Teachers at Literacy Demonstration Sites receive two weeks of professional development training in effective reading instruction techniques from university faculty. Professional development opportunities for teachers are also available over the school year. A full-time reading specialist is placed in each participating school or district. The specialist attends monthly training seminars, and passes that training along to the students at his/her school.

Districts are awarded grants to fund professional development for teachers and other educational staff that focuses on interdisciplinary approaches to supporting reading development.

Professional development for the very remote rural schools will be available through distance-delivery with components on the Internet, video and compact discs.

Arkansas will provide on-site support for implementation of professional development through the services of a full time literacy coach.

Teachers and administrators are trained in using a balanced approach to literacy instruction. Training is offered at three grade groupings: Early Literacy Learning in Arkansas (ELLA) for teachers of grades K-2; Effective Literacy for teachers of grades 2-4; and Multicultural Reading and Thinking (McRAT) for teachers of grades 4-8.
According to the department website, professional development addresses "topics related to subject matter content, curriculum alignment with the Frameworks, analysis of assessment results, incorporation of a variety of instructional strategies and techniques, utilization of technology, distance learning, and other local district needs."

Reading leadership training programs are established to train selected board members, teachers and administrators throughout the state.

Teacher training "provided pursuant to this section shall be consistent with "the curriculum frameworks on reading/language arts for kindergarten and grades 1-12" (statute).
Training provided at the Institutes must include all of the following: "(i) The study of organized, systematic, explicit skills including phonemic awareness, direct, systematic, explicit phonics, and decoding skills. (ii) A strong literature, language, and comprehension component with a balance of oral and written language. (iii) Ongoing diagnostic techniques that inform teaching and assessment. (iv) Early intervention techniques. (v) Guided practice in a clinical setting." "Direct, systematic, explicit phonics" as used in this legislation means "phonemic awareness, spelling patterns, the direct instruction of sound/symbol codes and practice in connected text and the relationship of direct, systematic, explicit phonics to the components set forth in clauses (i) to (v), inclusive." (Section 44259) Institutes must be provided "through multiple university and college campuses that are widely distributed throughout the state or in a regionally accredited program offered through instructor-led, interactive online courses." (statute) Training sessions are between 40-120 hours, and must be held during the summer or other school breaks. The sessions must be supported during the school year by a total of 80-120 hours of further instruction and monthly meetings at participants' local schools, "to focus on the academic progress of that school's pupils in English language arts" (statute). First priority for participation is given to the following: A) Schools whose student scores were below the 40th percentile on the language arts section of the STAR exams. B) Teams comprising "a large percentage" of their school's English department staff. C) High-poverty schools (in terms of reduced-/free-lunch eligible students). D) "Teams of teachers from various departments within a school." E) Schools with a significant number of new or uncertified teachers. F) "Schools that have adopted standards-based materials approved by the State Board of Education." http://tepd.ucop.edu/tepd/cpdi/ela_home.html

Teachers and paraprofessionals who provide direct instruction to students in reading and math are eligible to receive 40 hours of professional development and an average of 80 hours of follow-up instruction in reading.

The California Reading Professional Development Institutes are two-year programs for reading teachers of students grades pre-K-3, as well as those who supervise them. First consideration for participation will be given to teachers in the following schools: whose students score below the 40th percentile on the STAR assessment; high-poverty (as determined by the quota of reduced- or free-lunch eligible students); with a high percentage of new and uncertified teachers; schools which have agreed to take part in the Elementary School Intensive Reading Program (Section 53025) for at least three years; and "[s]chools that have adopted standards-based materials approved by the State Board of Education" (statute). An institute for second-year participants is established to focus on "the use of instructional materials, leveraging of school district resources, and the development of teacher leadership within the school district to improve pupil achievement in reading."
Training periods are held in sessions of between 40-100 hours during the summer or other school breaks, and are reinforced during the next school year with between 80 and 120 hours of monthly training and meetings at schools to evaluate students' advancement in reading. Participants are to receive a stipend of between $1,000-$2,000. Of the 20,000 available slots for participating teachers, "at least 2,000 shall be reserved for prekindergarten teachers who teach in state preschool programs located in the attendance area of low-performing schools in order to link prekindergarten literacy development and reading readiness to the state's reading goals for pupils enrolled in kindergarten and grades 1 to 3, inclusive" (statute).

To meet the challenges presented by high-poverty low-performing schools, the state will help districts integrate Reading Excellence Act (REA) sponsored professional development activities with the current state professional development activities of the Reading Success Network and California's Reading Professional Development Institutes. Other state professional development opportunities that REA will fund include: Reading/Language Arts Frameworks Workshops, Teaching Reading to English Learners Workshops, Instructional Materials Showcases, and Symposia on Reading Research.

Preservice Reading Partnerships between districts, universities and each county superintendent's office have been forged to address teacher education, support and supply, resulting in a great deal of activity in these areas. The RICA (Reading Instruction Competence Assessment) was created to test preservice teachers' competency in primary-grade reading instruction, and as of October 1998, must be passed by all candidates for the Multiple Subjects Teaching Credential.

Teachers must collaborate with parents and administrators to develop an individual literacy plan (ILP) for any student deemed to be reading below grade level. Among the components of the ILP must be the provision of "[s]ufficient in-school instructional time for the development of the pupil's reading readiness or literacy and comprehension skills..."

Local Reading Improvement subgrants will address professional development for teachers based on scientific research, extended learning, family literacy services, kindergarten transition, providing access to engaging reading materials and the coordination of reading, library and literacy programs to increase effectiveness.

Grants are for teachers to participate in professional development in reading instruction, among other academic subjects. Grant proposals must show that teachers and administrators at the school have helped choose the professional development to be presented and are in favor of the professional development schedule. Funds may go to schools whose teacher development schedule includes "only research-based activities that have been proven effective in improving teachers' skills..." Grant applications must likewise provide the school's plan for assessing the effectiveness of the proposed development activities.

Legislation enacted in 1999 requires 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"; establishes a State-Wide Early Reading Success Institute; and requires each Priority School District to create and implement three-year reading instruction inservice programs for librarians, elementary school principals and at least 70% of its K-3 teachers.

Districts' three-year reading plans are to include inservice professional development on the teaching of reading for elementary-grade teachers. Additionally, the state department must assist districts in the creation of "inservice training programs on the teaching of reading and assessment of reading competency" for K-3 teachers.

The Reading Excellence Act (REA) funds will allow the Connecticut State Department of Education to bring high-quality professional development with intensive site-based support into Connecticut’s neediest schools. REA schools will build capacity within their buildings, with the goal of becoming model training sites for other schools, and will increase the number of highly qualified trainers in the state.

The initiative provides a development program called Care to Read, for staff of early childhood centers.
Care to Read Web page: http://www.rif.org/programs/caretoread.html

Professional development and literacy training is part of the program.

The five publishers of reading material used in Florida elementary schools have agreed to provide free professional development for teachers in the following areas: phonemic awareness, phonics, fluency, vocabulary, and text comprehension, as well as other research-based strategies for struggling readers. The assistance is available to districts which purchase their products.

Funds may go to build professional skills in teaching reading.

The FLaRE Center provides teachers with proven literacy research, preservice and inservice development, as well as a meeting place for practitioners to share knowledge and experience.

K-12 teachers attend a two-week Summer Reading Academy, of which the primary facets are "phonemic awareness and phonics, comprehension strategies, reading and writing connections, language development and vocabulary, content area reading, formal and informal assessment and intervention." (Quote from report, link at right.) Staff meetings are held continuously throughout the two-week session. During the academic year, schools are provided with follow-up support in the forms of teacher training, principal meetings, monthly reading coach meetings, as well as school visits from FRI staff, as well as university faculty. Each participating school must retain a reading coach to assist low-performing readers and provide classroom instructors with effective pedagogical models.
http://www.nefec.org/FRI-evaluation-brochure.pdf

The department report proposes research-based changes to the state program of teacher inservice and preservice in reading.

Participating students' regular classroom teachers are to take part in planning student programs and be apprised of student development every month. Reading Challenge staff should undergo professional development. Certified teachers must lead individual and small-group reading lessons for four hours a week; most programs observed by the evaluation team employed teachers who also worked full-time in local school districts. The evaluation team likewise observed school personnel working as volunteers in some Reading Challenge programs.

Professional development is provided to teachers in teaching decoding skills, using the basal reading program and teaching comprehension strategies. All personnel involved in the Reading First program are required to complete 30 hours of staff development during the school year. Three thousand teachers received professional development in comprehension in summer 2001. This training equipped each participant to "redeliver" the identical training to the staff at their school.

Schools receiving local reading improvement subgrants will use the money to fund professional development activities to train teachers in the teaching of reading founded in scientifically based reading research.

Schools receiving grants must explain how they will provide continuous professional development for teachers.

Teachers must review the state assessment results in order to "provide necessary interventions to sustain or improve the students' reading skills." Tests may not be given by the regular classroom teacher. "All those who administer the assessments shall be trained by the state department of education."

Teachers of grades K-8 seeking recertification must take a three-credit (or 45 contact-hour) course called the "Idaho Comprehensive Literacy Course," aligned with the Idaho Comprehensive Literacy Plan and developed by "deans, professors, teachers, administrators and staff" of the state department and state board. (Teachers may have this requirement waived if they pass the preservice reading test instead or if they teach a course "in a secondary grade subject which does not directly involve teaching reading or writing") (statute).

Beginning September 2002, a new preservice teachers' test must be passed by all preservice teachers in order to graduate from an Idaho teacher preparation program. "The assessment must include a demonstration of teaching skills and knowledge congruent with current research on best reading practices. In addition, the assessment must include how children acquire language; the basic sound structure of English, including phonological and phonemic awareness; phonics and structural analysis; semantics and syntactics; how to select reading textbooks; and how to use diagnostic tools and test data to improve teaching. It shall also include the preservice teacher's knowledge base of reading process phonological awareness; sound-symbol correspondence (intensive, systematic phonemes); semantics (meaning); syntax (grammar and language patterns); pragmatics (background knowledge and life experience); and comprehension and critical thinking" (statute).

"The board of trustees of every school district shall include in its plan for in-service training, coursework covering reading skills development, including diagnostic tools to review and adjust instruction continuously, and the ability to identify students who need special help in reading. The district plan for in-service training in reading skills shall be submitted to the state department of education for review and approval, in a format specified by the department" (statute).

Reading Improvement with Phonics dollars are for teacher development.

The Web site provides information on early literacy for teachers. Workshops for teachers around the state are planned.

The Illinois State Board of Education will implement an extensive system of support to assist districts for the Reading Excellence Act Illinois grant through the Illinois Center for Achieving Reading Excellence (ICARE), a coalition of university faculty that will collaborate to provide a statewide system of ongoing staff development.

Funds may be used "to hire reading specialists, reading teachers and reading aides in order to provide early reading intervention in kindergarten through grade 2 and programs of continued reading support for students in grades 3 through 6" (statute). Funds may also be used for long-term, research-based teacher professional development.

The clearinghouse sponsored by Illinois Reads provides information for teachers on professional development and teaching resources.

The program provides numerous opportunities for teachers to connect with parents in helping the latter reinforce the reading instruction being provided in the classroom. Teacher-parent-student conferences are one component of the program, as is the Parent Leadership Institute for parents as well as school staff who interact with them. One teacher at a Solid Foundation school must serve as Parent Education Facilitator at his/her local school, working with both parents and fellow teachers in various aspects of program implementation and serving on the Support Team, which must be in place at every Solid Foundation school.

Participating teachers receive 30 hours of professional development before and during the program. Professional development presents "best practices" in reading instruction.

Teacher workshops and online training are available. Elementary teacher certification candidates must show proficiency in reading instruction skills, including phonics.

Teachers must test and, if necessary, create interventions for low-performing K-3 readers. Grant monies may be used to provide teachers with training to improve reading instruction "and professional development in best practices" (256D.2).
The department is to provide teachers with "intensive, research-based strategies and programs for training teachers in both diagnosis and appropriate instruction interventions."

Professional development, networking opportunities and technical support is provided to middle school teachers. Teacher education institutions are offered assistance in developing "content-based teacher preparation programs" (156.555).

Teacher preservice and professional development is to include phonics instruction.

Through the center, teachers are offered preservice and inservice training in reading instruction, as well as professional development in utilizing research-based reading models.

Grant applications must include how the funds will support related teacher professional development.
The department must offer schools "strategies for successfully implementing early reading programs, including professional development support," as well as a "list of professional development providers offering teacher training related to phonics instruction" (statute).

Funds are to be made available for (1) tuition reimbursement (up to $2500) for approved university courses; (2) stipends for approved courses, department-created teacher institutes or other department-approved professional development; 3) reimbursement for travel to and from meetings with peer mentors and/or professional development workshops. Department-approved courses must: (1) be aimed at improving teachers' subject content knowledge and teaching methodologies; (2) incorporate summer workshops and "intensive training institutes;" (3) offer support to teachers during the school year; (4) be eligible to go towards certification renewal.

Funds may go towards National Staff Development Council-approved teacher professional development and travel costs related thereto, "certified master teacher or resource teacher who is directly involved on a daily basis in student instruction" in reading, retired teachers who tutor struggling students part-time in reading, master teacher travel costs between schools.

Teachers meeting certain criteria are trained as "literacy coordinators," who in turn offer K-2 staff workshops, teaching demonstrations and in-class coaching. A literacy coordinator may teach children up to a half day.
Literacy coordinators must hold at least a master's degree, be currently certified to teach elementary grades in Maine, have teaching experience in a primary classroom and receive a recommendation from the principal and district superintendent. They must likewise be capable of working with the administration and teachers to implement the Literacy Collaborative program.

The center offers technical support for reading-related professional development, as well as "specialized training for literacy initiatives such as Project Story Boost and The Early Literacy and Language Classroom Observation Tool (ELLCO)." Educators may also participate in reading instruction-focused summer institutes or regional literacy meetings.

Participating schools receive a video from Maine Public Broadcasting modeling proven methods of reading with children.

Local Reading Improvement subgrantees will be required to hire a professional development coordinator to oversee and coordinate the professional development of instructional staff involved in the grant and assist in the delivery of an advanced professional development course in research-based reading instruction for all instructional staff.

Local Reading Improvement subgrantees will be required to hire certified reading specialists to work with the professional development coordinator and teachers on the transitional kindergarten program, intervention programs and K-3 classroom instruction.

District plans must reduce class sizes in grades 1-2 to no more than 20 students per teacher; provide professional development for new, as well as veteran teachers, to maximize the effects of class-size reduction; and, in districts in which provisionally certified teachers comprise more than 2% of the total number of teachers, "a detailed strategy for reducing the number of provisionally certified teachers to no more than 2 % of the total number of teachers" (statute).

According to the state board ruling, elementary-grades preservice and professional development must be in specified areas, including "phonics, semantics and syntactics" (press release). Secondary and special education preservice and professional development must include instruction in "incorporating reading into other content areas" (press release). Various design principles for the elementary and middle/secondary grades propose a curriculum structure best suited to increasing reading achievement.

Early childhood and elementary teacher candidates entering teacher preparation programs in fall 1999 and later must "complete 12 semester hours in specific reading content,” such as language and cognitive development; phonics, semantics, and syntactics; selecting and using reading materials; reading assessment; and data analysis" (press release). Secondary-level teachers (for both regular and special education), who were formerly required to complete no hours in reading pedagogy, must complete six hours in cognitive development; reading assessment and data analysis; incorporating reading into other content areas; and applying theories, strategies and practices to daily classroom instruction" (press release).

This initiative provides research-based professional development and expert technical support, electronic exchange of best practices across projects, "coordination and sharing of resources among family literacy providers" (department Web site).

CASS and Project Success: Funds may be applied towards salaries for English language arts teachers. Other ASSP programs: Funds may be used to provide small-group instruction, additional tutoring/mentoring services, professional development and staff incentives. In FY 2000, ASSP sponsored regional technical assistance workshops for teams from districts serving significant percentages of low-performing students. Teachers were also given resource materials at state conferences and received site visits and evaluations from ASSP and other department staff.
For the currently unfunded Individual Tutoring in Reading program, "Applicants are encouraged to provide for parent or guardian selection of a tutor who has relevant experience and expertise and who meets the district's standards for approval of tutors" (RFP).

Funds may be used to support a full-time school-based Literacy Coordinator/Reading Specialist to encourage ongoing teacher development and aid low-performing readers. Grants may also be used to purchase resources for teachers, as well as support 10-day Summer Reading Academies presenting "high-quality professional development" to staff and administrators in participating schools. Grants may be used to pay teacher stipends for participation in monthly Teacher Study Groups, in which teachers discuss recent literacy research in preparation for the following summer's Summer Reading Academy.

Professional development offered at the Summer Reading Academies is to reflect the guidelines offered by the state curriculum frameworks and the dimensions of reading set out in the federal Reading Excellence Act of 1998 (see below for more details). It should address reading assessments, general classroom reading instruction and methods of identification of/intervention for low-performing readers.
Professional development provided at the Summer Reading Academies is to "[reflect] the standards of the English Language Arts curriculum frameworks and the six dimensions of reading as defined by the federal Reading Excellence Act of 1998 as described below: phonemic awareness (skills and knowledge to understand how phonemes or speech sounds are connected to print); systematic phonics; fluency; background information and vocabulary to foster reading comprehension; development of appropriate active strategies to construct meaning from print; and development and maintenance of a motivation to read" (RFP). Funds may not be used to buy computer hardware.

Funds may provide translators for parent-teacher conferences or may pay for professional development for early childhood instructors. Each council must have three members "who provide care and education to young children" (statute).

Participating schools must employ a school-based Literacy Coordinator, up to one half of whose salary is paid by program funds, and who must spend part of every day assisting teachers in their classrooms to strengthen literacy instruction. Funds may also be spent on staff professional development.
Duties of the Literacy Coordinator are: to coordinate the school's program implementation; coach teachers to strengthen instructional strategies; train staff in reading and writing assessment administration and use, the six aspects of reading and "in the writing process and its relationship to reading"; and participate on the school's Literacy Leadership Team and in summer professional development on reading assessment administration. Professional development may be offered by an outside contractor or by the Literacy Coordinator.

Summer content institutes are offered for all English language arts teachers grades K-12. Slots are filled on a first-come, first-served basis, though priority is given to public school teachers, particularly those in districts with a significant proportion of poor students and those in programs funded through the Education Reform Act. Courses may go towards professional development points (PDP) requirements or graduate credit.
A minimum of 45 hours of training is provided. "Participants are required to attend all sessions, take part in pre- and post-assessments of content knowledge, and complete activities outside of class time that result in a project that demonstrates their learning. Teachers' institute-related work should be included in their personal professional development plans and should be strongly linked to school and district priorities" (brochure).

Programs must offer participating teachers "ongoing professional development support in early literacy intervention" (grant RFP). Reading Recovery teachers may also be trained at regional training sites.
The RFP urges districts, as well as consortia, to maintain a regional training site for preparing teachers participating in the early literacy interventions provided through these grants. A regional training site should offer "long-term university-based training for future teacher trainers that requires teacher trainers to participate in concurrent training and implementation of the tutorial; has a training curriculum centering on theory of literacy acquisition, teaching practice, and leadership; results in the regional year-long, graduate-level training of 8-12 teachers who provide a one-to-one short-term early intervention; and results in a regional training site which coordinates data collection and reports program results in an annual report" (RFP).

The purpose of this grant program is to expand training programs for trainers and teachers in the use of reading instruction and assessment strategies.

Teachers are to administer the Michigan Literacy Progress Profile assessments, gather materials for the Preschool-Grade 3 Reading and Writing Portfolio, teach in the Model Summer School Program and take part in literacy instruction and assessment training through eight regional literacy centers. Teachers are trained at summer Regional Training Centers in portfolio use.
The regional literacy centers for trainers and teachers were unfunded by legislative appropriation for 2002-03 (statute 388.1632f).

Each district must identify the staff development needs to ensure elementary teachers are able to implement comprehensive, scientifically based and balanced reading instruction programs that have resulted in improved student performance.

Minnesota will use a three-tiered approach to professional development that provides specific training for all teachers in the six dimensions of reading, additional support for leadership teams in each Reading Excellence Act (REA) site, and ongoing support through teacher study groups and reflections onsite. Tier I will be a series of two-hour modules based on scientifically based reading research for all classroom teachers and appropriate instructional staff. Tier II will be for site leadership teams (each REA school will have a site leadership team to include the principal and two instructional leaders). Tier III will be ongoing support for teachers and leadership teams. The state will contract with University of Minnesota researchers such as S.J. Samuels, Barbara Taylor and James Ysseldyke to support implementation of the professional development model and improve monitoring and evaluation through use of research-tested observational systems.

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.

The state has developed a comprehensive set of resource publications and videos for direct reading interventions and professional development that schools will use as they implement their REA programs. Teachers will work together in weekly peer-coaching teams in follow-up to regional professional development sessions provided by regional service centers and state Reading Excellence Act-funded technical assistance specialists.

University support from the University of Mississippi's Barksdale Reading Institute will support professional development in Reading Excellence Act-funded schools as well as in schools funded separately with state funds or Barksdale funds.

The Mississippi Department of Education sponsors annual professional development workshops for teachers grades pre-K-8. Workshops include pre-K Reading Assessment and Intervention Strategy Exploration (RAISE). This is a two-day training covering preschool curriculum for 4-year-olds that incorporates current reading research. A four-day training in K-3 RAISE helps teachers become familiar with the process of reading intervention based on current reading research. The four-day grades 4-8 RAISE training demonstrates how educators can integrate technology in the classroom to improve student reading skills.

Grant funds may be used to defray the cost of teacher and administrator training in the use of reading assessment and/or in early grade reading intervention strategies.
5 CSR 50-378.100 (2002)

Local education agencies will conduct or participate in Summer Institutes (designed by CIERA) and professional development for school staff led by a reading coach. There will be a professional development reading coach at each school. The onsite professional development will include: a school-based study group; opportunities for staff to practice, observe and be observed by peers and the reading coach; regular and extensive work with the reading coach; monthly professional development programs on a range of issues such as assessment, instruction or materials; and opportunities to access training for teaching reading to American-Indian students.

READ Montana seeks to provide a system of ongoing professional development for all literacy partners who work with children and to educate all teachers in grades K-12 in reading strategies appropriate to students' needs and content areas.

Two workshops are available to early childhood educators. 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.

The money appropriated for this program is to be used to train teachers who teach grades K-3 on methods to teach fundamental reading skills, including phonemic awareness, phonics, vocabulary, fluency, comprehension and motivation.

Local reading improvement subgrants will provide one to three literacy specialists per school and will improve reading instruction through professional development grounded in scientifically based reading research.

Reading Excellence Act funds will support professional development to increase capacity for teaching reading through graduate-level courses, conferences and/or outside consultants, school-based study groups and professional materials.

Each subgrant will allocate funds for a PreK/K - 1st grade specialist who will also be responsible for family literacy and for a 1st-3rd grade reading specialist who will provide administrative support for the tutoring program. These specialists will receive technical assistance from university instructors and the Nevada Reading Excellence Act Task Force, and funds must be budgeted for tuition and technical assistance.
www.nevadarea.org

Eligible teachers are provided with reading recovery training in accordance with the program requirements outlined in the Guidelines and Standards for the North American Reading Recovery Council. Teachers who complete reading recovery training agree to provide reading recovery programs to New Hampshire pupils for at least two years following training.

Funds will be used to support professional development to improve instruction at the elementary and preschool levels.

The Executive Order creates the Early Literacy Task Force which is to recommend ways to improve teacher professional development in the teaching of reading.

So that schools can plan and implement comprehensive and aligned reading programs, school districts must provide professional development to teachers, teacher assistants and principals in the areas of scientifically based reading research and its implications for instruction; best practices of English Language Learner instruction; and the principles of expert coaching. Teachers must be provided ongoing supervision and coaching.
N.M. Admin. Code tit. 6 § 30.5.13

The state will develop a cadre of highly trained Reading Excellence Act school-site facilitators capable of providing classroom demonstrations of teaching and assessment methods, coaching and support for teachers. The project will establish a network of teachers, teacher leaders, administrators, parents and community members able to model successful early reading programs.

New Mexio plans to provide intense, sustained professional development in early reading instruction for every K-3 teacher in every school receiving funds from the Reading Excellence Act Program.

The initiative calls for appropriate professional development to assist classroom-certified instructional staff in the instruction of reading programs. Professional development should be based upon quality research-based reading programs shown to improve reading proficiency.

The centerpiece of Reading for Results is a comprehensive, three-tiered professional development model that is focused on increasing teachers' foundational knowledge in reading and language arts and improving school and classroom implementation of evidence-based practices. Tier I is a statewide effort to train certified professional development providers. Tier III provides regional training for teachers and other instructional staff. Tier II is ongoing and sustained school-based professional development.
www.emsc.nysed.gov/nyc/REA(1)Core.html

The North Carolina Teacher Academy, established and funded by the North Carolina General Assembly, offers professional development in reading and literacy to teachers each summer.

North Carolina's Reading Excellence Act (REA) program will have a strong focus on professional development. The state will train representatives from each district in research-based principles of professional development, as well as reading instruction and then help them implement high-quality professional development and serve as resources for change. North Carolina's REA grant will require that teachers in subgrant schools receive at least 30 hours per year of staff development based on scientifically based reading instruction. The grant will also support literacy specialists in participating schools to provide intensive coaching and training.

The Literacy Specialist Project is has two goals: to provide teachers with a common knowledge base of the reading knowledge and skills considered essential and foundational for students in grades K-4; and to provide a minimal level of support to teachers as they incorporate new teaching strategies and program practices. The project design is similar to a trainer-of-trainers model.
http://www.literacyspecialist.org/

The Summer Institute for Reading Intervention (SIRI) is designed to provide intensive professional development and resource materials to elementary school teachers on a regional basis to help ensure all students are reading on grade level by 4th grade.

Classroom Reading Grants may be used for professional development activities to help improve student reading achievement.

Provides for professional development institutes to train elementary school teachers in reading instruction.

The Oklahoma State Department of Education will provide professional development for Reading Excellence Act (REA) subgrantees to increase and improve intervention and prevention strategies. Oklahoma REA teachers will receive five days of training initially and follow-up training through peer coaching and ongoing collegial networks.

The professional development component of the Reading Sufficiency Act, Literacy First, addresses teachers' attitudes and skills in reading assessment and classroom instruction. It was funded through the end of 1999 and more than 4,000 teachers have received training. The five-day training was offered at no cost to the school districts and also includes substitute-teacher pay.

Each participating school district will provide advanced training to teachers who are currently using explicit phonics in the classroom. Teachers receiving training will serve as mentors for other teachers and will instruct other teachers on the use of explicit phonics in classrooms.

The Christa McAuliffe Fellowship, managed by the Council of Chief State School Officers, honors teacher-astronaut Christa McAuliffe who died in the 1986 explosion of the space shuttle Challenger. Each state receives a fellowship. To support the Oregon Reading Initiative, State Superintendent Stan Bunn directed that the annual Christa McAuliffe fellowship go to teachers to help in the statewide effort to improve student reading skills.

K-2 Reading Teams bring together school teams, including the principal, one kindergarten teacher, one 1st-grade teacher, one 2nd-grade teacher, the Title 1 teacher and the special education teacher from a school. The teams receive training, technical assistance and the K-2 Reading Toolkit, a framework for beginning reading that includes all of the key reading components that lead to comprehension.

The Superintendent's Reading Corps makes available up to $5000 per teacher to design materials and provide teachers targeted professional development in order to increase student performance in reading. Graduates of the summer program are asked to lead a minimum of two trainings in his/her district, one training in another district and one training at the Reading Summit.

School districts can use the funds to hire teaching and instructional support staff for extended school-day and summer programs, and professional development and training linked to a specific methodology. Grant recipients must outline a professional development plan for program staff.

A Teaching and Learning Center provides training and support to teachers and higher education faculty on standards-based instruction, content knowledge, school improvement and technology. This center will be supplied with materials and resources that support school-based professional development.
www.ridoe.net/standards/reading/RIReadingExcellence.htm

The IREAD program, a secondary intervention strategy to meet the needs of children whose reading problems place them at risk of being inappropriately referred for special education, is funded through the Office of Special Education. It is a professional development initiative for classroom teachers and school-based reading specialists to help them develop teaching strategies to meet the needs of children with more severe reading deficits.
www.ridoe.net/standards/reading/RIReadingExcellence.htm

Yearly summer institutes for teams of teachers and principals focuses on teaching and assessing reading. As part of the institutes, teams will develop a reading instruction plan for their school based on scientifically based reading research.

All funded schools will receive 25 full days of in-school professional consultation by reading coaches who will model instruction, facilitate peer dialogues, work groups and in-school professional development.
www.ridoe.net/standards/reading/RIReadingExcellence.htm

As part of the Rhode Island Plan for Improving Teacher Quality, the state will develop and pilot site-based professional development. This will involve bringing faculty from institutions of higher learning into public schools to increase literacy.
www.ridoe.net/standards/reading/RIReadingExcellence.htm

Professional development will be provided to teachers, principals and administrators by the Statewide Early Reading Success Institute.

Created by the Governor's Institute of Reading, the South Carolina Reading Initiative is a three-year, intensive staff development effort. This initiative seeks to enhance teacher/administrator knowledge about reading research, theory and practice; explore the knowledge and tools to assess and instruct students in appropriate ways; create a network of teachers, principals and consultants who have a shared knowledge base about the teaching and learning of reading; develop structures within individual schools so educators can engage in an independent and ongoing process of positive change.
http://www.state.sc.us/governor/focus_on_reading/initiative.htm

The state department of education will provide or coordinate activities to train parent educators in developing and implementing parenting and family literacy initiatives. Appropriate ongoing staff development activities must be incorporated in the district's strategic plan.
S.C. Code Regs. § 43-265

Professional development opportunities will be tailored to five audiences: (1) state-level professionals, (2) top school district administrators and principals, (3) early childhood and elementary school teachers and reading specialists, (4) parenting and family literacy educators, and (5) paraprofessionals.

All 1st- through 3rd-grade teachers will receive training over a three-year period. Teachers receive direct instruction over the school year. Each teacher that successfully completes the training receives a $700 stipend and may earn up to four graduate credits from the University of South Dakota.
www.state.sd.us/deca/area/index.cfm

The state board of education must develop specific qualifications, requirements and standards for the teaching of reading. The Board must also provide training and support for teachers in developmentally appropriate reading diagnostic, instructional and intervention methods. Every local education agency, or every 400 students, will be provided with a reading coordinator who is to be a full-time, licensed employee of the school.

To deal with severe reading deficiencies in individual schools, a pilot program was established to provide grants to fund full-time trained reading teachers. Grants are made for a period of three years.
2001 H.B.1921

Beginning in summer 2004, teachers in grades K-8 may attend summer reading institutes for instruction in improved reading teaching techniques. Each classroom teacher who attends and successfully completes a summer reading institute program will receive a $350 one-time state grant for reading-specific supplies and materials.
In the first and second years of implementation of each phase of the reading teacher program, the state shall pay all costs associated with the reading teacher program. Thereafter, the program shall be subject to a 25% match by the local education agencies.

The state education agency and the state's higher education institutions joined to form the Tennessee Reading Collaborative (TRC). TRC will support the Reading Excellence Program through coherent, consistent professional development for teachers of children in grades K-3.

Teacher Reading Academies provide kindergarten and 1st-grade teachers intensive four-day trainings throughout the state on research-based reading instruction practices. Education service center liaisons were established to organize professional development sessions, distribute Texas Reading Initiative information and assist needy schools.

The Master Reading Grants program authorizes grants to school districts to pay stipends to selected certified master reading teachers who teach at high-need campuses. The program is intended to increase the reading ability of Texas school children, particularly those in identified "high-need" campuses by encouraging teachers to become certified as master reading teachers and to work with other teachers and with students to improve student reading performance.

Schools receiving grants must provide professional staff development in pre-reading instruction.

Early childhood and kindergarten teachers receive training so they may conduct workshops with parents on early literacy development.

The Reading Performance Improvement Scholarship Program assists selected elementary teachers in obtaining a reading endorsement so that they may help improve the reading performance of students in their classes.
Utah Code Ann. § 53A-3-402.11

The Utah Reading Clinic at the University of Utah assists educators and parents throughout the state in becoming better prepared to help all students become successful readers by providing them with professional development programs in reading that are based on best practices and the most current, scientific research available. The clinic focuses primarily on grades 1-3.
Utah Code Ann. § 53A-3-402.10

Teachers at local education agencies (LEA) receiving a grant must participate in semi-annual professional development opportunities, which will include training on research findings related to early reading and problem-solving sessions related to specific aspects of early literacy. Additionally, each LEA must provide onsite professional development for its teachers.

Reading Recovery training sites are designed to prepare teachers to assist pupils in the development of reading skills. Financial assistance in the form of competitive grants to local school divisions support teacher training that may include programs to provide training for teachers to work with students, to train other teachers and to operate a Reading Recovery training site for teachers.

Six regional sites were established at state universities to provide summer institutes for middle and high school teachers, program planning and development support in cooperation with local school divisions.

Funded local education agencies must partner with an institution of higher education to validate and facilitate staff development to improve teacher knowledge of scientifically based reading research and to develop implementation strategies.

Strategies for improving student learning may include expanding and improving reading instruction of elementary school teachers in teacher preparation programs, expanded inservice training in reading instruction, the training of paraprofessionals and volunteers in reading instruction, improving classroom-based assessment of reading, and increasing statewide and regional technical assistance in reading instruction.

Schools may use grant money for professional development activities.

The state will develop eight training modules to provide systematic, intentional, research-based training that assist teachers in meeting grade-level student reading expectations and the continuous development of understanding, fluency, skills and applications across curriculum areas.
The eight modules - (1) how we learn to read and early literacy; (2) how we learn to read and elementary school; (3) knowledge of language structure and its application; (4) curriculum expectations; (5) diverse reading programs/interventions; (6) instructional diversity; (7) supportive literacy; and (8) coaching others - will be developed in terms of the operational needs of teachers and administrators. To ensure the success of the districts and schools receiving Reading Excellence Act funds, the state will provide four phases of technical assistance, training and support activities. Washington will work with the Northwest Regional Educational Laboratory on its evaluation activities.

Washington Reads will provide selected schools with (1) a full-time reading coach/coordinator for two years; (2) training for staff, reading coaches and principals in research-based reading strategies and interventions for grades K-3, (3) research-based reading materials for grades K-3 and other support to accomplish the goals of the legislation.

The emphasis of West Virginia's Reading Excellence Act grant program is on professional development. Professional development is generally presented to the counties and schools by the West Virginia Department of Education (WVDE) Cadre or the individual school reading mentor teacher. Both entities have received intensive training in reading research, the dimensions of reading, grade-level benchmarks, instructional strategies and assessment.

The West Virginia Department of Education Cadre was formed in January 2000. The 37 members provide reading professional development to local education agencies, counties and schools throughout West Virginia. Professional development offerings have included keynote speeches, interactive content sessions, individual teacher observation and consultation and in-class instructional strategy modeling.

In July 1999, the West Virginia Department of Education Reading Academy was launched. The intent of the Reading Academy is to provide intensive reading professional development to K-3 principals and teachers in low-achieving schools. Approximately 375 educators representing 65 schools have attended the first two years. Schools attending must be represented by a team of no less than three educators responsible for reading instruction (principal, classroom teacher, Title I, special education, speech pathologist).

Funding provides for technical support, training and mentoring for teachers.