Reading First

THE READING FIRST PROGRAM

The Reading First program focuses on putting proven methods of early reading instruction in classrooms. Through Reading First, States and districts will receive support to apply scientifically based reading research – and the proven instructional and assessment tools consistent with this research – to ensure that all children learn to read well by the end of third grade. The Reading First program will provide the necessary assistance to States and districts to establish research-based reading programs for students in kindergarten through third grade. Funds will also support a significant increase in professional development to ensure that all teachers have the skills they need to teach these reading programs effectively. Additionally, the program provides assistance to States and districts in preparing classroom teachers to screen, identify and eliminate reading barriers facing their students.

More about Reading First....

Contacts: Debbie Hunsaker,Reading Program Director, 406 444-0733 Kathi Tiefenthaler, Reading Program Specialist, 406 444-1872 Rhonda Siemens Crowl, Reading First Specialist, 406-676-3390 Ex. 3412 Courtney Peterson, Reading First Specialist, 406 247-3846 Barb Johnson, Reading First Specialist, 406 247-3863 Christine Brummer, Reading First Assistant, 406 444-0864

The Department will award funds for Reading First under the authority of Title I, Part B, Subpart 1 of the Elementary and Secondary Education Act, as amended by the No Child Left Behind Act of 2001. Congress appropriated $900 million for Reading First in fiscal year 2002. Funds are allotted to States by formula according to the proportion of children aged 5 to 17 who reside within the State and are from families with incomes below the poverty line. Funds become available for obligation on July 1, 2002 and remain available through September 30, 2004.

Each State educational agency (SEA) will award subgrants to eligible local educational agencies (LEAs) on a competitive basis. In order to fulfill the intent of the legislation – to ensure that every student can read at grade level or above by the end of third grade – an SEA should develop selection criteria that distinguish among the quality of programs and approaches proposed by applicants. SEAs should fund those proposals that show the most promise for raising student achievement and for successful implementation, particularly at the classroom level. Only programs that are based on scientifically based reading research are eligible for funding through Reading First.

In awarding competitive grants to LEAs, SEAs must make awards that are of sufficient size and scope to enable LEAs to improve reading instruction. The amount awarded to each LEA must relate to the number or percentage of K-3 students in that LEA who are reading below grade level. In addition, the percentage of Reading First funds awarded to an LEA may not be less than the percentage that LEA received of the State’s Title I Part A funds during the previous fiscal year. SEAs should also ensure that LEAs will distribute sufficient funding to eligible schools to implement effective reading programs.

Each SEA may reserve up to 20 percent of the Reading First funds it receives for State use. These funds will assist States in building and maintaining statewide capacity to effectively teach all children to read by third grade. States may expend up to 65 percent of these reserved funds for activities related to professional and preservice development; up to 25 percent for technical assistance to local educational agencies and schools; and up to 10 percent for planning, administration and reporting. This unprecedented and significant level of funding will provide States with the resources and opportunity to extend this reading initiative and to improve reading instruction beyond the specific schools and districts that receive Reading First subgrants.