Nevada

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Nevada Reading First
Governors Literacy Advisory Council
February 6, 2008
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• Agenda
• Welcome Introductions
• History of Reading First in Nevada
• Review Nevada Reading First Data
• Reduction in Funding
• Recommend Schools to Fund in 2008-09
• External Evaluation Review
• An Overview of Reading First in Nevada

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Review the progress of Reading First in Nevada
Provide suggestions about which schools to fund
in 2008-09
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Nevada is in its fourth very successful year of
implementation
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Every student a successful early reader
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Classroom teachers face more challenges than ever
before
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Reading Firsts most important job is to support
teachers
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We focus on what works (research) and work as
a team (collaborate)
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Reading First is built on a solid foundation of
research and collaboration
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In 1997 Congress convened a panel to assess the
effectiveness of different approaches used to
teach children to read
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worked together to establish the National Reading
Panel
The Secretary of Education and National Institute
of Child Health and Human Services
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For two years they reviewed research and held
open meetings
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On April 13, 2000, the NRP published their report
The Report of the National Reading Panel
Teaching Children to Read
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As part of the No Child Left Behind Act of 2001,
Reading First puts the proven methods of early
reading instruction
established by the National Reading Panel in
classrooms
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Reading Firsts goal is to enable all students to
become successful early readers by the end of
third grade
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Congress allocated over 1 billion annually to
fund Reading First
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States fund only those districts that show the
most promise for raising student achievement and
are founded on SBRR
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Nevada was awarded its grant in April 2003 and
implemented Reading First during the 2004-05
school year
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Nevada receives 6.8 million each year
Districts competed for subgrants to improve
instruction in kindergarten through third grade
in eligible schools
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Subgrants focus on systematically and explicitly
teaching the big five
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Reading Firsts research and collaboration are
working in Nevada
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Reading First focuses on improving classroom
reading instruction
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Funds are made available for schools
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Over the past four years, the average Nevada
Reading First school has received over 1.2
million to improve reading instruction
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Each year we impact over 12,000 K-3 students in
26 schools in 7 districtsthroughout Nevada
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We hire 38 district- and school-based reading
coaches (experts in reading) to support K-3
teachers
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The Nevada Reading First Management Team provides
support to districts and schools
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We visits each school to provide technical
assistance and monitor implementation of the
districts subgrants
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Management Team members are assigned as a primary
contact at each school
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Regular visits are scheduled throughout the year
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We work as partners with districts and schools to
improve implementation of the subgrant and
classroom reading instruction
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The data indicate that the partnership is
working--more students are becoming proficient
readers
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2004 2005
Watch
Needs Improvement
Hold
Adequate
High Achieving
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Needs Improvement
Hold
Watch
Adequate
High Achieving
2005 2006
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4 additional schools met standard in ELA
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Needs Improvement
Hold
Watch
Adequate
High Achieving
2006 2007
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1 additional school met standard in ELA
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All 1-3 Students ITBS Reading Total 2006-07
Incomplete
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Effectiveness of Core Instruction (ECI)

• The percentage of students who began the year
  reading "at benchmark" who are still meeting
  grade level "benchmark" expectations
• Green to green 

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Effectiveness of Core Instruction (ECI)
Beginning of Year
End of Year
8/1080
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Effectiveness of Intervention (EI)

• The percentage of students who began the year at
  some level of risk for reading difficulties
  ("strategic" or "intensive") but who have grown
  rapidly enough to progress out of that risk level
• Yellow to green
• Red to yellow
• Red to green 

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Effectiveness of Intervention (EI)
Beginning of Year
End of Year
5/1050
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We are facing a budget reduction
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62 Reduction in Funds
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States fund only those schools that show the most
promise for raising student achievement
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Discontinue Funding
Continue Funding
Unsure
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• Reading First Monitoring Report
• Year 4 Executive Summary
• February, 2008

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• Section I
• State-Level Reading First Implementation
• Subgrant Eligibility and the Award Process
• Professional Development and Technical Assistance
• Reading First Infrastructure and Management Plan

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• Reading First Monitoring Report
• Year 4 Executive Summary
• February, 2008

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• Section I
• State-Level Reading First Implementation
• Subgrant Eligibility and the Award Process
• Professional Development and Technical Assistance
• Reading First Infrastructure and Management Plan

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• State-Level Reading First Implementation, cond.
• Evaluation Strategies
• Data Driven Practices
• Special Populations

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• Section II
• Reading First
• in the
• Districts and Schools

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• Esmeralda County School District

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• Southern Nevada Reading First Consortium
• Clark County School District

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• Section III
• Summary
• and
• Overview

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• District Summary and Overview
• State Summary and Overview

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• This presentation was prepared to accompany the
  Reading First Monitoring Report for NevadaYear
  4. The presentation was made to the Governors
  Literacy Advisory Council (GLAC) on February 6,
  2008, at the Nevada Department of Education in
  Las Vegas, Nevada.

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• An Overview of Reading First in Nevada
• School Characteristics
• Enrollment Information
• School Demographics
• Administrator Activity Logs
• Literacy Specialist/ Coach Activity Log
• Instructional Strategies
• Interventions
• ITBS Results

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Nevada is in its fourth very successful year of
implementation
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Every student a successful early reader
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Classroom teachers face more challenges than ever
before
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Reading Firsts most important job is to support
teachers
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Reading First is the most effective and
successful reading initiative in the nations
history and I have seen the positive results
firsthand in classrooms throughout our country.
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We will maintain the course, focusing on
research and collaboration
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Nevada has three very successful years of
implementation under its belt
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Classroom teachers face more challenges than ever
before
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Reading Firsts most important job is to support
teachers
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We need to focus attention on what works
(research) and work as a team (collaborate)
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Every student a successful early reader