Transcript WHAT IS THE ALABAMA READING INITIATIVE?

WHAT IS THE ALABAMA
READING INITIATIVE?
A statewide movement
 Anchored by reading research
 Aimed at ultimately achieving
grade-level reading for all of
Alabama’s public school students

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HOW IS IT ACHIEVING ITS
GOAL?
Through intensive teacher
development efforts that
are the heart and soul of
the initiative.
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HOW ARE READING
INITIATIVE SCHOOLS
SELECTED?

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It is voluntary
Schools are selected from a pool of
applicants who make 7 commitments
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SEVEN COMMITMENTS
OF ARI SCHOOLS
1. Set 100% literacy as a goal.
2. Achieve commitment of at least 85
percent of faculty.
3. Attend the 10-day training program.
4. Be led by the principal.
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SEVEN COMMITMENTS
OF ARI SCHOOLS
5. Adjust their reading instruction
accordingly.
6. Model research-based reading
instruction for other schools.
7. Be evaluated by an outside
evaluator.
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GROWTH IN THE NUMBER
OF ARI SCHOOLS
16 schools in 1998-1999
 81 schools in 1999-2000
 267 schools in 2000-2001
 423 schools in 2001-2002
 449 schools in 2002-2003
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BUILDING CAPACITY
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Trained 17,000 teachers
Trained 300 reading coaches
Certified 500 trainers
Provided technical assistance
through 15 regional coaches
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EARLY SUCCESSES

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$1,500,000 in contributions from
businesses, professional
organizations, and government
supported the first two training
efforts.
17,000 teachers in the 449
schools gave rave reviews to the
first training institutes.
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EARLY SUCCESSES
 The Alabama
legislature has
appropriated funds for 4 years:
$6,000,000, $10,000,000,
$11,300,000, and $12,500,000.
 Three outside evaluators report that
students in ARI schools score better
than students in comparison schools.
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NATIONAL ATTENTION


Wrote Alabama’s story in the Winter
1999 journal published by the National
Education Association.
Received the State innovation award
from the Education Commission of the
States in August 2002, for exemplary
policy related to literacy.
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NATIONAL ATTENTION
Were awarded one of first three Reading
First grants in July, 2002 ($102,000,000
over six years).
 Spotlighted at White House Reading
Summit in September, 2002.
 Were featured in U.S. Department of
Education publication, The Achiever in
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November, 2002.

HOW ALABAMA
READING INITIATIVE (ARI)
AND
SPECIAL EDUCATION
SERVICES (SES)
COOPERATED EARLY
1996-2000
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COMMON GOAL: All students learn to read well.
DIFFERENT PATHS
All Students Read Well
SES
ARI
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COOPERATIVE
RELATIONSHIP
All Students Read Well
•SBRR
•Intervention
(3-12)
SES
•Prevention
(K-2)
ARI
•Professional
Development
•Voluntary
Approach
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WAYS WE ASSISTED EACH
OTHER EARLY
Taking SBRR to High Schools
 Securing National Resources
 Seeking the “best and brightest” to serve
on committees and as trainers
 Participating in each others’ training
sessions
 Advocating for early assessment (K-2)
of reading progress
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
WHY IS THIS CONTEXT
IMPORTANT?

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Had Already Established A Goal of ALL
Students Reading on Grade Level
Had Already Set the Expectation of Having A
Research-based Program
Had Already Established A Climate of
Voluntary Competition
Had Already Developed Professional
Development Modules on Five Essential
Components and a Cadre of Certified Professional
Development Providers
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FINDINGS FROM THE
ALABAMA READING
INITIATIVE EVALUATIONS
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Findings
Year Year Year
1
2
3
Students in participating schools
made greater gains than did students
in non-participating schools
X
X
X
The vast majority of participating
schools are making progress toward
100% literacy, but there is variability
X
X
X
Discipline referrals are decreasing
X
X
Special Education referrals are
decreasing
X
X
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Findings
Year Year Year
1
2
3
Several factors discriminate higher- from
lower-performing schools:
Implementation of all SBRR components
Principal leadership
Highly skilled reading specialist
Outside support
Frequent progress monitoring
X
X
X
X
X
X
X
X
X
Small-group instruction
School working as a team
X
X
X
Sustained professional development efforts
X
X
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ARI Schools Stanford 9 Reading Scores
Cumulative Reading Comprehension Gains
NCE Point Gain Relative to non-ARI Schools
Chart 1
1.8
1.6
Cohort 1
Cohort 2
Cohort 3
1.4
1.2
Data is based on gains
of individual students
relative to their scores
one year earlier
1.8
1.0
1.1 1.1
0.8
0.8
0.6
0.4
0.2
0.5
0.1
0.0
Cohort 1 =16 Schools
Cohort 2 =65 Schools
Cohort 3 =186 Schools
TOTAL 267 Schools
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ARI Schools Stanford 9 Reading Scores
Average Reading Comprehension Gains, by Grade Level
NCE Points Relative to Non-ARI Schools
Chart 3
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0.0
Elementary
Middle
High
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OTHER HIGHLIGHTS FROM
SPECIFIC EVALUATIONS
Year 2 - Population of “struggling readers”
decreased by 10%
 Year 2 - Discipline referrals decreased
- 67% after two years
- 23% in first year
 Year 2 - Special Education referrals decreased
- by 28% over two years
- by 14% in one year
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HIGHLIGHTS FROM
SPECIFIC EVALUATIONS
Year 4 - Cohorts 1, 2, and 3 are still faring well.
Gains are not yet visible in Cohort 4.
Year 4 - In higher-achieving schools
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Systematic phonics programs are used
more frequently school-wide
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Code emphasis reading programs are used
more frequently with struggling readers
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TAKING VARIABLE
PERFORMANCE
SERIOUSLY
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FACT
The Year 3 Evaluation of the ARI
and the Year 1 Evaluation of
Reading Excellence Act (REA)
identified 78 out of 267 schools
where gains were less than the
gains made by non-participating
schools.
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WHAT WE CHANGED
IMMEDIATELY

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Halted the rapid expansion of ARI and
put more emphasis on ongoing
professional development
“Recertified” Cohort 1 schools
“Retooled” the 78 schools not making
sufficient progress
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WHAT WE CHANGED
IMMEDIATELY
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Used Put Reading First as training text
Devoted 50% of professional
development time to
- modeling with students
- having teachers practice with students
Offered DIBELS assessment to 323 ARI
schools
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TRANSITION
TO
READING FIRST (ARFI)
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IN TARGARETED
READING FIRST SCHOOLS

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Required the purchase of a scientifically based
comprehensive reading program from a short list of
programs approved by the SDE.
Required each ARFI school to hire a full time reading
coach.
Are preparing ARFI principals, reading coaches, and
district reading coordinators to assume their instructional
leadership roles.
Will hold two monthly professional development meetings
for the ARFI reading coaches to build SBRR expertise in
every ARFI school.
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FOR STATEWIDE IMPACT
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Will administer DIBELS
statewide in 2003-2004.
Will provide professional
development to all K, 1, 2, and 3
teachers beginning in 2003,
utilizing Teacher Reading
Academies.
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PROVIDING LEADERSHIP
AND SUPPORT
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Hired nine additional reading
coaches to work only with the
ARFI-eligible LEAs in 2002 and
the selected ARFI schools in 2003.
Dedicated the equivalent of two fulltime senior ARI staff to ARFI.
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TOWARD
COORDINATED
STATEWIDE READING
ACTIVITY
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Four Sections Within the SEA
are Currently Involved in
Literacy-related Activities
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Alabama Reading Initiative (ARFI)
Special Education Services (BRM,
Language!, Direct Instruction)
Federal Programs (NCLB)
Classroom Improvement (Standards,
Assessment, Textbooks, Assistance to
Failing Schools)
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Standards: Revised reading standard
Assessment: Replaced state-developed K-2
assessments with DIBELS.
Accountability: Four sections have worked
together extensively.
Professional Development: Agreed to use
Teacher Reading Academies to train both
K, 1, 2, and 3 teachers over next four years,
currently working on a joint principal
professional development effort.
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Instructional Materials: Federal Programs is
promoting programs approved for ARFI
schools, and we could impact the textbook
review process.
Monitoring: Regional coaches provide constant
feedback to state staff regarding implementation;
Federal Programs will provide “outside”
monitoring.
Management: Department Management Team
holds meetings periodically. All four sections
participate on State Reading Leadership Team.
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LEADERSHIP
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
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Any worthwhile endeavor
necessarily involves obstacles.
The more worthwhile the
endeavor, the more the obstacles.
Leaders must inspire others to
overcome obstacles.
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Knowing how to do a job is the
accomplishment of labor.
Showing others how to do a job is the
accomplishment of teaching.
Making sure that the work is done is
the accomplishment of management.
Inspiring others to do better work is
the accomplishment of leadership.
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CONTACT INFORMATION
Website: www.alsde.edu
Click “Sections”
Click “Alabama Reading Initiative”
Click “Alabama Reading First Initiative”
Contact: Katherine Mitchell
[email protected]
334-353-1570
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