The Literacy Lab

A feature on K-3 Literacy Tutor Miriam Farris from the Virginia Service blog!

Igniting a Passion for Learning for Struggling Students

Miriam Farris is an AmeriCorps member and tutor with The Literacy Lab - Virginia Reading Corps program at Elizabeth Redd Elementary School in Richmond. Redd is a Title I school, which means that a high percentage of its students come from low-income families. Miriam reflects on a recent experience she had working with a struggling student.

"I serve fifteen students each day, some of whom are immigrants and English language learners (ELL)," explains Miriam. "My ELL students speak Spanish at home, and they rarely have the benefit of parental reinforcement when it comes to reading in English, which contributes to their struggles at school. I am both challenged and delighted to tutor ELL students and help boost their confidence."

"One of my ELL students is a second grade boy who reads on a low first grade level. When the school year began, I intentionally chose passages that he could read with some level of success, but my attempts were still met with sullenness and frustration on his part. I knew he recognized individual letters and was able to blend letter sounds together, but these skills did not seem to transfer to reading words. I would encourage him to track with his finger as he read and to incorporate other skills like “sounding out” words, but my positive reinforcements were met with blank stares and what appeared to be a lack of effort."

The Literacy Lab's current Data and Strategy Manager, Connor Nowalk, first moved to Washington D.C. in 2011 for an internship.  While searching for opportunities to supplement his time in a meaningful way, Connor found The Literacy Lab, and quickly joined the team as an after-school literacy tutor at a local elementary school. Before long, he was counting down the hours at his office internship until he could spend time reading with his students. This part-time job sparked a passion and started a journey down a path in education that eventually brought him back to where he started: The Literacy Lab. As a former Teach for America Corps member, Connor is now working to build bridges between our Kansas City tutors and long-term careers serving students.

1) When did you first get acquainted with The Literacy Lab?

I started working with the Literacy Lab in 2010, when I was living in DC, bouncing between unpaid internships.  The program was a bit different then—I tutored children living at DC General Family Shelter four nights a week, and I was hooked.  What I thought would be a way to pay rent and buy groceries ended up setting me on a years-long career path.    

2) How did your experiences with The Literacy Lab lead you to Teach For America?

At the time, I begged The Literacy Lab’s co-executive directors, Ashley Johnson and Tom Dillon, to hire me after completing my tutoring position. When that didn’t work, I asked if they could help me find a full-time position at an educational non-profit or policy organization.  They gave me a piece of advice that I took to heart:  The best way to understand the challenges and complexities of education is to work as a teacher.  As an alum of Teach For America, Ashley recommended the program, and helped me plan a stand-out sample lesson. I credit her guidance and support through the entire process as a big reason that I was accepted.  

3) What similarities and differences do you see in the challenges posed by tutoring and the challenges posed by leading a classroom?

There were a lot of differences between being a literacy tutor and a teacher for me, particularly because I taught high school math.  Overall, building a curriculum, managing a room full of students, and mastering the rhythm and vocabulary of an engaging lesson are skills that I learned once I ran my own classroom.  But tutoring taught me valuable skills that I carried with me as a teacher.  Helping students feel comfortable while pushing them to master challenging material, listening for and understanding misconceptions, and seeing the intersection of poverty and education were invaluable skills for my teaching career.  

4) What brought you back to The Literacy Lab after spending a few years in the classroom?

After four years as a teacher, I wanted to try a different approach to my work in education.  One challenging aspect of being a teacher was taking on all the issues that were preventing my students from being successful all at once.  What I love about the work of the Literacy Lab is that our tutors pour all their energy into a single, but crucial, barrier to student success:  early literacy proficiency.  As a result, our tutors can provide a highly effective solution to that one issue and free up teachers to handle the many other challenges before them.  That was a big draw for me to return to the organization.

5) What kind of strategies for recruitment are you hoping to build through relationships with TFA and KCTR?

When I started with the Literacy Lab, I didn’t plan to spend my career working in education.  But thanks to a thoughtful nudge from Ashley and Tom, I’m still here, passionately working to help our kids have the opportunities they deserve. For the tutors that feel that same pull toward teaching that I did, I want to make sure we can offer them a clear path towards a future in education.  Programs like TFA and KCTR are an excellent next step for many of our tutors to continue their work.  

Of course, we don’t expect or require our tutors to stay in education after serving with us.  But we work with such passionate, caring tutors, I personally would like to see as many as are interested continue to impact our students.  If they choose to become teachers, we know that their experience with the Literacy Lab will provide a strong foundation.  And with the training and support from KCTR and TFA we know they will be on a path to becoming excellent teachers.  

6) How do you feel about the education landscape in Kansas City, and how do you feel nonprofits and teach recruitment organizations like KCTR/TFA are helping to shape that landscape?

The DC Leading Men Fellows serve as literacy tutors in Pre-K classrooms, leading the children they serve to be ready for Kindergarten. The Fellows follow a structured curriculum and use data to help their children be successful readers and work closely with a classroom lead teacher and paraprofessional to provide daily literacy interventions to the children in their class. 

All DC Leading Men Fellows are recent District of Columbia Public Schools graduates, and serve in DC Public School Pre-K classrooms. Torren Cooper, 2016-17 DC Leading Men Fellow and Pre-K tutor at Turner Elementary School, shares the impact he is having in his school, and what the fellowship is teaching him about education, the community, and his professional goals.

1. How did you learn about The Leading Men Fellows program? What motivated you to apply?

I saw the announcement for The Leading Men Fellows program in an email I received from DCPS. I’ve always wanted to get involved with the Empowering Males of Color initiative, and I thought this was the perfect opportunity to do so. Last year, I was a reading partner at an elementary school in my neighborhood and I bonded with my student partner. Inspired by his growth over a short period of time, I longed for an opportunity to get more involved in helping students develop early literacy skills. 

2. How have your expectations of the Leading Men Fellowship been met or challenged?

I expected to be more of a teacher’s assistant and just support students one on one and in small groups, but boy was I wrong! I have my own material to introduce, assessments to administer, and clever transition songs to sing. All of the planning and the level which I am actively engaged in the all-around success of the students almost makes me feel like a teacher of my own little classroom, within the classroom. It’s challenging trying to balance everything and do it with integrity every time. I mean I am shaping the mind of America’s future leaders, right? But no pressure.  

3. As a tutor in a Pre-K classroom, what are the most important parts of your role?

The most important parts of my role as a Leading Men Fellow in the classroom are to educate and to inspire. While fulfilling my duties of introducing literacy skills to students, I believe it is important to make learning fun and motivate kids to be the best student they can be, academically and socially. As a Leading Men Fellow, native Washingtonian, and DC Public Schools graduate, it is important that I share with them that they too possess the power and ability to live their dreams. 

4. In what ways has your Leading Men position contributed to your perspective about education, specifically in Washington, DC?

Though I was well aware of the benefits of having a quality education, being a Leading Men Fellow has allowed me to clearly see the impact of education on certain communities in Washington, DC. Socioeconomic lines have been clearly drawn all across the city. The more “affluent” and most desired living spaces in Washington, D.C. are reserved for degree holders and those with the financial means to live there. Knowing this, it is my duty to prepare students with the foundational skills that are needed to live a prosperous and fulfilling life. Education is a key to success and “the way out” for many of our students.

5. What has been your favorite moment thus far?

My favorite moments thus far have been those subtle moments where I’m reminded of why I do what I do. I love when my students randomly ask me “Can we sing the letters have names song?” or overhear them singing a transition song like “Blue, shoe, these two rhyme” during lunch. I want to be an educator to inspire children to develop a love for learning and to see the beginning of that dream unfolding before my eyes is priceless.  

6.  What goals do you have for the remainder of the year? 

Aiton Elementary School - Washington, DC 

Alesha Martin, second-year Pre-K tutor at Aiton Elementary School in Washington, DC, shares how a lifetime dedicated to volunteerism motivated her to apply to The Literacy Lab.

1. When did you first get involved with volunteer service opportunities?

It seems like I’ve been involved in some type of service all of my life. In 2000, I started volunteering more formally with the Greater Washington Urban Leagues’ Young Professionals Auxiliary Thursday Network. I was the Community Service Programs’ Chair, Community Service Events’ Chair and also revamped a one-on-one tutoring service for K-12 children in a low income housing building. My main passion is volunteering for services that empower women. I have taught Conversational English to kids in India, helped to organize clothing drives for women on public assistance trying to get job interviews, and volunteered for prom attire drives to give low income kids things to wear at their senior proms.

2. How did your prior service work motivate you to apply to be a Pre-K tutor?

When I volunteered at a homeless shelter for women and children, I noticed that a smile, word of encouragement or just kneeling to talk to a small child would make them happy. Additionally, I have been teaching a nursery class for Saturday Church School at First Baptist of North Brentwood for around five years and love the age group. These specific experiences made me wonder what a more intentional conversation with instruction could provide for these kids. When I decided to take a year off from my previous job, I saw The Literacy Lab Pre-K tutor position and it seemed like something that would be fulfilling as well as fun.

3. Has your position as a Literacy Lab PreK tutor enhanced your commitment to volunteering?

YES!!! I get to see the children every day. I am watching them grow and learn. They have confidence that they can be anything. I get to work with people who love children and their jobs. I play, sing, and dance every day! It’s a blessing that I can serve and continue connecting to people in the community.

4. Is there a moment when you knew your work as a Literacy Lab tutor was making a difference?

There are so many reasons I feel like the work I do with The Literacy Lab makes a difference. Every day, I can tell that the students I work with feel empowered when they are speaking and are fostering a love of words. One particular moment that stands out is when I saw a student who didn’t recognize a single letter in the beginning of the year recognize the letters of her name and also say them aloud in front of the rest of her classmates. She seemed confident, aware that she was smart and proud of her new knowledge. Little moments that show a major change in mentality toward reading and letters always stick with me.

5. What advice do you have for someone interested in getting involved in service but unsure of where to start?

K-3 DC Literacy Lab tutor, Holly Johnston, smiles with one of her students at The Walker-Jones Education Campus in Washington, DC. Holly served as a tutor for two years, and will follow her Literacy Lab service years as a Teach for America Corps Member in Prince Georges County, Maryland.

1. What was your background prior to working with The Literacy Lab?

Before joining The Literacy Lab in 2014, I had just graduated from Mary Baldwin College with a degree in Political Science and Religion. Mary Baldwin prides itself on crafting young women to become confident, compassionate, change makers – so it was important to me that the work I was going to be doing was making a positive impact. After applying to Teach for America and ultimately not getting asked back in the final round, TFA passed my contact information to partner organizations. One day, an email from The Literacy Lab popped into my inbox. As I read the description, I knew that it was something that I wanted to do.  I grew up in a very similar socioeconomic background as a lot of my students, so I know the impact the lack of resources can have on a child’s education. I wanted to play an active role in helping students realize their potential, and realize that their zip code should not determine the quality of education that they receive.

2. How did your personal goals change or broaden after serving with The Literacy Lab? 

There are so many things that have changed after serving with The Literacy Lab.  I viewed it as a stepping stone to my next adventure, but little did I know that it was the beginning of a lifelong pursuit towards educational equity inside the classroom, not outside.   I’ve always been someone that has appreciated and respected the political process. I started my second year of tutoring seeking my Master of Public Policy, but I realized that it is not the way to seek the change that I want to see.  Is it important? Absolutely.  But my students need change makers in the classroom, which is why I applied to TFA.

3. What motivated you to do a second year as a tutor?

My students.  Urban schools are such transient places and people come and go.  I wanted my students to know that there are people invested in their education.  Since August 2014, I’ve served at the same site, including summer school, so my students are well aware that I believe in them and their growth.  At the end of the day, my students know that while the people in The Literacy Lab shirt might change every few years, that we are a group of people deeply invested in them. 

4. What skills did you acquire as a tutor that will benefit you in your teaching role with Teach for America?

There are so many skills that I have acquired as a tutor that is going to help me with TFA, there are a few skills that I am especially thankful for having been nurtured while a tutor.  The first is the ability to take constructive feedback and instruction from coaches. Over my two years, I saw that we have the same goal in mind – providing our students with the best instruction that they deserve. With this in mind, I never feared an observation, because I knew that any constructive feedback was given to make me a better tutor.  This is definitely a mindset that I will carry with my into teaching.  Another skill that will be beneficial is having some tools for classroom/behavior management.  From progress charts to stickers, I’ll have some tricks up my sleeve to help with what is probably one of the hardest aspects of your first year teaching.

5. What advice do you have for prospective applicants and new tutors that are interested in getting into the education field?

The Literacy Lab partners with communities to help close the literacy gap by embedding full-time, rigorously trained literacy tutors in early childhood centers and elementary schools for one year. Sparked by a former tutor who moved to Kansas City and with the support of several local partners, The Literacy Lab launched programming in KC schools this past August. Ten months later, the program is celebrating many successes of its first year in KC. While most of this success centers on the transformation of the children served by the program, the experience has been transformative for those serving as well. Tutor Colleen Lucas shares her perspective.

What were you doing before service with The Literacy Lab? What attracted you to the program?

I had just left a job at a coffee shop and planned to go into nonprofit administration. An obstacle I ran into was that the only jobs I could get in the field were entry-level and ones that were not challenging to me. The Literacy Lab position provided a higher level of responsibility and opportunity. I was also specifically interested in education nonprofits, and service with The Literacy Lab allowed me to get an inside look at nonprofit work but also direct experience in education.

How were the first few months?

I thought I would be really nervous at first. But after the first week at school, I felt really comfortable there. After the first month, I was hooked on working in a school all the time.

Colleen Lucas (far right) attended This AmeriCorps Life with fellow Literacy Lab tutors at the Kauffman Foundation Conference Center in March 2016. What hooked you?

I enjoyed learning all about the kids. They like to be silly, and they always give you something to laugh about. Seeing them grow and become more confident in their reading was very exciting. Even on stressful days, there was always something positive to look back on. That’s what hooked me. Also, most people in education are humanitarians. Working with people who care about you and who care about kids is really inviting. The staff at Faxon (the school where I served) was really supportive.

How was The Literacy Lab’s training?

The training was awesome! Having never worked in education before, it was great to see what education training looks like, learn the vocabulary and understand how data is used in the field.

What’s next?

Now, I am preparing to be an elementary teacher and have joined the Kansas City Teacher Residency. I will become certified to teach first through sixth grades. A friend and I are also working on establishing a K-12 art education nonprofit program, and we hope to get it up and going in the next year.

What would you say to someone considering a year of service with The Literacy Lab?

Do it! Honestly, it’s a great opportunity. You will gain access to great people and organizations and an opportunity to grow. If you’re thinking of a career in education or nonprofits, this experience will help you make your decision. And obviously, you get to impact KC youth—that’s the most exciting part.

The Literacy Lab is a grantee of the Kauffman Foundation.

This interview is from the Kauffman Foundation Blog, written by Literacy Lab Program Manager, Sarah Reape - view more here:

Kara Korab, Maryland PreK Tutor at Eutaw Marshburn Elementary School in Baltimore City.

1. What motivated you to serve as a Literacy Lab tutor?

When I first heard about The Literacy Lab, I had just gotten back from a year abroad teaching English. I knew I wanted to be involved in education, but I wasn’t sure in what capacity. What initially attracted me to the program was the idea of service and giving back, and after researching more I was impressed by the organization and structure of the program. I had just completed a teaching program that was incredibly disorganized, and it was refreshing to see a program that really seemed to have a meaningful impact. I was attracted by the meaningful scripts, the huge support group filled with coaches and staff and other volunteers, and the data that proved this was a system that worked.

2. What did you expect going in to your Pre-K tutor role in Baltimore? Has your experience met those expectations? How has it differed from what you initially assumed your role would be like? 

Coming into this program I really wasn’t sure what to expect. My only other teaching experience was teaching English to French high school students, and I came into the program thinking their level of English might be similar.  Of course, I was completely wrong. The biggest thing I’ve taken from this experience so far is that it’s not just about teaching literacy and math skills; for most of these kids it’s their first time in school and first experience having any kind of structured routine. They are learning how to deal with new schedules, navigating a wide range of emotions they don’t have the words to express yet, as well as building friendships and relationships with the other students and teachers. You learn quickly that this job is so much more than benchmark assessments and tracking data points.

3. What is one experience you have had as a tutor that particularly stands out to you?

Around a month and a half into my service, when I was really starting to feel confident and comfortable in my tutor role, we had a new student enter the class. This was his first time in school, and he struggled to fit in and learn the structure of the classroom. Not surprisingly, he scored in the lowest literacy bracket of my initial literacy assessments. After a month of hard literacy intervention work, he was able to breeze through the initial picture naming assessment, and I moved him onto visual discrimination and letter naming interventions. I already knew that his knowledge of letters was limited and even with practice nothing was really sticking. Then one day in our aftercare program, I picked out an alphabet puzzle for him to play with. I sat down next to him, expecting I would need to guide him through the puzzle, but he instantly began placing the pictures with the correct letter. All I would have to say is “A” and he would immediately pick up the ‘apple’ picture and place it with the “Aa” piece. I was amazed. In class, he could barely remember our letter of the week, but when placed with a picture he got it! His grandmother was there to pick him up, and started bawling when she saw how well he was doing it and how excited he was. It was my ‘Ah ha! Moment’ and I knew exactly what to do; the next day I began paring the letters we were working on with a picture that began with that letter. Through working with him one-on-one and engaging in direct and meaningful conversation, I finally got through to what strategies would help him develop as a reader. Every day he makes progress, and that is the most rewarding thing for me.

4. How has your role as a Literacy Lab tutor reinforced previous goals that you had, or helped your discover a new passion/direction for the future? 

I knew I loved education and teaching, but I didn’t have an experience teaching elementary students. Now I’m really passionate about education and education policy and early literacy and plan on taking that with me as I start a Masters in International Education in the fall.

5. What piece of advice would you give to new tutors?

This year, the KC AmeriCorps Alliance was formed to provide AmeriCorps members in Kansas City with training designed to bolster skills relevant to service, and engage with career paths leading to Kansas City jobs. The Alliance connects AmeriCorps members to fellow corps members to resource like low-income assistance during the service year, and to the Kansas City community. Missouri Literacy Lab tutor and KC AmeriCorps Alliance member, Angela Wilson, provided insight into the work of the KC AmeriCorps Alliance and how it has enhanced her work as a tutor.

Angela Wilson and fellow Literacy Lab tutors and KC AmeriCorps Alliance members at an event with Kansas City, MO Mayor Sly James.

1. How did you become involved with the KC AmeriCorps Alliance? 

     I was invited as a member of The Literacy Lab to attend the meetings this year. I was new to Kansas City, so I became involved with the Community Resource Committee (CRC) - the steering committee of the KC AmeriCorps Alliance - to help me get to know my new city and meet people also serving here.

2. What was the original purpose of the KC AmeriCorps Alliance?

     Both the AmeriCorps Alliance and the CRC connect members with resources and provide job-training and thought-provoking conversations. We have 25 organizations in the KC AmeriCorps Alliance who receive emails and have members who have attended at least one PD session. Some of the trainings have included grant writing, volunteer management and non-profit brand management. The CRC has provided resources for filing taxes, networking opportunities, cheap things to do in Kansas CIty and affordable housing options.

3. How has your work with the KC AmeriCorps Alliance contributed to your role as a K-3 tutor?

     The KC AmeriCorps Alliance has really increased what I know about my kids, their families, and the challenges they may face. Each person I meet offers a new perspective. An AmeriCorps VISTA member at Harvesters introduced the idea of kids not knowing what fresh vegetables look like. An AmeriCorps VISTA member at Literacy KC talked to me about the additional challenges students face when their parents have low literacy levels. I have also met with people at the Boys and Girls Club, Kansas City Public Library and Harvesters who have been able to connect me with resources for my students and their families. 

      The opportunity to meet other AmeriCorps members and learn about additional programs provides a chance to see the multiple groups that support community growth in Kansas City. I can step back and breathe because I'm able to see that I’m not the only one fighting illiteracy or worried about my students that live in poverty. I always come away from the committee meetings and the professional development nights re-energized to go back to school the next morning.

4. How can AmeriCorps members in Kansas City get involved with the group?

Guest post from Jamie Segerson, K-3 tutor at Polk Elementary School in Alexandria, VA. 

"I don't know". Those three little words are often the start of the long and arduous journey that tutors and their students take in pursuit of their reading goals. When reflecting on my experience this past year, this brings one student in particular to my mind. A cute, timid kindergartner, Justin started receiving tutoring in September of 2015. At our first tutoring session, he was unable to name a single letter sound. When we began tutoring soon after, the only answer I could seem to get from him was "I don't know,” no matter the question. Justin was quiet, so progress began slowly. However, as he learned more, he started opening up to me, and our relationship grew stronger. He began to talk more about himself and his life, and his skills continued to grow. He was steadily improving with his letter sounds, and in February he was able to read 56 letter sounds in one minute and exit the program! Although I was proud of his reading progress, I was even prouder of how much he had grown as a student and individual in those five short months. He was so excited when I told him he had exited the Literacy Lab program - but his reaction to that news paled in comparison to what came right after. I walked him back to his class, and when I opened the door, his whole class stood and applauded him! Justin was overwhelmed. Although Justin was a little bashful, it was evident how proud and happy he was in that moment. It was so heartwarming to see the culmination of all his hard work result in the encouragement and support he received from his peers. Moments like this are why I love this work so much, and I feel so happy that I was able to be a part of Justin's growth and success. Moments like this motivate and push me to work that much harder with my other students who have not yet reached their goals, because I want to be able to help every child reach that moment.

Building Relationships with Students and Parents as a Tutor

     With the hustle and bustle of the before school drop-off and after school pick-up, it can be a challenge for tutors to communicate with the parents of the students they serve. This challenge is something, Kelsey Neil, first year Pre-K tutor at Woodland Early Learning Community School in Kansas City, MO, has confronted straight on. By taking advantage of every moment she has to build relationships with parents, Kelsey has engaged and excited the parents as much as the students about literacy. Daily tutor schedules can be busy, so we had to ask “what do you do?” Kelsey shared how she has used her first year as a tutor to involve the parents at her school site with student progress, build literacy awareness outside of the classroom, and ultimately enhance her experience as a tutor through family engagement.

Communicate daily stories and achievements with parents

     Creating positive relationships with parents was a goal of mine since the first day of school. Talking with parents at drop off and pick up times has always been important to me. These moments create relationships with parents that make them feel more comfortable communicating with me about their child. In my class, not all parent related communications are focused only on academics. Stories about funny situations, interactions, songs and dance are always at the top of the list to share with parents. Parents are always receptive to hearing about stories related to the child and their personalities! One day during drop off a parent told me he had his daughter practice writing her name. He noted that he didn’t know what she was talking about but she kept making the ‘D’ for her name and kept saying “pull straight down…” I explained to him the script we use to help students learn their letters for their name sign-in. The dad responded that he had never thought about the way we make letters. Since then, we have had a running dialogue about his daughter’s learning and achievements. Having a continuous dialogue with parents has created positive relationships and allows me to have more meaningful conversations regularly.

Coordinate with your classroom teacher about ways to create literacy-based family nights and other activities

     The teachers at my site have an hour of planning time each day that allows us to discuss the children and their interests, as well as tailor school projects to what they would be interested in. In particular, we discuss ways to create more of a focus on literacy as well as different ways to increase family involvement. My lead teacher, teaching assistant, and I are currently planning an upcoming Literacy Week. Our plans include having community members and parents read to our class, making a class book, and helping parents sign up for library cards and themed dress-up days. Our goal is to create a fun and engaging way to help parents learn more about literacy and tools that they can use to help their child succeed. We are looking forward to it!

Keep literacy activities and events posted in public locations to inform parents of their child’s work

     We have a parent information board in the classroom, as well as a bulletin board in the library center. We post information about activities, events, and ways families can get involved in the classroom, school and community on a regular basis. Providing parents with the information gives them an easy way to find family-friendly activities that promote talking, reading and writing. Highlighting activities - such as the school’s book club, resource programs, and story time at the local public library - helps connect the parents to the school community.        In particular, the information inside the classroom allows parents to see more artwork their child has created and become familiar with the classroom. This creates even more of an opportunity to engage parents and the students in conversation about school and connect to the learning environment. I make sure to post literacy-related work that students have completed so that parents can see the progress their child is making during the year!

The annual Standing Ovation for DC Public Schools event, sponsored by DC Ed Fund, honors DCPS principals and teachers for excellence in education innovation and student achievement growth. This year, the first annual award for Excellence in Family Engagement recognized a Literacy Lab partner school, C.W. Harris Elementary, for the high-quality family engagement efforts implemented during the 2015-16 school year. By focusing on partnerships and strengthening relationships with families, the teachers and staff at C.W. Harris have cultivated an environment where outside partnerships, students, and parents feel actively involved in their community. C.W. Harris Elementary principal, Ms. Heather Hairston, shared how building relationships with the larger school community ultimately leads to universal trust and better student outcomes.

1. What is the importance of family engagement?

When working in turnaround schools, especially those that have historically been low performing, it’s easy for us to focus on curriculum, staffing and good teaching practices, but – when I was appointed – we realized that we would not be able to move this work in a way that was sustainable unless we leveraged our families. One thing we know is that our families are here to stay. When we looked at the numbers of students who have been here since age three and those whose families attended this school, we knew we really needed to leverage how we were engaging our families. Typically you see low-impact types of things that are more about the way school feels and less about what happens in school. Our work with family engagement has been able to do two things – build meaningful and trusting relationships with our families, especially through our home visit practice, and create structured opportunities where our teachers are talking to students about their data and talking to parents about student’s goals through academic partner meetings that happen three times a year.

2. C.W. Harris works with a variety of different community partners. How have you utilized your community partners in the family engagement process?

We are very fortunate to have a lot of community partners. One of the things that makes our school unique is while 16 partners may seem like a lot, much of the work aligns or is complimentary to each other. We were able to leverage our partnerships because we were very critical at the end of last year about our partners and whether or not we were getting what we needed. If the partnerships didn’t make sense, or if there wasn’t a way to leverage it, or the needs of the organization didn’t necessarily align with the school, then we had to be really deliberate about who we wanted our partners to be. We looked at the different aspects of our school, such as the various after school extracurricular programs and our mentoring program for our young boys of color started by our Assistant Principal, Calvin Hooks, and be very specific with our partners about what support was needed. In order for school leaders to make good decisions that create partnerships that work, they need to be really specific about what their needs are and make sure that the need is aligned with what the organization can provide.

3. At C.W. Harris, you have two Literacy Lab Pre-K tutors and two K-3rd grade tutors that work with many of your students every day. I spoke with former Literacy Lab tutor and current Administrative Clerk at C.W. Harris, Alysha Brown, and she mentioned the tutors help with the after-care program and morning announcements. What are some ways that you have seen the tutors get involved within the C.W. Harris community and family engagement?

We are very lucky because we have a strong school-family culture. It is very easy for us to insert and include the Literacy Lab tutors and partners. They are included in all staff updates and receive “school swag” to help them feel an important connection to the school. Tutoring is one-on-one with specific students, so we wanted to be really deliberate and thoughtful about the ways to involve the tutors within our community. The tutors are mentors within the Young Queens mentoring program, assist with escorting students on and off the stage at the honors assembly, and help with the morning announcements. We want to find things that are important, meaningful, and support the tutors’ skill sets and then share that with the school community. We don’t look at the tutoring work as something done in isolation. They have a strong tie to our school family, so it fits naturally that their work would extend to the way they engage with our students’ families. We see them talking to parents, volunteering to go on home visits, and helping to prepare materials for family engagement nights. They are doing things as part of our school community because we have included them since the beginning.

4. You have done a great job engaging families thus far. What are you goals for continuing to build your relationships with families both inside and outside of school?

For AmeriCorps Week 2016, we asked our tutors in DC, Virginia, Maryland and Missouri: what is one of the major things that you have learned in the first half of your AmeriCorps service year? From discovering the impact that literacy can have on a child’s confidence to solidifying personal goals - every tutor has gained insight and broadened his or her perspective through service.

Discover the Power of Reading

I have found a love for the power a teacher's dedication, and a student's persistence can have on changing years of educational neglect, into intellectual confidence. It's amazing to see how a student, 5 months ago, considered themselves a "bad" reader, now is excited to read and feels like "they can do anything"--not only in literacy--but in the world. All children should feel like they can reach the stars. All children can--if we take the time to give them the confidence to do so. And serving in AmeriCorps, providing my time, has allowed me to do that for 17 students this year.

Kosoko Jackson, Metro DC K3 Tutor 

I laughed, learned, and grew, but most importantly I bridged the literacy gap of some AMAZING children in Baltimore!   

Tempest Jones, Baltimore PreK Tutor

Build Strong Relationships

I have had the opportunity to become a part of a new community, and I have formed relationships with my co-tutors, with my fellow teachers, and with my students--that will leave a lasting impact on my life.

Virginia Parks, Metro DC K-3 Tutor

I have built positive relationships with students and staff, and promoted a love for reading.  

Betsy Edinger, Metro DC K-3 Tutor

I have been able to help the families become connected with literacy based services in their community."

Kelsey Neil, Missouri Pre-K  Tutor

I have formed strong, positive relationships with my students and their families -which has increased their success in the classroom."

Mary Beth Winston, Virginia Pre-K Tutor

I have engaged with a wonderful school community and helped increase literacy among K-3rd graders!

Sarah Beth Alcabes, Metro DC K-3 Tutor

I have developed patience and built relationships that allow my students to be comfortable and to have fun while learning.

Vivian Samuels, Metro DC K-3 Tutor

Encourage Literacy and Confidence

I have the honor and privilege of encouraging and celebrating students' hard work and their enthusiasm for learning every day.

Lacey Helmuth, Metro DC K-3 Tutor

I have helped children 3-5 years old develop early reading and writing skills.   

Dominika Gawryolek, Virginia Pre-K Tutor

I have increased my school site’s access to books with an additional 3,000 books from giveaways and library donations. Our elementary students now have engaging reading materials at home to help them meet their educational goals!

Sarah Kelly, Metro DC K-3 Tutor

I have helped my students to feel a sense of confidence in their academic pursuits.

McKensie Callahan, Missouri Pre-K Tutor

I have encouraged students who once hated reading to become passionate and confident readers.

 Angela Wilson, Missouri K-3 Tutor

I have helped students with their letter sounds and watched them read and write words with big smiles on their faces.

 Emily Clark, Virginia Pre-K Tutor

I have seen young children gain confidence and build the foundation to become great readers.

Amber Finley, Missouri K-3 Tutor 

I have learned the importance of preparing my students with a foundation of literacy skills for them to take to kindergarten so that they won't be at risk for falling behind.

Lisa Abualy, Virginia Pre-K Tutor

I have helped my students take their first steps towards expanding their worlds by giving them a head start in understanding, speaking, reading, and writing English, one of the largest, most widely-spread world languages.

Sarah Henry, Missouri Pre-K Tutor

Have An Opportunity for Self-Discovery

I have had the opportunity to grow as a person, to discover myself, and realize my passion: education. Helping children learn to read is truly empowering, because it helps them achieve their dreams.

Joyce Appel, Missouri K-3 Tutor

I have been, and continue to be, blown away by the perseverance and resiliency of my students.

Lizzie McCollom, Missouri K-3 Tutor

I have taught 18 Pre-K kids how to use the word impeccable, read "Dragons Love Tacos" more than 50 times, helped 10 students reach higher emergent literacy benchmarks through targeted tutoring interventions, and learned equally as much as I've instructed.

Anna Selle, Missouri Pre-K Tutor

I have watched how positive praise significantly raised my students' abilities to envision their success in reading, when before, all they saw were walls. Their ability to improve so quickly empowered me to overcome my own personal struggles.

Mahsa Borhani Missouri K-3 Tutor

I have learned just as much from the 16 kids that I serve as they have learned from me.

Sarah Bain, Metro DC K-3 Tutor

I have found a direction for my future.

Jessica Watkins, Missouri Pre-K Tutor

Guest contributors Tempest and LaChelle in a classroom at their service site, Arlington Elementary School’s Judy Center in Baltimore, MD. 

At the end of the school day, the official duties of Maryland PreK tutors, Tempest and LaChelle, are complete; however, the first-year tutoring duo noticed an opportunity to extend literacy skill building beyond the school day and created the Lab Learners after school program for PreK students at the Arlington Elementary Judy Center. Tempest and LaChelle share their inspiration for the after school program, ways they support literacy growth outside of the classroom, and the success they have seen in their students thus far.

1. How did your “Lab Learners” after-school program get started?

The idea for Lab Learners came after brainstorming different ways we could serve our school and starting an after-school program was the one that got us the most excited! The original goal of Lab Learners was to offer the same type of intervention models we provide to children on our classroom caseload to a 20 additional preschool students after-school. At the beginning of January, we expanded the program from 20 students in PreK to 40 children in both preschool and Kindergarten!

2. What activities do you provide for students in the Lab Learner after-school program?

We use a plethora of learning interventions with our 28 preschool Lab Learners and nine Kindergarten Lab Learners. We use some from our Literacy Lab training, some from our lead teachers, and some of our own ideas. Before the program’s expansion, we alternated weekly from Repeated Read Aloud and vocabulary-based activities to theme-related crafts and gross motor activities. As a result of our recent expansion, we had to restructure our classroom management and activities to accommodate more children. The program is now being shifted towards three small group activities that rotate every 15 minutes. At the end of small group activities, we then come together for large group review and a comprehension and participation based, “Think, Pair, Share.”

4. How does the aftercare program you created compliment the work you do in the classroom as a Literacy Lab tutor?

We seize every moment to create a literacy learning experience for our students. We reinforced the theme and curriculum of the school through our lessons. We have also implemented the “Starfall Song,” name recognition and other transitions songs we have learned in our role as literacy tutors to create the connection between the classroom and Lab Learners.

5. What sort of positive growth have you seen in the students you work with in The Literacy Lab and Lab Learners?

Where do we begin?!? We see strides in our students on a daily basis. We have seen improvement in several areas such as social skills, participation, and a genuine excitement to learn! In one of our most recent projects the students worked together to create holidays cards for the lead teachers and para-educators. We selected students to write the teachers names, and everyone had a chance to write their own name. The teachers were extremely excited to see the progress the children have made in mastering name writing.

Guest contributor Patrick Moran and his co-tutor at their service site in Washington, DC.

From The Literacy Lab Summer Institute in August to the school holiday break in December, there are many defining moments for Pre-K and K-3 Literacy Lab tutors. Metro DC K-3 tutor, Patrick Moran, reflects on what he has learned during the first half of his service experience and how he plans to finish the year out strong. 

1. What moments from your first few months stand out to you? How did that experience inform your tutoring practice?

I had been having trouble for the last couple of weeks with most of my first graders. Despite my attempts to make the sessions fun, I was struggling to get them to buy in to the process and work at becoming better readers. After reading about how important autonomy and responsibility are to children ages 6-9, I decided to try letting them do many of the things I usually do, such as opening the intervention binder and writing down the date. By handing these tasks and responsibilities over to the students, they felt like we were equal partners and that I trusted them. I haven't had any behavioral issues since. In fact, I am constantly hunting for other such "small tasks" that I can turn over to them so that they begin running the sessions themselves. Despite knowing that being included was so important to children, I never would have imagined that their ownership of small tasks during our sessions would make such a positive impact on their learning experience.

2. How have you become more involved in the school community? How has your involvement outside of tutoring impacted your experience?

I help out in the after school program at least a few days a week, playing with students and helping them with homework. Additionally, I have been helping out in a before school exercise program, BOKS, which has been super fun, as well! I’ve learned that interacting not only with your own students, but the other students in your school is huge to becoming a part of the school community. It's also hugely important to engage with the kids in roles outside of teaching. It helps you learn their passions and interests, and they come to respect you as a teacher more because they have seen you be silly and play with them. Finally, it helps me remember that they are just kids and need good healthy play!

3. Has your experience so far taught you anything about your future endeavors? Are you interested in pursuing a career in education (teacher, nonprofit, research) or continuing to volunteer in some manner?

For the immediate future, I am 99% sure I will be doing a second year with The Literacy Lab. I am enjoying it so much. I can see the progress my students are making, and I know how much a second year would mean and make an impact on them. Additionally, having my student loans in forbearance another year and getting another education award wouldn't hurt at all! Beyond that, I think I may want to become a teacher or become involved at a higher level in education reform and non-profit work.

4. Imagine yourself back at The Literacy Lab Summer Institute in August - what is one piece of advice you would tell yourself?

Hmmm, if I could tell myself something back in August, what would I say? Perhaps the only concern I had at the time was wondering whether or not it would be a valuable experience. So, if I could go back, I would be sure to let myself know that it is absolutely worth it.

Literacy Lab PreK tutor, Ling Gao, gained insight into the Northern Virginia community she serves as a Reading Corps tutor following a TedX Arlington event on “Connectedness in the Community.” Read to learn how Ling connected the discussion to her daily service.

Guest Contributor, Ling Gao, at her service site in Alexandria, VA.

        As a Literacy Lab Pre-K tutor in Alexandria, VA, I have had the chance to expand my network and learn more about the diversity within Northern Virginia.  This year, in addition to my work with The Literacy Lab, I have the opportunity to enhance my experience as a tutor by attending events that shed further light on dynamics within Northern Virginia through an internship with the Columbia Pike Revitalization Organization (CPRO). In October, I attended a TedX Arlington 2015 presentation and dialogue on “Connectedness in Northern Virginia.” The speakers discussed issues of diversity, race, and education within the Northern Virginia area. They connected to the audience and their community by discussing the way the community has impacted their family, education, culture, technology, athletics, and medicine.

     The event opened my eyes to various experiences in Northern Virginia. People were gleaming with pride that their friends and family members felt the courage to speak about potentially triggering experiences. One of the speakers was a 16-year-old Chinese transgendered-man.  The student talked about how during his first day of high school, he went in front of the classroom and told his preferred pronouns and his name to seven teachers and a group of students. Their reaction to him was positive, and he felt accepted in his space of learning. Hearing of this awareness and acceptance for the transgendered student reminded me of how I want to treat my students with sensitivity and with an awareness of their different backgrounds that will allow them to grow into their own identities.

      In my classroom, there are six vastly different languages spoken, varying income levels, and all of the students are from different backgrounds. I reflected on my own background in a conservative area that had little to no support for marginalized groups, such as LGTBQ-identified and people of color. After the TedX discussion in Arlington, I recognized how much more acceptance of change and diversity there is in the DC-Metropolitan area. I connected the speakers’ stories to how my students are going to grow up differently than I did, and how fortunate I am to see their growth impacted by my presence in their lives.

     As a tutor, I am embedded into a PreK classroom and spend seven hours a day with 18 three-five year old students. I see their highs and lows, and I get to not only see their growth in literacy, but also experience their social interactions that consistently build their identities. I am privileged to be part of their lives and excited because as they grow, I grow into my own identity.

A large portion of The Literacy Lab tutors join the Reading Corps shortly after college graduation; however, Clarence Elliot, 2015-16 Maryland Reading Corps Pre-K tutor, joined the Reading Corps shortly after retirement. After a long career in public service, Clarence chose to dedicate the skills he learned as a professional and a parent to a year of interventions with Pre-K students struggling with early literacy skills.

While many would choose retirement as a time for hobbies and more relaxing ventures, Clarence devoted his retirement to serving others. As Clarence said, “Someone once described me as ‘mission driven,’ and I think that observation is fairly accurate. As a result, I like challenges and trying to be part of change.” Read on to learn more about how retirement led Clarence to The Literacy Lab, and why a year of service allows him to continue to be challenged and learn on a daily basis.

1. You joined the Maryland Reading Corps after retiring from your previous career. What motivated you to apply to The Literacy Lab and ultimately accept your position as a Pre-K literacy tutor in Baltimore?

     Although I was in early retirement, I wanted to continue to serve in a meaningful way. I’ve always enjoyed challenges, and delving into education for struggling children was an attractive opportunity. I anticipated that I could enhance a student’s literacy experience. I accepted the position because I thought the program was well thought-out, and due to the staff that I encountered. I had interviewed with another agency in Baltimore but decided not to pursue work with them any further once I received an offer from The Literacy Lab.

2. Your position as a literacy tutor is a full-time position. What do you think are some of the benefits of “postponing” full-retirement with a yearlong service opportunity?

     For me, the main benefit is remaining vibrant by providing assistance to “my” students. The key is remaining active. I can always play tennis or try to play golf. Yet, learning a new discipline and applying it beats retirement. Another benefit is supporting the staff that exist at my school; hopefully, I provide another layer of support and strength to these extremely hardworking educators.

3. In what ways did your previous career prepare you for your position as a literacy intervention tutor? What adjustments have you made in your new position?

      After a career in public service,  the commitment was obviously there. The values, flexibility and ability to work with diverse individuals are all helpful. However, I had no experience in the classroom other than being an advocate for my own two children who are now adults. As a father who championed learning for my own children, I’m able to transfer my love of reading and learning to my students. However, learning the lingo, practices and processes in addition to Reading Corps methods is still an adjustment. Also, learning how to lesson-plan and focus on technical aspects remains a challenge; I try to help as much as I can, and am optimistic that my adjustment period will soon result in success. The fun and relatively easy part is dealing with the Pre-K students. Watching their minds unfold and their beautiful spirits is really heartwarming.

4. What skills or insight have you gained so far as a literacy tutor? Do you feel like you will continue to use, in some way, what you have learned during your year of service?

      I do feel like I am growing via my service as a literacy tutor. As a “big-picture” person, I am gaining technical skills as a teacher. I’ve learned how to assess students, provide interventions and tutor/teach them within an evidence-based framework. There is no doubt that I will find ways in the future to continue this type of service. I am particularly interested in international work or further serving urban students domestically.

5. What is a moment that you have had so far that shows the positive impact you are making with your students?

      We have students who have faced family trauma, language barriers and poverty. On a regular basis, a smile or gesture shows that, as a caring adult, you are making a difference in the students’ lives. On an academic note, one young boy who has a difficult family life wrote his name in Playdough today. Although he sits separately from other kids, and carries emotional pain, he made his name through constant support and affirmation of his value and ability.

6. Do you have plans after your year of service?

       As mentioned above, I am seriously thinking about a stint abroad. I also am thinking about doing an online academic project with McGill and Kennedy School of Government. My focus would be on reflection of urban violence and strategies to combat it. I’ll also do some community outreach for the next decennial census.