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Building Blocks for Success

Building Blocks for Success. Promoting a Systemic Approach to School & Shelter Relationships and Literacy Education in Shelter Based Educational Programs. HCEF Staff. Dr. Joe Lagana , Founder Carlin Christy , Education Coordinator Courtney Ford , Development Manager

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Building Blocks for Success

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  1. Building Blocks for Success Promoting a Systemic Approach to School & Shelter Relationships and Literacy Education in Shelter Based Educational Programs

  2. HCEF Staff • Dr. Joe Lagana, Founder • Carlin Christy, Education Coordinator • Courtney Ford, Development Manager • Sara McNally, Office and Events Manager

  3. About HCEF ….. • 501(c)(3) not-for-profit founded in 1999 • Partners with 17 shelters/transitional housing sites for homeless families in Allegheny County to deliver education based afterschool and summer programs • Advocacy & Awareness: to the general public and with legislators and government offices • Provides an opportunity for the public to participate/assist in meeting the educational needs of homeless children

  4. Our Target Service Population • Emergency Shelters, Bridge, Transitional and Permanent Housing facilities • Children and youth grades K-12 • Shelter staff working directly with children and parents • Parents • Volunteers

  5. Building Blocks for SuccessLiteracy Program • How it was conceived? • What need does it fulfill?

  6. Program Implementation • Necessary Resources • Computers w/Internet • Wide range of books and engaging reading materials • Software via Renaissance Learning • Software Training • Key Players • HCEF Staff • Professional Librarian • Shelter Learning Center Coordinators / Children’s Program Directors • Reading Tutors/Volunteers

  7. Reading Materials • Print materials of all genres (fiction, non-fiction, fantasy, easy readers, picture books, classics, biographies, mysteries, chapter books/series) • Books donated from: Barnes & Noble • Books purchased from: Scholastic Inc.’s Literacy Partnerships program & First Book Marketplace

  8. Books DONATED to HCEF

  9. R E S O U R C E L I B R A R Y

  10. Materials to Engage Struggling Readers • Scholastic Bookflix (for K-3) • Book on CD + Print version (for K-3) • Graphic Novels (for 4-9) • Hi-Interest/Low-Readability (for 6-9) • Reluctant Reader Collections (for 6-9) • African American and Multicultural Collections (for K-12)

  11. Reading Assessment Software • 2 programs from the Renaissance Learning Company • STAR Reading = 12 minute assessment of reading level • Accelerated Reader = Book quizzes to test the student’s reading comprehension

  12. First Steps with STAR Reading 1) Assess Book collections and label books with reading level (ex: Cat in the Hat = 2.1) 2) Test Student with Star Reading 3) Determine Student’s reading level 4) Guide students towards books in their “zone”

  13. For Example… • Trey is a 7th grade student who is homeless • Trey takes the STAR Reading Test in Sept (he should be at a 7.0 level) • The STAR test determines his level is actually 4.3 • Trey is guided towards books written on a level from a 3.1-4.8. This is his “zone”.

  14. First Steps with AR • Student now reads books in their zone • Students encouraged to read often (at school, at home, to younger siblings, to mom, during program hours after-school, etc.) • Student takes an Accelerated Reader quiz online after finishing the book • Test results are reviewed, prizes are awarded for passing quizzes!

  15. Parent Engagement • Explain program to parents • Encourage kids to read to mom/dad and encourage adults to read as well • Update parent regularly with info on child’s progress • Host recognition parties where children are rewarded for participating and invite parents

  16. STAR Reading Results • 82% of students tested in Star were below level • 39% of those students were identified as severely behind (scored at least 2.5 grade levels below) • 18% of students were identified as advanced readers • 80% of those students were ahead by at least 1 full grade level

  17. Accelerated Reader Results • Students began reading and quizzing regularly • 86% of all quizzes taken were passed • Of the passed quizzes, 89% received a score in the range of 80-100%

  18. Next Steps • Continuous replenishment of library stock • Tutors will be added on a more regular basis to read 1 on 1 with the children • More strictly defined goals will be set for longer term children • Idea sharing between various shelter staff about the Building Blocks for Success Program (what works, what doesn’t)

  19. Fast & accurate depiction of student’s abilities Program is centered on individual achievement Students are rewarded (positive reinforcement) Documented results of student progress = useful info for funders Shelter Staff turnover Parent lack of interest Engaging older students who are severely behind Communicating shelter based Building Blocks program with school staff Benefits…………..Challenges

  20. Collaborating with the Schools • Studies thus far show lack of understanding/communication between Shelters and Schools • Shelter staff do not understand how schools operate and vice versa • Underlying tension/mistrust between institutions

  21. Holly questions why she’s never met a school employee over a 5 year period: “I really think that for as long as that school has had our children, that principal should have been down here and should know where our agency is. I don’t believe any of their staff has been down here…and I’ve been here five years…And I would think that it would be beneficial for there to be a person from that school who knows us. They do have a lot of students from here – at least 15 are there right now.”

  22. Sheila describes tension and distrust in her relationship with the schools: “I certainly pick up on their attitudes and their views of the homeless…The attitude of certain people in the school district is ‘Oh,well, she’s in a shelter – we’ll get to her. She’s in a shelter.’ A real negative attitude…Believe me, when I’m in here doing the one on ones (conversations with school district personnel), I hear it! There’s an element of indifference that’s an undercurrent to this. All it takes is one or two people who come across with that mentality – it could be a receptionist or any other staff – and when it does, look out! It’s really a challenge…”

  23. Research Findings • “Studies show that in schools where educators work closely with the community as partners in change, parents and students often report that they do not want to leave the school because of their involvement in and satisfaction with the activities” (p.181). • Trusting relationships in and around low-income urban schools are correlated with raised achievement over time. (p.181) Anyon, J. (2005). Radical possibilities: Public policy, urban education, and a new social movement.New York: Routledge.

  24. Collaborating with the Schools • Positive relationships and frequent communication can benefit the students, parents, shelter and school • Invite school leaders to tour shelters • Children’s advocates in shelters can accompany families to school on the first day of the child’s enrollment • Other ideas to build a relationship between the shelter and school?

  25. Asset Maps • Collaboration betw: HCEF, Shelters, and Allegheny County Dept of Human Services • Map of all resources serving homeless families including schools, social services, etc • Specific names and contact information to be documented • Information tool for shelter staff who may be unaware of surrounding resources

  26. Asset Maps cont. • “Finding and documenting community resources that could be useful for making the neighborhood a better place to live and work is an important first step…a thorough map of community begins with an inventory of the gifts, skills, and capacities of the community’s residents . . . few of which are being mobilized for community-building purposes. . .” (p.190). Anyon, J. (2005). Radical possibilities: Public policy, urban education, and a new social movement.New York: Routledge.

  27. Self-Assessment & Discussion • Could this program work in your area? • Other shelter based literacy program models? • Other potential resources for books, software, tutors, etc? • Other examples of shelter-school dialogues or collaborative processes?

  28. Resource List • Animated books with audio:http://bookflix.scholastic.com • STAR Reading and Accelerated Reader:www.renlearn.com • Find the reading level of a book:www.arbookfind.com • Scholastic Books Discount Program: www.scholastic.com/literacypartnerships/ • First Book Marketplace (low cost books):www.fbmarketplace.org

  29. Questions and Answers? For more information on HCEF: www.homelessfund.org Carlin Christy: 412-562-0154 cchristy@homelessfund.org

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