The Reading Diagnostic and Intervention Grant Program is a competitive program that provides funds to schools to implement research-based reading diagnostic and intervention programs.
The Kentucky Read to Achieve (KY RTA) Program was created under Senate Bill 19 in 2005 with the goal of supporting schools in implementing a reading diagnostic and intervention program to address the needs of struggling readers. More specifically, the KY RTA program was designed to identify and provide intensive reading and intervention programs to struggling readers within primary grades (K-3).
There is flexibility in the intervention programs from which participating schools may choose, but several aspects of program implementation are required and therefore common across participating schools. KRS 158.792
- Schools must provide a highly trained reading intervention teacher.
- Selected early reading intervention programs must offer short-term, intensive instruction in essential skills necessary for reading proficiency.
- Teachers must also participate in a variety of required professional development activities.
The Collaborative Center for Literacy Development (CCLD) was charged with creating and implementing a comprehensive research agenda to evaluate the impact of intervention programs on student achievement in reading for RTA participants.
Information about the Read to Achieve RFA can be accessed at the link
above. This includes the Read to Achieve RFA, the RTA RFA Evaluation
Rubric, and the RTA Call for Reviewers.
RTA Yearly Reports