Michigan Literacy Corps Michigan Association of School Psychologists October 27, 2014 Holly Windram, PhD Renee Borg, MA Tom Bobo Executive Director Program Manager 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.
3 rd 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 Per student cost savings of $8500.00 Nearly $9 million in projected annual savings for Minnesota. 6
Cost-Benefit MN Reading Special Corps Education $800/student $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 ***Pilot*** Reading Corps Required by the MCSC Evidence-Based Literacy Instruction • Minnesota (2003) - 4 schools • Schools in 4 states (CA, IL, MI, • 2013-2014: 712 sites CO) • Serving 30,000+ children/year (many other represented in • 2011: Program graduates exceed trainings) state-wide performance (80% v • In MI - 230 schools 78%) • Developed over the past 11 years • 2012-2013: Seven additional • Early research - moderate effect states sizes (MI, CA, ND, DC, CO, MA, IA) • Randomized Control Trial in progress with the University of Michigan. 9
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 School Internal Coach Evidence-Based Data-Based Interventions & Implementation Decision Progress Fidelity Making Monitoring
Effects of Training and Coaching on Teachers’ Implementation Joyce and Showers, 2002 Demonstrate Use New Skills Demonstrate Skills in a Training Components in the Knowledge Training Classroom Setting Theory & Discussion 10% 5% 0% … + 30% 20% 0% Demonstration in Training … + 60% 60% 5% Practice & Feedback in Training … + 95% 95% 95% Coaching in Clinical Setting
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) • Test of Letter Names Kindergarten • Test of Letter Sounds • Test of Letter Names 1 st grade • Test of Letter Sounds • Test of Nonsense Words 2 nd grade • CBMReading 3 rd grade • CBMReading
Step 2: Select Students • 15-18 children per full-time member • Prioritize students below target score Tier 3 Reading Corps Students 20 minutes daily Tier 2 Tier 1
Example: Student Selection using Target Scores � �� �������������� � �� �������������� � �� �������������� ������������������ ������������������ ������������������ �������� �� )����� �� .���&�/�'�� !� �� �� �� ����������� �� %��&�� �� +�������� �$ �� �� �� ����� �� *���� � �� ������ �� �� �� �� ����������� �� ������ �� �(�� � �� �� �� �� ������ �� +�,�� �$ ������� �� �� �� �� ��������� �� ���&��� �� +��0��# �! �� �� �� �� � � �� *����� �� "�������� �� �� �� �� "�� # �� ������ �� ����1�� �$ !� !� !� %��& � �$ %�-����� �$ 2���� � �� $� $� $� �'(���� �� "�-���� �! �����# �� ��� ��� ���
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 Pencil Tap Correspondence 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? Tri-Annual Weekly Fall Benchmark Winter Spring Weekly Progress Assessment Benchmark Benchmark Monitoring Assessment Assessment Assessment • Test of Letter Sounds • Test of Letter Sounds • Test of Letter Sounds • Test of Letter Names • Test of Letter Names K • Test of Letter Sounds • Test of Letter Names • Test of Nonsense • Test of Nonsense Words Words • Test of Nonsense • Test of Letter Names • Test of Nonsense Words (Sept-March) 1st • Test of Letter Sounds Words • CBMReading • CBMReading • Test of Nonsense Words • CBMReading (March-June) 2nd • CBMReading • CBMReading • CBMReading • CBMReading 23 3rd • CBMReading • CBMReading • CBMReading • CBMReading
2 nd Grade Student Graph Example Targets: Fall = 48, Winter = 82, Spring = 100 Team responds to data and changes intervention Steady progress! 24
Step 6: Collect winter and spring benchmark data Grade Winter Assessment Spring Assessment From FAST From FAST • Test of Letter Names • Test of Letter Names Kindergarten • Test of Letter Sounds • Test of Letter Sounds • Test of Nonsense Words • Test of Nonsense Words • Test of Nonsense Words 1 st grade • CBMReading • CBMReading 2 nd grade • CBMReading • CBMReading 3 rd 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 83% agree! interventions that have a scientific base Teachers now view progress monitoring data as an important 73% agree! method to evaluate the impact of instruction on students Instruction is now modified if student performance is not 80% agree! improving based on progress monitoring data collected Reading Corps is an integrated part of our building’s pre- referral, or other problem-solving or targeted intervention 90% agree! system Minnesota Reading Corps adds value to the instructional 98% agree! program at my school . Minnesota Reading Corps members make a positive difference in the way the students’ literacy needs are met 99% agree! at our school.
Michigan Literacy Corps 24 schools Reading Corps Schools (14) EBLI Pilot Schools (10)
Michigan Literacy Corps One-to-one tutor One-to-one tutor Structure 5 days per week 4 days per week 20 min/day (100 min/week) 25 min/day (100 min/week) Ten research-based reading Set of research-based instructional Content interventions linked directly to strategies addressing multiple reading identified reading skills skills simultaneously Step 1: School-based screening assessments Student School-based screening assessments Step 2: Reading Corps/FAST screening Selection of early literacy and reading fluency (proprietary) Letter Names Progress Letter Sounds Lesson-based skill mastery Monitoring Nonsense Word Fluency Oral Reading Fluency Length of Intervention 13.5 weeks 10 weeks (est) (avg)
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