The School Board's Role in Improving Reading Achievement

• Set the focus on improving reading achievement as a top district priority.
• Set high expectations for reading achievement in the district.
• Support teachers and administrators in their efforts to identify research-based, best practice strategies to help students learn to read.
• Monitor progress through regular reports to the board on staff efforts and the results for students.
• Support a high-quality, ongoing professional development program as an intensive effort to improve literacy.
• Ensure that your professional development is focused on curricular and instructional strategies that have a history of helping students reach high levels of competence in reading.
• Ensure that resources are available, both in terms of funding and staff time.
• Engage the community in supporting district efforts to help all children learn to read.
• Maintain the focus over time, ensuring that lasting improvements in reading achievement aren’t a "project" but a way of life in your school district.

Guiding Questions for the School Board

• Does your school district have clear goals and a comprehensive plan for improving reading achievement?
• Has your board committed to improvements in reading achievement by supporting the development of academic standards, curricular frameworks and assessments of reading?
• Has your board committed to a comprehensive, ongoing, research-based professional development program to allow your district teachers the time and training they need to improve the teaching of reading?
• What assessment data does your district currently have about reading achievement?
• When and how are assessments of reading achievement reported to the school board?
• Do your results show that students are reading better than before? Are they doing better than in prior years?
• Are they doing better than in the earlier grades?
• Do your results show that your students are reading at your district’s desired level of performance?
• Do your results show that different groups of students (racial/ethnic groups, students with disabilities, limited-English-proficient students, low-income students) are making substantial progress? Do your results show a gap in achievement between those groups and more affluent students? Are your efforts successful in closing that gap?
• Do board members actively support the district focus on reading within the community, helping parents and citizens understand the district goals, improvement plan?
• Does your school board model the importance of reading by volunteering to read with children, by taking part in district activities like read-a-thons or literacy promotions, or by talking about books you are reading to improve your understanding of education or for leisure enjoyment?