Date: December 8, 2002

M E M O R A N D U M

December 18, 2002

M E M O R A N D U M

District School Superintendents

Mary Laura Openshaw

Role of the District in

Reading First

Grant Applications

Over the past month, we have talked to a number of district leaders and grant

writers about the role of the district in developing and supporting implementation

Reading First

grants. This memorandum is intended to share with all districts

the responses to those questions. We hope you and others who are preparing your

Reading First

proposal can use this information to strengthen your

Reading First

requires, in the development and implementation phases, district

leadership from both curriculum and administrative functions. These leadership

roles should be explicitly described in the grant application. Examples of the

assistance district curriculum leaders might provide include: 1) assisting schools

in evaluating reading programs and other instructional materials in light of the

standards of scientifically based reading research as well as state standards; 2)

coordinating professional development activities across participating schools for

school leaders, coaches and teachers; 3) helping school level leaders set goals and

benchmarks which will lead, long-term, to all children rea

ding on grade level by

third grade; 4) developing a district and school level budget for

Reading First

programs ; and 5) designing and assisting with the implementation of the districts'

plan to monitor school progress.

There are a number of critical roles to be played by district administrative leaders

who, as part of their duties, supervise principals. Examples of assistance district

administrative leaders might provide include: 1) selecting the participating

schools from the list of those that are eligible; 2) assigning or reassigning

principals to ensure that school leaders are knowledgeable about the essential

components of reading instruction and possess a strong track record of school

improvement in the area of reading; 3) recommending changes in district budget,

Memo to District School Superintendents

December 18, 2002

policies and procedures in light of the requirements of

Reading First

; 4) monitoring school

progress throughout the year and providing assistance to those schools that are not achieving

intermittent benchmarks; and 5) replacing schools that are unable to improve with others from

the list of eligible schools to ensure the district will qualify for continuing

Reading First

after the third year.

If you have questions about these suggestions or other district leadership issues, please contact

Laura Hassler at lhassler@mailer.fsu.edu or by phone at 850-645-1179.