training programs to increase reading proficiency through the following functions including, but not limited to: (1) providing professional development to teachers, school principals, and other administrative staff on reading instruction and reading assessment that informs instruction; (2) providing professional development to teachers, school principals, and other administrative staff on reading in content areas; (3) working collaboratively with institutions of higher learning offering courses in reading and writing and those institutions of education offering degrees in accredited master’s readingliteracy to design coursework leading to a literacy coach addon endorsement by the State; (4) providing professional development in reading and coaching for already certified literacy coaches; (5) developing information and resources that school districts can use to provide workshops for parents about how they can support their children as readers; (6) assisting school districts in the development and implementation of their district reading proficiency plans for researchedbased reading instruction programs and to assist each of their schools to develop its own implementation plan aligned with the district and state plans; and (7) annually designing content and questions for and review and approve the reading proficiency plan of each district. (B)(1) The Reading Proficiency Panel is created to assist the Read to Succeed Office as provided in this subsection. (2) The panel must be composed of six individuals selected for having the highest expertise on reading instruction, with three from public or private institutions of higher education nominated by the Commission on Higher Education with recommendations from the education deans of the institution and three who are responsible for their district reading proficiency plans or have exceptional reading expertise. Members of the panel serve terms of two years and may be appointed to successive terms. They may receive no compensation but may receive per diem and mileage as provided for boards and commissions. A vacancy in the panel must be filled in the manner of the original appointment. (3) The Reading Proficiency Panel shall: (a) review, select, and summarize for dissemination basic research on reading, reading growth, reading assessment, and reading instruction that will contribute to researchbased educators’
training programs to increase reading proficiency through the following functions including, but not limited to: (1) providing professional development to teachers, school principals, and other administrative staff on reading instruction and reading assessment that informs instruction; (2) providing professional development to teachers, school principals, and other administrative staff on reading in content areas; (3) working collaboratively with institutions of higher learning offering courses in reading and writing and those institutions of education offering accredited master’s degrees in readingliteracy to design coursework leading to a literacy coach addon endorsement by the State; (4) providing professional development in reading and coaching for already certified literacy coaches; (5) developing information and resources that school districts can use to provide workshops for parents about how they can support their children as readers; (6) assisting school districts in the development and implementation of their district reading proficiency plans for researchedbased reading instruction programs and to assist each of their schools to develop its own implementation plan aligned with the district and state plans; and (7) annually designing content and questions for and review and approve the reading proficiency plan of each district. (B)(1) The Reading Proficiency Panel is created to assist the Read to Succeed Office as provided in this subsection. (2) The panel must be composed of six individuals selected for having the highest expertise on reading instruction, with three from public or private institutions of higher education nominated by the Commission on Higher Education with recommendations from the education deans of the institution and three who are responsible for their district reading proficiency plans or have exceptional reading expertise. Members of the panel serve terms of two years and may be appointed to successive terms. They may receive no compensation but may receive per diem and mileage as provided for boards and commissions. A vacancy in the panel must be filled in the manner of the original appointment. (3) The Reading Proficiency Panel shall: (a) review, select, and summarize for dissemination basic research on reading, reading growth, reading assessment, and reading instruction that will contribute to educators’ researchbased
516_20130513.docx