Michigan Literacy Corps Michigan Association of School Psychologists - - PowerPoint PPT Presentation

Michigan Literacy Corps

Michigan Association of School Psychologists October 27, 2014

Holly Windram, PhD Executive Director Renee Borg, MA Program Manager Tom Bobo Program Director

Our Mission

Rooted in service in collaboration with community partners driven by a desire to help learners overcome.

Goal For Reading Success

All children will have the opportunity to be proficient readers by third grade.

3rd Grade Reading Proficiency:

A Critical Milestone to College and Career

A student who can't read on grade level by 3rd grade is four times less likely to graduate than a child who does read proficiently by that time.

Mental & Behavioral Health

Significant Savings in Special Education

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Nearly $9 million in projected annual savings for Minnesota.

Per student cost savings

• f $8500.00

Cost-Benefit

MN Reading Corps $800/student Special Education $8500/student

Early Intervention Counts!

The number of children who are typically identified as poor readers could be reduced by up to 70% through early identification and prevention programs.

Michigan Literacy Corps 2014-2015 Two Literacy Programs

• Minnesota (2003) - 4 schools
• 2013-2014: 712 sites
• Serving 30,000+ children/year
• 2011: Program graduates exceed

state-wide performance (80% v 78%)

• 2012-2013: Seven additional

states (MI, CA, ND, DC, CO, MA, IA)

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• Schools in 4 states (CA, IL, MI,

CO) (many other represented in trainings)

• In MI - 230 schools
• Developed over the past 11 years
• Early research - moderate effect

sizes

• Randomized Control Trial in

progress with the University of Michigan.

Reading Corps ***Pilot*** Required by the MCSC Evidence-Based Literacy Instruction

Impact Evaluation: Key Results

• The Minnesota Reading Corps program is

replicable in multiple school settings using AmeriCorps members with varied backgrounds.

• Kindergarten, first, and third grade students who

received Reading Corps tutoring achieved significantly higher literacy assessment scores than students who did not (e.g., 26% v.

• Reading Corps tutoring resulted in statistically

significant impacts across groups with higher risk factors (ethnicity, Dual Language Learners, Free/Reduced-Price Lunch, lower starting scores).

NORC at the University of Chicago, 2014

The NORC Study

Randomized Control Trial

• 16 weeks; N = 1500; Minnesota; gr. K3

Effect Sizes:

Kindergarten 1.06 First Grade .37 Second Grade .08 Third Grade .10

The Logic Model

Michigan Literacy Corps Three Innovative Features

Multi-Faceted Coaching Rigorous Fidelity Ongoing, Valid & Reliable Evaluation

Reading Corps Master Coach

Data-Based Decision Making Evidence-Based Interventions & Progress Monitoring Implementation Fidelity

School Internal Coach

Effects of Training and Coaching

• n 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%

Step 1: Conduct Benchmark Assessment

• Curriculum-Based Measurement (CBM)
• General Outcome Measures (GOMs)
• 1-minute

Grade Fall Benchmark Assessment

From Formative Assessment for Teachers (FAST)

Kindergarten

• Test of Letter Names
• Test of Letter Sounds

1st grade

• Test of Letter Names
• Test of Letter Sounds
• Test of Nonsense Words

2nd grade

• CBMReading

3rd grade

• CBMReading

Step 2: Select Students

• 15-18 children per full-time member
• Prioritize students below target score

Tier 1

Tier 2

Tier 3

Reading Corps Students 20 minutes daily

Example: Student Selection using Target Scores

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Step 3: Intervention Selection

• Research-based strategies to help students practice reading skills
• Happen for 20-minutes each day with each student
• Interventions are evidence-based
• Direct, explicit instruction - Standard Treatment Protocol
• Selected by the Internal Coach

Reading Corps Intervention List Phoneme Blending Duet Reading Phoneme Segmenting Repeated Reading w/ Comprehension Strategies Letter/Sound Correspondence Pencil Tap Blending Words Stop / Go Newscaster Great Leaps

Intervention Script Example

Step 4: Begin Tutoring!

20 minutes, every student, every day

Each tutor works with 15-18 students every day!

Step 5: Monitor Progress Weekly

• Conduct weekly progress monitoring

(1-minute assessment)

• Graph student progress online (edSpring)
• Internal Coach reviews each student’s data to

make decisions about changes in intervention and/or exiting

Curriculum-Based Measurement

What data are collected and how often?

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Tri-Annual Weekly Fall Benchmark Assessment Winter Benchmark Assessment Spring Benchmark Assessment Weekly Progress Monitoring Assessment K

• Test of Letter Sounds
• Test of Letter Names
• Test of Letter Sounds
• Test of Letter Names
• Test of Nonsense

Words

• Test of Letter Sounds
• Test of Letter Names
• Test of Nonsense

Words

• Test of Letter Sounds

1st

• Test of Letter Names
• Test of Letter Sounds
• Test of Nonsense Words
• Test of Nonsense

Words

• CBMReading
• CBMReading
• Test of Nonsense

Words (Sept-March)

• CBMReading

(March-June)

2nd

• CBMReading
• CBMReading
• CBMReading
• CBMReading

3rd

• CBMReading
• CBMReading
• CBMReading
• CBMReading

2nd Grade Student Graph Example

Targets: Fall = 48, Winter = 82, Spring = 100

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Team responds to data and changes intervention Steady progress!

Step 6: Collect winter and spring benchmark data

Grade Winter Assessment

From FAST   

Spring Assessment

From FAST

  

Kindergarten

• Test of Letter Names
• Test of Letter Sounds
• Test of Nonsense Words
• Test of Letter Names
• Test of Letter Sounds
• Test of Nonsense Words

1st grade

• Test of Nonsense Words
• CBMReading
• CBMReading

2nd grade

• CBMReading
• CBMReading

3rd grade

• CBMReading
• CBMReading

Supporting K3 Schools’ Literacy Instruction

2011-12 School Survey Results (n=212) Due (at least in part) to our participation in Minnesota Reading Corps … Greater emphasis has been placed on selecting reading interventions that have a scientific base 83% agree! Teachers now view progress monitoring data as an important method to evaluate the impact of instruction on students 73% agree! Instruction is now modified if student performance is not improving based on progress monitoring data collected 80% agree! Reading Corps is an integrated part of our building’s pre- referral, or other problem-solving or targeted intervention system 90% agree! Minnesota Reading Corps adds value to the instructional program at my school. 98% agree! Minnesota Reading Corps members make a positive difference in the way the students’ literacy needs are met at our school. 99% agree!

Michigan Literacy Corps 24 schools

Reading Corps Schools (14) EBLI Pilot Schools (10)

One-to-one tutor One-to-one tutor 5 days per week 4 days per week 20 min/day (100 min/week) 25 min/day (100 min/week) Content Ten research-based reading interventions linked directly to identified reading skills Set of research-based instructional strategies addressing multiple reading skills simultaneously Step 1: School-based screening assessments Step 2: Reading Corps/FAST screening

• f early literacy and reading fluency

(proprietary) Letter Names Letter Sounds Nonsense Word Fluency Oral Reading Fluency Length of Intervention (avg) 13.5 weeks 10 weeks (est) Structure Student Selection Progress Monitoring Lesson-based skill mastery School-based screening assessments

Michigan Literacy Corps

Michigan Literacy Corps By the Numbers

# AmeriCorps Members 33 48* # students served 844 1302 (proj.) Male 51% na Female 49% na White/Non-Hispanic 14% na Black/Non-Hispanic 58% na Asian <1% na Hispanic 21% na Multi-Racial 5% na

Michigan Literacy Corps Fidelity of Data Collection

Michigan Literacy Corps

Fidelity of Intervention Implementation

Michigan Literacy Corps

Participant Mean Growth Rate

• 75%-95% of participating students grew faster than the

target growth rate for their current grade level.

• Minnesota was at 69%

Michigan Literacy Corps By the Numbers

2012-2013 2013-2014 MnRC 12/13 Percent exited 21% 32% 40% # student served 206 844 23, 207 Exiting percent is based on rolling enrollment. To exit, students must exceed the spring benchmark by two points and maintain achievement for 3-5 consecutive weeks. All exited students are benchmarked through spring of third grade.

Michigan Literacy Corps By the Numbers

Grade Number Served Avg Weeks of Tutoring

• Avg. Number of

Tutoring Sessions K 145 9.4 28 1 178 14 47.5 2 275 14.5 47.5 3 246 16.7 52 Total/Avg 844 14 45 2013-2014

Michigan Literacy Corps Making progress one student at a time!

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Michigan Literacy Corps Making progress one student at a time!

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Michigan Literacy Corps Three Year Plan

1. Meet goals for current programs

• Exit rate of 40%+
• Growth rate of 100%
• Sustainable growth rate of 95%
• Fidelity at 100%

2. Scale-up

• More schools in more cities
• Preschool
• Math

3. Ensure financial stability 4. Create Advisory Team

Want to be a part of the Literacy Corps action?

AmeriCorps Elementary Literacy Tutor: Tom Bobo, Program Director tbobo@hopenetwork.org Michigan Literacy Corps Service Site: Renee Borg, Program Manager rborg@hopenetwork.org

Michigan Literacy Corps

• Holly Windram

Renee Borg Executive Director Program Manager hwindram@hopenetwork.org rborg@hopenetwork.org 616-389-6266 616-301-8000 Tom Bobo Program Director tbobo@hopenetwork.org 616-301-8000

***Website coming Winter 2014***