For consideration as an Exemplary Reading Program, your school should demonstrate all of the following:

1. The reading program is consistent with sound theory, research, and practice. 

• Instruction is based on current research.
• The design of the program is based on a needs assessment and includes recommendations of participants, teachers, administrators, and supervisors as an ongoing process.
• Teachers are provided time for action research, planning, executing, and reporting new ideas.
• Staff is routinely provided with information regarding valid research and current practice. Teaching strategies such as cooperative learning, whole-class teaching, small-group instruction, and integrated reading are used. Give three examples.
• Evidence of changes that have occurred in the program as a result of recent research is apparent.                             

2. The reading program facilitates student learning.

• The design of the program is based on a needs assessment and includes recommendations of participants, teachers, administrators, and supervisors.
• The program includes training that prepares teachers to observe and coach one another.
• The program is based on what we know about children and how they learn.
• Staff is routinely provided with information regarding valid research and best practices.
• Time and resources for staff development are provided in and outside of the school day.
• Teachers have opportunities to interact with other professionals regarding student learning and best instructional practices.                                                                                                                                                                          

3. Students have access to a wide variety of reading materials.

• Time is provided daily for independent reading.
• There is evidence of open access to and wide use of library books. Data must be given to support usage.
• Intrinsic and extrinsic motivations to read are evident.
• Teachers and other adults read aloud to students.
• Students read and share books with their peers.
• Money is provided for books to promote recreational reading.
• Time is allowed for students to choose books from both the classroom and school library.
• There are special celebrations for reading.
• There are opportunities for teachers, administrators, and students to share reading interests.                                                

4. Students demonstrate success in reading.

• Data are used to promote continuous improvement in reading instruction.
• Individual, as well as group, diagnosis is provided.
• There is evidence of data regarding attitudes of faculty, parents/community, and students toward reading.
• A variety of ongoing assessments are used.
• Teachers take responsibility for teaching each child to read.                                                                                           

5. Comprehension strategies are taught and applied across the curriculum.

• Comprehension strategies are taught as basic reading instructional practices.
• A core of comprehension strategies is taught in the content areas.
• There is evidence of direct reading instruction in the content areas.                                                                                    

6. Listening, speaking, viewing, and writing are integrated into and support the reading program.

• There are at least three indicators of an integrated reading program.
• The school has allocated time for reading.
• Literature is used beyond the basal reading in a reading program (i.e., literature-based, novels as part of the program, etc.)
• Children write books and share them with other students.
• There are extended activities that combine literature and language arts.                                                                                                   

7. Administrators and teachers provide leadership and vision for the building and/or district reading program.   

• Assist with evolvement of classroom reading program.
• Analyze and use evaluation data.
• Provide human and material resources to attain district/school reading program goal.
• Provide time and resources for teachers to participate in professional development .                                   

8. The school and/or district offers support services to the program.

• Special services are provided for students with reading difficulties.
• The reading staff members are certified and trained in reading instruction and development.
• Focus is placed on early intervention of at-risk students who are beginning to learn to read.
• Enrichment programs are provided for the more advanced readers.                                                                               

9. Literacy activities occur outside of school.

• Reading assignments are provided for students.
• Library assignments such as research, outlining, studying, reading books, etc., are evident.
• There are at least four indicators of literacy activities that occur outside of school.                                                       

10. The community, including parents, is involved in the reading program.                                          

• School involves volunteers in a variety of ways.
• Community advisory groups provide input into the reading program.
• The community is kept informed through various means of communication.
• The business community is involved through such avenues as community-school partnerships, business partnerships, volunteers, tutoring, etc.
• Parents are informed of child’s progress through a variety of methods.
• Parents are a part of recreational reading programs.
• The school provides support for parents and provides family literacy experiences.