NEW MEXICO PUBLIC EDUCATION DEPARTMENT
New Mexico Reads to Lead!
Kindergarten through Grade 3 Reading Initiative
Request for Applications
DEADLINE FOR SUBMISSION:
Monday, June 18, 2012 at 5:00 p.m. MDT
Melinda Webster
Literacy Program Director
New Mexico Public Education Department
300 Don Gaspar Ave. Room 303
Santa Fe, NM 87501
Phone: 505-827-6567
Fax: 505-827-6563
Email: Melinda.Webster@state.nm.us
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2012 Request for Applications
General Information about the Initiative
Children who acquire a firm foundation in literacy in grades K-3 are not only prepared for future
academic success, but will possess the life-long gift of reading. New Mexico must prioritize
improved student reading achievement. Through House Bill 2, the New Mexico Public Education
Department (NMPED) was provided with $8.5 million for an early reading initiative in FY13.
New Mexico’s early reading initiative, New Mexico Reads to Lead!, will provide the following
expectations and supports as we prepare our children to become leaders in literacy:
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Increase quality of reading instruction;
Provide a screening assessment for use in planning data-driven instruction;
Provide quality professional development for administrators, reading coaches, and
teachers;
Ensure that districts/charter schools have a comprehensive plan for addressing literacy
instruction;
Create a State Literacy Team advisory group to develop a State Literacy Plan for
alignment of supports for districts and schools; and
Reach out to parents and families with free resources in Spanish and English to support
children’s reading at home.
The $8.5 million early reading initiative funding includes:
 $3 million: procure and provide a common K-3 formative assessment for use in all
elementary schools to identify struggling readers as early as kindergarten;
 $1 million: professional development for teachers, coaches, and administrators on how
to use data to drive instruction and effectively intervene with struggling readers; and
 $4.5 million: reading coaches and intervention support.
Further, current legislation that was passed in 2004 supports the implementation of a statewide
reading initiative. Section 22-13-1.3 NMSA 1978 provides that:
A. The department shall design and implement a statewide reading initiative to improve reading
proficiency in the state…and shall include the following:
1. Consistent assessment and evaluation of student reading levels;
2. Appropriate staff development to assist in the instruction of reading;
3. Extra time in the student’s day or year for implementation of reading programs;
4. Rewards provided to teachers and other applicable licensed school employees in
public schools that improve student reading proficiency; and
5. Criteria for public schools to establish an individualized reading plan for students who
fail to meet grade level reading proficiency standards.
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Scope of Application Approval Process
The NMPED is seeking New Mexico school districts and/or charter schools as applicants to
receive funding to support district/charter school implementation of New Mexico Reads to Lead!,
including funding for the following:
1. Reading coaches hired by the school district and/or charter school to provide job
embedded professional development for educators to improve instruction in reading and
support increased student achievement;
2. Support for K-3 reading interventions, which may include hiring personnel by the district
and/or charter school, providing interventions to students, and/or the purchase of
intervention instructional materials; and
3. Combination of reading coaches hired by the school district and/or charter school and
support for K-3 reading interventions.
In addition, NMPED will provide to districts and charter schools at no cost a K-3 common
formative assessment for use in schools for all K-3 students, including screening and progress
monitoring measures. Professional development will be provided to the district/charter school at
no cost on how to use the assessment and interpret the resulting data to inform instruction.
The RFA is published on the Public Education Department website at:
http://ped.state.nm.us/ped/rfps.html
Eligible Applications
Eligibility is limited to New Mexico school districts and charter schools.
Sequence of Events
1.
2.
3.
4.
5.
Action
Issued Request for Applications
Technical Assistance Window
Application Submission Deadline
Application Acceptance Notification
Issued District/Charter School Awards
Responsibility
NMPED
NMPED
Applicants
NMPED
NMPED
Date
May 10, 2012
May 10 – June 17, 2012
June 18, 2012
July 2, 2012
July 15, 2012
Application Outline
All of the items listed below must be submitted to NMPED. Please refer to the application
deadline for a specific date. Note: Incomplete applications will not be considered.
1. Budget Narrative: Each proposal must include a draft budget (template included) and
accompanying budget narrative. The narrative must include a description of the
proposed activities that align to increasing the quality of reading instruction and
increased student achievement in reading in grades K-3 through implementation of the
K-3 Comprehensive Reading Plan and how each budget line item will be expended.
Districts and charter schools are encouraged to align the RFA Budget Narrative with the
Program Budget Questionnaire, and Web EPSS.
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2. K-3 Comprehensive Reading Plan Proposal Narrative: Applications must address, in
narrative form, a response to the items listed below. Districts and charter schools have
an opportunity through the development of the K-3 Reading Plan to align efforts in
improving literacy in grades K-3 across the district/charter school and communicate the
district/charter school’s goals, expectations, and supports to schools for the purpose of
improving student reading achievement in grades K-3. The K-3 Reading Plan can also
serve as an information tool to share information regarding district/charter school reading
expectations and supports with stakeholders.
K-3 Comprehensive Reading Plan Proposal Narrative:
The K-3 Comprehensive Reading Plan will ensure that:
A.
B.
C.
D.
E.
Leadership at the district/charter and school level are guiding and supporting the
initiative;
Analysis of how data drives all decision-making;
Professional development is targeted to individual teacher needs as determined by
analysis of student performance data;
Measurable student achievement goals are established and clearly described; and
Appropriate evidence-based instructional materials and strategies are used to address
specific student needs.
The K-3 Reading Plan should accurately depict and detail the role of administration (both
district/charter and building level), professional development, assessment, curriculum, and
instruction in the improvement of student learning.
The guidelines provided for districts/charter schools, schools, principals, and teachers within the
K-3 Reading Plan are aligned with the most important goals of the Response to Intervention
(RtI) approach. Key elements of RtI involve:
A. Providing strong classroom instruction for all students;
B. Administering high quality assessments to monitor progress and identify students in
need of more powerful instruction; and
C. Designing and delivering interventions that are responsive to student needs.
I. District/Charter School Level Leadership
Many of the school buildings within a district look the same, but the needs of teachers and
students within those buildings are diverse. District and charter school level administrators must
look at schools on an individual basis and distribute resources based on students’ and teachers’
level of need. To describe the district/charter school system for monitoring K-3 reading
instruction that differentiates school level services, please address the following:
1. What are your measurable district/charter school goals for student achievement in reading for
the 2012-13 school year described as a percentage increase from last year’s scores?
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2. What is the total estimated number of reading coaches (funded through any source) that will
be serving the district/charter school for the 2012-13 school year?
3. How will the district/charter school determine allocation of reading coaches based on the
needs of schools?
4. How will the district/charter school ensure that state-funded reading coaches attend
professional development opportunities including summer professional development provided
by the NMPED?
5. How will the district/charter school provide leadership and support in defining the role of the
reading coach to school administration, teachers, and reading coaches?
For a reading coach to be effective, the role of the coach must be clear to school
administration, teachers, and the coach. The role of the coach is to provide job-embedded
professional development and coaching for teachers. Coaches should only be working with
small groups of students when they are modeling for teachers. Coaching activities typically
include:
 Whole Faculty Professional Development
 Small Group Professional Development Planning
 Modeling Lessons
 Coaching
 Coach-Teacher Conferences
 Student Assessment
 Data Reporting;
 Data Analysis Meetings
 Knowledge Building Managing Reading Materials
The NMPED has developed the New Mexico Reading Coach Model detailing the role of the
coach and reading coach qualifications and skills and abilities for effective coaching. The
coach model document is provided in Appendix I.
State-funded reading coaches must complete a monthly coach log submitted to NMPED in a
format provided by NMPED detailing how time is allocated in providing professional
development and other coaching activities.
6. How will the district/charter school monitor the implementation and effectiveness of the New
Mexico Reading Coach Model and assure communication between the district/charter school,
school administration, and the reading coach throughout the year to address areas of
concern?
7. How will the district/charter school monitor the level of implementation of the K-3 Reading
Plan at the school and classroom level?
8. Fidelity of implementation is of utmost importance when using evidence-based programs. The
research evidence that most programs use to support the use of their program is based upon
strict adherence to a particular model. Failure to utilize the programs under the same
conditions as the original research will limit the success with the program.
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When implementing both programmatic interventions and research-based strategies, it is
extremely important to implement with fidelity. For programmatic interventions, this would
include fidelity to both the time and class size recommendations that the publisher used in
developing their evidence-base for the program. Given that there is no such thing as a “one
size fits all” program, common sense and teacher judgment through analysis of formal and
informal assessment should guide instructional adjustments to the program when it is
determined that the desired effect may not be occurring for individual students.
How will the district/charter school ensure fidelity of implementation of all reading programs
and strategies used at the school level and determine appropriate instructional adjustments?
9. If it is determined that the K-3 Reading Plan is not being implemented with fidelity, how will
concerns be communicated?
10. How will the district/charter school ensure that elementary schools have a 90-minute reading
block for core reading instruction and additional time for intensive intervention?
11. How will the district/charter school facilitate improvement in and intensify interventions for
schools that are not making academic improvements as determined by fidelity checks and
student performance data?
12. How and when will the district/charter school provide principals with the information
contained in the K-3 Reading Plan?
13. How will the district/charter school support increased family involvement in schools?
14. How will the efforts to improve reading instruction in grades K-3 be sustained next year in
grades 4-5?
II. School Level Leadership
A key factor to an individual school’s success is the building leadership. The principal sets the
tone as the school’s instructional leader, reinforcing the positive and convincing the students,
parents, and teachers that all children can learn and improve academically. In essence, the
school principal has the potential to have a great impact on student learning through his or her
support of teachers and coaches. In order for principals to become instructional leaders, it is
imperative that they understand the literacy challenges of the populations of students whom
they serve.
The reading/literacy coach is vital in the process of providing job embedded professional
development at the school level. To describe the process for monitoring and improving reading
instruction at the school level, including the role of the principal and the reading coach, please
address the following:
1. How will principals ensure that state-funded reading coaches attend professional
development opportunities including summer professional development provided by the
NMPED?
2. The purpose of the Reading Leadership Team is to create capacity of reading knowledge
within the school building and focus on areas of literacy concern across the school. The
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principal, reading coach, mentor reading teachers, content area teachers, and other principal
appointees should serve on this team which should meet at least once a month.
a. What process will the principal use to form and maintain a Reading Leadership
Team?
b. What role will the principal and coach play on the Reading Leadership Team?
c. How will the principal promote the Reading Leadership Team as an integral part of
the school literacy reform process?
3. How will the principal ensure that the reading coach is not used as a reading resource
teacher, a substitute, administrator, or in any other capacity that takes them away from being
a full time professional development resource for teachers?
4. How will the principal and reading coach collaborate to plan for professional development?
Coaches should not be the teacher of record, nor provide pull out instruction outside the
context of providing professional development for teachers.
5. How will the principal monitor teacher implementation of lesson plans?
6. How will the principal monitor collection and utilization of assessment data, including
progress monitoring data, to determine intervention and support needs of students?
7. How will assessment data be communicated to and between teachers (examples may
include: data study teams, weekly grade level meetings, and vertical team meetings)? How
often will this occur?
8. How will the principal differentiate and intensify professional development for teachers based
on progress monitoring data?
9. Mentor teachers, based on successful student data, should serve in the capacity of model
classroom teachers. A model classroom should only be used for demonstration purposes in
the area of strength of the mentor teacher. There could possibly be a different model
classroom teacher for different areas of reading instruction. How will the principal identify
mentor teachers and establish model classrooms within the school?
10. How will the principal ensure that time is provided for teachers to meet weekly for
professional development opportunities that may include, but are not limited to grade group
meetings, additional training, visiting model classrooms, and one on one coaching sessions?
11. What process will be used by the principal to monitor implementation of the K-3 Reading
Plan, which may include weekly reading walkthroughs conducted by administrators? How
will feedback be provided based on monitoring?
12.
H
ow and when will the principal and reading coach (if applicable) provide teachers with the
information contained in the K-3 Reading Plan?
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13. Research indicates that increased frequency, amount, and diversity of reading activity
increases background knowledge and reading achievement (Worthy & Roser, 2010;
Guthrie et al., 2008). In addition, it is during successful, independent reading practice that
students consolidate their reading skills and strategies and come to own them. Without
extensive reading practice, reading proficiency lags (Allington, 2009).
a. How will the principal increase the amount of student reading inside and outside of
school?
b. How will the principal increase media center circulation?
14. How will principals establish themselves as literacy leaders in their schools?
15. How will principals increase family involvement in their schools?
III. Professional Development
Professional development for all teachers, coaches and administrators must be provided to
ensure that all educators in the district/charter school are grounded in the essential components
of reading instruction including oral language, phonological awareness, phonics,
vocabulary, comprehension, and fluency. Providers of professional development (internal
and external) must base training in reading instruction on evidence-based reading research.
Professional development options must be provided to address the following:
A. Fidelity of implementation of all instructional materials, all reading programs, and
strategies based on evidence-based reading research, including early intervention,
classroom reading materials, and accelerated programs. Intensive intervention
should also be addressed.
B. Instruction in the use of screening, diagnostic, and classroom-based progress
monitoring assessments, as well as other procedures that effectively identify
students who may be at risk of reading failure or who are experiencing reading
difficulties.
C. A body of knowledge grounded in evidence-based reading research and must be in
alignment with the guidelines from the Learning Forward (formerly the National Staff
Development Council). Professional development must be individualized based on
student performance data – rather than a “one size fits all” model.
In order to ensure that each individual teacher has the level of intensity needed for professional
growth based on student achievement data, professional development must be
individualized. All teachers, paraprofessionals and substitutes, and even mentors can benefit
from differentiated professional development – providing more information for less experienced
teachers and advanced activities for those who are at a mentor level.
1.
Provide the district/charter school professional development schedule for all K-3
reading professional development, for the 2012-13 school year through Chart A.
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IV. K-3 Assessment, Curriculum, and Instruction
Research shows that children benefit from reading instruction that includes an appropriate
balance of explicit and systematic instruction in skills and strategies and opportunities to apply
those skills and strategies in text.
Schools must offer classroom instruction in reading in a dedicated block of time of at least 90
minutes duration. An initial lesson from the Core Basal Reading Program usually requires 30-40
minutes per day of the 90 minute reading block. For the remainder of the block, the teacher
should then differentiate instruction focusing on individual student needs. In addition to, or as an
extension of the 90 minute reading block, the classroom teacher, special education teacher, or
reading resource teacher will provide intensive intervention to children as determined by
progress monitoring and other forms of assessment.
1. List and describe all research-based instructional materials used to provide reading
instruction. Include a description of how they will be integrated into the overall instructional
design.
a. Core Basal Reading Programs (CRP) - Core Basal Reading Programs are the
instructional tools used to provide high quality instruction in K-5 classrooms. The CRP
correlates to all New Mexico Common Core Language Arts and Literacy Standards and
includes instructional content based on six essential components of reading instruction:
oral language, phonological awareness, phonics, fluency, vocabulary, and
comprehension. The CRP contains instructional design components including explicit
instructional strategies, coordinated instructional sequences, ample practice
opportunities, aligned student materials, and assessment to guide instruction.
b. Intervention Reading Programs - Intervention Reading Programs are intended for flexible
use as part of differentiated instruction or in more intensive interventions to meet
student learning needs in specific areas (oral language, phonological awareness,
phonics, fluency, vocabulary, and comprehension).
c.
E
ducational Technology - Educational technology is intended for additional support in
reading. Educational technology without a teacher-led instructional component should
be listed and described here. Educational technology must supplement and not
supplant instruction by a highly qualified instructor. Educational technology that has an
instructional component should be listed and described under Intervention Reading
Programs.
2. Schools must diagnose specific reading difficulties of students who do not meet specific
levels of performance in reading to determine the nature of the student's difficulty and
strategies for appropriate intervention and instruction.
a. How will all students receive high-quality, explicit, and systematic reading instruction
according to their needs during the 90 minute reading block?
b. How will students targeted for intensive intervention receive services?
c. How will reading instruction be designed to intrinsically motivate students to become
successful readers?
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3. Research indicates that access to an abundance of books within the classroom results in
increased motivation and increased reading achievement (Kelley, M. & Clausen-Grace, N.,
2010; Worthy & Roser, 2010; Guthrie, 2008; Routman, 2003).
a.
How will teachers provide student access to leveled classroom libraries of both
fiction and nonfiction text in alignment with Common Core State Standards focused on
content area concepts implemented during the 90 minute reading block as a meaningful
extension of the skills taught through the core reading program?
b. How will these classroom libraries be utilized?
4. How will writing be incorporated into the 90 minute reading block as an aid to
comprehension?
Assessment System
Describe the district/charter school process to utilize K-3 assessment data from
screening/progress monitoring and other forms of assessment to determine specific reading
instructional needs and interventions for students in grades K-3. If the district/charter school is
planning to utilize the NMPED-provided K-3 assessment, NMPED will provide information to
districts/charter schools for inclusion in the K-3 Reading Plan regarding the name of
assessment, performance benchmarks, and other information once the Request for Proposal
(RFP) process for selecting and purchasing an assessment is complete and the information is
available.
Districts/charter schools wishing to use an assessment other than the NMPED-state procured
and provided K-3 assessment must complete the information below regarding the assessment
currently proposed for use.
Please describe any other district-wide/charter school assessments used with K-3 students
in the district/charter school for 2012-13 including the information below:

Name of assessment(s);

Targeted audience;

Performance benchmark used for decision-making;

Alignment to Common Core State Standards;

Assessment/curriculum connection; and

Explanation of how instruction will be modified for students who have not responded
to a specific reading intervention delivered with fidelity with the initial intensity (time
and group size) provided.
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V. Proposed Budget Request for Use of New Mexico Reads to Lead! Funds –
Fiscal Year 2012-13
Estimated Expenditures
# of FTEs (if
applicable)
Dollar Total
Percentage
of Total
Salaries
Benefits
K-3 Reading Coach Positions
funded by New Mexico Reads to
Lead! initiative
K-3 Reading Teacher Positions
funded by New Mexico Reads to
Lead! initiative
K-3 Reading Intervention
Instructional Materials
K-3 Reading Professional
Development
Other
Indirect Costs (1% cap)
Total Proposed Budget Amount:
Budget Narrative
Please include a description of the proposed activities that align to increasing the quality of
reading instruction and increased student achievement in reading in grades K-3 through
implementation of the K-3 Comprehensive Reading Plan and how each budget line item will be
expended.
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VI. Evaluation and Rubric
Applications will be read and evaluated through a New Mexico Public Education Department
(NMPED) review process. Applications that receive scores of 0 or 1 on any section of the rubric
will need to be completed or clarified through communication with the district/charter school and
NMPED.
Rubric:
0 = Information not included
1 = Information is included but lacks some specificity or relevance
2 = Information is included, accurate, and pertinent
Requirements for New Mexico Reads to Lead!
K-3 Reading Initiative
0
1
2
1. K-3 Reading Plan Narrative: District/Charter
School Leadership - provides a description of
the district/charter school system for monitoring
and improving K-3 reading instruction, including
measurable district/charter school goals for
student achievement in reading with all narrative
questions completely addressed.
2. K-3 Reading Plan Narrative: School
Leadership - provides a description of the
process for monitoring and improving K-3 reading
instruction at the school level with all narrative
questions completely addressed.
3. K-3 Reading Plan Narrative: Professional
Development - provides professional
development in reading for teachers and
administrators aligned with the Common Core
State Standards, including description of delivery
method, length, relationship to student
achievement in reading, evidence-base, and
follow up professional development as listed in
Chart A: Professional Development.
4. K-3 Reading Plan Narrative: K-3 Assessment,
Curriculum and Instruction - provides
description of the Core Basal Reading Programs,
Intervention Reading Programs, Educational
Technology Programs, and assessments used
district-wide/charter school, including how the
programs will be integrated into the overall
instructional design and how assessment results
will be used to guide instruction with all narrative
questions completely addressed
5. Budget Worksheet - shows appropriateness of
the budget in relation to the proposed activities
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Application Deadline: June 18, 2012
Applications must be submitted electronically in Microsoft Word format to Melinda Webster at
melinda.webster@state.nm.us no later than 5:00pm MDT on June 18, 2012.
Technical Assistance Window
NMPED will provide technical assistance beginning May 10, 2012 through June 17, 2012,
during which time districts/charter schools may request clarification or additional information on
any items within the RFA. Districts/charter schools may call between the times of 8:30am and
5:30pm. Requests for information may be made via email or phone to Melinda Webster (505827-6567).
Application Acceptance
A school district or charter school must submit an application response to this request in order
to be considered for New Mexico Reads to Lead! funding.
Applications will be read and evaluated through a New Mexico Public Education Department
review process. Applications that receive scores of 0 or 1 on any section of the rubric will need
to be completed or clarified through communication with the district or charter school and
NMPED.
Districts and charter schools will be notified of their selection status by July 2, 2012. Selected
districts and charter schools will receive award notification that will include funding and revenue
codes.
Application Checklist
_____ Proposal narrative
_____ Chart A: Professional Development
_____ Budget Request
_____ Contact and Signature Sheet
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Contact and Certification Sheet
RFA Preparer
Name:
Title:
Phone:
Email
District/Charter School Reading Contact(s) Elementary, Middle,
and High
Elementary
Name:
Title:
Phone:
Email
Middle
Name:
Title:
Phone:
High
Name:
Title:
Phone:
District/Charter School Superintendent/Director
Name:
Title:
Phone:
Email
District/Charter School Finance Officer
Name:
Title:
Phone:
Email
I certify that I have been authorized by the administration of my district or charter school to
submit a response to this RFA. To the best of my knowledge, information submitted in this
application is true and correct.
Signature: ___________________________________________________________
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Title: _______________________________________Date: ___________________
Appendix I. New Mexico Reading Coach Model
A reading coach (K–12) must:
1. Be an effective content teacher at the Grades K - 12.
2. Hold an Instructional Level II or III license, and have a minimum of three years of
effective teaching practice, as evidenced by performance evaluations scored at least at
satisfactory and by increased student achievement .
3. Hold a TESOL Endorsement if working in a school with a high concentration of ELL
students.
4. Submit to a fingerprint-based background check if not already employed by the
district/charter school.
5. Candidates will demonstrate their abilities in and understanding of:
I. Content
A. Implementing New Mexico Content Standards and Benchmarks, and an
awareness of the New Mexico K-3 Common Core Standards; and
B. Demonstrating knowledge of adult learning theory and sound professional
development practices as identified by the Learning Forward (formerly the
National Staff Development Council.)
II. Reading Coach Skills and Abilities
A. For individual coaching of teachers, the coach will know and be able to:
1. Describe key elements of various coaching approaches, their strengths,
and underlying conceptual frameworks;
2. Recognize the factors that may create barriers to effective coaching (lack of
understanding of role, lack of teacher buy-in, school leadership, etc.) and
develop approaches for addressing these factors;
3. Conduct cycles which include pre-conferring, observing, analysis of data,
and conferring with the teacher;
4. Analyze instructional practice and provide meaningful and timely feedback
to educators;
5. Plan collaboratively with educators for the continuation, modification, or
addition of specific skills and strategies in response to feedback and data;
6. Model in the classroom as a means of providing specific demonstration of
specific instructional techniques, strategies, or approaches;
7. Co-teach in the classroom as a means of providing support and guidance to
teachers in the context of modeling and coaching;
8. Demonstrate an understanding of needs of adult learners in making
decisions about working with colleagues in schools; and
9. Reflect on their own work and use that reflection to improve coaching.
B. For group coaching, the coach will know and be able to:
1. Lead group meetings in ways that facilitate group discussion, shared
leadership and accomplishment of goals (process and content are
appropriate for the task);
2. Plan, implement, and evaluate professional development in the content
areas that take into account adult learning principles;
3. Reflect on own work and use that reflection to improve coaching; and
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C.
D.
E.
F.
G.
4. Recognize the factors that may create barriers to effective coaching (lack of
understanding of role, lack of teacher buy-in, school leadership, etc.) and
develop approaches for addressing these factors.
Lead student data review meetings with teachers and write a reflection of each
meeting describing the data, data presentation, teacher responses and
reflections on successes and plans for improvement.
Lead an informal book or article teacher discussion group.
Conduct a professional development session for teachers.
Conduct a professional development session for a paraprofessional group.
Conduct a parent workshop for the school.
III. Instructional Practices
Reading Coaches will demonstrate their abilities in and understanding of:
A. Coaching educators in the effective delivery of research-based instruction
appropriate to the content area;
B. Coaching educators in the use of educational technology and its integration into
instructional practice;
C. Coaching educators in becoming independent, reflective practitioners;
D. Coaching educators in instructional planning through standards-aligned systems;
E. Coaching educators in the appropriate selection and implementation of
instructional materials and assessment tools;
F. Coaching educators in instructional strategies for special needs, English
Language Learners, gifted, and other subgroups;
G. Coaching educators in formal and informal assessment and decision making to
improve instructional practice;
H. Coaching educators in culturally responsive pedagogy; and
I. Coaching educators in classroom management.
IV. Assessment
Reading Coaches will demonstrate their abilities in and understanding of:
A. Using assessment data from multiple measures, especially from formative
assessments, to guide instruction and make decisions about coaching;
B. Monitoring the results of interventions and altering instruction accordingly;
C. Using multiple assessments (authentic, screening, diagnostic, formative,
benchmark, and summative) that are developmentally appropriate;
D. Demonstrating effective use(s) of technology in student assessment measures
and data analysis;
E. Using multiple assessment strategies that effectively measure student mastery of
the curriculum in more than one way; and
F. Designing assessments that target academic standards and assessment anchor
content standards in subject areas.
V. Organizational Leadership and School Change
Reading Coaches will know and be able to:
A. Understand the school change literature that speaks to the importance of schools
as communities of learners and
B. Exhibit effective interpersonal skills that reflect respect for others and
understanding of the importance of collegial interactions for promoting student
learning.
Source: Pennsylvania Institute for Instructional Coaching (2012)
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Appendix II. Chart A: K-3 Professional Development
CHART A: DISTRICT/CHARTER SCHOOL PROFESSIONAL DEVELOPMENT
District/Charter School Name:
PD Content
Topic
(e.g., vocabulary Info about delivery model:
Name of
and
online or face-to-face? Who
Professional
comprehension,
will deliver? (e.g.,
Development
use of data to
district/charter school trainer
(PD) (list as many drive instruction, cadre, outside consultant,
Length of
etc.)
etc.)
PD
as appropriate)
How is the PD
related to
student
achievement in
reading?
Evidence of
scientific basis of
PD (research
base)*
What follow-up
PD will be
provided?
*Evidence of scientific basis of professional development could be provided by listing the literacy national expert(s), researcher(s), or
reports/studies as the source for the content.
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