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In Their Own Words: Looking at What Duncan and Company Are Up To

Susan Notes: They've won. . . . Since Obama's election and Duncan's incarnation, this victory continues without even the pretense of a fight. The determined, steady, resolute silence of education professionals makes Reading First the winner.

Innocent children are the losers.

by Susan Ohanian

Reminder: Duncan was appointed U.S. Secretary of Education by President-Elect Barack Obama and confirmed by the Senate on January 20, 2009.

The purpose of this brief review is to inform concerned educators and parents about what the Duncan-led federal Department of Education is doing in the field of reading.

Take a look at the current Federal propaganda promoting Reading First, that Bush-spawned program so highly disputed and maligned--and investigated by the Inspector General for corruption. The following information comes from the U. S. Department of Education website.

Sustaining Reading First
Reading First Support

Sustainability is not just about operating a program beyond the original fundingâ€"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.

There you have it: Duncan and company is about "permanently shifting a school's culture" to incorporate Reading First.

In their own words.

Linking Responses to Intervention and School Improvement to Sustain Reading Outcomes (September 2009)

Lots to dispute here. Just take a look at their complete Resource List:

Datnow, A. (2005). The sustainability of comprehensive school reform models changing district and state contexts.
Educational Administration Quarterly, Vol. 41, No. 1, 121-

Additional Resources
RTI Practice Guide from the Institute of Education Sciences:
Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades

National Center on Response to Intervention

Center on Instruction-- Special Education

RTI Action Network


American Federation of Teachers (www.aft.org)

International Reading Association (www.reading.org)

National Association of Elementary School Principals (www.naesp.org}

National Association of School Psychologists (www.nasponline.org)

National Association of Secondary School Principals (www.nassp.org)

National Association of State Directors of Special Education (www.nasdse.org)

National Education Association

Reading First Sustainability

This publication was created by RMC Research Corporation under contract ED04CO0041 with the U.S. Department of Education. The views expressed herein do not necessarily represent the policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, or enterprise in this publication
is intended or should be inferred.

That's it: The complete reference list to show the world that every school's culture needs to be "permanently shifted" to march in lockstep to the scandal tainted Reading First.

Of course, the Feds have more programs.

  • Item: Engaging Stakeholders (September 2009)

    brief written by written by Carl Cole, of RMC Research Corporation, and
    Skip McCann of Research for Better Schools.

    Carl Cole:
  • Oregon Department of Education State Advisory Council for Special Education Professional Development Committee â€" Past Chair; over twenty years experience as a Director of Special Education and Title I programs

  • Ph.D. University of Oregon; Research affiliate; Adjunct Assistant Professor

  • President, Educational Resources Associates

  • United States Department of Education Reading First Review Panel â€" Sub-group Chair

  • Skip McCann:
  • Research for Better Schools

  • Item: Reading Comprehension: Essential for Sustainability

  • from the document:

    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 was written by Scott Baker, Director of the Pacific Institutes for
    Research, and Stan Paine, of the University of Oregon. Dr. Baker has done
    extensive work over the past 20 years in the areas of beginning reading,
    reading comprehension, reading assessment and school-wide models for
    improved reading outcomes. He also is Associate Director for Research
    in the Center on Teaching and Learning at the University of Oregon. Dr.
    Paine directs professional development and outreach services to schools
    and districts to improve academic outcomes for students. Prior to joining
    the University, Dr. Paine was an elementary school principal for 22 years.

  • The University of Oregon, Professional Development Services Center on Teaching and Learning is soliciting proposals from qualified proposers (“Proposer(s)”) for expert support in the development of a series of online learning modules to train school instructional staff to implement a research-based model for beginning reading instruction. Request for Proposal documents and sample contract are attached. For questions contact:
    Dr. Stan Paine
    Director Professional Development Services Center on Teaching and Learning
    1600 Millrace Drive, Suite 207
    5292 University of Oregon
    Eugene, OR 97403-5292

  • Reading First Review Panel

  • References
    Baker, S., Kame'enui, E., Simmons, D., & Simonsen, B. (2006).
    Characteristics of students with learning and curricular needs. In M. Coyne, E. Kame’enui &
    D. Carnine (Eds.),
    Effective teaching strategies that accommodate diverse learners (3rd ed., pp. 23-43). Upper Saddle River, NJ: Pearson.

    Gamse, B. C., Bloom, H. S., Kemple, J. J., & Jacob, R. T. (2008).

    Reading First impact study: Interim report (NCEE 2008-4016). Washington, DC: U.S. Department of Education, Institute
    of Education Sciences, National Center for Education Evaluation and Regional Assistance.

    Hart, B., & Risley, T. R. (1995). Meaningful
    differences in the everyday experience of
    young American children. Maryland: Brookes Publishing Company, Inc.

    Kamil, M. L., Borman, G., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. K. (2008).
    Improving adolescent literacy: Effective
    classroom and intervention practices: A
    Practice Guide (Report No. NCEE #2008-4027).
    Washington, DC: National Center for Education Evaluation & Regional Assistance, Institute of Education Sciences, US Dept. of Education.
    National Mathematics Advisory Panel. (2008).

    Final report of the National Mathematics Advisory Panel. Washington, DC: U.S. Department of Education.

    National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading
    instruction (NIH Publication No. 00-4769). Washington, DC: National Institute of Child Health and Human Development.

    National Research Council. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

    Snow, C. E. (2002). Reading for understanding:
    Toward an R&D program in reading comprehension. Santa Monica, CA: RAND.

  • Sustaining Reading First [This is a Word document, available from the site]

    Pg. 6: How is each Reading First element operationalized on a day-to-day basis in your context?

    Pg. 9: What is the level of use for each Reading First element in your context? How can the implementation of certain elements be strengthened if needed?

  • Using the Sustainability Briefs in a Study Group (another Word document)

    Pg. 6: How is each Reading First element operationalized on a day-to-day basis in your context?

  • Your tax dollars at work. And no professional organization, union, or college of education to protest.

    This document was developed by the National Reading Technical Assistance Center. The document was produced under U.S. Department of Education Contract No. ED-08-CO-0123 with RMC Research Corporation. The views expressed herein do not necessarily represent the policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise is intended or should be inferred.

  • Institutionalizing Your Evidenced-Based Reading Model In State Legislation and Policy

  • In Why Is Corporate America Bashing Out Public Schools?, Kathy Emery and I spelled out this Business Roundtable strategy: Paper the state politicos with propaganda. Call it science.

    More Federal verbiage:

    Over the past several years, many schools have significantly
    improved the reading outcomes of students in grades K-3
    by implementing the essential elements of the Reading First
    program. Many people are now wondering how they can continue to
    implement the model and sustain improved results without continued
    funding. One path to consider is to identify a successful program that is
    very comparable to Reading Firstâ€"a program, model or initiative which
    uses the same essential elements found in Reading First. RtI, as a school
    improvement model, is very similar to Reading First. It is a model that can
    provide an instructional and programmatic “anchor” to which Reading
    First strategies can be tied and through which Reading First outcomes
    can be sustained. In this brief we will describe how a school or district
    Reading First program can be blended into a local RtI initiative, and how
    implementing RtI in a school improvement context can function as a
    strategy to sustain an evidence-based reading program. . . .

    The determined, steady, resolute silence of education professionals makes Reading First the winner.

    Innocent children are the losers.

    — Susan Ohanian
    Looking at what Duncan and company are up to


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