Maine Department of Education

READING EXCELLENCE PROGRAM Local Reading Improvement Grants

NAME OF REP NAME OF UNIT______CONTACT PERSON ______(City, Town, SAD, CSD) SCHOOL/DISTRICT OFFICE______NAME OF SCHOOL______ADDRESS______SCHOOL ADDRESS ______TELEPHONE # ______FAX # ______PHONE# ______FAX# ______E-MAIL ______E-MAIL ______

Local Reading Improvement Subgrants: Eligible Districts & Schools

This application is being submitted under the following eligibility category: (please check all that apply)

LOCAL EDUCATIONAL AGENCIES (All below are eligible) Has at least one school in Title One of two districts with the first & One of two districts with the first I school improvement status second highest numbers of poor & second highest percentages of children in the State poor children in the State

SCHOOLS (All below are eligible) Any elementary school in One of two elementary schools One of two elementary schools Title I school improvement with the first & second highest with the first & second highest status numbers of poor children in percentages of poor children in the district the district

This application is being submitted for the amount of ______Year 1; ______Year 2; ______TOTAL

I hereby certify that, to the best of my knowledge, the information contained in this application is accurate, complete and current. ______Signature, Superintendent of Schools Date

For Information Call: Return Original and 3 Copies to: Kathryn Manning 287-5306 or Reading Excellence Program Becky Dyer Division of Purchases 287-5854 161 Capitol St. 9 State House Station Written answers to questions Augusta, ME 04333-0009 submitted in writing will be provided to all prospective applicants who received a grant application and will Due by 2:00 p.m. on March 2, 2000 be posted on www.state.me.us/education. Page 2 GENERAL ASSURANCES AND CERTIFICATIONS

The local educational agency (LEA) hereby declares that it has filed the following assurances and certifications with the Maine Department of Education. The LEA certifies that no circumstances affecting the validity of these assurances have changed since their previous filing.

 As applicable, the assurances in OMB Standard Form 424B (Assurances for Non-Construction Programs), relating to legal authority to apply for assistance; access to records; conflict of interest; merit systems; nondiscrimination; Hatch Act provisions; labor standards; flood insurance; environmental standards; wild and scenic river systems; historic preservation, protection o human subjects; animal welfare; lead-based paint; Single Audit Act; and general agreement to comply with all Federal laws, executive orders and regulations.

 The three certifications in ED Form 80-0013, regarding lobbying, debarment/suspension/responsibility status, and drug-free workplace.

 With respect to the Certification Regarding Lobbying, the LEA re-certifies that no Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the making or renewal of Federal grants under this program and the LEA shall complete and submit Standard Form-LLL, :Disclosure Form to Report Lobbying, when required (34C.F.R. Part 82).

 A description of steps the LEA has taken to overcome barriers to equitable program participation (§427GEPA)

The LEA further agrees to:

 The certifications in the Education Department General Administrative Regulations (EDGAR) §76.104, relating to State eligibility, authority and approval to submit and carry out the provisions of its State plan, and consistency of that plan with State law.

 The assurances in section 14303(a) of the Elementary and Secondary Education Act (ESEA).

 The assurance that funds provided under this program will supplement, not supplant, Federal, State, and local funds that local educational agencies and schools would otherwise receive.

SPECIFIC ASSURANCES FOR LOCAL READING IMPROVEMENT GRANTS

In applying for this grant the local educational agency assures that it:

 Will agree to participate in professional development for the classroom teachers and other instructional staff, on the teaching of reading based on scientifically-based reading research, through the University of Maine's Center for Early Literacy and Center for Adult Learning and Literacy (CALL).

 Will provide comprehensive family literacy services based on the Even Start family literacy model authorized under part B of Title 1, to enable parents to be their child’s first and most important teacher with assistance from CALL;

 Will carry out programs to assist those kindergarten students who are not ready for the transition to first grade, particularly students experiencing difficulty with reading skills, in cooperation with the Center for Early Literacy and CALL;

 Will use supervised individuals (including tutors), who have been appropriately trained using scientifically-based reading research, to provide additional support, before school, after school, on weekends, during non-instructional periods of the school day, or during the summer, for children preparing to enter kindergarten and students in kindergarten through grade 3 who are experiencing difficulty reading;

 Will make available, upon request and in an understandable and uniform format, to any parent of a student attending any school selected to receive assistance in the geographic area served by the local educational agency, information regarding the professional qualifications of the student’s classroom teacher to provide instruction in reading.

 Will expend Year 1 and Year 2 grant funds prior to 8/15/2002.

Name of applicant: Program:

Printed Name and Title of Authorized Representative of the LEA:

Signature: Date

Each school receiving funding under the Reading Excellence Act “Local Reading Improvement” sub-grants will:

 Develop a Reading Excellence Management Team which consists of: one school administrator, at least 85% of the K-3 instructional and family literacy staff, at least one special education and Title IA provider; migrant and English as a Second Language (ESL) staff, Reading Recovery, Literacy Coordinator, Certified Literacy Specialist, and School/Public Librarian, where applicable. (by August 2000)

 Require 100% of the Reading Excellence Management Team to participate in a three credit team building course to lay the groundwork for coordination of services (August 2000-June 2001).

 Hire a Literacy Coordinator to oversee and coordinate the professional development of all instructional staff (by August 2000) and assist in the delivery of an advanced course in scientifically-based reading instruction for all staff. (by August 2001)

 Require the Literacy Coordinator to participate in a 6-credit professional development course in reading instruction, through the University of Maine’s Center for Early Literacy. (August 2000-June 2001)

 Hire a state certified Literacy Specialist who will coordinate with Reading Recovery Staff and Literacy Coordinator. The Literacy Specialist will provide and oversee delivery of tutorial programming in K-3, including the extended day kindergarten program, and tutors in the intervention programs. (by August 2000)

 Require Literacy Specialist to participate in a 6-credit course provided by the University of Maine’s Center for Early Literacy. (August 2000-June 2001)

 To fully implement Reading Recovery, hire and train new or additional Reading Recovery staff to provide an intervention program in grade 1. Where those services are currently in place but not at full implementation, schools will be expected to expand those services to serve more students (by August 2000)

 Require 85% of the staff to participate in a 3-day summer literacy training institute to provide an opportunity for discussion and exchange of ideas, problem solving, review of evaluation data, and goal setting. (July 2000)

 Require 85% of the instructional staff to participate in informal training during year 1 (2000-2001) conducted by the Literacy Coordinator. Require 85% of the instructional staff to participate in a 3 credit professional development course in year 2 of the grant provided by Literacy Coordinator. (August 2001- 2002)

 Require 85% of all K-3 and family literacy staff to participate in colleague visitations both within the school and family literacy program and statewide with other Reading Excellence Act programs. (August 2000-June 2001)

 Develop and deliver a comprehensive family literacy program which includes the following four components: adult literacy, early childhood, parent education and intergenerational activities. New staff will be hired to carry out these services where a family literacy program does not currently exist. Where family literacy services are currently in place, schools will be expected to expand those services to serve more families. (August 2000-August 2002)

 Participate in project evaluation through the University of Maine’s Center for Research and Evaluation.

 Participate in on-going technical support throughout the second year of the program. (through August 2002) Page 4 Wpdocs/Kathy/rea/summary sheet

Local Reading Improvement Sub-grant Application Instructions

Please assemble your application package in the following order.

1. Cover Sheet (0 points): Completed and signed by Superintendent of Schools 2. Assurances and Certification (0 points): Signed by Superintendent of Schools 3. Budget (45 points): Use the enclosed budget form to present a complete budget summary for both Year 1 and Year 2 of the program. Attach a one-page double-spaced narrative explaining use of project funds. Funds from other sources are not required; however, if you do have additional funding sources, please identify them and describe their use. 4. Narrative (75 points): The entire Project Narrative should be no more than (20) double-spaced, standard 8.5” x 11” pages, with type no smaller then 12 point and 1” margins throughout. Photo reduction of larger pages is not acceptable. Applications exceeding these guidelines will be considered ineligible. 5. Eligibility Criteria (60 points): A rubric for determining eligibility can be found on pages 5 & 6 .

A complete application package consists of no more than 27 pages, including a cover page, an assurances and certifications page, 20 pages of double-spaced project narrative, a budget narrative, and four budget pages. Letters of support from partner Community Based Organizations and signed agreements from staff, superintendent and principal will not be included in this count. If further attachments are needed to support your project, they should not exceed 10 pages.

Proposals will be evaluated on the eligibility criteria (60 points), project narrative (75 points), and budget (45 points), with 180 points possible.

The project narrative should include:

Introduction (5 points)  What is currently happening in your district and school with regard to Reading Recovery, comprehensive reading programs, and family literacy programs?  How do you envision using Reading Excellence Act funds to expand these efforts?  How will other funds in your district support this expansion?  What changes do you think you will need to make in the way you currently provide services?

Need for the Project (10 points)  Describe your district and school needs in terms of: o % of children living in poverty (based on October 1998 Free & Reduced Lunch Count) o number of schools in “needs improvement” status o number of trained reading recovery teachers currently on staff and level of implementation o status of family literacy programming in your district

Implementation Commitment (25 points)  Include signed agreements of participation from school administration and staff

Planning for Project (20 points)  Provide evidence of district approval (minutes from school board meeting where approval was given)

 Demonstrate planning with Community Based Organizations (CBOs), libraries, adult education providers and/or Literacy Volunteers affiliates (see special rule on page 6).  Provide evidence that comprehensive planning has taken place  Include letters of support from partner agencies

Family Literacy Project Design (10 points)  Describe partnerships with local community agencies to avoid duplication of services and to leverage funds for family literacy  Summarize the design of the proposed family literacy project and describe the strategies you will employ to address the four components (adult literacy, early childhood literacy, parent education, and intergenerational activities) of a comprehensive family literacy program and meet the needs of those families most in need of services. How will the project enhance or expand the organization’s existing programs? Describe the project’s start-up activities. How will participants be recruited? What instructional strategies will be used? What support services will be available?

Evaluation (5 points)  The district, school, and staff agree to participate in the following three parts of the evaluation plan:  Part A - Project Evaluation, UM Center for Research  Part B - Internal evaluation, individually designed by teams and including such measures as attendance and parental involvement in school which links instruction and learning results of students.  Part C - Show continued improvement as defined by Title I Adequate Yearly Progress (AYP) (see guidance from your Title I staff.)

 Describe the process you will use to design your internal evaluation.

Eligibility Rubric (60 points) ______School Improvement (based on Title I Adequate Yearly Progress for 1997-1998)

At Least One School on Title I School Improvement School Name:______20 points ______

Poverty Rate/Number or Free/Reduced Lunch Eligible Children in the LEA Percent of Title I formula children (Based on free and reduced lunch count from October 1998) Check One: Elementary School with Highest Poverty Rate (%) of Title I Formula Children in the Local Educational Agency 20 points ______

Elementary School with Second Highest Poverty Rate (%) of Title I Formula Children in the Local Educational Agency 10 points ______

Poverty Rate/Number of Free/Reduced Lunch Eligible Children in the LEA Number of Title I formula children (Based on free and reduced lunch count from October 1998)

Elementary School with Largest (#) Number of Title I Formula Children in the Local Educational Agency 20 points ______

Elementary School with Second Largest (#) Number of Title I Formula Children In the Local Educational Agency 10 points ______

Poverty Rate/Number of Free/Reduced Lunch Eligible Children in the State Number of Title I Formula Children in State (Based on free and reduced lunch count from October 1998) Check one:

District with First or Second Largest Number of Title I Formula Children in the State 20 points ______

District with Highest or Second Highest Poverty Rate of Title I Formula Children In the State 20 points ______

______

SUBTOTAL ______points

Appendix

SPECIAL RULE.—

To the extent feasible, a local educational agency that desires to receive a grant under this section shall form a partnership with one or more community-based organizations of demonstrated effectiveness in early childhood literacy, and reading readiness, reading instruction, and reading achievement for both adults and children, such as a Head Start program, family literacy program, public library, or adult education program, to carry out the functions described. In evaluating sub-grant applications under this section, a state educational agency shall consider whether the applicant has satisfied the requirement in the preceding sentence. If not, the applicant must provide information on why a letter isn’t required and why it would not have been feasible for the applicant to have established partnerships.

Reading Excellence Act Budget (for large schools with 3 or more classes per grade K-3)

The following activities are funded by the Reading Excellence Act (REA). Adjustments between budget lines are permitted without prior approval by the Maine Department of Education, to the extent that they do not exceed 5%. Adjustments exceeding 5% are subject to approval by the Maine Department of Education. To the extent that services procured cost more that the amount provided under the grant, these services must be supported by local funds.

Budget Item REA Local REA Local Total Year 1 Year 1 Year 2 Year 2 Personnel

 Literacy Coordinator 19,500 19,500 (half time) Fringe (30%) 5,580 5,580

 Reading Recovery Teacher 64,648 64,648 (half time x 4 positions) Fringe (30%) 19,394 19,394

 Extended Day Kindergarten 35,000 35,000 (half time x 2 positions) Fringe (30%) 10,500 10,500

 Family Literacy Adult 35,000 35,000 Literacy Specialist (full time) Fringe (30%) 10,500 10,500

 Family Literacy Early 35,000 35,000 Childhood Teacher (full time) Fringe (30%) 10,500 10,500

 Family Literacy 35,000 35,000 Social Worker/Outreach (full time) Fringe (30%) 10,500 10,500

Asterisked items (*) will be direct billed by the University of Maine to support the training aspects of the grant. Page 8  Family Literacy Project 17,500 17,500 Administrator (half time) Fringe (30%) 5,250 5,250

 Substitutes for Colleague 450 450 Visits In District (5 days)

 Substitutes for Colleague 1,530 1,530 Visits Out of District (14 days)

 Stipends for Home 2,250 -0- Visits ($25 x 11 teachers)

 Stipends for Classroom Visits 300 -0- ($25 x 4 family literacy staff)

Travel

 Literacy Coordinator 1,500 1,500 (Training and Conferences)

 Reading Recovery Teachers (4 per large school) Conferences 2,000 2,000 Children Behind the Glass 1,000 1,000 (4 per large school)

 Reading Specialist 500 500  Family Literacy (Home Visitations @ 250 miles/week X $.30 per mile 3,000 3,000 National Conference 1,000 1,000

Asterisked items (*) will be direct billed by the University of Maine to support the training aspects of the grant.

Training

 Reading Excellence 20,400* -0- Management Team ($600/3 cr.) Technology Fee ($15/3 cr.) 510* -0- Non Degree Fee ($25/person) 850* -0- Technical Support Fee ($150/ person) 5,100* -0- Technical Support 2,500*

 Literacy Coordinator Tuition ($1,200/6 cr.) 1,200* -0- Technology Fee ($30/6 cr.) 30* -0- Technical Support Fee 4,000* -0- Continuing Contact Fee -0- 1,500*

 Literacy Collaborative Training for Staff Tuition ($600/3 cr.) - 0 - 17,400* Technology Fee ($15/3 cr.) - 0 - 435*

 Reading Recovery Tuition ($1,200/ 6 cr.) 4,800* -0- (4 per large school) Technology Fee ($30/6 cr.) 120* -0- Technical Support Fee 21,000* -0- Continuing Contract Fee -0- 9,000*

 Reading Specialist Advanced Training Tuition (($1,200/6 cr.) 1,200* -0- Technology Fee ($30/6 cr.) 30* -0-

Summer Institute through University of Maine 19,125* 19,125*

 Family Literacy Support 8,000* 8,000*

Training Supplies, Books and Materials

 Reading Excellence Act 3,400* -0- Management Team

 Literacy Coordinator 2,500* -0-

 Reading Recovery 21,000* -0-

 Reading Specialist 3,500* -0-

 Family Literacy 14,962 14,962

 Classroom Teachers 101,500* -0-

Other Family Literacy 4,000 4,000 (rentals, telephone, postage, child care vouchers, transportation vouchers, food for parent nights, etc.)

Total 564,629 401,774

 If funds allow after meeting grant requirements, up to 3% of the total grant may be used for administrative costs.

CERTIFICATION: I hereby certify that all the information contained herein, including the representation as to the amount of obligations during the stated period, is true, complete, and correct to the best of my knowledge and belief.

SIGNATURE:______Original signature and title of authorized fiscal agent Date

Reading Excellence Act Budget (for small schools with less than 3 classes per grade K-3)

The following activities are funded by the Reading Excellence Act (REA). Adjustments between budget lines are permitted without prior approval by the Maine Department of Education, to the extent that they do not exceed 5%. Adjustments exceeding 5% are subject to approval by the Maine Department of Education. To the extent that services procured cost more that the amount provided under the grant, these services must be supported by local funds.

Budget Item REA Local REA Local Total Year 1 Year 1 Year 2 Year 2 Personnel

 Literacy Coordinator 19,500 19,500 (half time) Fringe (30%) 5,580 5,580

 Reading Recovery Teacher 16,162 16,162 (half time) Fringe (30%) 4,849 4,849

 Extended Day Kindergarten 17,500 17,500 (half time) Fringe (30%) 5,250 5,250

 Family Literacy Adult 35,000 35,000 Literacy Specialist (full time) Fringe (30%) 10,500 10,500

 Family Literacy Early 35,000 35,000 Childhood Teacher (full time) Fringe (30%) 10,500 10,500

 Family Literacy 35,000 35,000 Social Worker/Outreach (full time) Fringe (30%) 10,500 10,500

Asterisked items (*) will be direct billed by the University of Maine to support the training aspects of the grant. Page 12  Family Literacy Project 17,500 17,500 Project Administrator (half time) Fringe (30%) 5,250 5,250

 Substitutes for Colleague 225 225 Visits In District (5 days)

 Substitutes for Colleague 630 630 Visits Out of District (14 days)

 Stipends for Home 825 -0- Visits ($25 x 11 teachers)

 Stipends for Classroom Visits 300 -0- ($25 x 4 family literacy staff)

Travel  Literacy Coordinator 1,500 1,500 (Training and Conferences)

 Reading Recovery Teachers Conferences 500 500 Children Behind the Glass 250 250

 Reading Specialist 500 500  Family Literacy (Home Visitations @ 250 miles/week X $.30 per mile 3,000 3,000 National Conference 1,000 1,000

Training  Reading Excellence 8,400* -0- Management Team ($600/3 cr.) Technology Fee ($15/3 cr.) 210* -0- Non Degree Fee ($25/person) 350* -0- Technical Support Fee ($150/ person) 2,100* -0- Technical Support 2,500*

 Literacy Coordinator Tuition ($1,200/6 cr.) 1,200* -0- Technology Fee ($30/6 cr.) 30* -0- Technical Support Fee 4,000* -0- Continuing Contact Fee -0- 1,500*

 Literacy Collaborative Training for Staff Tuition ($600/3 cr.) - 0 - 4,800* Technology Fee ($15/3 cr.) - 0 - 120*

 Reading Recovery Tuition ($1,200/ 6 cr.) 1,200* -0- Technology Fee ($30/6 cr.) 30* -0- Technical Support Fee 3,500* -0- Continuing Contract Fee -0- 1,500*

 Reading Specialist Advanced Training Tuition (($1,200/6 cr.) 1,200* -0- Technology Fee ($30/6 cr.) 30* -0-

 Summer Institute through University of Maine 8,000* 8,000*

 Family Literacy Support 8,000* 8,000*

Training Supplies, Books and Materials

 Reading Excellence Act 1,100* -0- Management Team

 Literacy Coordinator 2,500* -0-

 Reading Recovery 3,500* -0-

 Reading Specialist 3,500* -0-

 Family Literacy 14,962 14,962

 Classroom Teachers 28,000* -0-

Other Family Literacy 4,000 4,000 (rentals, telephone, postage, child care vouchers, transportation vouchers, food for parent nights, etc.)

Total $332,633 $281,078

 If funds allow after meeting grant requirements, up to 3% of the total grant may be used for administrative costs.

CERTIFICATION: I hereby certify that all the information contained herein, including the representation as to the amount of obligations during the stated period, is true, complete, and correct to the best of my knowledge and belief.

SIGNATURE:______Original signature and title of authorized fiscal agent Date

(Please copy on school letterhead)

District/School Commitment Checklist and Forms

The purpose of the following pages is to document district/school commitment to this project. The first page is a checklist for the applying school to be used in preparing the narrative for the application. The other pages are for signatures of the superintendent, the principal of the applying school, and management team members. Please copy these pages on school letterhead and submit with your application. You will need to submit a staff listing to verify that at least 85% of the staff in the participating school have agreed to fulfil the obligations detailed in the commitment submitted.

REA Sub-grant Application Checklist of Criteria

We understand that by participating in the REA grant, we must:

 meet the criteria of eligibility.  meet the criteria of 85% of the staff in the participating school signing the commitment. (Attach letters; District Commitment letter from Superintendent and Principal Commitment letter and Management Team letter)  have adopted (or we will adopt) the Literacy Collaborative to provide professional development.  have included a plan for forming a literacy team that includes:  Classroom Teacher  Special Education Staff  Title I Staff  Literacy Specialists  Reading Recovery Staff  Family Literacy Staff  Community Based Staff Organizations (CBO)  Librarians  English as a Second Language (ESL) and Migrant Staff  Principal  Classroom Teachers  Literacy Coordinator  Extended Day Kindergarten Teacher

 have (or we plan to bring) our Reading Recovery Program to full implementation with backup Reading Recovery Teachers.  have a plan (or we will develop a plan) for tying professional development to teacher evaluations.  have hired (or we plan to hire) a Maine certified literacy specialist.  have a plan to provide training for the literacy specialist in the scientifically-based reading instruction.  have a plan or (we will develop a plan) for providing full day or extended day academic Kindergarten for at-risk children.  have a plan for monitoring the progress of all K-3 students.  have a plan ( or we will create a plan) to develop or expand family literacy programming.  have a letter from our community-based partners (Even Start, Adult Education, Childcare Centers) or explained why we were unable to do so (attached letter).  have a plan for promoting reading and library programs.  have a plan to staff all required positions from grant / local / or Federal funds.

(copy on school letterhead)

REA Sub-grant Application Management Team Commitment

I agree to all requirements for my school to receive a REA Subgrant. Specifically, I agree:

 to participate in professional development courses outside school time & during the summer.  to implement scientific research based reading instruction as outlined in the professional development courses.  to be evaluated on the basis of my implementation of the scientific research based reading instruction.  to make home visits with family literacy personnel outside school time with a stipend of $25 for each of 3 visits.  to assess and report the progress of all my students on a monthly basis.  to serve on the school literacy team.  to attend the summer segment of the literacy team training.  to make colleague visits to classrooms in other REA sites with grant funds to support travel expenses.

______Signature of Management Team Member Position/Date

REA Sub-grant Application District Commitment

I agree to all requirements for my school to receive a REA Sub-grant. Specifically, I agree:

 to hire or reconfigure the following staff to meet the requirements of the grant:  Literacy Specialists  Reading Recovery, extended day Kindergarten, Family Literacy, and Literacy Collaborative staff  continue Literacy Collaborative efforts after end of grant

 to participate in the 3 part assessment requirement under this sub-grant.  to form partnership with community based agencies.  to release staff to make colleague visits to other REA sites.

______

Signature of Superintendent/Date

REA Sub-grant Application Principal Commitment

I agree to all requirements for my school to receive a REA Sub-grant. Specifically, I agree:

 to provide facilities in my building for Literacy Collaborative classes and Reading Recovery teachers.  to evaluate Teachers on the basis of their work towards implementing scientifically-based reading instruction.  to provide facilities for team meetings.  to provide facilities for literacy specialists.  to participate in team training across the year and in the summer.  to participate on the REA School Management Team.  to be responsible for the development of a school management system for tracking the literacy progress of all K-3 students.  to be responsible for reporting on grant evaluations.  to participate in the hiring of new personnel or reconfiguring of staff to meet grant requirements (Reading Recovery, Literacy specialists, family literacy, literacy coordinator, and all-day Kindergarten).  to be accountable for grant funds that provide stipends to make home visits, cover travel costs for colleague visits, and to cover conference registrations.

______

Principal of Applying School/Date

READING EXCELLENCE ACT GRANT EVALUATION SHEET

Total Points Possible For Eligibility 60 Total Points Possible For Narrative 75 Total Points for Budget 45 Total Points Possible 180

Rubric For Determining Eligibility

______School Improvement (based on Title 1 Adequate Yearly Progress for 1997 - 1998)

At Least One School On Title I School Improvement 20 pts. _____ School Name: ______

Poverty Rate/Number of Free/Reduced Lunch Eligible Children Percent of Title I Formula Children (Based on free and reduced lunch count from October 1998) Check one:

Elementary School with Highest Poverty Rate (%) of Title I Formula Children in the Local Educational Agency 20 pts. _____

Elementary School With Second Highest Poverty Rate (%) of Title I Formula Children in the Local Educational Agency 10 pts. _____ OR

Poverty Rate/Number of Free/Reduced Lunch Children in LEA Number of Title I Formula Children (Based on free and reduced lunch count from October 1998)

Elementary School With Largest (#) Number of Title I Formula Children In the Local Educational Agency 20 pts. _____

Elementary School With Second Largest (#)Number of Title I Formula Children In the Local Educational Agency 10 pts. ______

Poverty Rate/Number of Free/Reduced Lunch Children in State Number of Poor Children in State (Based on free and reduced lunch count from October 1998) Check one:

Elementary School with First or Second Largest Number of Title I Formula Children in The State 20 pts. _____ OR

Elementary School with Highest or Second Highest Poverty Rate of Title I Formula Children Children in The State 20 pts. _____

Subtotal--Eligibility points ______

Narrative (75 Points)

Introduction (5 points) ______Need for project (10 points) ______Implementation Commitment (25 points) ______Planning for Project (20 points) ______Family Literacy Project Design (10 points) ______Evaluation (5 points) ______

Subtotal--Narrative points ______

Budget (45 Points)

Subtotal--Budget points: ______

Total proposal points (out of 180) ______

MAINE DEPARTMENT OF EDUCATION READING EXCELLENCE PROGRAM

Guidance and General Instructions

State Awards to Local Educational Agencies for Local Reading Improvement Sub-grants

1 What are Local Reading Improvement (LRI) sub-grants?

Local Reading Improvement sub-grants are awarded to Local Educational Agencies (LEAs) based on a competitive review process. It is expected that sub-grants of up to $613,711 will be awarded to each of 3 small schools and sub-grants of up to $966,403 each will be awarded to each of 2 large schools. For the purpose of this grant, school size is determined by the following:

Large school: 3 or more classes per grade K-3 Small school: less than 3 classes per grade K-3

In the event that the application pool does not match this configuration, the Maine Department of Education reserves the right to re-open the competition.

 The sub-grants provide support to local educational agencies to advance reform of reading instruction in participating schools. At a minimum, LEA activities must include:

 development of a Reading Excellence Management Team that will participate in coursework through the University of Maine’s Center for Early Literacy. This course will include early literacy, parental involvement, and family literacy; and  hiring of a professional development coordinator to oversee and coordinate the professional development of instructional staff involved in the grant and assist in the delivery of an advanced professional development course in research-based reading instruction for all instructional staff; and  hiring of certified Literacy Specialists to work with the professional development coordinator and teachers on the transitional kindergarten program, intervention programs and K-3 classroom instruction; and  hiring staff to develop and implement a family literacy program in conjunction with local adult education providers; and  providing opportunities for further training and for the exchange of ideas through participation in summer literacy conferences and colleague visitations.

2. Can you be more specific about the project design?

Each school receiving funding under the Local Reading Improvement sub-grant will be required to develop a Reading Excellence Management Team. The participants on the team will include, but not be restricted to: administration, K-3 instructional staff, family literacy providers, special education, Title IA, migrant, English as a Second Language staff, Reading Recovery, Literacy Coordinator, Certified Literacy Specialist, School/Public Librarian. This team will participate in a three-credit team building course to lay the groundwork for coordination of services. Included in this course will be home visitations for which the K-3 staff will accompany the family literacy staff and K-3 classroom visitations/observations for the family literacy providers.

A Literacy Coordinator (Professional Development Coordinator) will be hired to oversee and coordinate the professional development of instructional staff involved in the grant and assist in the delivery of an advanced professional development course in scientifically research-based reading instruction for all instructional staff. The Literacy Coordinator will participate in a 6 credit training course beginning August 2000-June 2001 by the Literacy Collaborative Trainer through the University of Maine’s Center for Early Literacy.

The professional development course for all instructional staff will be a yearlong, 3-credit course, provided in year 2 of the grant, in reading instruction. It will be taught by the trained Literacy Coordinator through the University of Maine’s Center for Early Literacy. The instructional staff will include K-3 teachers, educational technicians, tutors, special educators, ESL, migrant and family literacy teachers in participant schools.

Reading Recovery Teachers (Intervention Specialists) will be hired and trained to oversee and deliver the tutorial assistance program. These Specialists will participate in a 6-credit course provided by the University of Page 23 Reading Recovery Teachers to transport students to one-way mirror teaching sessions to evaluate their work. Americorps volunteers will also be trained and used to provide tutorial assistance where available.

A certified Literacy Specialist will be hired to work with the Literacy Coordinator, Reading Recovery teachers, and teachers on the extended day kindergarten program (transitional), intervention programs provided by tutors. Advanced training, consisting of 6 hours of advanced coursework, will be provided for these specialists through the University of Maine’s Center for Early Literacy. The first course will be taken with the Literacy Coordinators to ensure a common body of knowledge.

A summer literacy-training institute will be offered the first year (2000) to complete Team Management Training. Initial evaluation data will be reviewed and goals set for 2000-2001. In the second year, the summer literacy-training institute for all sub-grantees (LEAs) will provide further training and opportunities for discussion and exchange of ideas, problem solving, review of evaluation data and setting goals for the year 2001-2002.

Colleague visitations will be mandatory both within the local Reading Excellence School and statewide with other Reading Excellence Schools.

Funding will be provided for Reading Recovery Teachers, Literacy Coordinators, and Literacy Specialists to attend conferences that will help them refine and extend their knowledge of scientifically-based reading instruction. Schools will be direct billed by the University of Maine to support the training aspects of the grant.

Appropriate books and teaching materials will be purchased for all courses and training: REA Management Team, Literacy Specialists, Family Literacy, Literacy Coordinators, classroom and instructional support staff as well as instructional materials for the classrooms and books for homes.

A Family Literacy Program will be developed in conjunction with the local adult education program. New staff will be hired to carry out the responsibilities if this is a new program for this district. Expanded services will be offered if a family literacy program currently exists. Family Literacy staff will participate in all K-3 training in scientifically-based reading research and will participate in K-3 classroom visitations to become more knowledgeable about the elementary classroom.

Project evaluation will be conducted by the University of Maine’s Center for Research and Evaluation. A data collection process will be developed to collect and document evidence of program quality.

3. Who can apply to the State Educational Agency (SEA) for LRI sub-grants?

Only local educational agencies (LEAs) or a consortium of LEAs are eligible to apply to their SEA for LRI sub- grants.

In addition, all applicant LEAs must have at least one of the following: i) School improvement status. At least one school identified for school improvement under section 1116(c) of Title I, ESEA. (A Title I school is identified for school improvement if for two consecutive years it has failed to make adequate progress in meeting the state’s student performance standards, as defined in the state’s plan.) ii) High poverty numbers. The largest or second largest number of children in the state counted for the Title I formula under section 1124(c). (The children to be counted under section 1124(c) are children age 5-17 from low-income families from the October 1998 Free & Reduced Lunch Count, children age 5-17 in local institutions for neglected or delinquent children or iii) High poverty rate. The highest or second highest poverty rate of school-age children in comparison to other LEAs. The LEA’s poverty rate is the number of children counted under section 1124(c) of Title I divided by the total number of children aged 5-17 residing in the LEA, expressed as a percentage.

Each LEA applying in a consortium must also meet at least one of the above requirements. Page 24 4. What schools may participate?

Participating schools must be in Title I school improvement status, have the highest or second highest number of poor children in the LEA, or have the highest or second highest percent of poor children in the LEA.

5. May middle schools, junior high schools, or high schools receive Local Reading Improvement or Tutorial Assistance funds?

No. The purpose of the Reading Excellence Act is to provide children with the readiness skills they need to learn to read once they enter school, and to teach every child to read in the child's early childhood years – as soon as the child is ready, or as soon as possible once the child enters school, but not later than the 3rd grade. Only schools with elementary grades may be served under this program.

6. May a district qualify for an LRI sub-grant because it has a middle or high school in Title I school improvement if it then serves only its poorest elementary schools?

Yes. Under the statute, it would be possible for an LEA to qualify for a sub-grant because it had a secondary school in Title I school improvement status. The LEA could then serve its two poorest elementary schools based on the numbers of students or the two poorest elementary schools based on the percentages of poor children in the schools. However, the intent of the law is to improve young children's reading ability in areas of greatest need, and the United States Department of Education requires SEAs and LEAs to serve only elementary schools with a need for the program.

7. When determining which schools, based on poverty numbers and percentages, are to be served, may an LEA include only elementary schools?

Yes. LEAs should rank order their elementary schools and select from the two poorest based on the percent of children in poverty or the two poorest based on the number in poverty. The number of staff participating must not exceed 14 for a small school or 34 for a large school.

If there is overlap—for example, if the two poorest based on percent are also the two poorest based on numbers—the LEA should not add additional schools to the list.

8. Can an LEA use sub-grant funds to support a school that is already using a research-based reading program?

Yes. LRI funds can be used to support eligible schools that start new programs based on scientifically-based reading research or to expand or improve reading and professional development activities at a school that is already using such a reading program.

9. What activities must the LEA perform? (See Appendix A)

Local Reading Improvement sub-grants will be required to:

 Develop a Reading Excellence Management Team

The team will consist of: School principal, classroom teachers, Certified Literacy Specialist, Title I provider, Reading Recovery Teacher(s), ESL/Migrant Teacher(s), Special Education Teacher(s), Family Literacy Staff, School/Public Librarian(s), Representative(s) from community based organizations, Representative(s) from the school district.

The team will participate in a year-long graduate course delivered by the University of Maine Center for Early Literacy and the University of Maine Center for Adult Learning and Literacy. The course will meet bi-weekly beginning in March, 2000 and will include a week-long, intensive summer segment. The school year portions will be delivered at regional locations. The summer segment will be held, tentatively, at Orono. Page 25 The team course will consist of an introduction to the Reading Excellence Grant components with a focus on team building. In addition, information on the Family Literacy Program, initial training on scientifically-based reading instruction on literacy ages 0-8, literacy needs beyond grade 3, adult literacy and library programs, and integrating support services through team building will be included.

In year two, a smaller representative team will remain in place to address concerns, to evaluate progress, and to ensure program quality, and collaborate with the University of Maine’s Center for Research and Evaluation.

 Train and support a Literacy Coordinator (LC) who will:

In year-one, participate in an intense year-long training course to become proficient in reflective teaching practices, in scientifically researched reading instruction, in working with adult learners, and in the coaching of instructional staff. The LC will continue to teach ½ time in a K-3 classroom and develop a model literacy classroom.

In year two, coach K-3 teachers as they continue to refine teaching practices plus continue to teach a model literacy classroom. In year two, the LC will conduct a year long training course for new staff members under the supervision and approval of the University of Maine’s Literacy Collaborative Trainer.

 The K-3 staff and partners will engage in a year long course on scientifically-based literacy instruction.

 The school administrator will support the efforts of a Maine certified literacy specialist as he/she works with school staff in the development of an extended-day kindergarten, tutorial programs for at-risk students. The literacy specialist will participate in both a summer training program and the course for K-3 staff.

 The school administrator will hire or reconfigure staff to provide the services required by the REA grant including the following: extended day kindergarten, Literacy Coordinator, Reading Recovery services, Literacy Specialist and Family Literacy staff.

 The school administrator, adult education administrator, and K-3 staff will develop a comprehensive family literacy program which includes the requirements outlined in Appendix B.

10. What Does A Comprehensive, Research-Based Reading Classroom Look Like? (See Appendix C)

In general, the LEA must provide for a variety of activities to advance reform of reading instruction in participating schools, and sub-grant funds may be used for all of these activities. Reading instruction activities must be based on scientifically-based reading research. Required activities include:

 High quality professional development for the classroom teacher and other instructional staff

 Parent training to help their children with reading

 Training for tutors

 Family literacy services (parent and child interactive activities, early childhood education, adult literacy, and parenting education)

 Kindergarten transition programs

 Tutoring and other reading support services during non-instructional time (after-school, summer, on weekends, etc.)

 Reading instruction to children with reading difficulties who are at risk of being identified as learning disabled  Curriculum and supportive materials

 Technical assistance

 Promotion of reading and library programs that provide access to engaging reading materials

 Coordination of local reading, library, and literacy programs and others supported by the Elementary and Secondary Education Act

Note: If funds allow after meeting grant requirements, up to 3% of the total grant may be used for administrative costs.

Note: The school must expend Year 1 and Year 2 grant funds prior to 8/15/2002.

Note: Nothing precludes an LEA from using other federal, state, or local funds in accordance with the regulations of those funds to support the activities of the Local Reading Improvement sub-grant project.

11. May a school operating a Title I schoolwide program combine LRI funds with other funds in the schoolwide program?

Yes. Schoolwide program funds may be used to enhance LRI programs. The school must carry out the activities required by the LRI.

12. Can the LEA train personnel from other schools, LEAs, or Community Based Organizations (CBOs) in the research- based reading instruction program being used in participating schools?

Yes, but only on a fee-for-service basis providing space exists and with the prior approval from the Center for Early Literacy. To pay for these services, non-participating schools or LEAs may use Title I or other appropriate federal funds to the extent consistent with law and may be able to use state, local, or other resources as well.

13. How does the LEA partnership with community-based organizations work?

The LEA must, to the extent feasible, form a partnership with one or more community-based organizations (CBOs) to carry out its sub-grant activities. The partner CBO or CBOs must have demonstrated effectiveness in early childhood literacy, reading readiness, reading instruction, and reading achievement for adults and/or children.

If the LEA does not propose a partnership with one or more CBOs, it must provide information in its application on why it was not able to do so.

14. How can local Even Start programs and Local Reading Improvement sub-grants complement one another?

Local Even Start programs and Local Reading Improvement sub-grants can complement one another in a number of ways. A community that has the benefit of Even Start and a Local Reading Improvement sub-grant may:

 Expand family literacy services to more families with young children; or

 Coordinate and provide joint professional development so that there is greater continuity between early learning experiences of young children and their families and the reading instruction provided in the elementary grades.

15. What are the qualifications for applying as a consortium?

Each LEA applying in a consortium must meet at least one of the Local Reading Improvement Sub-grants: Eligible Districts and Schools requirements. If more than one school within an LEA is applying in a consortium, one school would apply and meet the requirements for submission. The application narrative would detail how the schools would work together to meet the intent of the grant. The number of staff in the consortium would determine whether the application would be for a small school (14 staff) or a large school (34 staff).