The US Department of Education described the focus of Reading First as “putting proven methods of early reading instruction in classrooms.”1 Reading First grants were awarded to State Education Agencies following an extensive application process. These grants provided states with support for implementation of a system providing assessments, materials, and professional development to ensure that all children read at or above grade level by 3rd grade. Texas awarded sub-grants to eligible Local Education Agencies (LEAs) for implementation in grades K-3 and to Institutions of Higher Education (IHEs) to create and deliver professional development and technical assistance.
1 Guide to U.S. Department of Education Programs, August, 2007
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The heart of the eight-year Texas Reading First Initiative (TRFI) plan focused on “providing data-driven professional development and site-specific technical assistance to funded LEAs” to ensure that proven methods of early reading instruction were in place in classrooms across the state.2 The TRFI goals included:
- To ensure each Texas student read on or above grade level by the end of Grade 3.
- To implement a comprehensive, scientifically based reading research program that included phonemic awareness, phonics, fluency, vocabulary development, text comprehension and that provided systematic, explicit instruction.
- To provide research-based professional development.
- To provide technical assistance.
The TRFI Partnership provided onsite technical assistance and professional development on using research based strategies and components to improve reading instruction in Texas public schools. Eligible LEAs were determined based on 2002 Texas Assessment & Academic Skills Reading Scores with more than 700 schools and their 180,000 students benefitting from TRFI services.
The TRFI Partnership, responsible for providing ongoing support to funded LEAs included:
- Children’s Learning Institute at The University of Texas Health Science Center-Houston
- Institute for Public School Initiatives (IPSI) at The University of Texas at Austin
- Texas Education Agency
- Texas Institute for Measurement, Evaluation, and Statistics
- Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin
Specifically, IPSI’s role in the TRFI was to deploy and oversee 67 Reading Technical Assistance Specialists (RTAs) across the state. RTAs supported the professional development and mentoring of Local Campus Coaches (LCCs) and principals who, in turn, provided site-based professional development for K-3 teachers at TRFI funded schools. RTAs provided technical assistance to targeted campuses and worked onsite with district administrators, district curriculum supervisors, campus administrators, LCCs, K-3 teachers, and K-12 special education teachers. RTAs monitored program implementation, mentored LCCs, trained district personnel, demonstrated lessons, and modeled best practices to ensure the successful implementation of Texas Reading First as written and in accordance with Texas Reading First grant specifications.
2 Texas Reading First plan, April, 2003
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During the 2009-2010 school year, five Reading First LEAs worked closely with non-Reading First campuses in using a tiered model, delivering scientifically based reading instruction, and participating in ongoing professional development. These districts received guidance and targeted support from Texas Reading First Partners during onsite visits and/or when attending state or national conferences. Using diagnostic and outcome data, districts and campuses developed instructional plans that served as a blueprint for implementation. The Texas Reading First Partnership continued to work with these five districts throughout the 2010-2011 school year. The five districts included:
- Beaumont ISD
- Brownsville ISD
- Dallas ISD
- Houston ISD
- Lubbock ISD
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During the 2009-2010 school year, 16 Reading First (RF) sites across the state of Texas received additional funds to serve as model sites. These schools exemplified high student achievement, high level of implementation, usage of SBRR, and targeted instruction based on ongoing data analysis. Each site produced products to highlight their best practices, as well as participated in a study. The products were disseminated during the 2010 ACI/Leadership Summit and an electronic version of the completed study report can be found at: http://ipsi.utexas.edu/IPSI_pubs.html. These 16 sites continued to serve as Demonstration Sites during the 2010-2011 school years and some contributed additional products to the Texas Center for Student Success (TCSS) course in Project Share. The Demonstration Sites included:
- Burrus Elementary, Houston ISD
- Southmayd Elementary, Houston ISD
- Tijerina Elementary, Houston ISD
- Price Elementary, Beaumont ISD
- Cromack Elementary, Brownsville ISD
- Preston Hollow Elementary, Dallas ISD
- Maple Lawn Elementary, Dallas ISD
- Parsons Elementary, Lubbock ISD
- Ramirez Charter, Lubbock ISD
- La Vega Elementary, La Vega ISD
- Shallowater Elementary, Shallowater ISD
- Hughes Springs Elementary, Hughes Springs ISD
- Troup Elementary, Troup ISD
- Driscoll Elementary, Driscoll ISD
- D’Hanis School, D’Hanis ISD
- Vanguard Academy
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The Texas Reading First Partnership provided and engaged participants in conference institute sessions designed to strengthen literacy instruction and leadership in 2009, 2010, and 2011. The Institutes maintained a focus on scientifically based reading instruction, use of data to guide instruction, and successful implementation of differentiated small groups.
- Attendance Reports:
- 2009: 4,145 participants
- 2010: 4,417 participants
- 2011: 1,892 participants
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Karen Nelson |
Director,
Academic Foundation Initiatives |
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