paid off in improved test scores. The Reading Excellence grant will help ensure that every classroom in participating schools uses the best practices from scientifically based reading research. Louisiana will work with experts from the Center for the Improvement of Early Reading Achievement (CIERA) in partnership with state universities and regional education service centers to ensure that districts and schools receive the help they need.
State Contact: Jackie Bobbett
Telephone: (225) 342-3480
Email Address: jbobbett@mail.doe.state.la.us
- Maine (ME)
Maine Department of EducationMaine Department of Education received $4,000,000 in Reading Excellence funds to provide for statewide professional development, including a summer literacy conference. The Maine Department of Education is requiring school districts receiving Reading Excellence funds to develop Reading Excellence School Management Teams to oversee the grant at the LEA level. The Reading Management Teams will be trained by the State. Maine is in the process of redesigning requirements for teacher certification. The Maine Department of Education will coordinate with the University of Maine to conduct the evaluation for the Reading Excellence grant.
State Contact: Becky Dyer
Telephone: (207) 624-6750
Email Address: Becky.dyer@state.me.us
- Maryland (MD)
Maryland Department of Education
The Maryland State Department of Education received $14,975,575 in Reading Excellence Act funds. Maryland's goals for the program are to ensure that:
- Children in targeted schools will have the readiness skills and support to learn to read once they enter school;
- Children in targeted schools will learn to read by the end of the third grade, meeting standards established in the Maryland English Language Arts Content Standards; and
- The instructional practices of teachers and other instructional staff in the targeted schools reflect the best educational practices and arise from scientifically based research.
Maryland will distribute REA funds to eligible school districts through a competitive subgrant process. Eight school districts will be eligible to compete for subgrant funds.
State Contact: Gertrude Collier
Telephone: (410) 767-0341
Email Address: tcollier@msde.state.md.us
- Massachusetts (MA)
Massachusetts Department of Education
Massachusetts 1999 Reading Excellence Application in pdfThe Commonwealth of Massachusetts received $18,306,000 under the Reading Excellence Program of which $17,400,00 will be awarded to eligible school districts. The State will use the remaining funds to work collaboratively with the Regional Educational Laboratory at Brown University, the RMC Research Corporation, the New England Comprehensive Assistance Center at EDC, institutions of higher education, family literacy service providers, and the Massachusetts Reading Association to provide support for local district implementation. This network will provide information to eligible school districts about using instructional practices based on scientifically based reading research through workshops and direct technical assistance. The Massachusetts Department of Education will build on, and promote coordination among, literacy programs in the State in order to increase the effectiveness of the programs in improving reading for adults and children.
State Contact: Linda Martin
Telephone: (781) 388-6261
Email Address: lmartin@doe.mass.edu
- Ohio (OH)
Ohio Department of EducationOhio received $30,637,008 under the Reading Excellence Act to work with its highest poverty districts and schools to improve reading achievement in kindergarten through third grade. Ohio is building on existing initiatives to improve reading -- Ohio Reads and the Ohio Family Literacy Program. The State will support a systematic approach to literacy development that includes a system of assessment to identify children who are at risk of early reading failure; alignment of state standards and assessments, a continuous literacy curriculum from preschool through grade four, ongoing professional development; and family literacy strategies. Ohio's literacy program is strongly based on findings from scientific reading research.
Local schools must implement Ohio's eight-point framework for literacy, working with parents and community partners to improve all aspects of education for young children. Schools must hold parent involvement activities at least four times a year and commit to communicating personally with each family throughout the year.
State Contact: Anne Stephens
Telephone: (614) 752-1597
Email Address: Anne.stephens@ode.state.oh.us
- Oregon (OR)
Oregon Department of Education
The Oregon Department of Education received $6,243,775 to support the Reading Excellence Act. Funds will be coordinated with several federal and state programs to foster improved instructional practices in teaching reading to increase student achievement. School districts will develop Consolidated District Improvement Plans for activities to improve instructional practices for reading according to scientifically based reading research. The state will sponsor presentations on scientifically based reading programs and provide technical assistance to districts and schools.
State Contact: Dawn Billings
Telephone: (503) 378-3600x2281
Email Address: dawn.billings@ode.state.or.us
- Pennsylvania (PA)
Pennsylvania Department of Education
Pennsylvania 1999 Reading Excellence Application in pdfThe Pennsylvania Department of Education received $30,000,000 in Reading Excellence funds to build on existing literacy efforts. The State has a comprehensive school reform plan that includes literacy as a priority. Pennsylvania has developed a framework for implementing the Reading Excellence Program which addresses research based expectations with respect to what young children should be accomplishing, literacy/reading activities and experiences recommended by current research, and partnerships and other structures and procedures for the coordination and management of local, state, and federal resources. The State will provide direction on expectations for school district projects, offer workshops, and provide technical assistance. Twenty-five school districts are eligible for subgrants.
State Contact: James M. Sheffer
Telephone: (717)783-9161
Email Address: JSheffer@education.state.pa.us
- Rhode Island (RI)
Rhode Island Department of EducationRhode Island received $4,000,000 in funding under the Reading Excellence Act (REA) to work with its highest poverty districts and schools to improve reading instruction in kindergarten through third grade. Joint support between the Governor and the State Commissioner of Education led to convening of a Reading and Literacy Partnership panel that will support both the State's new Reading Excellence grant activities as well as the Rhode Island Reading Alliance. The REA grant will serve as a keystone for primary grade reform in Rhode Island -- lessons learned will be used throughout the state. The state will sponsor a variety of workshops that reflect scientifically based reading research, and provide technical assistance to eligible districts and schools to help them develop comprehensive plans to improve reading. Local schools must participate in a professional development network provided by the State for teacher leaders, as well as organize school-based professional development to construct a comprehensive, systematic reading program for teachers and administrators. The University of Rhode Island's Family Resource Partnership will evaluate the Reading Excellence program and provide feedback to the State and participating schools and districts during the three years of the grant.
State Contact: Charlotte Diffendale
Telephone: (401) 222-4600
Email Address charld@ride.ri.net
- Texas (TX)
Texas Department of Education
Texas 1999 Reading Excellence Application in pdfThe Reading Excellence and Academic Development Program for Texas (READ for Texas)received $35,999,855 under the Reading Excellence Program to support research based reading programs. The state will focus on developing a comprehensive model of beginning reading instruction founded on scientifically based reading research for use by eligible school districts and against which programs and professional development products can be evaluated. Support for developing the comprehensive model will be provided through the Center for Academic and Reading Skills (CARS), the Texas Center for Reading and Language Arts (TCRLA) and the Texas Family Literacy Center (TFLC). The three centers will also provide materials for professional development and support state staff in assisting school districts with the implementation process. School districts receiving funds will be required to carry out the following activities: conduct professional development for teachers and instructional staff on the teaching of reading according to scientifically based reading research; select one or more programs of reading instruction using scientifically based reading research; provide family literacy; implement programs to assist kindergartners not ready for the transition to first grade; and use supervised individuals who have been trained using scientifically based reading research.
State Contact: Geraldine Kidwell
Telephone: (512) 463-9581
Email Address Gkidwell@ttmail.tea.state.tx.us
- Utah (UT)
Utah Department of Education
Utah 1999 Reading Excellence Application in pdfThe Utah State Office of Education received $8,000,000 under the Reading Excellence Program to improve reading in kindergarten through third grade. As many as 11 local school districts may participate in this program. The program will be operated in collaboration with the University of Utah to infuse the latest findings from scientifically based reading research into curriculums and instruction in the state's poorest schools. Coordination with existing federal and state programs is highlighted as a priority by the state. In addition to state staff, a team of six technical specialists will work directly with schools and communities in different regions throughout the state to provide technical services; conduct seven professional development workshops over two years for district and school leadership teams; monitor implementation of the subgrants; and provide feedback to the Director, Reading and Literacy Partnership, and evaluator. Finally, the Reading Excellence grant will help the state with a critical need it has identified. Priority will be given to school districts that demonstrate a commitment to the implementation of programs that meet the needs of students who are English language learners.
State Contact: Laurie Lacy
Telephone: (801) 538-7701
Email Address: llacy@usoe.k12.ut.us
- Vermont (VT)
Vermont Department of Education
Vermont 1999 Reading Excellence Application in pdfThe Vermont Department of Education received $2,010,472 to operate the state's Reading Excellence program that will be aligned to the existing initiative VermontReads. Its goals are:
- To make expectations for research-based reading improvements clear to staff from participating schools;
- To support adoption of research based instructional programs, highly effective strategies/professional development, and other key factors to boost success across all of the major components of reading; and
- To monitor progress through collection and analysis of annual statewide student assessment results for reading at the end of grade two, and teacher surveys focusing on instructional practices.
The project is designed to improve reading practices and student performance in its most-at-risk schools. The program's evaluation will include a study of student performance in reading as well as longitudinal process evaluation of changes in teacher practices and school implementation. The evaluation will be conducted at both the school and the classroom level. The state has 16 eligible school districts.
State Contact: Susan C. Biggam
Telephone: (802) 828-5412
Email Address: sbiggam@doe.state.vt.us
- West Virginia (WV)
West Virginia Department of Education
The West Virginia Department of Education received $5,992,005 in Reading Excellence funding to build on Reading For All, a comprehensive program based on scientifically based reading research designed to develop the ability of children to read. The program places specific emphasis on professional development, prevention and intervention of reading difficulties, and family literacy opportunities through its three component parts: Learning to Read (grades K-4), Reading to Learn (grades 5-12), and Reading to Succeed (adult basic education). The Reading Excellence grant will provide additional funds for intervention in grades K-3 and increase the rate of implementation and impact of the program in high need schools districts. The state will provide professional development and training activities, publish and disseminate materials to teachers and parents, provide technical assistance to districts and schools, and oversee the overall implementation of the grant. There are 38 eligible districts.
State Contact: Beverly Kingery
Telephone: (304) 558-7805
Email Address: bkingery@access.k12.wv.us
State Education Agencies provide information, resources, and technical assistance on educational matters to the schools and the residents.
