|Alabama||Alabama Reading Initiative|
|Arkansas||Arkansas Reading Excellence Grant|
Designated regional literacy specialists, housed in statewide educational cooperatives, will participate in training and serve as adjunct members of the local leadership team. The local leadership team will include a project director, the state literacy training specialist and state literacy services coordinator. The local leadership team will provide professional development and technical assistance to the larger group of site based literacy coaches and literacy service coordinators.
|California||California Comprehensive Reading Leadership Program Act of 1996|
Local board members, principals, and teachers who are identified by the local board as leaders in reading instruction are encouraged to develop a local comprehensive reading program for students K-3. Reading leadership training programs are established in county offices of education and districts throughout the state to train those above individuals identified as local reading instruction leaders.
|Connecticut||Connecticut Reading Excellence Act Grant|
Legislation enacted in 1999 required Priority School Districts to perform assessments of institutional and teacher needs "related to the attainment of the goal of reading success for children in its schools;" established a State-Wide Early Reading Success Institute; and required each Priority School District to develop a three-year in-service reading instruction training plan for the professional development of the district's school librarians, elementary school principals and not less than seventy percent of its teachers in grades kindergarten to three, inclusive.
|Illinois||Illinois Reading Excellence Act Grant|
The Illinois State Board of Education will implement an extensive system of support to assist districts for the Reading Excellence Act (REA) Illinois grant through the Principals' Cadre, a cadre of principals from high-performing schools that share important characteristics with REA schools, who will provide formal and informal support to build REA leadership.
|Maine||Maine Reading Excellence Act Grant|
|Massachusetts||Massachusetts - BayState Readers Literacy Initiative|
A full-time literacy coordinator must fulfill a leadership role in reading instruction in participating schools. Grant proposals must indicate how the school principal will demonstrate leadership and continuous support to staff for the implementation of the grant. The grant application must be accompanied by a Letter of Agreement signed by the school principal. The importance of teacher participation in school leadership is reflected in the RFP, which requires applicants to indicate both how full-time faculty participated in the decision to seek a BayState Readers grant and how teachers will participate in upcoming decisionmaking on grant implementation.
|Massachusetts||Massachusetts - Community Partnerships for Children (CPC) Program|
One CPC-program proposal may be submitted per town. Proposals are to be drafted by a community partnership council, which is to take on a leadership role in program management. Each council must name a lead agency (a school district, licensed child care agency or Head Start program) to coordinate services among the participating agencies. The state board must likewise establish an office of school readiness to establish a statewide system of early learning programs "that promotes school readiness, early literacy and academic success for all Massachusetts children entering primary education. The office may submit legislative and budgetary recommendations to the commissioner, the clerk of the house of representatives and the clerk of the senate, and the house and senate committees on ways and means, which it deems necessary to promote school readiness or improve the delivery of early education in the commonwealth (statute)."
Statute: "The board shall appoint a state advisory council on early care and education" to study, report and advise on early childhood education in the state.
Each council must have one school principal.
|Massachusetts||Massachusetts - Elementary Schoolwide Literacy Program|
Any school implementing the program must support school-based leadership for the literacy program by creating a school-based Literacy Leadership Team comprised of the school's Literacy Coordinator, teaching staff and principal, and whose goal it is to establish literacy as the school's instructional focus. The Literacy Coordinator (see "teacher" component) is to serve a leadership role in reading instruction in his/her building. Proposals must address "how the district will help principals further develop leadership skills necessary to support a schoolwide literacy program" (RFP).
|Massachusetts||Massachusetts - Spread the Word Program|
Letters are distributed to principals and superintendents at the commencement of every school year to encourage them to participate in the program. Oftentimes, a point person, usually a school librarian, is designated a leadership role in participating schools to coordinate program participation.
|Massachusetts||Massachusetts Early Literacy Intervention Grant|
|Minnesota||Minnestoa Reading Best Practices Network|
The individuals selected for the Best Practice Network (BPN) in reading have received extensive training to help teachers improve student learning and implement the Minnesota Graduation Standards. These teacher-leaders become valuable resources in their own classrooms, schools and districts and have a commitment to be available to teachers, schools and districts in their region of the state as individual and group mentors.
|New Mexico||New Mexico Full-day Kindergarten Literacy Readiness Program|
|New Mexico||New Mexico Reading Excellence Act Grant|
|Rhode Island||Rhode Island Reading Initiative/Reading Excellence Grant|
|Rhode Island||Rhode Island Statewide Early Reading Success Institute|
|South Carolina||South Carolina Reads|
|Utah||Utah Reading/Literacy Legislation|
|West Virginia||West Virginia Reading for All|