E
D
E
A
P
S
H
L
E
L
A
D
U
F Moving the Needle on
Grade-Level Reading in Arkansas
SPRING 2016
FULL SPEED AHEAD: MOVING THE NEEDLE ON GRADE-LEVEL READING IN ARKANSAS
1
For more information, contact:
Angela Duran, Campaign Director
[email protected]
Web: www.ar-glr.net
Twitter: @ArkansasGLR
Facebook: ARGradeLevelReading
FULL SPEED AHEAD
Moving the Needle on Grade-Level Reading in Arkansas
Spring 2016
INTRODUCTION
OUR GOAL IS THAT ALL ARKANSAS CHILDREN
WILL READ ON GRADE LEVEL BY THE END OF
THIRD GRADE.
Just 31 percent of Arkansas third graders are reading on grade level,
according to the National Assessment of Educational Progress.1 Closing the
third grade reading proficiency gap would help Arkansas become one of the
top five states among indicators of economic, family, and child well-being.
Just imagine – if every Arkansas third grader could read on grade-level – our
state would:
• Increase educational attainment with near universal high school
graduation rates;
• Increase post-secondary educational attainment with more students
graduating from college with certificates and degrees;
• Create jobs with family-supporting wages through businesses started or
expanded in response to the high-skilled workforce; and,
• Grow the economy as higher family incomes lead to increased spending
and state tax revenues.
Why Third Grade?
Third grade is a pivotal point in a child’s cognitive development and
academic learning. During this time, student learning transitions from learning
to read to reading to learn, which prepares students for success throughout
school. Studies show that students who do not achieve reading proficiency
by third grade are less likely to graduate high school and pursue higher
education and are more likely to be incarcerated or live in poverty. If we want
to close achievement gaps, strengthen Arkansas schools, and better prepare
our state’s future workforce, we must ensure that every Arkansas student is a
proficient reader by the end of third grade.2
What is the Arkansas Campaign for Grade-Level Reading?
The Arkansas Campaign for Grade-Level Reading (AR-GLR) was launched
in 2011 by the Winthrop Rockefeller Foundation to move the needle
on education outcomes in Arkansas by focusing on third grade reading
proficiency. AR-GLR is managed in partnership with Arkansas Advocates
for Children and Families, the Arkansas Community Foundation, and the
Winthrop Rockefeller Foundation. AR-GLR is part of a growing movement led
4
FULL SPEED AHEAD: MOVING THE NEEDLE ON GRADE-LEVEL READING IN ARKANSAS
by the national Campaign for Grade-Level Reading that includes over 200
communities in 42 states.
AR-GLR is a collaborative effort of over 25 organizations that believe the only
way we can make progress on grade-level reading is to work collectively and
in partnership with families, educators, policymakers, and business leaders
around the state.
Key strategies of the campaign include:
• Build Local Capacity – Support local models that increase third-grade
reading proficiency through four key impact areas – strengthening
family engagement, increasing school readiness, reducing chronic
absence, and stopping summer learning loss:
o Community Solutions Initiative – community-school partnerships
in five communities – Eudora, Little Rock, Marvell-Elaine, Pulaski
County, and Springdale.
o Make Every Day Count – partnerships with four school districts
– Fort Smith, Marvell-Elaine, Pulaski County, and Springdale – to
measure chronic absence and design proactive strategies for
keeping children in school.
• Enhance Public Policy – Develop legislative and administrative policy
solutions to increase third-grade reading proficiency.
• Increase Public Will – Increase public awareness of the importance
of grade-level reading, and move key audiences – parents, educators,
business leaders, and policymakers – from awareness to action.
KEY STRATEGIES
BUILD LOCAL CAPACITY
ENHANCE PUBLIC POLICY
INCREASE PUBLIC WILL
WHERE WE WORK
Over the past few years, AR-GLR and our collaborative partners have:
1. Reached a common understanding of the issues impacting grade-level
reading;
2. Developed a shared measurement system for tracking our progress;
and
3. Identified a set of strategies that bring together our collective skills and
abilities.
This report outlines what it will take to help children read on grade level,
provides baseline measures and milestones for the campaign, and highlights
some early areas of progress.
Community Solutions Initiative
Make Every Day Count
Both initiatives
FULL SPEED AHEAD: MOVING THE NEEDLE ON GRADE-LEVEL READING IN ARKANSAS
5
WHAT IT TAKES TO HELP
CHILDREN READ ON GRADE LEVEL
Family Engagement
Parents and caregivers are a child’s first teachers and most important advocates. Educators and the community can
support and engage parents and other caregivers to ensure children are healthy and developing on pace. High-quality
home visiting programs help caregivers apply strategies that allow children to build their vocabulary and promote
early reading skills. Parents can ensure children attend school regularly, keep learning through the summer, and work
with Parent Teacher Associations and other community groups to engage and empower families to advocate for all
children.
School Readiness
Students entering kindergarten with vital skills—vocabulary, letter recognition,
number sense, social-emotional skills and others—are more likely to read
proficiently by the end of third grade. But less than half of Arkansas’s
kindergartners are considered ready for school. A child’s learning begins at
birth and happens both at home and in early care and education settings.
In fact, 85 percent of brain development happens before age three.3 Some
children have limited access to books or early care programs that prepare
them for success in school. Together, the Arkansas Better Chance (ABC)
preschool and Head Start programs accommodate only 56 percent of eligible
3- and 4-year-olds. Quality programs for infants and toddlers are limited as
well. Home visiting programs serve a fraction of eligible families.
Classroom Instruction
A child spends six to seven hours a day in the classroom during the academic year. The skills a teacher brings
to the classroom are based on a range of factors including teacher preparation programs, ongoing professional
development, coaching and support from school administrators, and experience. Elementary teachers must have
deep knowledge of learning standards as well as the skills to implement them and use assessment and teaching
methods that meet the diverse needs of students. As many as one in five students have dyslexia or other learning
disabilities. Children should be assessed and provided the supports they need to help them succeed in the classroom.
School Attendance
Attendance is critical to academic success. When children attend school
regularly in kindergarten and first grade, they are more likely to read
proficiently by the end of third grade. In Arkansas, more than one in 10
kindergarteners and first graders are chronically absent. Half of all chronically
absent first through third graders do not read proficiently.4 Chronic absence
is defined as missing ten percent or more of the school year for any reason,
excused or unexcused. In Arkansas, that means missing 18 days of school, or
just two days a month.5
6
FULL SPEED AHEAD: MOVING THE NEEDLE ON GRADE-LEVEL READING IN ARKANSAS
Summer Learning
Summer can be a time of academic enrichment for children or a time of
learning loss. Unless children read or participate in quality summer programs,
they risk losing two to three months of reading skills. Only 21 percent of
Arkansas students currently have access to high-quality programs.6 Many
students go hungry without access to meals they receive at school. Quality
summer learning programs, especially those offering USDA-sponsored meals
and snacks, address the needs of the whole child – physical, social, emotional,
and cognitive. They also provide an opportunity for children to go in-depth on
subjects, such as reading and writing.
School Resources
School districts have access to a range of resources that include state formula
funding, and state and federal funding for English language learners and lowincome students. Administrators make tough decisions every day about how
to spend those funds, but some districts leave money unspent, and current
allowable expenditures are too broad and not backed by research. As of the
end of the 2014-2015 school year, districts had a balance of $17 million in the
state fund designated for low-income students.7 Districts that do not spend
their available funds may need help building their capacity to do so.
LESS THAN HALF
OF ARKANSAS’S
KINDERGARTENERS ARE
CONSIDERED READY
FOR SCHOOL.
Child Health
To succeed in school, children need to have their basic needs met – three
healthy meals a day, a good night’s sleep, and a routine and calm atmosphere
at home. A tired and hungry student will have difficulty concentrating on
schoolwork. A child who has a chronic health issue such as asthma or diabetes
or who lacks health or dental care may have difficulty attending school every
day or focusing while they are in the classroom. Children with developmental
delays may need additional supports. Children may need help with social
and emotional health needs such as learning how to cope, self-regulate, and
mediate conflict. Prenatal care, well-child visits, developmental screenings,
breakfast and lunch programs, after-school and summer meals programs, and
school-based health centers are all important ways to ensure that children are
healthy and able to focus on their learning. Only 48 percent of children on
ARKids A and Medicaid receive a well child check up on schedule.
Community Engagement
Schools and families cannot move the needle on grade-level reading alone. All sectors of the community – businesses,
nonprofits, faith-based organizations, and individuals – have a role in providing the support systems children and
families need for success. Organizations and individuals throughout the community can support grade-level reading
by building public awareness of the importance of literacy; advocating for more resources; volunteering in schools;
and supporting early childhood, and summer and after-school programs, programs that provide access to books, and
efforts to provide access to health care.
FULL SPEED AHEAD: MOVING THE NEEDLE ON GRADE-LEVEL READING IN ARKANSAS
7
2020 MILESTONES
To achieve our overall goal of all children reading on grade-level by the end of third grade, we have collectively
established a series of milestones that we believe will set us on the right course. For each measure, we have presented
a baseline number and a goal for 2020. In the case of high school graduation and ACT scores, we have set milestones
for 2030, as it will take about ten years for 3rd graders in 2020 to reach their senior year in high school.
KINDERGARTEN READINESS8
Measure
2012-2013
2020
Kindergarten students who are
eligible for a free or reduced
price lunch and are considered
“developed” on the Qualls Early
Learning Inventory
General Knowledge – 45%
Oral Communications – 41%
Written Language – 44%
Math Concepts – 50%
Work Habits – 45%
Attentive Behavior – 40%
Arkansas is selecting a new
Kindergarten Entry Screener. AR-GLR
will set a kindergarten readiness goal
once this new tool is in place.
THIRD GRADE READING9
Measure
2015
2020
4th graders reading on grade-level
according to the National Assessment
of Educational Progress
31% of students
Arkansas ranks in the top 35 states
Arkansas ranks 38 out of 52 states
CHRONIC ABSENCE10
Measure
2011-2012
2020
Kindergarten students missing 10
percent or more of the school year
13% of students
5% of students
HIGH SCHOOL GRADUATION11
Measure
2013-2014
2030
High school graduation rate
87%
Arkansas ranks in the top 10
Arkansas ranks 20 out of 51 states
ACT SCORES12
Measure
2014-2015
2030
Average ACT composite score
20.4
Arkansas ranks in the top
half of states
Arkansas ranks 36 out of 51 states
8
FULL SPEED AHEAD: MOVING THE NEEDLE ON GRADE-LEVEL READING IN ARKANSAS
DEVELOPMENTAL SCREENINGS
Measure
2013
2020
Children on ARKids A and Medicaid
receiving a well-child exam
48%
75%
PRE-K FUNDING
Measure
2011
2020
Annual funding for the Arkansas
Better Chance pre-K program
$111 million
$153.5 million
QUALITY CHILD CARE
Measure
2014-2015
2020
Number of child care slots having a
Tier 3 Better Beginnings rating
Infants and Toddlers – 6,102
Infants and Toddlers – 8,000
3 and 4 year olds – 35,046
3 and 4 year olds – 40,000
HOME VISITING
Measure
2014
2020
Enrollment in home visiting programs
Arkansas Home Visiting Network –
2,209
Arkansas Home Visiting Network 3,275
Nurse Family Partnership - 150
Nurse Family Partnership - 275
SUMMER MEALS
Measure
2014
2020
Number of USDA summer feeding
programs and number of meals
served
Number of programs - 1,010
Number of programs - 1,050
Meals served - 4.3 million
Meals served - 4.7 million
ACCESS TO BOOKS
Measure
2014/2015
2020
Children receiving books through
Dolly Parton’s Imagination Library and
Reach Out and Read
Imagination Library (2014) –
10,000 per month
Imagination Library –
110,000 per month
Reach Out and Read (2015) – 60,000
Reach Out and Read – 100,000
FULL SPEED AHEAD: MOVING THE NEEDLE ON GRADE-LEVEL READING IN ARKANSAS
9
EARLY EXAMPLES OF PROGRESS
Building Literacy in Marvell and Elaine
Located in Phillips County in eastern Arkansas, Marvell and Elaine are rural
communities with 98 percent of students eligible for free or reduced price
lunch. After six years on the state’s Needs Improvement list, Marvell-Elaine
Elementary School became an A designated school. Their solution? Literacy.
Children spend time reading and writing in classes, from math to music. The
percentage of third graders reading proficiently increased from 53 percent in
2010-2011 to 66 percent in 2013-2014.
Students expect school leadership to be actively involved with them, greeting
them, singing with them, and asking them, “What are you reading today?”
Administrators, teachers, and interventionists work together to ensure
students receive the support needed to improve their performance.
With funding and support from the 21st Century Community Learning Center
program, the Children’s Defense Fund (CDF), and the Winthrop Rockefeller
Foundation, Marvell-Elaine Elementary School provides a safe and enriching
space for students throughout the year. Students participate in summer,
after-school, and before-school programming. Fun and engaging activities
help students retain and expand on their academic learning. The summer
learning program is built on CDF’s Freedom School, where children learn to
love reading while improving their literacy skills, connecting to their culture,
developing self-discipline, and participating in community service and social
action.13
FUN AND ENGAGING
ACTIVITIES HELP
STUDENTS RETAIN AND
EXPAND ON THEIR
ACADEMIC LEARNING.
Improving Pre-k Quality Statewide
The Arkansas Better Chance (ABC) program provides early care and
education for 24,000 mostly three- and four-year old children from lowincome families. Increases in both federal and state funding have expanded
resources to target districts where at least 75 percent of children have literacy
and math scores below proficient levels.
Recognizing the importance of increased access to quality early childhood
education, the U.S. Department of Education awarded almost $1 billion
through the Preschool Development Grant in 2015 to high need communities
in 18 states. Arkansas was awarded $60 million to improve and expand pre-k
quality by building local capacity and providing resources for strengthening
curriculum. The funding, distributed by the Arkansas Department of Human
Services, Division of Child Care and Early Childhood Education, added 1,371
new pre-kindergarten slots and improved services for roughly 1,500 children.
10
FULL SPEED AHEAD: MOVING THE NEEDLE ON GRADE-LEVEL READING IN ARKANSAS
In addition to new federal funding, state legislators increased funding for ABC
by $3 million during the 2015 legislative session; this is the first state funding
increase in eight years. These efforts help move Arkansas toward the increase
in state funding that is necessary to support high-quality pre-k in the state.14
Increasing Access to Quality Early Childhood Education for
Infants and Toddlers
Not only did the federal government increase resources for pre-K in 2015,
they also acknowledged the extreme shortage of quality infant and toddler
programs by investing $500 million for new Early Head Start-Child Care
Partnerships. These grants support new or existing Early Head Start programs
to partner with local child care centers and family child care providers to
provide quality care for infants and toddlers from low-income families.
Three programs in Arkansas are receiving a total of $7.6 million over three
years. One of those programs is Community Services, Inc., a Head Start
provider in Garland County. Through partnerships with child care centers in
Hot Springs, North Little Rock, and Pearcy, Community Services is able to offer
quality care to an additional 200 infants and toddlers. The funding is being
used to make quality improvements such as hiring additional professional
administrative staff and providing new training and education opportunities
for classroom teachers to earn higher qualifications. Because the partnerships
are based on the Early Head Start model, resources are also provided to help
parents develop and implement plans for their own education and career
advancement.15
Using a Tiered Approach in Jonesboro
Principal Misty Dole of MicroSociety Magnet School in Jonesboro leads her
faculty in using the Response to Intervention (RtI) model. According to Ms.
Dole, RtI is a way to identify gaps in student learning and help them advance
through data-driven discussions. A team of teachers consider the progress
of each child, and develop creative interventions and strategies to help that
child advance. To be effective, the strategies must be timely, consistent,
documented, and progress must be monitored. Jonesboro has learned that
schools must be flexible, resourceful, and creative with available resources
to develop innovative solutions. RtI has helped create a culture of care and
positivity around every child. District-wide, the percentage of third graders
reading on grade level has increased from 60 percent during the 2009-2010
school year to 72 percent in 2013-2014. Jonesboro School District has seen
incredible outcomes through the strategic application of Rtl to all students, no
matter their level, especially those in need or behind.16
FULL SPEED AHEAD: MOVING THE NEEDLE ON GRADE-LEVEL READING IN ARKANSAS
11
Leading the Way on Dyslexia for Arkansas’s Students
One person out of five is affected by the language-based disorder dyslexia,
which can impact a student’s ability to develop literacy skills by creating
barriers to learning, understanding, and processing both oral and written
language. Over the past few years, parents with The Dsylexia Project have led
a statewide movement to ensure that all students receive proper screening
and interventions for dyslexia.
A new law passed in 2013 mandates that all school districts screen
kindergarten through second-grade students and any older students
exhibiting clear dyslexia markers. Under the new law, schools are also
responsible for providing appropriate intervention for each child.
In Flippin, school leaders did not wait for the law’s passage to take action. In
2012, the school district began providing dyslexia screenings and in-school
and summer learning interventions for elementary school students. Flippin
has found that addressing dyslexia has impacted almost every aspect of their
school. Reading levels, attendance, student confidence, and relationships
with both students and their parents have all improved. Flippin has become a
model and continues to share expertise with other districts around Arkansas.17
IN ARKANSAS, MORE
THAN ONE IN 10
KINDERGARTENERS AND
FIRST GRADERS ARE
CHRONICALLY ABSENT.
Making Every Day Count at Parson Hills Elementary
During the 2012-2013 school year, 15 percent of students at Springdale’s
Parson Hills Elementary missed a month or more of school, with 79 percent
of students designated as English Language Learners. Over half of students
are Latino, and almost a third are Marshallese. Unfortunately, the effects
of chronic absence may be especially damaging to students who are both
learning English and trying to keep up academically.
Principal Heather Cooper and her team developed a set of strategies to
ensure her students are in class every day and ready to learn. Counselor
Eddie Nava paired children who had been chronically absent the previous
school year with Attendance Buddies, who are teachers and staff that
volunteer to check in regularly with a student, see how they are doing, and
encourage them to come to school everyday. Ms. Cooper and Mr. Nava also
set up a system for proactive outreach to parents when a child misses school.
Teachers make the first contact after just one absence. If a student misses
several days, the counselor and then the principal reach out to the family. At
all levels, staff is working with families to identify and address the challenges
to attending school, in a positive, family-friendly way. These new strategies are
making a big difference. By the 2014-2015 school year, Parson Hills’ chronic
absence rate dropped to just five percent.18
For more examples of progress, go to www.ar-glr.net/solutions/bright-spots.
12
FULL SPEED AHEAD: MOVING THE NEEDLE ON GRADE-LEVEL READING IN ARKANSAS
CALL TO ACTION
We are committed to the goal that all Arkansas children will read on grade-level by the end of third grade. We realize
achieving this ambitious goal will require families, teachers, business leaders, and policymakers to come together,
sharing our determination to serve as ambassadors, advocates, and activists for our state’s children.
Data tells us that 69 percent of the young people in Arkansas will need additional support if we are going to reach
that goal. Communities around the state – Flippin, Jonesboro, and Marvell are just a few examples – have shown that
making huge strides toward this goal in a short time is possible. To achieve our shared goal, we must engage families,
invest in high-quality early childhood education, make sure children are in school every day, and provide quality
summer learning programs. Everyone has a role to play.
Families
• Talk, read, and sing to your children from
birth, building on what we know about early
brain development and helping them develop
strong vocabularies
• Bring more books into your home by enrolling
your children in Dolly Parton’s Imagination
Library
• Make sure children are in school every day,
except when they are sick, even in pre-k and
kindergarten, when the foundations of reading
are being taught
• Access free and affordable resources such as
public library summer reading programs to
keep children reading over the summer
Business Leaders
• Support employees’ involvement in their
children’s education, including time off to
attend parent teacher conferences
• Expand programs like Dolly Parton’s
Imagination Library and Reach Out and Read
that provide books for families to read at
home
Educators
• Create welcoming environments where parents see
staff that look like them and speak their language
• Provide increased professional development
opportunities for educators on how to teach
reading, raising the quality of instruction for all
children
• Continue the focus on Response to Intervention,
which helps schools identify and provide help to
students who need additional support
• Use attendance data to identify children who are
at risk of being chronically absent and develop
proactive strategies for keeping them in school
• Partner and pool resources with nonprofits to
provide summer learning programs
Policymakers
• Support increased investment to raise the quality of
existing pre-k programs and make them accessible
to more children
• Keep a focus on high standards of education for all
children
• Provide financial resources for summer learning
programs
Take the pledge! Visit www.ar-glr.net to learn how you can do your part for the Arkansas
Campaign for Grade-Level Reading.
FULL SPEED AHEAD: MOVING THE NEEDLE ON GRADE-LEVEL READING IN ARKANSAS
13
ENDNOTES
1 National Center for Education Statistics, “The Nation’s Report Card,” 2015, http://www.nationsreportcard.gov/
reading_math_2015/#reading/state/acl?grade=4.
2 Donald Hernandez, “Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School
Graduation”, The Annie E. Casey Foundation, 2012, http://www.aecf.org/resources/double-jeopardy/.
3 “Rethinking the Brain: New Insights into Brain Development.” Shore, R. (1997). New York: Families and Work Institute.
4 Arkansas Advocates for Children and Family analysis of Arkansas school attendance data, accessed from the AR
Research Center.
5 Attendance Works, “What is Chronic Absence?”, http://www.attendanceworks.org/wordpress/wp-content/
uploads/2011/06/What-is-Chronic-Absence.pdf.
6 Afterschool Alliance, “America After 3PM.” June 2015. http://afterschoolalliance.org/AA3PM/detail.html#s/AR/
summer/p_of_children_in_programs_2014.
7 Analysis of Arkansas Department of Education expenditure data for NSLA funds for the 2014-2015 school year.
8 AR-GLR analysis of Qualls data accessed from the Arkansas Research Center.
9 National Center for Education Statistics, “National Assessment of Educational Progress State Profiles: Arkansas”, 2015,
http://nces.ed.gov/nationsreportcard/states/.
http://www.nationsreportcard.gov/reading_math_2015/#reading/state/acl?grade=4
10 Arkansas Advocates for Children and Family analysis of Arkansas school attendance data, accessed from the AR
Research Center.
11 Arkansas Department of Education Arkansas School Performance Cards, State of Arkansas Report 2013-2014, 2014,
https://adesrc.arkansas.gov/ReportCard/View?lea=AR&schoolYear=2014.
https://nces.ed.gov/ccd/tables/ACGR_2010-11_to_2012-13.asp
12 ACT, “The Condition of College and Career Readiness 2015,” 2015, https://www.act.org/newsroom/data/2015/states.
html.
13 Melissa Brawner, “A Marvell-ous Improvement”, Arkansas School Boards Association, September 2015, http://arsba.
org/wp-content/uploads/September-2015-Report-Card-for-web-lr.pdf.
14 Forward Arkansas, Forward: A New Vision for Arkansas Education, August 2015, http://www.forwardarkansas.org/
vision-2015/.
14
FULL SPEED AHEAD: MOVING THE NEEDLE ON GRADE-LEVEL READING IN ARKANSAS
Arkansas Advocates for Children and Families, Kids At The Capitol 2015: How Kids Fared At The Legislature,
May 2015, http://www.aradvocates.org/wp-content/uploads/Kids-at-the-Capitol-2015.pdf.
Rich Huddleston, AACF statement on increase in pre-K funding, Arkansas Advocates for Children and Families,
April 2015, http://www.aradvocates.org/aacf-statement-on-increase-in-pre-k-funding/.
Arkansas News Bureau, “Arkansas Awarded $60 Million Grant to Expand Pre-K Program”, December 2014,
http://arkansasnews.com/news/arkansas/arkansas-awarded-60-million-grant-expand-pre-k-program.
State of Arkansas 90th General Assembly Regular Session, Senate Bill 712, March 2015, ftp://www.arkleg.state.
ar.us/acts/2015/Public/ACT807.pdf.
15 Interview with Community Services, Inc. Early Head Start Director, December 2015.
Office of Early Childhood Development Administration for Children and Families, “Early Head Start-Child Care
Partnership and Early Head Start Expansion Awards”, 2015, U.S Department of Health and Human Services,
http://www.acf.hhs.gov/programs/ecd/early-learning/ehs-cc-partnerships/grant-awardees.
Office of Early Childhood Development Administration for Children and Families, “Early Head Start - Child Care
Partnerships”, 2015, U.S Department of Health and Human Services, http://www.acf.hhs.gov/programs/ecd/
early-learning/ehs-cc-partnerships.
16 Interview with Superintendent of Jonesboro School District, October 2015.
RTI Action Network, “What is RTI?”, http://www.rtinetwork.org/learn/what/whatisrti.
Arkansas Department of Education Arkansas School Performance Cards, Jonesboro School District Report 20132014, 2014, https://adesrc.arkansas.gov/ReportCard/View?lea=1608000&schoolYear=2014.
17 Interview with Flippin Elementary School Principal, October 2015.
The Dyslexia Project, “Arkansas Act 1294- Outlined”, http://www.thedyslexiaproject.com/#!arkansas-act-1294outlined/c17ou.
“Flippin Schools Implement Dyslexia Intervention”, The Baxter Bulletin, September 2014, http://www.
baxterbulletin.com/story/news/local/2014/09/22/dyslexia-intervention-flippin/16077905/.
18 AACF analysis of Arkansas school attendance data, accessed from the Arkansas Research Center.
Parson Hills School Report Cards, https://adesrc.arkansas.gov/.
Analysis of attendance data by Parson Hills Elementary.
FULL SPEED AHEAD: MOVING THE NEEDLE ON GRADE-LEVEL READING IN ARKANSAS
15
AR-GLR PARTNERS
16
FULL SPEED AHEAD: MOVING THE NEEDLE ON GRADE-LEVEL READING IN ARKANSAS
Student Focused
Leadership
FULL SPEED AHEAD: MOVING THE NEEDLE ON GRADE-LEVEL READING IN ARKANSAS
17
OUR GOAL IS THAT ALL
ARKANSAS CHILDREN WILL
READ ON GRADE LEVEL BY THE
END OF THIRD GRADE.
For more information, contact:
Angela Duran, Campaign Director
[email protected]
Web: www.ar-glr.net
Twitter: @ArkansasGLR
Facebook: ARGradeLevelReading