Reading Corps
3
rdGrade 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.
Intervene Early to Accelerate Progress
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
Who are the players that ensure
student success
Master
Coach
Program
Staff
Internal
Coach
Reading
Corps
Tutor
Students
Employee of Program site 6-9 hrs per member per month Serving as an AmeriCorps memberPart-time Santa Cruz Reading Corps tutor
serves 900 hours in 9 months (September-May)
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)
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• 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
Intentional Support to 3-5 year olds in
Pre-K settings
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
SEEDS Quality Interactions
SEEDS Inc. revised 2008
SEEDS Quality Interactions are balanced and provide
opportunities to build a strong foundation (Self-Image) on which learning and growth blossom.
Sensitive Encourage Educate Self-Image Develop through Doing Vocabulary and Meaning Alphabetic Knowledge Book and Print Rules Phonological Awareness Conversation and Oral Language
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
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% … +
Fidelity in Conducting Assessments
PreK
Rhyming Alliteration Picture
Naming Naming Letter Sounds Letter
N = 511 489 528 499 484 Median % Fidelity 95% 94% 94% 97% 97% Mean % Fidelity 100% 100% 100% 100% 100% Standard Deviation .11 .15 .08 .06 .06
Fidelity in Delivering Interventions
PreK
Matched Sample Analysis
Dr. Dave Heistad, 2008-09 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.
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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
66.5% 49.3% 79.3% 56.6% 79.0% 57.2% 84.5% 57.9% 88.4% 64.5% 25.2% 33.4% 12.0% 11.1% 15.7% 24.7% 8.5% 25.4% 7.5% 18.3% 8.4% 17.3% 8.6% 32.3% 5.3% 18.1% 6.9% 16.7% 4.1% 17.2% 0% 20% 40% 60% 80% 100% Fall
(N=334) (N=359)Winter (N=324)Fall (N=359)Winter (N=319)Fall (N=353)Winter (N=317)Fall (N=347)Winter (N=320)Fall (N=344)Winter
Santa Cruz Reading Corps
Percent of Pre-K Students by Performance Level
(Ages 4 & 5)
Picture Naming Letter Naming
Rhyming Alliteratio n
Letter Sounds
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
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 Process assessment o Impact Evaluation
─ K-3
Question & Answer
Does it work with any curriculum?
Yes curriculum neutral