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Amy Barto, Specialized Language Development Center
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Incorporating Community Volunteers for
Effective Reading Intervention
• B I G I D E A S A N D C O M M U N I T Y R E S O U R C E S
• C A L L T O A C T I O N & W I L D C A T L E A R N I N G L A B 2 0 1 3
• P R E L I M I N A R Y I M P A C T
• F O R M I N G A M O D E L F O R I N C R E A S E D I M P A C T A N D U S E O F R E S O U R C E S
Agenda
L I T E R A C Y I N O U R C O M M U N I T Y
B I G I D E A S F O R I N T E R V E N T I O N
C O M M U N I T Y R E S O U R C E S
F O C U S O N R E A D I N G
Big Ideas and Community Resources
Literacy Crisis in our Community
2009-2010 school year, 38.3% of students attending schools in Kent County are not at the proficient reading level (Standard and Poor’s School Evaluation Service)
20% of children with a learning disability entering our schools will face a significant challenge in learning to read (NIH)
If these children do not receive appropriate intervention by third grade (age nine), 74% of them will never catch up (NIH)
Harrison Park School GRPS District
Students Proficient in Reading at the end of 3rd Grade: 59.6%
Student Academic Growth 3-8: 12.7%
Students Proficient in Math and Reading 3-8: 16.6%
Students Proficient in Reading at the end of 3rd Grade: 53.2%
Student Academic Growth 3-8: 12.6%
Students Proficient in Math and Reading 3-8: 18.2%
2012-2013 MEAP Data
Effective Intervention Framework
Specialized Instruction
Strategic Instruction
General Instruction
Common Models for Supplementary Reading Programs
Afterschool Programs with Activities Activities may or may not be reading specific
Methodologies vary
Mentoring/Positive Interactions and Role Models Activities may or may not be reading specific
Methodologies vary
Homework Assistance Activities may or may not be reading specific
Methodologies vary
Comprehension and Fluency Practice Activities may or may not be reading specific
Methodologies vary
Common Struggles
Scheduling of Volunteers
Resources needed by the school
Management/Coordination of physical and human resources
Student transfer of skills (e.g. relating to multiple settings)
Specialized training for working with students who struggle with learning
Need instruction rather than exposure only
Training in reading development and curriculum connection
Effective Reading Instruction
Reading
Phonological Awareness
Decoding
Fluency
Vocabulary
Comprehension
Call to Action for Summer 2013
H A R R I S O N P A R K S C H O O L I M P R O V E M E N T T E A M I D E N T I F I E D A G A P / N E E D :
U N D E R A C H I E V E M E N T O F 2 N D G R A D E S T U D E N T S O N S P R I N G M A P S I N R E A D I N G A S C O M P A R E D T O
P A T T E R N S O F G R A D E S 3 - 5
What can we do? Develop a community supported summer option
focused on 2nd grade readers
KSSN Network
Review of Student/Community Need and Request for Support – very limited
funding!
Secure Volunteers Secure Specialized
Resources
KSSN Community School Leadership
Team Design Program Rationale, Format and
Description
Final Touches
March/April 2013 March/April 2013 April 2013
April/May 2013 May 2013
Wildcat Learning Lab
Supplement school
curriculum
Targeted reading
instruction
2nd grade students
Brief Site Resource Analysis
GRPS
Summer School
Already Available &
Already Funded
Not targeted to specific grades
Harrison Park School
Facility and Staff in use for GRPS
Summer School
Facility and Staff in use for GRPS
Summer School & Large need for 2nd
grade reading push
KSSN
Site Coordinator
Not Teaching Staff & No “Extra”
Funding
Key Challenges
Funding
Trained Teachers/Tutors to provide instruction and effective intervention
Student supervision
Lack of resources for training for intervention
Personnel for supervision/coordination of adults
Gerontology Network SLD Center
Had a relationship with school and district
Need/Gap: volunteers needed specialized training & direction from educators for intervention (including materials)
Had a relationship with school and district
Need/Gap: minimal number of volunteers available & requirements for implementation of 1:1 intervention with fidelity
In the Meantime…..
The Stars Aligned
GN and SLD were in conversations about developing collaboration options
SLD and GRPS were in conversations regarding expanding various collaborations for 2013-2014 school year
GRPS and GN were in conversation for maintaining collaborations for the 2013-2014 school year
The GR Community Foundation was in conversation with all three groups.
Wildcat Learning Lab
Supplement school
curriculum
Targeted reading
instruction
2nd grade students
Community Vision
Responsibilities
Training
Pre and Post Assessment
Materials
Supervision of Fidelity of 1:1
Volunteer Tutors
Homeroom Supervision
Initiative
Coordination
Facility
Students
DIBELS Spring and Fall
Homeroom Activities
Funding
Organizational structures provided much cost savings
SLD Center – no new program or materials required to be developed
Gerontology Network – no new program or funding required to provide volunteers for training and/or summer
GRPS – Harrison Park already in use for Summer School
Funding needed for Training, Training Materials and Internship Implementation
Program Description
Gerontology Network Senior volunteers trained in Phonics Fundamentals© will provide instruction & intervention One hour 1:1 Language
Links intervention (focused on phonological awareness and reading foundational skills)
One hour Homeroom focused on reading fluency and comprehension skills
Language Links
Homeroom
Wildcat Learning
Lab
Specialized Intervention
Strategic Instruction
Program Goal
Increase the success rate of this cohort of students and increase their success as 6th grade Challenge Scholars by providing rigorous summer learning supports focused in all areas of reading
Start Up: Specialized Intervention
Intervention: Training of Specialized Tutors
• June 4-June 13, 2013 Phonics Fundamentals: 32 hour training through SLD Center including curriculum materials & multisensory tools
• 21 volunteers from GN trained to work with HP students at Wildcat Learning Lab
Intervention
• Baseline Assessment completed for each student by SLDC Assessment Specialists
• GN Volunteers work directly with 2nd grade students during Wildcat Learning Lab
• 21 students receive 1:1 reading instruction for 1 hour per day when in attendance at Wildcat Learning Lab
• Post Assessment completed for each student by SLDC Assessment Specialists
Intervention: Fidelity of Implementation
• GN Volunteers work 1:1 with an SLDC Master Tutor for first 20 hours with a student (internship phase)
• SLDC Observers provide direct feedback on curriculum use and methodology for interns as well continuing SLDC tutors
Funding Breakdown $11,300
• Phonics Fundamentals: 32 hour training through SLD Center including curriculum materials & multisensory tools
$3,300
• Baseline Assessment completed for each student by SLDC Assessment Specialists
• GN Volunteers work directly with 2nd grade students during Wildcat Learning Lab
• 21 students receive 1:1 reading instruction for 1 hour per day when in attendance at Wildcat Learning Lab
• Post Assessment completed for each student by SLDC Assessment Specialists
• Coordination of student/tutor schedules and materials
$4,400
• GN Volunteers work 1:1 with an SLDC Master Tutor for first 20 hours with a student (internship phase)
• SLDC Observers provide direct feedback on curriculum use and methodology for interns as well continuing SLDC tutors
Our “AHA!” of Sustainability
$3,300
• Baseline Assessment completed for each student by SLDC Assessment Specialists
• GN Volunteers work directly with 2nd grade students during Wildcat Learning Lab
• 21 students receive 1:1 reading instruction for 1 hour per day when in attendance at Wildcat Learning Lab
• Post Assessment completed for each student by SLDC Assessment Specialists
• Coordination of student/tutor schedules and materials
• Bulk of cost for volunteers trained for specialized intervention was training and internship
• To maintain Language Links with same volunteers approximately $3,300 during academic year per site
Additional Goal
“large scale social change comes from better cross-sector coordination rather than from the isolated intervention of individual organizations” (Kania & Kramer, 2011)
Establish a framework for collaboration for collective impact rather than isolated impact
a.k.a. maximize the value of the expertise and development established during the summer program
Language Links Experience Corps
K-3rd grade students 8 hours – 35 hours per
week 12 GRPS schools 470 students Training for mentoring
and reading support Use school materials
with teacher guidance Ongoing trainings
1st-3rd grade students 2-4 hours per week 4 GRPS schools 18 students Specialized training for 1:1
multisensory instruction Use PF© and multisensory
materials (aligned with common core) and supplements classroom instruction
Ongoing specialized trainings
Organizational Impact 2012-2013
Potential Collective
Impact 2013-2014
Impact through ONLY those
volunteers trained during summer
2013
194 students Summer Impact: minimum of 18 students through
Wildcat Learning Lab and LOOP Academic Year Impact: 176 students
13,090 Hours of Intervention Summer Hours of Intervention: 230 Academic Year Hours of Intervention: 10,560
6 GRPS Buildings Building Breakdown of Impact by Percentage
Summer Harrison Park, 100% Academic Year 2013-2014 Harrison Park, 59% Campus, 14% Palmer, 9% Mulick Park, 5% Buchanan, 9% Brookside, 9%
“…FINDINGS SUPPORT A STRONG FOCUS IN TITLE I SCHOOLS ON
IMPROVING CLASSROOM INSTRUCTION AND THEN PROVIDING
ONE-TO-ONE, PHONETIC TUTORING TO STUDENTS WHO CONTINUE TO
EXPERIENCE DIFFICULTIES” (SLAVIN, 2011)
Impact Measurement
Program Goal Data
Increase the success rate of this cohort of students and increase their success as 6th grade Challenge Scholars by providing rigorous summer learning supports focused in all areas of reading
Based on pre/post data Average number of LL
hours: 15.6
Measurement: Phonics Fundamentals© Inventory
Average 4% increase in reading skills
Do not yet have MAPS for students
Program Assessment
Experience Corps
Use school based academic and attendance data for individual students
MAPS, DIBELS and MEAP
Students selected by school admin and teachers
Teacher Feedback
More than 80% of teachers report that students who work with AARP Experience Corps members made significant academic progress
2012-2013 were NOT in Harrison Park School
Language Links
Wildcat Learning Lab 2013
Spring 2013, Harrison Park with 1st grade students (not yet pub.) 2 groups of 4 students Average number of LL hours: 25 Measurement: Phonics
Fundamentals© Inventory LL students: average 9% increase
in reading skills Non LL students: average 5%
increase in reading skills
Consistent with 20 years of LL data in GRPS, KPS and Portage Public Schools
Based on pre/post data Average number of LL
hours: 15.6
Measurement: Phonics Fundamentals© Inventory
Average 4% increase in reading skills
Do not yet have student MAPS data
LL and Harrison Park
“THE POWER OF COLLECTIVE ACTION COMES NOT FROM THE SHEER NUMBER OF
PARTICIPANTS OR THE UNIFORMITY OF THEIR EFFORTS, BUT FROM THE
COORDINATION OF THEIR DIFFERENTIATED ACTIVITIES THROUGH A
MUTUALLY REINFORCING PLAN OF ACTION” (KANIA & KRAMER, 2011)
Forming a Model for Increased Impact of Volunteer Programs
Collaboration
Specialized Instruction
Strategic Instruction
General Instruction
Leveled Volunteer Training
Phonics Fundamentals©
Multisensory Reading: Rules and
Tools
Reading Development and
Language Processing
Specialized training for working with students who struggle with learning General Instruction
Foundation
Instructional Techniques and Foundations for Curriculum Scope & Sequence
Specialized Training for Intensive Intervention Planning
Leveled Programs for Volunteers
Varied opportunities to maximize expertise of volunteers Volunteers with specialized
trainings in all GN programs as appropriate
Expand options for volunteers of both organizations
Maximize support for student transfer of skills Experience Corps volunteers
see in settings outside of Language Links and can use multisensory supports in areas other than Reading
Experience Corps Language
Links
Experience Corps
Foster Grandparents
Sustainability
Experience Corps and Language Links already supported programs within 4-6 school buildings
Maintain efforts for securing community funds of support
Increase ability to report collective impact to shared donors
Phonics Fundamentals© trainings already offered twice a year
Additional funding will be needed for additional trainings and internships
Sustainable through collaboration!
S P E E D B U M P S
C E L E B R A T I O N S
O U T L I E R S
Last Thoughts
Speed Bumps
Recruitment of Students Targeted for 18-21 students Principal brought in students
from Summer School which varied ages more than planned
Had 6-8 with 5 completing the entire Lab
Attendance of Students None of the students were
present for all 40 hours of available instruction
Maximum Language Links instruction was 18 hours
Moving students into program after start date impacted motivation
Format of Lab Varied from Usual for All Organizations KSSN Site Coordinator
Moved LL Coordinator not available
in summer Shortage of Master Tutors to
mentor for internships Volunteers used to 1:1
settings rather than working in proximity
EC Volunteers receive daily communication (and materials) from classroom teacher/school
Celebrations
Student numbers allowed for increased observation opportunities for interns
Increased opportunities for volunteers
Sep 2013: One student was from
another GRPS Elementary School. She will be repeating 1st grade this year.
Direct feedback: this student noticeably increased her MAPS Reading score to 49%ile and has “finally” moved to the yellow level on DIBELS (from Intense to Strategic)
Outliers
Materials Management
PF materials are copyrighted and in use only for Language Links or SLD Tutoring Sessions
Building Coordination for School Year
Consistent communications with district
Collaboration outside of GRPS
Student numbers allowed for increased observation opportunities for interns
Collective definition of data measurements
Full data analysis
Coordination of data sharing and compilation of report out
Research Support Hernandez, Donald J. (2012) Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Gradution. The Annie E. Casey Foundation.
Kania, John & Mark Kramer (2011) Collective Impact, Stanford Social Innovation Review.
National Center for Reading Disabilities. (2011). Parent’s Guide to RtI.
National Reading Panel. Teaching Children to Read. Summary Report (April 13, 2000)
Slavin, Robert. (2011) Effective Reading Programs for Title I Schools. John Hopkins University.
Wolf, M. (2007) Proust and the Squid: the story and sequence of the reading brain. Harper Collins Publishers.