WHAT IS THE ALABAMA WHAT IS THE ALABAMA READING INITIATIVE?READING INITIATIVE?

A statewide movementA statewide movement Anchored by reading researchAnchored by reading research Aimed at ultimately achieving Aimed at ultimately achieving

grade-level reading for all of grade-level reading for all of

Alabama’s public school studentsAlabama’s public school students2

HOW IS IT ACHIEVING ITS HOW IS IT ACHIEVING ITS GOAL?GOAL?

Through intensive teacher Through intensive teacher development efforts that development efforts that are the heart and soul of are the heart and soul of

the initiative.the initiative.

3

HOW ARE READING HOW ARE READING INITIATIVE SCHOOLS INITIATIVE SCHOOLS

SELECTED?SELECTED?

It is voluntaryIt is voluntary Schools are selected from a pool of Schools are selected from a pool of

applicants who make 7 commitmentsapplicants who make 7 commitments

4

SEVEN COMMITMENTS SEVEN COMMITMENTS OF ARI SCHOOLSOF ARI SCHOOLS

1.1. Set 100% literacy as a goal.Set 100% literacy as a goal.

2.2. Achieve commitment of at least 85 Achieve commitment of at least 85 percent of faculty.percent of faculty.

3.3. Attend the 10-day training program.Attend the 10-day training program.

4.4. Be led by the principal.Be led by the principal.

5

SEVEN COMMITMENTS SEVEN COMMITMENTS OF ARI SCHOOLSOF ARI SCHOOLS

5.5. Adjust their reading instruction Adjust their reading instruction accordingly.accordingly.

6.6. Model research-based reading Model research-based reading instruction for other schools.instruction for other schools.

7.7. Be evaluated by an outside Be evaluated by an outside evaluator.evaluator.

6

GROWTH IN THE NUMBER GROWTH IN THE NUMBER OF ARI SCHOOLSOF ARI SCHOOLS

1616 schools in 1998-1999 schools in 1998-1999 8181 schools in 1999-2000 schools in 1999-2000 267267 schools in 2000-2001 schools in 2000-2001 423423 schools in 2001-2002 schools in 2001-2002 449449 schools in 2002-2003 schools in 2002-2003

7

BUILDING CAPACITYBUILDING CAPACITY

Trained 17,000 teachersTrained 17,000 teachers Trained 300 reading coachesTrained 300 reading coaches Certified 500 trainersCertified 500 trainers Provided technical assistance Provided technical assistance

through 15 regional coachesthrough 15 regional coaches

8

EARLY SUCCESSESEARLY SUCCESSES

$1,500,000 in contributions from $1,500,000 in contributions from businesses, professional businesses, professional organizations, and government organizations, and government supported the first two training supported the first two training efforts.efforts.

17,000 teachers in the 449 schools 17,000 teachers in the 449 schools gave rave reviews to the first gave rave reviews to the first training institutes.training institutes.

9

EARLY SUCCESSESEARLY SUCCESSES

The Alabama legislature has The Alabama legislature has

appropriated funds for 4 years: appropriated funds for 4 years: $6,000,000, $10,000,000, $6,000,000, $10,000,000, $11,300,000, and $12,500,000.$11,300,000, and $12,500,000.

Three outside evaluators report that Three outside evaluators report that students in ARI schools score better students in ARI schools score better than students in comparison schools.than students in comparison schools.

10

NATIONAL ATTENTIONNATIONAL ATTENTION

Wrote Alabama’s story in the Winter Wrote Alabama’s story in the Winter 1999 journal published by the National 1999 journal published by the National Education Association.Education Association.

Received the State innovation award Received the State innovation award from the Education Commission of the from the Education Commission of the States in August 2002, for exemplary States in August 2002, for exemplary policy related to literacy.policy related to literacy.

11

NATIONAL ATTENTIONNATIONAL ATTENTION Were awarded one of first three ReadingWere awarded one of first three Reading

First grants in July, 2002 ($102,000,000 First grants in July, 2002 ($102,000,000

over six years).over six years). Spotlighted at White House Reading Spotlighted at White House Reading

Summit in September, 2002.Summit in September, 2002. Were featured in U.S. Department of Were featured in U.S. Department of

Education publication, Education publication, The AchieverThe Achiever in in

November, 2002.November, 2002. 12

HOW ALABAMAHOW ALABAMA READING INITIATIVE (ARI) READING INITIATIVE (ARI)

AND AND SPECIAL EDUCATION SPECIAL EDUCATION

SERVICES (SES) SERVICES (SES) COOPERATED EARLY COOPERATED EARLY

1996-20001996-200013

COMMON GOAL: All students learn to read well.COMMON GOAL: All students learn to read well.

DIFFERENT PATHSDIFFERENT PATHS

SESSES ARIARI

All Students Read WellAll Students Read Well

14

COOPERATIVECOOPERATIVE

SESSES ARIARI

All Students Read WellAll Students Read Well

RELATIONSHIPRELATIONSHIP

•SBRR

•Intervention (3-12)

•Prevention (K-2)

•Professional Development

•Voluntary Approach 15

WAYS WE ASSISTED EACH WAYS WE ASSISTED EACH OTHER EARLYOTHER EARLY

Taking SBRR to High SchoolsTaking SBRR to High Schools Securing National ResourcesSecuring National Resources Seeking the “best and brightest” to serve Seeking the “best and brightest” to serve on committees and as trainerson committees and as trainers Participating in each others’ training Participating in each others’ training sessionssessions Advocating for early assessment (K-2) Advocating for early assessment (K-2) of reading progressof reading progress 16

WHY IS THIS CONTEXT WHY IS THIS CONTEXT IMPORTANT?IMPORTANT?

Had Already Established A Goal of Had Already Established A Goal of ALLALL

Students Reading on Grade LevelStudents Reading on Grade Level Had Already Set the Expectation of Having A Had Already Set the Expectation of Having A

Research-based ProgramResearch-based Program Had Already Established A Climate ofHad Already Established A Climate of

Voluntary CompetitionVoluntary Competition Had Already Developed Professional Had Already Developed Professional

Development Modules on Five Essential Development Modules on Five Essential Components and a Cadre of Certified Professional Components and a Cadre of Certified Professional Development ProvidersDevelopment Providers

17

FINDINGS FROM THE FINDINGS FROM THE ALABAMA READING ALABAMA READING

INITIATIVE EVALUATIONSINITIATIVE EVALUATIONS

18

FindingsFindings Year Year 11

Year Year 22

Year Year 33

Students in participating schools Students in participating schools made greater gains than did students made greater gains than did students in non-participating schoolsin non-participating schools

XX XX XX

The vast majority of participating The vast majority of participating schools are making progress toward schools are making progress toward 100% literacy, but there is variability100% literacy, but there is variability

XX XX XX

Discipline referrals are decreasingDiscipline referrals are decreasing XX XX

Special Education referrals are Special Education referrals are decreasingdecreasing

XX XX

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FindingsFindings Year Year 11

Year Year 22

Year Year 33

Several factors discriminate higher- from Several factors discriminate higher- from lower-performing schools:lower-performing schools:

Implementation of all SBRR componentsImplementation of all SBRR components XX

Principal leadershipPrincipal leadership XX XX

Highly skilled reading specialistHighly skilled reading specialist XX XX

Outside supportOutside support XX XX XX

Frequent progress monitoringFrequent progress monitoring XX

Small-group instructionSmall-group instruction XX

School working as a teamSchool working as a team XX XX

Sustained professional development effortsSustained professional development efforts XX XX

20

0.1

1.8

0.8

1.1 1.1

0.5

0.0

0.2

0.4

0.6

0.8

1.0

1.2

1.4

1.6

1.8

NC

E Po

int G

ain

Rel

ativ

e to

non

-AR

I Sc

hool

s

Cohort 1 =16 Schools Cohort 2 =65 Schools Cohort 3 =186 Schools

TOTAL 267 Schools

ARI Schools Stanford 9 Reading Scores Cumulative Reading Comprehension Gains

Cohort 1

Cohort 2

Cohort 3

Data is based on gainsof individual students relative to their scores

one year earlier

Chart 1

21

0.0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

NC

E Po

ints

Rel

ativ

e to

Non

-AR

I Sch

ools

Elementary Middle High

ARI Schools Stanford 9 Reading Scores

Average Reading Comprehension Gains, by Grade Level

Chart 3

22

OTHER HIGHLIGHTS FROM OTHER HIGHLIGHTS FROM SPECIFIC EVALUATIONSSPECIFIC EVALUATIONS

Year 2 - Population of “struggling readers” Year 2 - Population of “struggling readers” decreased by 10%decreased by 10%

Year 2 - Discipline referrals decreasedYear 2 - Discipline referrals decreased - 67% after two years- 67% after two years - 23% in first year- 23% in first year

Year 2 - Special Education referrals decreasedYear 2 - Special Education referrals decreased - by 28% over two years- by 28% over two years

- by 14% in one year- by 14% in one year

23

HIGHLIGHTS FROM HIGHLIGHTS FROM SPECIFIC EVALUATIONSSPECIFIC EVALUATIONS

Year 4 -Year 4 - Cohorts 1, 2, and 3 are still faring well. Cohorts 1, 2, and 3 are still faring well. Gains are not yet visible in Cohort Gains are not yet visible in Cohort

4.4.

Year 4 -Year 4 - In higher-achieving schoolsIn higher-achieving schools Systematic phonics programs are used Systematic phonics programs are used

more frequently school-widemore frequently school-wide Code emphasis reading programs are used Code emphasis reading programs are used

more frequently with struggling readersmore frequently with struggling readers24

TAKING VARIABLE TAKING VARIABLE PERFORMANCE PERFORMANCE

SERIOUSLYSERIOUSLY

25

FACTFACT

The Year 3 Evaluation of the ARI The Year 3 Evaluation of the ARI and the Year 1 Evaluation of and the Year 1 Evaluation of Reading Excellence Act (REA) Reading Excellence Act (REA) identified 78 out of 267 schools identified 78 out of 267 schools where gains were less than the where gains were less than the gains made by non-participating gains made by non-participating schools.schools.

26

WHAT WE CHANGED WHAT WE CHANGED IMMEDIATELYIMMEDIATELY

Halted the rapid expansion of ARI andHalted the rapid expansion of ARI and put more emphasis on ongoing put more emphasis on ongoing professional developmentprofessional development “ “Recertified” Cohort 1 schoolsRecertified” Cohort 1 schools “ “Retooled” the 78 schools not makingRetooled” the 78 schools not making sufficient progresssufficient progress

27

WHAT WE CHANGED WHAT WE CHANGED IMMEDIATELYIMMEDIATELY

Used Used Put Reading FirstPut Reading First as training text as training text Devoted 50% of professional Devoted 50% of professional development time to development time to

- modeling with students- modeling with students- having teachers practice with - having teachers practice with

students students Offered DIBELS assessment to 323 ARI Offered DIBELS assessment to 323 ARI schoolsschools

28

TRANSITION TRANSITION TO TO

READING FIRST (ARFI)READING FIRST (ARFI)

29

IN TARGARETED IN TARGARETED READING FIRST SCHOOLSREADING FIRST SCHOOLS

Required the purchase of a scientifically based Required the purchase of a scientifically based comprehensive reading program from a short list of comprehensive reading program from a short list of programs approved by the SDE.programs approved by the SDE. Required each ARFI school to hire a full time reading Required each ARFI school to hire a full time reading coach.coach. Are preparing ARFI principals, reading coaches, and Are preparing ARFI principals, reading coaches, and district reading coordinators to assume their instructional district reading coordinators to assume their instructional leadership roles.leadership roles. Will hold two monthly professional development meetings Will hold two monthly professional development meetings for the ARFI reading coaches to build SBRR expertise in for the ARFI reading coaches to build SBRR expertise in every ARFI school.every ARFI school.

30

FOR STATEWIDE IMPACTFOR STATEWIDE IMPACT

Will administer DIBELS Will administer DIBELS statewide in 2003-2004.statewide in 2003-2004. Will provide professional Will provide professional development to development to allall K, 1, 2, and 3 K, 1, 2, and 3 teachers beginning in 2003, teachers beginning in 2003, utilizing utilizing Teacher Reading Teacher Reading AcademiesAcademies..

31

PROVIDING LEADERSHIP PROVIDING LEADERSHIP AND SUPPORTAND SUPPORT

Hired nine additional reading Hired nine additional reading

coaches to work only with the coaches to work only with the

ARFI-eligible LEAs in 2002 and ARFI-eligible LEAs in 2002 and

the selected ARFI schools in 2003.the selected ARFI schools in 2003. Dedicated the equivalent of two full-Dedicated the equivalent of two full-

time senior ARI staff to ARFI.time senior ARI staff to ARFI.32

TOWARD TOWARD COORDINATEDCOORDINATED

STATEWIDE READINGSTATEWIDE READINGACTIVITYACTIVITY

33

Four Sections Within the SEA Four Sections Within the SEA are Currently Involved in are Currently Involved in Literacy-related ActivitiesLiteracy-related Activities

Alabama Reading Initiative (ARFI)Alabama Reading Initiative (ARFI) Special Education Services (BRM, Special Education Services (BRM, Language!, Direct Instruction)Language!, Direct Instruction) Federal Programs (NCLB)Federal Programs (NCLB) Classroom Improvement (Standards,Classroom Improvement (Standards, Assessment, Textbooks, Assistance to Assessment, Textbooks, Assistance to Failing Schools)Failing Schools) 34

Standards: Revised reading standardStandards: Revised reading standard Assessment: Replaced state-developed K-2Assessment: Replaced state-developed K-2

assessments with DIBELS.assessments with DIBELS. Accountability: Four sections have workedAccountability: Four sections have worked

together extensively.together extensively. Professional Development: Agreed to use Professional Development: Agreed to use

Teacher Reading AcademiesTeacher Reading Academies to train both to train both

K, 1, 2, and 3 teachers over next four years, K, 1, 2, and 3 teachers over next four years,

currently working on a joint principal currently working on a joint principal

professional development effort.professional development effort.35

Instructional Materials: Federal Programs is Instructional Materials: Federal Programs is promoting programs approved for ARFI promoting programs approved for ARFI schools, and we could impact the textbook schools, and we could impact the textbook review process.review process. Monitoring: Regional coaches provide constantMonitoring: Regional coaches provide constant feedback to state staff regarding implementation; feedback to state staff regarding implementation; Federal Programs will provide “outside” Federal Programs will provide “outside” monitoring.monitoring. Management: Department Management Team Management: Department Management Team holds meetings periodically. All four sections holds meetings periodically. All four sections participate on State Reading Leadership Team.participate on State Reading Leadership Team.

36

LEADERSHIPLEADERSHIP

37

Any worthwhile endeavor Any worthwhile endeavor

necessarily involves obstacles. necessarily involves obstacles.

The more worthwhile the The more worthwhile the

endeavor, the more the obstacles.endeavor, the more the obstacles. Leaders must inspire others to Leaders must inspire others to

overcome obstacles.overcome obstacles.

38

Knowing howKnowing how to do a job is the to do a job is the

accomplishment of labor.accomplishment of labor. Showing othersShowing others how to do a job is how to do a job is

thethe

accomplishment of teaching.accomplishment of teaching. Making sureMaking sure that the work is done is that the work is done is

the accomplishment of management.the accomplishment of management. Inspiring othersInspiring others to do better work is to do better work is

the accomplishment of leadership.the accomplishment of leadership.39

CONTACT INFORMATIONCONTACT INFORMATION

Website:Website: www.alsde.eduwww.alsde.edu

Click “Sections”Click “Sections”

Click “Alabama Reading Initiative”Click “Alabama Reading Initiative”

Click “Alabama Reading First Initiative”Click “Alabama Reading First Initiative”

Contact:Contact: Katherine Mitchell Katherine Mitchell

kmitchll@alsde.edukmitchll@alsde.edu

334-353-1570334-353-157040