Reading Corps. Program Overview

Transcription

1 Reading Corps Program Overview

2 3 rd Grade Reading Proficiency: A Critical Milestone to College and Career Almost three-quarters (74%) of children who read poorly in third grade continue to read poorly in high school, making third grade reading proficiency a key predictor of high school drop-out rates. A journey of a thousand miles begins with a single step. Lao-Tzu

3 Intervene Early to Accelerate Progress What is the Model?

4 Expansive Reach across Minnesota Nearly 200 PreK sites -63% in Public School -25% in Head Start -10% in Community Child Care -2% in Charter School 4

5 Students Reading Corps Tutor Internal Coach Serving as an AmeriCorps member Part-time Santa Cruz Reading Corps tutor serves 900 hours in 9 months (September-May) Employee of Program site 6-9 hrs per member per month Master Coach Program Staff Who are the players that ensure student success

6 Intentional Support to 3-5 year olds in Pre-K/TK settings Tutor placed in a PreK/TK classroom to support students language, literacy, social and emotional development throughout the day. In the process of adding math interactions! Literacy support provided during: Whole classroom (Tier 1) Small group time (Tier 2) One-on-one tutoring (Tier 3) Trained on evidence based interventions

7 Intentional Support to 3-5 year olds in Pre-K settings Tutors are trained to use the SEEDS of Early Literacy strategies Internal Coach conducts a pre/post ELLCO in each classroom Family Engagement is valued: Raising a Reader/Bring a Book Tutor works with classroom team to enhance literacy environment Tutor completes literacy assessment with all children to identify those needing an extra boost using valid and reliable assessments to screen and monitor: IGDI s and FAST One-on-One tutoring and follow-up assessment provided for those identified 7

8 RC model provides support SEEDS TOT for identified literacy expert. Tutor receives AmeriCorps orientation and trainings with on-going support throughout the year Tutor receives rigorous SEEDS training in the Fall and on-going Response to Intervention trainings throughout the year (4 full days for coach and tutors. Tutor receives twice-monthly coaching from Internal Coach Internal Coach is observed and coached once a month by Master Literacy Coach (1/mo internal coach meetings) Data review meeting with District leadership 3x/yr Program staff provides monthly member meet-ups for tutors and 2 site evals/year 8

9 SEEDS Inc. revised 2008 SEEDS Quality Interactions Encourage Educate Book and Print Rules Sensitive Develop through Doing Alphabetic Knowledge Phonological Awareness Self-Image Vocabulary and Meaning Conversation and Oral Language SEEDS Quality Interactions are balanced and provide opportunities to build a strong foundation (Self-Image) on which learning and growth blossom.

10 Family Engagement: Raising A Reader A Raising a Reader Book Bag with 4 quality, developmentally appropriate books is sent home each week for families to read together with their children 10

11 Reading Corps in Action!

12 Effects of Training and Coaching on Teachers Implementation Joyce and Showers, 2002 Training Components Demonstrate Knowledge Demonstrate Skills in a Training Setting Use New Skills in the Classroom Theory & Discussion 10% 5% 0% + Demonstration in Training 30% 20% 0% + Practice & Feedback in Training 60% 60% 5% + Coaching in Clinical Setting 95% 95% 95% 12

13 Fidelity in Conducting Assessments PreK Rhyming Alliteration Picture Naming Letter Naming Letter Sounds N = Median % Fidelity Mean % Fidelity Standard Deviation 95% 94% 94% 97% 97% 100% 100% 100% 100% 100%

14 Fidelity in Delivering Interventions PreK

15 Matched Sample Analysis Dr. Dave Heistad, Mid-Year Evaluation The Dependent t-test comparing mean total literacy scores on the Minneapolis Public Schools Beginning Kindergarten Assessment (BKA) for students in Reading Corps relative to students not in Reading Corps was statistically significant t (65)= 2.96; p=.004. The effect size (in standard deviation units) for Reading Corps vs. non-reading Corps was.53 which is a moderate effect. In conclusion, the difference between Reading Corps students and non-reading Corps students was a large difference which was statistically significant at a 99.5% confidence level. 15

16 Percent of 4-Year-Old Reading Corps Participants Meeting Spring Target 16

17 Santa Cruz Reading Corps in 15 sites: Live Oak School District 5 tutors/9 classrooms Pajaro Valley USD 7 tutors/14 classrooms ~ 500 children LOSD PVUSD 17

18 Santa Cruz Reading Corps Percent of Pre-K Students by Performance Level (Ages 4 & 5) 100% 80% 60% 8.4% 25.2% 17.3% 33.4% 8.6% 12.0% 32.3% 11.1% 5.3% 15.7% 18.1% 24.7% 6.9% 8.5% 16.7% 25.4% 4.1% 7.5% 17.2% 18.3% 40% 20% 66.5% 49.3% 79.3% 56.6% 79.0% 57.2% 84.5% 57.9% 88.4% 64.5% 0% Fall (N=334) Winter (N=359) Picture Naming Fall (N=324) Letter Naming Winter (N=359) Fall (N=319) Rhyming Winter (N=353) Fall (N=317) Winter (N=347) Alliteratio n Below Target Approaching Target Meets Target Fall (N=320) Letter Sounds Winter (N=344)

19 Partnership with Minnesota Reading Corps Logo, marketing EDSpring web-based data entry tool Recruitment tool Evaluation multi-year studies. Program support Coaching Support for Master Literacy Coach Training/Materials

20 Evaluation of Minnesota Reading Corps Multi-year Study: Funded by the Corporation for National and Community Service (CNCS) Conducted by the National Opinion Research Center (NORC) at the University of Chicago Three-year Study: o o Process assessment Impact Evaluation K-3 PreK

21 Question & Answer Does it work with any curriculum? Yes curriculum neutral What it a site is using CLASS/DRDP? Other? 21