There is no “certification” for ARI. Participants who attend either of our three-day professional development sessions – Foundations for Beginning Reading or Strategic Teaching: Literacy Across All Contents – will receive a certificate stating that they have received 18 hours of professional development. This document does not certify any knowledge or skill attainment but rather verifies that the participant has been present for 18 clock hours. These PD sessions are offered each summer through the Regional Inservice Centers.
|General||3/15/2017 11:46 AM||How can I become ARI “certified”?|
The school-based coach’s first responsibility is to the 3rd grade. If the system feels that the responsibilities are being met based on data, then the coach can also work in the K-2 feeder school. The professional development plan should include all information regarding use of the coach as outlined in the ARI-Funded School Reading Specialist Job Description, 2016-2017.
|ARI Restructuring||3/15/2017 11:46 AM||What is the role of the ARI Reading Specialist in a Tier II school?|
The ARI is not a program, but an ongoing professional development opportunity for a school faculty. It is a research-based extensive teacher-training program to show teachers how to achieve high levels of literacy for all of their students. ARI professional development empowers teachers with the content knowledge, skills, and strategies necessary to be successful with all students, especially those that challenge them the most – struggling readers.
|General||3/15/2017 11:46 AM||What sets ARI apart from other reading programs?|
Looking at the data, based on the 3rd grade reading scores, it was determined that adjustments were needed to make sure the ARI is running at peak efficiency and is reaching the students who need support the most first. Therefore ARI resources will be concentrated in K-3 with primary emphasis on 3rd grade.
|ARI Restructuring||3/15/2017 11:46 AM||How do we address the literacy deficiencies and needs of students beyond grade 3?|
No, the ARI targets reading achievement of Alabama students on three fronts: beginning reading, expanding reading power, and effective intervention.
|General||3/15/2017 11:46 AM||Does the ARI only target struggling readers?|
Every school is required to have a formative assessment tool that progress monitors. As you write your ARI plan, you should include the name of the assessment and how you will progress monitor to inform instructional decisions. The SDE provides Global Scholar, other options will be considered as part of your plan.
|ARI Restructuring||3/15/2017 11:46 AM||What are the state approved formative assessments as mentioned in #8 of the MOA?|
The eleven regional in-service centers located throughout the state periodically offer professional development for new hires and additional abbreviated sessions on the various ARI modules. Check with your local in-service center or contact ARI at the number listed under "Contact Us" on the ALSDE ARI webpage.
|General||3/15/2017 11:46 AM||Is any ARI training available for individual teachers who are new to an ARI school?|
It is an LEA decision. Anyone (preferably the teachers) can administer DIBELS, but it is highly recommended that all who administer the DIBELS review the DIBELS rules and procedures so that there is consistency.
|ARI Restructuring||3/15/2017 11:46 AM||What is the recommendation for DIBELS administration? Who will administer it in K-2?|
As of the beginning of the 2006-2007 school year, all elementary schools had received ARI training and were considered ARI schools. Each of these elementary schools, as well as 13 secondary schools, received funding to hire a reading/literacy coach. Various secondary schools have also received training and are considered ARI schools although they do not receive funding for a school coach. In 2011, there were over 920 ARI schools in the state. Currently, ARI state and regional staff serve all schools upon request whether or not they have been considered ARI schools.
|General||3/15/2017 11:46 AM||How many schools are currently ARI sites? Where are they located?|
According to the memo dated May 10, 2016 (FY16-1009), Tier 1 funds should be used to support and maintain current successful efforts in reading for Grades K-5. Discretion for use of Tier 1 funding for personnel to support reading outcomes should come from your system plan.
|ARI Restructuring||3/15/2017 11:46 AM||What if you only have one Tier I school.....how do you use the $18,296? Can Tier I schools use funds to pay for tutors?|
This has not been determined at this time.
|ARI Restructuring||3/15/2017 11:46 AM||Will the funding percentages change yearly based on proficiencies scores?|
The State Department of Education has determined that all efforts must be concentrated in 3rd grade. All coaching allocations will go toward this effort as stated in the May 10 memo (FY16-1009).
|ARI Restructuring||3/15/2017 11:46 AM||Will we no longer receive funds for ARI-PAL coaches?|
Tier 1 funds should be used to support and maintain current successful efforts in reading for Grades K-5. Discretion for use of Tier 1 funding for personnel to support reading outcomes should come from your system plan.
In Tier II schools, reading specialists will be required to attend a minimum of four coaching professional learning opportunities so additional money could be used to pay travel and per diem or for materials needed to support in classrooms.
|ARI Restructuring||3/15/2017 12:01 PM||What can you do with left over funds? Can they be applied to K-2 reading specialist?|
At this time, the only “materials and equipment” from ARI is the human capital.
|ARI Restructuring||3/15/2017 11:50 AM||According to the MOA, we must "use materials and equipment funded through ARI in the recommended manner." To what materials and equipment is this referring?|
Tier II allocations are intended to fund a full time reading specialist for each school. All school based coaches must follow the ARI-funded School Reading Specialist Job Description.
|ARI Restructuring||3/15/2017 11:50 AM||When ARI went to the Instructional Coach model, we pulled the coaches to the district level. Is this requiring that they go back to school based coaches?|
The first responsibility of the reading specialist is to coach teachers in classrooms each day during reading instruction to ensure that all third grade students are reading on or above grade level. Also, according to the ARI-Funded School Reading Specialist Job Description, Reading Specialists must “work with at least one group of struggling readers so that reading goals are achieved”.
|ARI Restructuring||3/15/2017 11:51 AM||Most coaching models do not include working with struggling students. Please share the expectations for the amount of time to be allocated to intervention.|
No job description has been written at this time, but coaches at Tier 1 schools should be used to support and maintain current successful efforts in reading for grades K-5, with an emphasis on 3rd grade.
|ARI Restructuring||3/15/2017 11:51 AM||Will there be a new Tier 1 job description?|
As part of the faculty, coaches are expected to share the same general school duties as all other teachers.
|ARI Restructuring||3/15/2017 11:51 AM||What does "participating as a fully functioning member of the school staff daily so that teacher capacity is built and efficacy is achieved" mean?|
This is an LEA decision. However, former reading coaches must meet the requirements set by the new ARI-Funded Reading Specialist Job Description.
|ARI Restructuring||3/15/2017 11:51 AM||Will current reading coaches have to reapply for their jobs?|
According to the MOA, if the EMPLOYEE is terminated as ARI Regional Staff, the EMPLOYEE may return to employment with the LEA. However, neither the EMPLOYEE's status nor the terms and conditions of his or her employment by the LEA-including the length of any annual term of appointment by the LEA- will be expanded, extended, or otherwise modified by virtue of the EMPLOYEE's previous assignment to the ARI program.
|ARI Restructuring||3/15/2017 11:51 AM||If we have loaned the state an ARI person and they are funded at 12 month, will they be 9 month when they return to our district and do they have to be placed as an ARI coach?|
Flexibility requests will be determined on an individual basis according to the data.
|ARI Restructuring||3/15/2017 11:51 AM||Will consideration be given to requests for flexibility?|
Professional development needs should be driven by local reading data.
|ARI Restructuring||3/15/2017 11:51 AM||How much leeway will the LEA have in the PD Plan for the Tier 2 schools?|
The LEAs and SDE will work together to develop an ARI Professional Development Plan that follows the guidelines set out by the MOA and the ARI-Funded Reading Specialist Job Description. There will be a Professional Development Plan template shared with districts. The timeline for this is undetermined.
|ARI Restructuring||3/15/2017 11:54 AM||When can we start planning for professional development and is there specific content that will be covered or will it be based on the identified needs of each school.|
According to the May 6 memo (FY16-1008), third grade school proficiency rates on the 2015 ACT Aspire assessment will serve as the primary basis for determining direct allocations to school systems for FY17 at this time.
|ARI Restructuring||3/15/2017 11:55 AM||I understand that funding is based on 2015 3rd grade reading scores. However, if 2016 scores change for the positive for a school, will that affect any decisions from the SDE on professional development, etc. for 2016-17?|
Superintendents have been provided with a link to the PowerPoint.
|ARI Restructuring||3/15/2017 11:55 AM||Where will this PowerPoint be located for future reference?|
Budget cuts in the Alabama Reading Initiative have caused officials to renew their focus on making sure that the ARI is being administered efficiently and is having an impact in the areas where it is needed most. The renewed focus on K-3 reading will streamline support to allow for local reading coaches at Tier II schools. Important elements such as providing professional development for foundational reading, dyslexia, and other resources for educators remain intact.
|ARI Restructuring||3/15/2017 11:56 AM||Can you provide a reason behind the decision to go back to a K-3 structure?|