The Kentucky Reading Project (KRP) is a professional development initiative of the Collaborative Center for Literacy Development. The yearlong, graduate level literacy course consists of a two-week intensive summer institute, four follow-up sessions during the year, and at least one coaching visit to each teacher. The eight state universities serve as sites for KRP, and university literacy faculty serve as directors of KRP. Training specialists from the National Center for Families Learning provide information, resources, and support regarding family engagement in literacy.

During KRP, teachers learn best practices in literacy instruction while participating in a professional learning community that positions them for leadership roles in their school, district and the state. They increase their effectiveness as teachers by expanding their knowledge base and deepening their understanding of best practices in literacy instruction as they develop and implement a Literacy Action Plan in their classrooms.

The mission of Kentucky Reading Project (KRP) is to increase student achievement and family engagement in literacy by empowering P-5 teachers to design and implement comprehensive, research-based instruction driven by the on-going assessment of diverse learners’ needs.

Essential Components of the Kentucky Reading Project

  1. Apply Theory and Research to Meet the Needs of All Students
  2. Address Equity and Diversity Issues and Their Impact on Literacy Instruction
  3. Provide Assistance to Striving Readers
  4. Use Phonemic Awareness, Phonics, and Word Recognition Strategies to Develop Fluency
  5. Identify Processes and Strategies for Teaching Reading Comprehension
  6. Integrate and Understand the Relationship of Reading and Writing
  7. Teach Reading and Writing Across the Curriculum
  8. Emphasize Family Engagement in Literacy
  9. Use Formal and Informal Assessment to Guide Instruction
  10. Design and Manage a Balanced Literacy Approach

Impact

In the nearly 20 years since the inception of the Kentucky Reading Project (KRP), this statewide literacy professional development program has had a far-reaching and profound impact. The learning is rigorous and relevant; it is also ongoing through follow-up sessions and coaching visits.

The numbers below highlighting the impact of KRP are impressive, but even more so is the powerful, positive impact KRP has had on students’ reading instruction and achievement (see graph).

KRP has trained 3,833 teachers in 595 schools in 160 districts, serving approximately 1,000,000 students (2017-2018, based on estimated class-size of 23).

4th Grade K-PREP Scores

One teacher (T) in six years decreases likelihood of Novice (red) ranking and increases the likelihood of Distinguished (yellow) ranking. Two or more teachers in six years increased this effect. Drop in Proficient ranking demonstrates that students who would be at this ranking otherwise were assisted into the Distinguished ranking, while increases in Apprentice ranking shows students who would be at Novice otherwise were moved to Apprentice.

“My professional development experience with KRP changed the way I feel [about] and teach literacy. The students that I have taught since that experience received a much better education. I rank it as the #1 professional development experience in my 10 years of education.”

Teacher, Harlan County

“The Kentucky Reading Project has transformed our school’s entire reading program. During the last few years, each of our primary reading teachers has completed the KRP. Our reading scores have soared! Our reading instruction has never been better. I credit KRP with leading and paving the way for last year’s reading scores of over 100.” 

Principal, Monroe County

“The Kentucky Reading Project has had a profound effect on instructional practices and student achievement. The experience has broadened the teachers’ instructional knowledge and strategy tool box, while at the same time enabling them to better diagnose literacy problems individual students face and create plans that address those problems. It has also supported our leadership structure here. KRP has created a cohort of teacher leaders here who work together to help guide our unique approach to literacy.”

Principal, Jefferson County

University Sites

Eastern Kentucky University

Directors:
Delinda Dent, EdD., associate professor in the Department of Curriculum and Instruction
Samantha Bartlett, Reading Recovery teacher at Kingston Elementary in Madison County

Participants will:

  • Practice reading strategies by tutoring elementary school students
  • Work with library media specialists to learn how to select quality children’s literature
  • Take part in a writing workshop with a published author

Email: delinda.dent@eku.edu

Kentucky State University

Directors:
Patricia Higgins, EdD., associate professor in the School of Education
Tiffany Wheeler, EdD., associate professor of education at Transylvania University

KSU’s KRP focuses on:

  • Critical thinking skills
  • Differentiation – engaging students so they can all be successful
  • Common Core Academic Standards – interdisciplinary units that integrate reading and writing with social studies, science, and other curricular areas

Email: patricia.higgins@kysu.edu

Morehead State University

Director:
Becky Roach, PhD., Associate Director of the Kentucky Educational Development Corporation

Participants in the MSU KRP will experience:

  • Literacy strategies for implementing the Kentucky Academic Standards in elementary and intermediate grades
  • Teacher-centered professional development
  • Differentiated instruction addressed in every class

Email: rebecca.roach@kedc.org

Murray State University

Directors:
Jacqueline Hansen, EdD., professor in the College of Education
Christina Grant, EdD., assistant professor in the College of Education
Holly Bloodworth, elementary teacher at Murray Elementary School in Calloway County, 2013 Kentucky Teacher of the Year

Participants in the Murray State KRP will:

  • Deepen their knowledge of standards-based instruction
  • Integrate literacy across the curriculum

Email: jhansen@murraystate.edu

Northern Kentucky University

Director:
Lynne Smith, EdD., professor in the Department of Teacher Education

Participants will:

  • Discover strategies to improve nonfiction
  • How to differentiate literacy instruction
  • How to assess students’s literacy improvement

Email: smithly@nku.edu

University of Kentucky

Director:
Mary Shake, EdD., professor of literacy education in the Department of Curriculum and Instruction
She is assisted by Debbie Carter, former teacher and literacy consultant, and Andrea Marcum, music teacher at Arlington Elementary in Fayette County.

The focus of the UK KRP is:

  • Learning the use of various types of reflections
  • Integrating arts-related strategies into classroom literacy instruction
  • Using Canvas to discuss pertinent educational issues and maintain contact with cadre members between follow-up sessions

Email: mcshak1@uky.edu

University of Louisville

Directors:
Tasha Tropp Laman, PhD., associate professor in the Department of Early Childhood and Elementary Education
Amy Flint, PhD., professor in the Department of Early Childhood and Elementary Education

The areas of focus for the University of Louisville cohorts are:

  • Reclaiming literacy instruction
  • Promoting inquiry-based interdisciplinary curriculum development
  • Exploring the role of digital literacy arts, and play in literacy teaching
  • Expanding our understanding of using children’s literature in relation to the Common Core Standards

Email: tasha.laman@louisville.edu

Western Kentucky University

Director:
Nancy Hulan, PhD., associate professor in the School of Teacher Education

Participants of the WKU KRP will focus on:

  • Differentiation in literacy instruction
  • Comprehension of informational and narrative texts
  • Vocabulary and word attack instruction
  • Culturally responsive literacy instruction

Email: nancy.hulan@wku.edu

Share Fair

The Collaborative Center for Literacy Development (CCLD) Share Fair is the culminating celebration and showcase of the yearlong work done through the Kentucky Reading Project (KRP) and Adolescent Literacy Project (ALP). Held on a Saturday each spring, the Share Fair consists of a series of roundtable sessions where KRP and ALP teachers discuss their literacy action plans they have been implementing all year. In addition to presenting their own work, the participants have numerous opportunities to network and attend other sessions with teachers from around the state. The day includes a luncheon with a keynote by a national literacy professional.

Share Fair 2018

The CCLD Share Fair took place on Saturday, April 21, 2018 in Louisville. 213 teachers from across the state who participated in KRP and ALP presented roundtable sessions about the focus of the Literacy Action Plans they developed and implemented in their classrooms. This year they were joined by 252 Read to Achieve +1 teachers who participated in KRP4RTA literacy training as a requirement of the RTA grant their schools received. The guest speaker at the Share Fair luncheon was Laura Robb, nationally renowned author, teacher, coach, and speaker.

KRP4RTA

(Literacy Training for the RTA +1 Classroom Teacher)

2019-2020

Background of KRP

The Kentucky Reading Project (KRP) is a high-intensity and extended-duration elementary literacy instruction professional development program provided by the literacy faculty at Kentucky’s 8 state universities, and administered by the Collaborative Center for Literacy Development (CCLD) at the University of Kentucky. The program is free to teachers, free to schools, and free to districts, paid for by lottery monies and state appropriations. KRP has been in operation since 1998, and provides teachers with graduate course credit-worthy instructional improvement.

Although the precise structure of the KRP process will vary slightly between the eight state university service regions, it typically involves a full-day, two-week summer intensive to provide teachers with evidence-based best practices, quality tools and materials, and instructional problem solving skills. During the intensive, teachers work together to design classroom implementations for their students’ most pressing literacy needs. They utilize these implementations (lesson unit plans, formative assessment designs, skill development materials, etc.) in their classrooms throughout the following academic year, with faculty observation and peer support to guide teachers through implementation and assessment. The yearlong study culminates with a presentation of teachers’ results and planned next steps at a statewide Spring Share Fair.

KRP has been immensely popular and demonstrably successful at improving students’ literacy achievement (visit the KRP webpage at www.kentuckyliteracy.org for research reports on KRP’s impact). For that reason, the Kentucky Department of Education has chosen to include KRP training to fulfil the requirement for the literacy training for the Read to Achieve (RTA) +1 classroom teachers.

CCLD will be happy to provide more information about the value and impact of KRP to interested teachers and principals. For more info, please see the FAQs (below) or contact KRP Program Director Cary Pappas (cary.pappas@uky.edu) or 859-257-6118.

Frequently Asked Questions

In this special form of “KRP4RTA,” school principals recommend teachers for acceptance into the KRP cohort, instead of admission through a competitive application process like KRP.

If you are the RTA +1 teacher at your school, you need to go to this link: https://kentuckyliteracy.org/2019-2020-read-to-achieve-plus1-teacher-registration/ and register so we have your information in our database.  If you have chosen an alternative literacy training other than the KRP4RTA, you still need to register and indicate that you are participating in alternative training. Whitney Hamilton will need to approve the alternate training and will be in contact with you.

In accordance with the requirements set forth by the KDE, KRP4RTA will not offer graduate course credit to teachers. If a teacher wants to take the course for graduate credit, they may pay the tuition themselves or the school or district can pay the tuition.

The minimum number of hours for the KRP4RTA training is 40 hours, including two follow-ups during the school year, one of which is the Share Fair in April 2020. The summer intensive training will be a minimum of 30 hours. The site directors have the discretion to schedule additional time for the training if they feel it is necessary to cover all the material and meet the needs of the participants in their service region.

Two follow-up meetings are required as part of the literacy training, one in the fall and one in the winter at eight centrally located facilities. The specific dates will be decided upon by the directors and the teachers in each of the eight cohorts. Teachers will also be required to attend the CCLD Literacy Share Fair, which will take place on Saturday, April 18, 2020 in Louisville.

The summer intensives will take place at a centrally located location given the distribution of enrollments for that university service region. Each teacher participating in the KRP4RTA will be assigned to a university site, based on geographic and equitable distribution of teachers. These university sites will be posted on the CCLD website (www.kentuckyliteracy.org) early in the spring so teachers will know to which university site they have been assigned.

The summer intensives will take place in June or July of 2019. Exact dates for the participating universities can be found at the following link:

KRP4RTA 2019-2020 Dates, Times and Locations

Participating teachers will receive books and materials worth approximately $150 for the KRP4RTA literacy training.

Participating teachers will receive a stipend of $250 to cover incidental costs. Teachers will receive the stipend after the CCLD Literacy Share Fair in April 2020, the culmination of the yearlong literacy training.

You will receive a certificate of completion at the end of the yearlong KRP4RTA, provided you have met all the requirements of the RTA grant. However, it will be up to the school or district to decide if and how many hours will go toward PD credit.