Interview with Sandy Gladden
Executive Director of Region IX Education Cooperative, New Mexico
Jackson Consulting: Tell us about your role as an educator, the schools, district and the communities.
Sandy Gladden: My role is different than many of the educators Jill Jackson encounters. I am the executive director of an educational service agency that provides educational services/supports to seven small, rural school districts in southern New Mexico. And our services go beyond literacy to providing general and special education support, computer technology support, related service providers (i.e., speech therapists, school psychologists, physical therapists). Because each district is so small, it would be difficult for them to recruit and retain these specialized personnel we pool these services together to maximize meeting students needs.
Our agency also provides professional development facilitation for the State of New Mexico – working with the Department of Public Education in reading development. That includes coordinating state conferences and providing on-site support.
But in the case of Reading First, one member district has become a Reading First district this school year. That school has 2500 students, approximately 200 teachers. Community involvement is strong and parents are very involved in the educational process. Attendance at district-wide parent conferences, held two times each school year, is very high (approximately 90%).
JC: Tell us about the "history of literacy," the instruction methods and student performance prior to Reading First and why the district made the change in this school.
SG: It's an interesting situation with this particular district. It was ahead of the curve for a number of years because the district had started an early literacy program without outside funding. They had made a lot of progress and were involving nationally recognized experts in their program development.
But then there was a period of administrative instability with three superintendents in two years. The program lost its momentum and progress, well, the progress stopped.
Finally the situation stabilized, but the test scores had dropped. The Reading First program was considered the best approach to getting literacy on track because it is research-based, data-driven methodology. Ironically, before the instability the school did not have to qualify for a Reading First grant – the scores were too high.
JC: How did you get started?
SG: They chose Reading First because of its potential for success. It aligned with the school's previous efforts that were researched-based and data-driven – it was the right model for them and they knew it worked. And for the staff, it was a natural fit – many of them already had the basics.
JC: What were the "non-negotiables" of literacy instruction that the district set up in order to ensure student success?
SG: The non-negotiables for them were that the staff be would informed and trained; that there be professional development on an on-going basis; and that data would be the basis of decisions going forward. It's so important that the data be frequently and carefully analyzed and that the process be led by the school principal. He or she is the educational leader of the school and has to understand how to interpret the data to help the staff as they incorporate the program into their instruction.
JC: Was there any point during the transformation process that you thought, "Forget it! It's not worth it!" What kept you going?
SG: At the central office level they never thought that because they knew the process would work. From the beginning of the grant writing process, through the five-day summer institute and the early training they were all confident and comfortable. There was a philosophical agreement amongst the staff. The hard part was the application of the day-to-day and that continues to take finesse in getting the educators to collaborate. But once the data comes in – and it's useful data – the teachers see it working. If the teachers hadn't seen mid-year data reinforcement that the program was working, it might have been harder to keep it going. Good scores validated the trials and tribulations to get it organized and implemented. This was especially true with experienced teachers – those with 15 to 20 years under their belts – it's hard to learn a new skill set.
JC: Did you spend time or money on something that, in the end, didn't benefit you like you had hoped?
SG: No, not really. They knew they wanted a research based, data driven program to bring the students test scores up and that's what Reading First provided.
JC: Who were your key players in supporting and sustaining the efforts when the going got really tough?
SG: The district has strong administration support. The superintendent is totally behind implementing the program and that has been essential. The associate superintendent spends a lot of time in the building – in the schools – meeting with people and that maintains the focus for the initiative. And I have to mention Jill Jackson as well. She is the element that has solidified the initiative since last September. And having Jill here for five days in February – actually in the classroom, modeling the program for the teachers by working with students – demonstrated how Reading First works in a "real world" setting where kids knock over chairs and announcements come over the PA. It really reinforced the process watching Jill take the students through their lessons and then meeting with teachers to discuss strategies. The next day teachers were able to implement what Jill had demonstrated. It was no longer just a theory – it was a practice.
JC: How does instruction, student performance and leadership look differently now?
SG: The standardized mid-year testing shows good progress for the kids.
JC: What do you wish you would have known then that you know now?
SG: Well, in the past – before the administrative meltdown – they had an early literacy program in development. I wish that hadn't been interrupted! But I'm happy to know that with the right consultant, administrative support and the Reading First model, a district can turn the theory of Reading First into practice.
JC: What advice do you have for other schools, districts and/or states that need to make significant improvement in their literacy scores, but have not yet begun to make adjustments?
SG: With or without Reading First funding, use the Reading First model – and have access to quality professional development that is followed by on-site support.
JC: So now what? Where does our literacy focus remain at this point? When do you think you'll be done and can rest?
SG: Fortunately, or unfortunately, you don't ever rest. As new strategies are developed they need to be implemented.
To go from here, we have to make sure the focus isn't diverted from literacy instruction; continue to support the staff with professional development; and continue to use data to make decisions.
As a matter of fact, we're taking the Reading First example and trying to get an Early Reading First grant – for preschoolers age 3 and 4 – for all the REC's seven districts. We recognize the impact this could have on their school lives.