Future directions of star

The Office of Vocational and Adult Education (OVAE), U.S. Department of Education, has continued funding of the STAR initiative for the next three years to enhance evidence-based reading instruction (EBRI) for intermediate-level adult students. This issue of the STAR Gazer shares highlights and details of the future directions STAR will take in the coming years.

Status of STAR

Presently, the STAR Network spans 19 partner states, has six certified national trainers, 34 certified state trainers, and an additional five trainers currently completing their certification.

What STAR States Need to Know

As states are in varying stages of implementing EBRI, the STAR team has been tasked to work with each current STAR state to assess their status of implementing EBRI and develop statespecific technical assistance supports accordingly. Similar to the approach taken by STAR instructors when assessing individual student strengths and needs, STAR will develop a state-level diagnostic assessment tool unique to this initiative to determine the strengths and needs of each partner state. The results of this assessment will allow the STAR team, in collaboration with the state, to create customized, strategic, and targeted activities to help each state improve and sustain EBRI. The diagnostic tool will collect information on critical implementation areas including baseline information, such as:

• The number of active and inactive certified trainers in a state;
• The number of teachers trained in STAR;
• Technical Assistance (TA) being provided to programs; and
• The number of programs that are implementing EBRI effectively and with fidelity.

The baseline findings will inform the development and dissemination of ongoing support and training services, including supplemental training activities such as booster trainings, online courses, and e-coaching. These support and training services will be free and customized to each state. If you are a STAR state, we will be in touch soon!

What STAR Trainers Need To Know

Recertification

The long-term sustainability and success of the STAR project and EBRI for adult intermediate-level readers heavily depends on the development of a STAR trainer recertification process designed to ensure that trainers remain current with changes in the evidence base, STAR training plans, and all parts of the STAR Tool Kit. The process will also promote program fidelity and ensure that trainers remain connected to the STAR Network.

How to Get Recertified

When a STAR trainer becomes initially certified, their certification date and a recertification link will be added to their online portfolio. Trainers may begin the recertification process after year two of their initial certification date by clicking on the recertification link and updating their online profile. Automated emails will remind trainers of recertification timelines. Trainers must complete recertification within three years of their initial certification date in order to earn STAR recertification and continue to use copyrighted STAR materials. To become recertified, trainers have to complete recertification activities to demonstrate continued and active participation in the STAR Network. These activities may include:

• Conducting a STAR training (Institutes 1, 2, and 3) and submitting a reflection form and participant evaluations;
• Conducting STAR TA to assist participants who have attended a STAR training in implementing EBRI, and submitting a reflection form and participant evaluations;
• Leading a nationally-developed STAR activity such as a STAR booster training and completing a reflection form; and
• Participating in a STAR recertification professional development activity such as viewing training footage and completing a reflection form.

In addition to the four activities listed above, all recertification candidates must deepen their knowledge and skills and remain current with changes in the evidence base and the STAR materials. Towards that end, trainers will be required to participate in ongoing professional development activities such as webinars, booster trainings, and communities of practice. Booster trainings will also be provided to all STAR trainers on a regular basis.

Trainers' Community of Practice (COP)

A COP can be defined as a group of individuals who share a common interest and engage in a process of collective learning. STAR is building an engaged COP focused on the implementation of EBRI to support certified STAR trainers. This virtual COP will offer national and state trainers a space for collaborative learning and shared practice with an emphasis on implementation of EBRI. Participation in the COP is voluntary, but STAR encourages all trainers to join this environment of dialogue, reflection, feedback, and ongoing and sustained interaction among members of the STAR community. A STAR project team member will moderate the COP by providing oversight, keeping discussions focused and relevant, identifying tools that enhance the collaborative experience, and serving as a point of contact for members of the community. The COP is a dynamic tool that can enhance the STAR implementation process for all trainers and we look forward to your participation!

Boosting STAR Knowledge

STAR will offer booster trainings designed to ensure that the STAR community is up-to-date with changes in the EBRI evidence base. Each booster training will consist of three parts, with each section lasting approximately 30 minutes. Sections will address:

• data analysis and interpretation;
• instruction; and
• monitoring progress.

The boosters will accommodate a variety of delivery formats including face-to-face, virtual, and blended approaches. Boosters will include explanation, modeling, video demonstrations, reflection, participant discussions, and application activities. The first two boosters will be developed in the next few months. More boosters will follow.

Those first two booster trainings will focus on issues related to classroom instruction (i.e., alphabetics and instructional grouping) with an emphasis on how administrators can help teachers overcome barriers. The goal of the alphabetics booster is to help teachers understand what to teach and why, how to effectively teach alphabetics, what materials to utilize, and how to monitor progress and make corresponding instructional decisions. The goal of the instructional grouping booster is to help teachers understand how to group intermediate readers, how to make grouping work, and how to monitor and adjust groups over time.