Star Gazer Newsletter

STAR in Missouri has been going strong since the pilot began in early 2008. Pilot program participants included eight local programs, which began operating STAR classes in the summer of 2008. The success of the pilot resulted in Missouri’s continued commitment to sustaining and expanding this program to all of the state’s local Adult Education Literacy (AEL) programs. I n January 2009, Missouri sent three participants to Washington , DC to begin the yearlong process of becoming certified STAR trainers. Chris Todd, Jana Groner-Skopec, and Tina Bueneman completed the requirements, along with 66 days of training (11 rounds of 6 days), dozens of site visits, numerous technical assists, and hundreds of hours of video. Another round of STAR training began in January 2010, two more are scheduled for this spring and summer, and more will follow this fall.

Currently there are over 220 STAR-trained teachers in Missouri, representing 38 of the 44 programs in the State. Missouri’s goal is to have all AEL programs trained in STAR by the end of 2010. Missouri’s low intermediate literacy attainment (as assessed by TABE and reported on NRS) has improved from 39% in Fiscal Year 2008 to 47% in Fiscal Year 2009. Approximately 66% of the Fiscal Year 2009 post-tested participants completed an educational functioning level or advanced to higher educational functioning levels –a significant gain from 59% in Fiscal Year 2008. The state attributes much of the success to local AEL programs using the STAR method. Missouri Certified STAR trainer, Chris Todd sums up the success of STAR best by saying, "I used to assign reading, now I teach it."

STAR Spotlight
Massachusetts
by Beverly Rosario and Suzanne Speciale, Massachusetts STAR Team
Two years prior to the first STAR training in Massachusetts, six state-level staff researched STAR and other evidence-based reading models. The group gathered information from other states involved with STAR through phone conversations with directors, trainers, and teachers. The group also conducted a classroom observation. STAR information was then presented to the State ABE Director and Commissioner who added their support and commitment to the project. Information about STAR was presented to local providers at Massachusetts’ annual statewide Directors’ Meeting.

Some highlights from the first year of Massachusetts’ STAR involvement included:

Made the commitment to have STAR as the reading method for Pre-ASE level classes;
Developed a project budget, released an open and competitive RFP, selected eight pilot programs, and established Training Institutes. The RFP allowed $1,800 per participant to cover additional supplies and materials, additional assessment hours, travel, substitutes, etc.;
Determined that the Diagnostic Assessment in Reading (DAR) would be the official assessment tool for all STAR classes and purchased the DAR for programs and professional development centers;
Engaged their professional development contractor, SABES (System for Adult Basic Education Support) in the planning process six months prior to the first STAR training institute and continued to involve them in the rollout;
After Institute I, immediately began developing STAR for the following fiscal year; and
Increased pilot program budgets by $2,500 for year two to help sustain and integrate STAR into their curriculum.

Where Massachusetts is headed:

A member from the state team will audit the Training of Trainers to ensure ongoing support for trainers and programs.
Managed enrollment will be defined for all STAR classes.
A DAR assessor for STAR classes at the program level will be designated.
Cohort support for the eight original pilots will be provided through quarterly meetings in FY11.
An RFP for an additional ten programs to participate in STAR Institutes will be issued in FY11.

STAR Trainer Diaries
Remodeling the "Stores"
by Jane Meyer, National Cadre Trainer
Early in STAR training, participants look at a redesigned shopping cart which they are told represents the new evidence-based techniques they are learning for diagnostic assessment and reading instruction. Participants are quick to see that in order to use the redesigned shopping cart the store will also have to be redesigned. They learn that our "stores", our classrooms, programs, and state systems, will have to be redesigned in order to use the evidence-based reading techniques they are learning. Implementation requires teachers, program administrators, and state leaders who understand the need for systemic change and are willing to draw up the blueprints, don their hardhats, and begin the work of remodeling. Like any remodeling job redesigning our classrooms, programs, and state systems requires:

Getting the right workers for the job. Don’t expect the builders (classroom teachers) to work without the foremen (program administrators) coordinating the tasks, making decisions, and providing materials. The contractor (state leadership) must also examine and rework state policies and allocate state resources to support the project. Involve the state professional development system from the start in order to build capacity to train more skilled workers to replace workers who leave and to expand to new "stores." As the building progresses someone needs to check on the progress, encourage the workers, identify when the plans are off track, and figure out how to fix problems that occur.
Drawing up a blueprint and communicating the vision. Discussion and planning need to begin long before the first training. Be sure to select programs and teachers who understand the project involves tearing down and rebuilding the "stores", not just bringing in the new "shopping carts".
Allocating resources. Even a do-it-yourself job requires both materials and human resources. Budget for new materials for diagnostic assessment and instruction. Budget time for teachers, administrators, state leaders, and professional developers to participate in trainings and technical assistance. Teachers will also need time for planning, diagnostic assessment, and instruction.
Creating a timeline. Plan enough time between trainings to try out the new ideas, but not so much time that the project loses steam. Schedule technical assistance activities at the beginning so everyone has them on the calendar. Schedule remodeling of the "stores" to coincide with delivery of the redesigned "shopping carts." Be flexible. Remember all remodeling projects take longer than expected.

Near the end of STAR training participants are asked to draw their newly remodeled "stores" to show what remodeling has been completed and what is still in process. States and programs that are most successful in implementing evidence-based reading instruction are those that have been willing and able to do the necessary remodeling.