Literacy First PDI

The Reading Sufficiency Act, funded by the Legislature in 1997, provides reading and literacy professional development for all elementary teachers using "Literacy First" as its base. The literacy PDI provides a balanced approach to teaching reading which incorporates the latest phonics and literature based strategies. Since its implementation in 1997, approximately 13,000 teachers have been involved.

The literacy professional development occurs in skills and strategies of systematic explicit system for the teaching of reading. Phase I and II provide training for teachers. Phase III focuses on literacy training for administrators. Phase IV implements a systemic, school-wide reading model whereby the school's faculty creates a strategic plan that all third graders will be reading on grade level by the end of third grade. This model includes coaching, consulting and mentoring for continuous learning and implementation.

Non-Literacy First Schools:
These are schools that have not adopted the Literacy First Process as the primary instructional practice in reading. Some teachers may have participated in Literacy First training, but the majority of teachers are not implementing the Literacy First Process.

State:
A majority of teachers have participated in Literacy First Professional Development, and have been implementing portions of the Literacy First Process.

Literacy First Phase IV Schools:
In addition to being designated as a Literacy First School, Phase IV Schools have a Literacy First coach providing daily support and assistance for faculty in classroom implementation techniques. These schools also have an outside Literacy First consultant visiting the schools at least six times.