B. ALLOCATION PROPOSAL
READING EXCELLENCE-READING IMPROVEMENT, 18015
1. Purpose
The Hawai‘i Reading First Initiative is a grant program with the overall aim of ensuring that all students can read by the end of the third grade. One-year grants are given to selected Title I elementary schools intended to finance the costs of (1) developing and implementing a standards-based grades K-3 reading instruction and assessment system, validated by scientifically-based reading research; (2) providing professional development to K-3 instructional staff on scientifically-based reading methods; (3) providing scientifically-based direct tutorial services to K-3 students during and outside of the school day and school year; and (4) developing and implementing a family literacy program.
2. Rationale for Allocation
Funding for one year is given to two cohorts of about 30 qualifying, selected Title I schools to accomplish the purposes of the grant program. A total of 60 subgrants will be made over the three year period of the program. Schools must complete an application and are selected by a review panel. Schools best meeting the stated criteria are allocated funding based on their expressed needs.
3. Guidelines for Implementation
Hawaii Reading First Initiative (Reading Excellence--Reading Improvement funding is given for two major activities as follows:
1. Reading Improvement. Funding is intended to be used to develop and implement a reading improvement process resulting in a highly effective research-based reading program which will help students to read at grade level. Desired outcomes are:
• Changed reading instruction in grades K-3
• Accomplished by high quality professional development for teachers, principals, and staff in research-based reading instruction
• Curriculum and supporting materials/technology
• Research-based curriculum and supporting materials and technology
• Preventing inappropriate referral of students to special education
• Extended learning opportunities during non-instructional time (e.g., after school, summer)
• Transition from home to school, K-1
• Family literacy services
• Parent training and involvement so that they can support children’s literacy and school readiness
• Promotion of reading/library programs providing access to engaging reading materials
2. Tutorial Assistance Support. Funds are to be used to provide high quality direct tutorial services linked to the classroom reading instruction program during and outside of the school day and school year. Schools must:
• Provide or contract for tutorial assistance in reading to children having difficulty in reading.
• Before or after school, on weekends, or during the summer.
• Ensure that the tutoring is based on scientifically-based reading research and that it is consistent with the school curriculum.
• Provide choices for parents--a school-based program and at least one independent provider under contract to the LEA.
Allowable use of funds include costs for such activities as reviewing scientifically-based reading research; providing in-service training for teachers and administrators and other reading instruction/tutorial staff; alignment of curriculum, instruction, and assessment; acquisition of engaging materials for children as part of the classroom or school library; reading and media materials appropriate for parents and family literacy; and assessing, evaluating, and diagnosing students’ reading abilities; and assessing and evaluating the effectiveness of the reading methods and/or program being used. Schools are required to commit its own resources to supplement this effort; use of funding for personnel other than for tutoring staff is strongly discouraged.
Additional funding for participating neighbor island schools are to be used to support the travel of teachers to attend training sessions.
Funds are to supplement, not supplant local efforts. Funds, therefore, shall not be used for maintenance or permanent or continuing program costs such as long-term positions, annually recurring supplies, construction, etc.
This is an additional allocation to cover an additional .25 FTE position (which schools can add to the initial .25 FTE allocation)
4. Allocation of Resources
A total of $374,272 is being allocated to the following REA Cohort 1 schools from the allocation being kept in reserve by the Performance Standards Core Section, Instructional Services Branch of the Office of Curriculum Instruction and Student Support.
District School Amount
Honolulu Royal $12,699
Honolulu Linapuni $10,427
Honolulu Kaiulani $12,119
Honolulu Jefferson $15,625
Honolulu Fern $17,191
Central Wahiawa $15,000
Leeward Pearl City $12,612
Leeward Maili $10,000
Leeward Makakilo $11,563
Windward Waimanalo $10,784
Windward Waiahole $13,245
Windward Parker $10,000
Windward Kahaluu $ 9,392
Hawaii Waimea $14,147
Hawaii Pauuilo $12,627
Hawaii Naalehu $10,000
Hawaii Mt. View $14,246
Hawaii Keonepoko $11,694
Hawaii Keaukaha $16,452
Hawaii Keaau $11,000
Hawaii Kapiolani $11,738
Hawaii Kau/Pahala $16,058
Hawaii Honokaa $15,366
Hawaii Haaheo $17,573
Maui Maunaloa $12,837
Maui Kilohana $13,124
Maui Kihei $ 9,814
Kaua Koloa $15,425
Kaua Waimea Canyon $11,514
Total $374,272
OCISS, ISB Performance Standards Core Section ($374,272)
| Report Required: Yes | Report Due Date: 06/30/2003 |
