|Arizona||Arizona Intensive Reading Instruction|
|Arizona||Arizona Research-Based Phonics Instruction|
|Colorado||Colorado Basic Literacy Act|
|Connecticut||Connecticut Early Reading Success|
District plans must include a plan to involve parents in helping eliminate their child's reading problems, including a requirement that the district "provide information to parents on strategies that can be used at home to improve the child's language development, prereading or reading skills, and referrals to family literacy programs, as appropriate, that incorporate adult basic education and provide for the promotion of literacy through access to public library services...".
|Florida||Florida - Governor's Family Literacy Initiative|
|Florida||Florida Literacy and Reading Excellence (FLaRE)|
|Florida||Just Read, Florida!|
|Georgia||Georgia Assessment and Intervention|
Schools must offer the opportunity for a meeting "with the student and his/her parents or guardians to discuss the student's academic performance and the role of the early intervention program" (20-2-153).
The parent of any student scoring below grade level on the 3rd-, 5th- or 8th-grade state reading assessment must be given written notification of his/her child's below-grade-level test performance. If the child's performance does not reach grade level in a retest, the parent must be notified that the child will be retained unless they opt to appeal the retention decision. Parents must also be apprised in this letter of the appeal process.
|Georgia||Georgia Reading Challenge|
According to the first-year program evaluation, parents should serve as "an integral part" of Reading Challenge. They are to receive a monthly report on student progress, either in a meeting in person or in writing. Evaluation team members observed some parents working as volunteers in the program. In addition, parents may serve on the advisory board that must be established in each Reading Challenge program.
|Georgia||Georgia Reading First|
Parents, as well as community members, are encouraged to become volunteer reading tutors who tutor students on a weekly basis. In addition, parents are included on each Reading First school advisory committee, which oversees the program at the individual school sites.
|Hawaii||Hawaii Literacy and Lifelong Learning Program|
|Hawaii||Hawaii Reading Excellence Grant|
|Idaho||Idaho Child Literacy Act: Assessment|
State-board policy related to this legislation (IRI Accountability Policy 03) mandates that during the phase-in period of the reading assessments, school districts must inform parents of students who score "below grade level proficiency" during fall or winter testing. The policy stipulates what information must be included in that notification.
|Illinois||Illinois Early Learning Project|
|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 Illinois grant through Family/Community Partnership Network, which will provide professional development and support to local education agencies in family literacy programming.
|Illinois||Illinois Solid Foundation|
Parents must agree to a School Community Compact, which specifies their role in terms of their child's reading, studying and behavior. The program provides numerous opportunities for parent involvement in building their child's reading skills and better communicating with their child's teacher. Parents may become certified Parent Educators to help implement the program, or may serve on the support team established at each Solid Foundation school and which is charged with implementing the program at the school site. Each Solid Foundation school is assigned to one of the nine regional Parent Connections in the state.
For further information about these components, please visit the Solid Foundation site (see link in "Program Notes" section).
|Illinois||Illinois Summer Bridges|
|Iowa||Iowa Early Intervention Block Grant Program|
Parents must be informed of their K-3 child's reading level at least twice a year, and must be apprised of any reading intervention deemed necessary. Schools must "provide the parents with strategies to enable the parents to improve their child's skills." The department must also suggest to districts resources which parents may use to reinforce classroom reading instruction.
|Louisiana||Louisiana Quality Early Reading Initiative|
|Maine||Maine - Center for Early Literacy|
|Maine||Maine Read with ME|
|Maine||Maine Reading Excellence Act Grant|
|Maryland||Maryland Academic Intervention and Support Program|
|Maryland||Maryland State Task Force on Reading|
The task force's final report proposes an Action Plan for Communicating about Reading to keep parents and community members informed about reading. The report also proposes that the state reading plan include school-home links to strengthen skills introduced in the classroom and that family literacy services that include specified components be provided in the state.
The task force's design principle regarding home, family and community communications (for both elementary and secondary grades) reads as follows: "Teachers, school administrators and public school policymakers collaborate to strengthen the ways in which families, communities, businesses and other governmental agencies can support lifelong literacy. Effective reading instruction involves the cooperative efforts of family, community organizations, agencies dedicated to children's/young adults' issues, business partners and existing family support services."
|Maryland||Maryland Statewide Family Literacy Initiative|
The Even Start program aims at raising the level of parents', as well as children's, literacy. Another aspect of the initiative is the Family Reading Plan, for pre-K-grade 2 children and their parents. Each child takes home a "packet containing sample reading skills checklist and take-home activities." Parents and teachers meet intermittently to evaluate the child's reading improvement and create a plan for the child's ongoing reading achievement. The initiative likewise encourages parents to adopt a Family Reading Plan, which through various components proposes a home environment conducive to reading success.
|Massachusetts||Massachusetts - Academic Support Services Program (ASSP)|
In the currently unfunded Individual Tutoring in Reading program, applicants were encouraged to involve parents in tutor selection and reading improvement.
Applying districts were asked in the RFP to describe "how parents or guardians will be involved in the selection of their children's tutors (if they so choose), how parents will be helped to support their children's academic progress, and how the district plans to gauge parent satisfaction with the quality of the instruction delivered."
|Massachusetts||Massachusetts - BayState Readers Literacy Initiative|
|Massachusetts||Massachusetts - Community Partnerships for Children (CPC) Program|
|Massachusetts||Massachusetts - Elementary Schoolwide Literacy Program|
|Massachusetts||Massachusetts - Spread the Word Program|
|Michigan||Michigan - TARGET/PLUS|
|Michigan||Reading Plan for Michigan|
The Michigan Summer School Program requires the meaningful involvement of parents in their child's program.
Teachers administering the Michigan Literacy Progress Profile, an ongoing assessment instrument for children in preschool through 3rd grade, are to use profile results to inform parents of strategies they may use to improve their child's literacy skills. This contact may be at parent-teacher conferences or home visits, or through phone communications.
The R.E.A.D.Y. (Read, Educate and Develop Youth) component of the Reading Plan for Michigan consists of a kit with age-specific early literacy activities for parents to do with their children ages birth to 4 .
Kits have activities for children 0-1, 1-2 1/2, and 2 1/2 to 4, and include "A quality children's book; four parent/child activity cards; an activity magnet; [and] a pocket-sized list of enjoyable age-appropriate books (executive overview)" among other materials. In 1999, the R.E.A.D.Y. program won the Council of State Government's Innovations Award, and has been studied by more than a dozen states considering implementing a comparable model.
The R.E.A.D.Y. component was unfunded by legislative appropriation in 2001-02 and 2002-03
|Minnesota||Minnesota - Reading Intervention|
|Missouri||Missouri Read to be Ready Program|
|Montana||Montana Office of Public Instruction Reading Excellence Program|
Schools must provide family literacy services (parent and child interactive activities, early childhood education, adult literacy, and parenting education) and parent training to help their children with reading.
Montana will use Reading Excellence Act money to expand activities at family literacy sites and to offer an annual statewide, two-day family literacy training institute and an annual statewide family literacy conference.
|Nebraska||Nebraska - Read for Joy|
Two work shops are available to parents. The first is an indtroduction to early literacy designed to provide a basic understanding of learning condtions to provide both at school and at home. A second, indepth workshop is also available. It is designed to provide an understanding of how the child's brain develops, conditions that lead to engaged learning, characteristics of home and school environments that produce effective readers, strategies for using literature effectively with children at home or at school and community partnerships which support family literacy.
|Nevada||Nevada Reading Excellence Act Grant|
|New Hampshire||New Hampshire Reading Excellence Act Grant|
|New York||New York Reading for Results|
Local education agencies receiving subgrants must describe a method to inform parents, in an understandable language and format, about the availability of tutoring and academic intervention services.
To enhance the language and literacy environments in which young children grow up to become literate individuals, Reading for Results supports partnerships of grant-funded schools, families and community organizations, including libraries and family literacy and early childhood programs.
Local educational agencies receiving subgrants must provide family literacy services based on programs such as the Even Start family literacy model to enable parents to be their child's first and most important teacher.
|Oklahoma||Oklahoma Reading Sufficiency Act|
|South Carolina||South Carolina Parent Education Programs|
Programs must provide parent education that (1) enhances the relationships between parents and children and connects the value of interactions to literacy experiences; (2) provides literacy development of parents and children; (3) promotes interaction of parents with schools and the wider community; (4) develops understanding of child development; and (5) provides support services that address health, nutrition, transportation, child care and other related issues.
S.C. Code Regs. § 43-265
|Tennessee||Tennessee Governor's Reading Initiative|
|Texas||Texas Reading Initiative|
|Utah||Utah Family Reading Program|
|Utah||Utah Reading/Literacy Legislation|
"Read to Me" is a public awareness campaign, provided for by legislation. The program's goal is to help parents become aware of the importance of reading aloud to their children.
Additionally, based on the kindergarten emerging and early reading skills assessment, parents are given appropriate resource materials to assist them at home in the student's literacy development.
Utah Code Ann. § 53A-1-801 and § 53A-3-402.9
|West Virginia||West Virginia Reading for All|