Building Blocks for Building Blocks for SuccessSuccess

Promoting a Systemic Approach Promoting a Systemic Approach to School & Shelter to School & Shelter

Relationships and Literacy Relationships and Literacy Education in Shelter Based Education in Shelter Based

Educational ProgramsEducational Programs

HCEF StaffHCEF Staff Dr. Joe LaganaDr. Joe Lagana, , FounderFounder

Carlin ChristyCarlin Christy, , Education CoordinatorEducation Coordinator

Courtney FordCourtney Ford, , Development ManagerDevelopment Manager

Sara McNallySara McNally, , Office and Events Office and Events ManagerManager

About HCEF ….. 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

Our Target Service PopulationOur Target Service Population

Emergency Shelters, Bridge, Transitional Emergency Shelters, Bridge, Transitional and Permanent Housing facilitiesand Permanent Housing facilities

Children and youth grades K-12 Children and youth grades K-12 Shelter staff working directly with children Shelter staff working directly with children

and parentsand parents ParentsParents VolunteersVolunteers

Building Blocks for SuccessBuilding Blocks for SuccessLiteracy ProgramLiteracy Program

How it was conceived?How it was conceived?

What need does it fulfill?What need does it fulfill?

Program ImplementationProgram Implementation

Necessary ResourcesNecessary Resources Computers w/InternetComputers w/Internet Wide range of books and Wide range of books and

engaging reading engaging reading materialsmaterials

Software via Renaissance Software via Renaissance LearningLearning

Software TrainingSoftware Training

Key PlayersKey Players HCEF StaffHCEF Staff

Professional LibrarianProfessional Librarian

Shelter Learning Shelter Learning Center Coordinators / Center Coordinators / Children’s Program Children’s Program DirectorsDirectors

Reading Reading Tutors/VolunteersTutors/Volunteers

Reading MaterialsReading Materials

Print materials of all genres Print materials of all genres (fiction, non-(fiction, non-fiction, fantasy, easy readers, picture books, classics, fiction, fantasy, easy readers, picture books, classics, biographies, mysteries, chapter books/series)biographies, mysteries, chapter books/series)

Books donated from: Barnes & NobleBooks donated from: Barnes & Noble

Books purchased from: Scholastic Books purchased from: Scholastic Inc.’s Literacy Partnerships program & Inc.’s Literacy Partnerships program & First Book MarketplaceFirst Book Marketplace

Books Books DONATEDDONATED to HCEF to HCEF

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Materials to Engage Struggling Materials to Engage Struggling ReadersReaders

Scholastic Bookflix (for K-3)Scholastic Bookflix (for K-3) Book on CD + Print version (for K-3)Book on CD + Print version (for K-3) Graphic Novels (for 4-9)Graphic Novels (for 4-9) Hi-Interest/Low-Readability (for 6-9)Hi-Interest/Low-Readability (for 6-9) Reluctant Reader Collections (for 6-9) Reluctant Reader Collections (for 6-9) African American and Multicultural African American and Multicultural

Collections (for K-12) Collections (for K-12)

Reading Assessment SoftwareReading Assessment Software

2 programs from the Renaissance 2 programs from the Renaissance Learning CompanyLearning Company

STAR ReadingSTAR Reading = 12 minute = 12 minute assessment of reading levelassessment of reading level

Accelerated ReaderAccelerated Reader = Book = Book quizzes to test the student’s quizzes to test the student’s reading comprehension reading comprehension

First Steps with STAR ReadingFirst Steps with STAR Reading

1) Assess Book collections and label books 1) Assess Book collections and label books with reading level (ex: Cat in the Hat = 2.1)with reading level (ex: Cat in the Hat = 2.1)

2) Test Student with Star Reading2) Test Student with Star Reading

3) Determine Student’s 3) Determine Student’s

reading levelreading level

4) Guide students towards 4) Guide students towards

books in their “zone”books in their “zone”

For Example…For Example…

Trey is a 7Trey is a 7thth grade student who is grade student who is homelesshomeless

Trey takes the STAR Reading Test in Sept Trey takes the STAR Reading Test in Sept (he (he should should be at a 7.0 level) be at a 7.0 level)

The STAR test determines his level is The STAR test determines his level is actually 4.3 actually 4.3

Trey is guided towards books written on a Trey is guided towards books written on a level from a 3.1-4.8. This is his “zone”. level from a 3.1-4.8. This is his “zone”.

First Steps with ARFirst Steps with AR Student now reads books in their zoneStudent now reads books in their zone

Students encouraged to read often Students encouraged to read often (at school, at home, to younger siblings, to mom, during (at school, at home, to younger siblings, to mom, during program hours after-school, etc.)program hours after-school, etc.)

Student takes an Accelerated Reader quiz Student takes an Accelerated Reader quiz online after finishing the bookonline after finishing the book

Test results are reviewed, prizes are Test results are reviewed, prizes are awarded for passing quizzes!awarded for passing quizzes!

Parent EngagementParent Engagement

Explain program to parentsExplain program to parents Encourage kids to read to mom/dad Encourage kids to read to mom/dad

and encourage adults to read as welland encourage adults to read as well Update parent regularly with info on Update parent regularly with info on

child’s progresschild’s progress Host recognition parties where children Host recognition parties where children

are rewarded for participating and are rewarded for participating and invite parentsinvite parents

STAR Reading Results STAR Reading Results

82% of students tested in Star were 82% of students tested in Star were belowbelow levellevel

39% of those students were identified as 39% of those students were identified as severely behind (scored at least 2.5 grade severely behind (scored at least 2.5 grade levels below)levels below)

18% of students were identified as 18% of students were identified as advancedadvanced readers readers

80% of those students were ahead by at 80% of those students were ahead by at least 1 full grade levelleast 1 full grade level

Accelerated Reader ResultsAccelerated Reader Results

Students began reading and Students began reading and quizzing regularlyquizzing regularly

86% of all quizzes taken were 86% of all quizzes taken were passedpassed

Of the Of the passedpassed quizzes, 89% quizzes, 89% received a score in the range of received a score in the range of 80-100% 80-100%

Next StepsNext Steps

Continuous replenishment of library stockContinuous replenishment of library stock Tutors will be added on a more regular Tutors will be added on a more regular

basis to read 1 on 1 with the childrenbasis to read 1 on 1 with the children More strictly defined goals will be set for More strictly defined goals will be set for

longer term childrenlonger term children Idea sharing between various shelter staff Idea sharing between various shelter staff

about the Building Blocks for Success about the Building Blocks for Success Program (what works, what doesn’t)Program (what works, what doesn’t)

Benefits…………..ChallengesBenefits…………..Challenges

Fast & accurate Fast & accurate depiction of student’s depiction of student’s abilitiesabilities

Program is centered on Program is centered on individual achievementindividual achievement

Students are rewarded Students are rewarded (positive reinforcement)(positive reinforcement)

Documented results of Documented results of student progress = student progress = useful info for fundersuseful info for funders

Shelter Staff turnoverShelter Staff turnover Parent lack of interestParent lack of interest Engaging older Engaging older

students who are students who are severely behindseverely behind

Communicating shelter Communicating shelter based Building Blocks based Building Blocks program with school program with school staffstaff

Collaborating with the SchoolsCollaborating with the Schools

Studies thus far show lack of Studies thus far show lack of understanding/communication understanding/communication between Shelters and Schoolsbetween Shelters and Schools

Shelter staff do not understand how Shelter staff do not understand how schools operate and vice versaschools operate and vice versa

Underlying tension/mistrust between Underlying tension/mistrust between institutionsinstitutions

Holly questions why she’s never met a Holly questions why she’s never met a school employee over a 5 year period:school employee over a 5 year period:

“ “I really think that for as long as that school has I really think that for as long as that school has had our children, that principal should have been had our children, that principal should have been down here and should know where our agency down here and should know where our agency is. I don’t believe any of their staff has been is. I don’t believe any of their staff has been down here…and I’ve been here five years…And down here…and I’ve been here five years…And I would think that it would be beneficial for there I would think that it would be beneficial for there to be a person from that school who knows us. to be a person from that school who knows us. They do have a lot of students from here – at They do have a lot of students from here – at least 15 are there right now.”least 15 are there right now.”

Sheila describes tension and distrust in Sheila describes tension and distrust in her relationship with the schools:her relationship with the schools:

“ “I certainly pick up on their attitudes and their I certainly pick up on their attitudes and their views of the homeless…The attitude of certain views of the homeless…The attitude of certain people in the school district is ‘Oh,well, she’s in a 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 shelter – we’ll get to her. She’s in a shelter.’ A real negative attitude…Believe me, when I’m in here negative attitude…Believe me, when I’m in here doing the one on ones (conversations with school doing the one on ones (conversations with school district personnel), I hear it! district personnel), I hear it!

There’s an element of indifference that’s an There’s an element of indifference that’s an undercurrent to this. All it takes is one or two undercurrent to this. All it takes is one or two people who come across with that mentality – it people who come across with that mentality – it could be a receptionist or any other staff – and could be a receptionist or any other staff – and when it does, look out! It’s really a challenge…”when it does, look out! It’s really a challenge…”

Research FindingsResearch Findings

““Studies show that in schools where educators work Studies show that in schools where educators work closely with the community as partners in change, closely with the community as partners in change, parents and students often report that they do not parents and students often report that they do not want to leave the school because of their want to leave the school because of their involvement in and satisfaction with the activities” involvement in and satisfaction with the activities” (p.181).(p.181).

Trusting relationships in and around low-income Trusting relationships in and around low-income urban schools are correlated with raised urban schools are correlated with raised achievement over time. (p.181)achievement over time. (p.181)

Anyon, J. (2005). Anyon, J. (2005). Radical possibilities: Public policy, urban Radical possibilities: Public policy, urban education, and a new social movementeducation, and a new social movement.. New York: Routledge.New York: Routledge.

Collaborating with the SchoolsCollaborating with the Schools

Positive relationships and frequent Positive relationships and frequent communication can benefit the students, communication can benefit the students, parents, shelter and schoolparents, shelter and school

Invite school leaders to tour sheltersInvite school leaders to tour shelters Children’s advocates in shelters can Children’s advocates in shelters can

accompany families to school on the first accompany families to school on the first day of the child’s enrollmentday of the child’s enrollment

Other ideas to build a relationship between Other ideas to build a relationship between the shelter and school?the shelter and school?

Asset MapsAsset Maps

Collaboration betw: HCEF, Shelters, and Collaboration betw: HCEF, Shelters, and Allegheny County Dept of Human Services Allegheny County Dept of Human Services

Map of all resources serving homeless Map of all resources serving homeless families including schools, social services, families including schools, social services, etcetc

Specific names and contact information to Specific names and contact information to be documentedbe documented

Information tool for shelter staff who may Information tool for shelter staff who may be unaware of surrounding resourcesbe unaware of surrounding resources

Asset Maps cont. Asset Maps cont. ““Finding and documenting community Finding and documenting community

resources that could be useful for making resources that could be useful for making the neighborhood a better place to live and the neighborhood a better place to live and work is an important first step…a thorough work is an important first step…a thorough map of community begins with an map of community begins with an inventory of the gifts, skills, and capacities inventory of the gifts, skills, and capacities of the community’s residents . . . few of of the community’s residents . . . few of which are being mobilized for community-which are being mobilized for community-building purposes. . .” (p.190).building purposes. . .” (p.190).

Anyon, J. (2005). Anyon, J. (2005). Radical possibilities: Public policy, urban Radical possibilities: Public policy, urban education, and a new social movementeducation, and a new social movement.. New York: Routledge.New York: Routledge.

Self-Assessment & DiscussionSelf-Assessment & Discussion

Could this program work in your area?Could this program work in your area? Other shelter based literacy program Other shelter based literacy program

models?models? Other potential resources for books, Other potential resources for books,

software, tutors, etc?software, tutors, etc? Other examples of shelter-school Other examples of shelter-school

dialogues or collaborative processes?dialogues or collaborative processes?

Resource ListResource List

Animated books with audio:Animated books with audio: http://bookflix.scholastic.comhttp://bookflix.scholastic.com

STAR Reading and Accelerated Reader:STAR Reading and Accelerated Reader: www.renlearn.comwww.renlearn.com

Find the reading level of a book:Find the reading level of a book: www.arbookfind.comwww.arbookfind.com

Scholastic Books Discount Program:Scholastic Books Discount Program:

www.scholastic.com/literacypartnerships/www.scholastic.com/literacypartnerships/ First Book Marketplace (low cost books):First Book Marketplace (low cost books):

www.fbmarketplace.orgwww.fbmarketplace.org

Questions and Answers?Questions and Answers?

For more information on HCEF: For more information on HCEF:

www.homelessfund.orgwww.homelessfund.org

Carlin Christy:Carlin Christy: 412-562-0154412-562-0154

cchristy@homelessfund.orgcchristy@homelessfund.org