Sustainability is not just about operating a program beyond the original funding—it's about permanently shifting a school's culture and instructional leadership to incorporate evidence based literacy instruction into everything it does.
The following resources provide a conceptual framework on sustainability, tools for assessing readiness to sustain, and briefs on specific topics related to sustaining evidence based reading instruction.
This brief document discusses how a school’s internal and external stakeholders can be a positive force for helping school staff achieve improved reading outcomes for all students and sustain them over time.
This brief document illustrates the parallel structures of RTI and Reading First and outlines how a school or district reading program can be blended into a local RTI initiative, thereby sustaining evidence-based practices in reading and the improved outcomes that result from them.
This brief document discusses the link between strong reading comprehension and the successful implementation and sustainability of a reading model that spans not
Study Group Guide (September 2009)
hi res WORD (136K)
This document includes a set of discussion questions specific to each of the sustainability briefs and is designed to guide participants in a study group as they explore critical issues related to sustaining an evidence-based reading model.
Sustainability Advanced Seminar: facilitation Guide for District and School Leaders (September 2009)
The Sustainability Advanced Seminar is for district and school leaders who wish to continue the evidence-based approach to teaching reading established by Reading First beyond the life span of the program. The facilitator’s guide provides instructions for a facilitator selected from state staff to run a series of brief discussion-oriented meetings addressing critical issues in sustainability.
Sustainability Advanced Seminar: Facilitation Guide for State Leaders (September 2009)
hi res PDF (72K)
This Sustainability Advanced Seminar is for state leaders who wish to continue the evidence-based approach to teaching reading established by Reading First beyond the life span of the program. The facilitator’s guide provides instructions for a facilitator selected from state staff to run a series of brief discussion-oriented meetings addressing critical issues in sustainability.
Provides basic information on sustainability.
A downloadable review of the sustainability literature.
A downloadable document containing abstracts of the studies in the literature review.
A self assessment for state leaders of their capacity to sustain Reading First.
A self assessment for district leaders of their capacity to sustain Reading First.
A self assessment for principals of their capacity to sustain Reading First.
A self assessment for teachers and coaches of their capacity to sustain Reading First.
The purpose of this brief is to provide districts with a better understanding of their role in the success of Reading First and in its continuation. It provides practical strategies that districts can use to lead and support schools as they implement and sustain a schoolwide reform model like Reading First, thereby increasing the likelihood of widespread success and bringing a greater number of students to grade level reading standards.
This brief is intended for educators at any level whose job description includes developing or implementing planning processes to raise student reading achievement. K-3 principals and school improvement teams may use the brief to understand how their planning efforts fit within a bigger picture of district and state planning and how they can tighten the logic underlying their plans, irrespective of any particular planning format they use. Further, district and state planners may benefit from using this brief when they come together for their respective planning efforts.
This brief was designed to assist education leaders at all levels--school, district, and state--to sustain the success of the Reading First initiative in teaching students to read well. Reading cultures is an important aspect of the scientifically based school-wide reading models established wit Reading First funds. It looks at what it takes to create the conditions for widespread success -- to create a strong reading culture in a school--and thereby to bring more students to benchmark levels in reading.
Strong leadership is an important aspect of the scientifically based school-wide reading models established with Reading First funds. Strong leadership—especially instructional leadership—is needed at all levels of an educational organization (district, school, grade level, and classroom) to assure and sustain strong implementation of the Reading First model. This brief looks at what it takes to create the conditions for widespread success, to provide strong leadership in a school and district, and thereby to bring more students to benchmark levels in reading.
To achieve lasting success in improving reading achievement, we must achieve initial success. One simply cannot sustain that which has not been achieved. To have initial success one must have practices that work and implement them well. Hence, an understanding of successful implementation processes is essential to understanding sustainability. This brief explores several approaches to implementation and offers guidance on why strong implementation is needed not only for achieving initial success, but also for sustaining improved outcomes over time.
Here's How: Local Sustainability Strategies: This series of web-based documents with specific examples of strategies that have helped local schools and districts sustain their evidence-based reading model includes the following titles: (March 2009)
Recognizing Success as an Engine for School Improvement PDF (240K)
Coordinating Funds at the District Level to Sustain Your Evidence-Based Reading Model PDF (240K)
Institutionalizing Continuous Improvement with Comprehensive Data Management Systems PDF (240K)
Maintaining Fidelity of Implementation with Walkthroughs PDF (240K)
Managing Staffing Practices to Sustain Student Achievement PDF (240K)
Upholding Your Evidence-Based Reading Program in District Policy PDF (240K)
Working from Standards to Practice in Sustaining Scientifically Based Reading Instruction PDF (240K)
Here's How: State Sustainability Strategies This series of web-based documents with specific examples of strategies that have helped state education leaders sustain their evidence-based reading model includes the following titles: (March 2009)
Highlighting Success to Build Support for Evidence-Based Reading Programs PDF (240K)
Using Your State Longitudinal Data System to Sustain Your Evidence-Based Reading Program PDF (240K)
Reaching Out to Higher Education to Align Pre-Service Preparation with Scientifically Based Reading Research (SBRR) PDF (240K)
Writing State Literacy Plans that Sustain Your Evidence-Based Reading Model PDF (240K)
Structuring State Professional Development to Sustain Scientifically Based Reading Instruction PDF (240K)
Integrating the Components of Effective Reading Instruction into State Content Standards PDF (240K)
Providing Effective State Leadership for Sustaining Evidence-Based Reading Programs PDF (240K)
Institutionalizing Your Evidence-Based Reading Model in State Legislation and Policy PDF (240K)
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