The true story, however, is that the program is a victim of its own high standards. The program vendors who raised concerns were Robert Slavin, author of the Success for All reading curriculum; Cindy Cupp, author of the Dr.
More specifically, he charged that, under federal duress, states were pressuring districts to avoid his program or to create guidelines that made its adoption less likely. Furthermore, DI commands only a modest share of the Reading First market. Nor did the federal review panel have direct oversight over the selection of individual programs, since few states discussed specific core programs in their state applications, and none identified Direct Instruction.
Cupp alleged that the state of Georgia, with federal encouragement, shut her product out of Reading First by prohibiting its use until she got an independent appraisal showing that it was research-based. As for Reading Recovery, which is a one-on-one intervention program for first graders, its efficacy, cost effectiveness, and research base are all disputed. The What Works Clearinghouse found some evidence of effectiveness in a recent review; other studies have found its approach to be less efficient than modifications to the program that use more phonics and that deliver instruction to small groups.
Its use has been discouraged by Reading First directors in most of the states cited in this article. A series of vivid e-mails in which he denigrated things he believed were flagrantly against the law did not help his cause.
His deputy, Sandi Jacobs, was reassigned. Yet it is far from clear that Doherty did anything wrong. The dispute over his actions rather reflects a deeper disagreement over the proper role of the federal government in education, an ambivalence well captured by the Reading First law itself, which embodies a contradiction. But, as if denying or ignoring the import of what such assistance necessarily entails, it leaves in place older language that prohibits the department from endorsing programs or dictating local decisions about curricula.
The IG and some in Congress have interpreted this prohibition as trumping the mandate to guide the states and hold them accountable, but no legal guidance has been issued establishing that this is so. The goal of Reading First is for all children to read at grade level by the end of 3rd grade.
The law instructs the U. The report identified five interlocking elements essential to effective reading instruction. In addition, as a condition of funding, Reading First schools must administer timely classroom assessments and must adjust instruction as needed for every child based on the results. Beyond prescribing a particular approach to reading instruction, it also demands scrutiny of all funded activities, every step of the way.
States were allowed to submit their applications again and again, until finally all 50 state applications met all criteria and were accepted. Several states had to submit their applications more than five times before the panel finally approved their plans.
Based on the panels' recommendations, the Department makes the grant awards. The Department of Education will notifies successful applicants of their awards. Contact the Program Office for more information. Continuation funding depends upon future program appropriations and demonstrated substantial progress toward meeting the grant's goals and objectives. A Reading First grant to a State educational agency is awarded for up to 6 years, subject to sufficient appropriations and submission and review of progress reports.
Grantees must submit performance reports annually. The program office establishes a due date. Final performance reports must be submitted within 90 days after the end of the grant award period.
Records must be maintained for 3 years after the fiscal year in which the expenditure was made by the grantee, or until the grantee is notified of the completion of the Federal fiscal audit.
In all cases of audit questions, records must be maintained until resolution has occurred. Reach out today! He did not want to try reading at all. After six sessions he spent the entire weekend reading out loud book after book.
I am very thankful that he is attending Sylvan and he loves going. Now, all he wants to do is pick up a book and read. He is already reading on a second grade level in first grade. It's always easy to tell my son that we are headed to his tutoring. Reading First grants were made available to states between July and September By April , states had awarded subgrants to 1, school districts, which had provided funds to 5, schools.
States could reserve up to 20 percent of their Reading First funds to support staff development, technical assistance to districts and schools, and planning, administration and reporting. Districts could reserve up to 3.
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