Iowa Reading Research center

Report
Iowa Reading Research Center
Michelle Hosp Ph.D., Director
Sally Huddle Ph.D., Coordinator/Research Assistant

A Call to Action
Nearly 25% = 8,706
third graders are NOT
proficient in reading
1 in 4
Establishment of IRRC
 Formed during the 2012 legislative session
(Senate File 2284), with continued
appropriations in the 2013 session.
 Under the auspices of the Iowa Department of
Education.
 Fiscal Agent is Grant Wood AEA within the AEA
consortium
IRRC Team
 Michelle Hosp (Director)
 Sara McInerny (Communications Liaison)
 Sally Huddle (Research Assistant/Coordinator)
 Tracy Donohue (Literacy Consultant)
 Cheryl Cook (Literacy Consultant for next year)
 Therese York (Secretary)
Advisory Council
AEAs & LEAs
Education
Associations &
Organizations
Iowa
Department of
Education
Institutes of
Higher
Education
Advisory
Council
Community
Partners
The role of the Advisory Council is to promote knowledge regarding
literacy instruction that supports the mission and goals of the Center. The
council meets quarterly to advise and provide assistance to the IRRC.
Purpose of IRRC
To apply current research for the development and dissemination
of best practices around literacy instruction so that every child in
Iowa will achieve reading proficiency.
Instructional Strategies and
Evidence-based Interventions
 Commissioned report with regent universities to
determine the current state of literacy instruction
in Iowa
 A wide variety of approaches are used to teach
reading
 A wide variety in the number of instructional
minutes 30 up to 180+ (majority between 61-90)
 Teacher and principal knowledge regarding the
reading interventions in their schools varies widely
 Current and Future: Working with national experts
to identify evidence-based strategies and
interventions
Models for Effective
School Community Partnerships
 Collaborating for Iowa’s Kids (C4K)
 On-line resources for families to support
literacy practices
 Current and Future Work:
 Family resources for English Language Learners
 Family resources for Readers who are Struggling
 Expand website communications
Reading Assessments
FAST (Formative Assessment System for Teachers)
 EarlyReading kindergarten and first grade
 CBMReading first through sixth grade
 aReading kindergarten through sixth grade
IGDIs (Individual Growth and Development
Indicators)
Current and Future Work: Train Colleges and Universities
on Assessments
Statewide Data System
Iowa TIER: Tools for Innovation in Educational
Results
 Downloads directly from schools student
information systems
 Automatically incorporates the FAST and IGDIs data
and graphs data
 Log, store, and graph information related to
interventions students receive
 Current and Future Work: Train Colleges and
Universities on Data System
Professional Development
 Training in Summer 2013 for reading
assessments and data system
Future:
 Support learning for evidence-based strategies and
interventions
Intensive Summer Literacy Program
 Information on Summer Reading Loss
currently available on website
 Current and Future Work: Identify
program criteria and guidelines for
Intensive Summer Reading Program.
Imagine if…
 You are a parent and your child’s teacher
tells you they are working with your child on
vocabulary.
 The teacher suggests you could help at
home…but how?
 The IRRC will provide a “one-stop” shop for
families to help support their children with
reading at home.
Family Resources
 Goal: The IRRC website will house a collection
of online literacy resources for families to use to
support their children’s literacy at home.
 Informational videos
 Articles
 At-home activities
 Virtual activities
 Applications for smartphones/tablets
Process for Family Resources
 Step 1: Gather Resources
 Consult with an AEA consultant, Alison Bell, to compile
resources. She collected over 500 online resources.
 Step 2: Develop Criteria to Review Resources
 Consult with a national expert, Joan Walker, Ph.D., from Pace
University on development of criteria to use to evaluate
resources. Joan drafted the criteria and met regularly with the
IRRC team and small focus groups to discuss her progress.
Process for Family Resources
 Step 3: Vet the Criteria and Process to Date
 Assemble a vetting group to review Joan’s criteria and to
provide feedback.
 Reconvene once revisions have been made to criteria.
 Step 4: Identify people to conduct reviews
Vetting Group Members
 IRRC Team
 Iowa Department of Education
 AEA Consultants
 Child and Family Policy Center
 Drake University
 University of Iowa
 Parents/Caregivers
 United Way
Reviewers
Currently:
 18 consultants (spanning 8 out of 9 AEAs)
 Recommendations from Ed Services Directors
 15 parents (spanning from Eastern Iowa to Northwest Iowa)
 PTA of Iowa
 Decoding Dyslexia
 Principal recommendations
 PEC contacts from AEAs
Process for Family Resources
 Step 5: Train Reviewers
 Train teams of reviewers (both educators and
parents/caregivers from across Iowa) on how to use criteria to
evaluate resources.
 Step 6: Complete Reviews
 Have teams of reviewers complete evaluations through an
online system (PubCentral).
Resources on Website
We will have a page on our website that parents can filter searches based on the
following topics in hopes to resources to best meet their needs:
Reading Component
Age range
Resource Type
Phonemic Awareness
Pre-K
Articles
Phonics
K
Videos
Fluency
1st-2nd
Apps
Comprehension
3rd-4th
Virtual activities
Vocabulary
5th-6th
Printable activities
Writing
Spelling
Motivating readers
Book choice
Example website
 Filter search
 Checkboxes
 Taper it down
Example
Sharing Across Iowa
 Available early fall (September most likely)
 Reaching out to schools and libraries
 PR company assisting
 Ideas from participants?
ELL Resources
 Replicate process for English Language Learners
 Replicate process for struggling readers
 Interested in participating in work, please contact
[email protected]
Questions…
www.IowaReadingResearch.org
Stay Connected
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 Share with your friends
Contact Us

Michelle Hosp, Ph.D.



Therese York



[email protected]
Tracy Donohue


[email protected]
319-399-6431
Sally Huddle


[email protected]
319-399-6730
[email protected]
Sara McInerny

[email protected]

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