Overview

1

• 2005-2006
• Overview
• and
• Outcomes

2
Introduction

• The No Child Left Behind Act signed into law by
  President George W. Bush on January 8, 2002,
  established Reading First as a new, high-quality
  evidence-based program for the students of
  America.
• The Reading First initiative builds on the
  findings of years of scientific research, which,
  at the request of Congress, were compiled by the
  National Reading Panel.
• Ensuring that more children receive effective
  reading instruction in the early grades is of
  critical importance to the President and the
  nation.

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Overview

• Reading First is a focused nationwide effort to
  enable all students to become successful early
  readers.
• Funds are dedicated to help states and local
  school districts eliminate the reading deficit by
  establishing high-quality, comprehensive reading
  instruction in kindergarten through grade 3.
• Building on a solid foundation of research, the
  program is designed to select, implement, and
  provide professional development for teachers
  using scientifically based reading programs, and
  to ensure accountability through ongoing, valid
  and reliable screening, diagnostic, and
  classroom-based assessment.

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Philosophy/Principles

• SBRR (Scientifically Based Reading Research) and
  the five essentials of reading as per NRP and
  USDOE (NJ has 6)
• Early Literacy Task Force Report
• Preventing Reading Difficulties in Young
  Children. Snow, Catherine et al.

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What is SBRR?

• Random Trials control and experimental groups
  based on quantitative analysis
• Successful application in similar
  location/situation/population
• This type of reading research involves controlled
  experiments with data analysis and a thorough
  peer-review process.

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Critical Elements as Identified by National
Reading Panel

• Fluency
• Phonemic Awareness
• Phonics
• Vocabulary
• Comprehension
• Motivation and Background Knowledge
• Writing
• added to New Jerseys Literacy Initiatives

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Structure

• 90 minute, uninterrupted block of time
• 120 minute block for bilingual/ESL students
• Requires specific time to small group instruction
  during reading block. No pull-outs.
• Recommends a co-teaching model

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Structure

• Smaller class size is recommended
• Cites research of fewer than 21
• Classroom library with a minimum of 300 titles
• Literacy stations for independent work

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Three Tiered Instructional Approach

• Tier 1 Access to use of instructional programs
  at grade level to assure age appropriate
  (content, themes, vocabulary) materials are used
  to teach core curriculum content standards
• Tier 2 Use of leveled guided reading materials
  (fiction and non-fiction) to assure instruction
  in small groups at the students instructional
  level also small, targeted instructional groups
• Tier 3 More intensive, explicit instruction in
  small groups (13 or less) to address specific,
  individualized needs of students behind in
  reading

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Core Tier 1
Guided Reading Tier 2
Co-teaching
Flexible Grouping Goal Specific More Intense,
Explicit Instruction
Tier 3
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Curriculum

• 6 Key areas that must be aligned
• NJCCCS
• Thematic organization
• CRP (Comprehensive Reading Program) and other
  materials and supplies (e.g., classroom library)
  must be mapped
• Strategies and Techniques
• Assessment (benchmarks)
• Compensatory and Supplemental programs

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Curriculum (cont)

• Requires differentiated materials, strategies and
  techniques, and multiple entry points for special
  populations and requires native language and ESL
  reading as per state bilingual law
• Requires use of appropriate software
• For Abbott districts, must include Pre K
• Names specific reading strategies (Appendix C)

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Assessment and Testing

• Assessment of Home Language and English Language
  Proficiency
• Levels of Assessment
• Screening
• DIBELS
• Progress Monitoring
• DIBELS
• NJCCCS Benchmarks
• Diagnostic
• Annual testing
• Terra Nova Plus, Second Edition K-2
• NJASK3

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Compensatory and Supplemental Services

• Provision of supplemental services for children
  reading below grade level in accordance with NCLB
• In-class co-teaching
• After the block, targeted assistance
• After school
• Summer, etc.

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Professional Development

• Professional development in areas
• SBRR and six components of Reading
• Curriculum mapping
• SBRI strategies and techniques
• Assessment
• Coaching Strategies
• Data Driven Instruction
• Administrative Leadership

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Populations Served

• Impacts all populations including
• General Education, English Language Learners and
  Special Education students

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Additional Personnel

• Reading First Coordinator (District-wide)
• Literacy Coaches (School Based)

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Cohorts

• Cohort I
• Atlantic City
• Egg Harbor City
• Jackson Township
• Salem City
• Union City
• West New York

• Cohort II
• Carteret
• City of Orange
• East Orange
• Elizabeth
• Englewood
• Hackensack
• Hoboken
• Jersey City
• Keansburg
• LEAP Academy Charter School
• Linden
• New Brunswick
• Passaic
• Pleasantville
• Trenton
• Wildwood City

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Outcome Data For Reading First Schools

• TerraNova Plus, Second Edition (CAT/6) At or
  Above 40th Percentile, Comparing 2003-2004 and
  2004-2005
• Kindergarten
• First Grade
• Second Grade
• Third Grade New Jersey Assessment of Skills
  (NJASK 3) Achieving Proficiency and Comparison
  of Reading First to State Proficiency Levels in
  Language Arts Literacy

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All percentages and numbers reported throughout
this presentation are rounded.
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NJASK 3 Proficiency Percentages for 2005-2006
are reported using Cycle 1 data.
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NJASK 3 Proficiency Percentages for 2005-2006
are reported using Cycle 1 data.
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NJASK 3 Proficiency Percentages for 2005-2006
are reported using Cycle 1 data.
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NJASK 3 Proficiency Percentages for 2005-2006
are reported using Cycle 1 data.
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NJASK 3 Proficiency Percentages for 2005-2006
are reported using Cycle 1 data.
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NJASK 3 Proficiency Percentages for 2005-2006
are reported using Cycle 1 data.
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NJASK 3 Proficiency Percentages for 2005-2006
are reported using Cycle 1 data.
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NJASK 3 Proficiency Percentages for 2005-2006
are reported using Cycle 1 data.
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New Jersey Reading First Contact Information

• Mary Ann Capetola
• Director
• (609) 633 - 6355
• Joseph M. Hatrak
• Program Manager
• (609) 633 0285

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New Jersey Reading First Contact Information

• Gregory Kocher
• Assessment Coordinator
• (609) 633 0170
• Nicole West-Burns
• Professional Development Coordinator
• (609) 633 0384
• Susan Esposito
• Content Coordinator
• [phone]

• Andrea Andre
• Southern Regional Coordinator
• (609) 633 2551
• Lori Gerald
• Central Regional Coordinator
• (609) 633 2399
• Sharon Rosario
• Northern Regional Coordinator
• (609) 633 0443