Eunsoo Cho, a postdoctoral fellow in MCPER's Reading Institute, has been honored as the lead author of a prestigious journal's best research article of 2015.
"Cognitive Attributes, Attention, and Self-Efficacy of Adequate and Inadequate Responders in a Fourth-Grade Reading Intervention" won the Samuel A. Kirk Award for 2015, which recognizes the best research article in the journal Learning Disabilities Research & Practice. Cho's co-authors included MCPER researchers Garrett Roberts and Philip Capin, Associate Director Greg Roberts, Executive Director Sharon Vaughn, and Jeremy Miciak of the University of Houston.
MCPER's Sarah Powell won the Kirk Award in the practice category.
MCPER alum Christopher Lemons wins Presidential Early Career Award
February 19, 2016
Christopher Lemons, a former MCPER staff researcher and current MCPER collaborator, has received the U.S. government’s highest honor for science and engineering researchers in the early stages of their careers.
President Obama selected Lemons among 105 recipients nationwide of the Presidential Early Career Award for Scientists and Engineers. President Clinton established the award in 1996 to recognize “innovative research at the frontiers of science and technology and ... commitment to community service as demonstrated through scientific leadership, public education, or community outreach,” according to a White House press release.
Lemons, an assistant professor at Vanderbilt University, is a principal investigator of the National Center for Leadership in Intensive Intervention, a consortium that prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic and/or behavioral difficulties. MCPER faculty members and scholars are part of the consortium through The University of Texas Austin, one of seven partner institutions. Lemons previously worked on multiple MCPER projects.
For more information on the prestigious award, see the White House press release.
Leading experts from The Meadows Center for Preventing Educational Risk (MCPER) have condensed the knowledge from a broad range of research into 10 key practical ideas that states and school districts can use to create policy and improve student outcomes.
"10 Key Policies and Practices for All Schools With Strong Evidence of Effectiveness From High-Quality Research" is a concise one-page document that offers recommendations stated in clear language that are grounded in findings from solid research studies. Topics include multitiered instructional systems; data management; intensive intervention; daily instruction and practice in reading, writing, speaking, vocabulary, and mathematics; assessment; and college and career readiness. The document is the first installment of MCPER's new "10 Key" series, which will create similar lists of practical, research-based recommendations for specific topics of interest to educators.
Download "10 Key Policies and Practices" today from the MCPER Library.
Through hard work and an ongoing partnership with the Texas Literacy Initiative (TLI), the prekindergarten program at Nixon-Smiley Elementary School has posted dramatic gains in literacy.
A comparison of the numbers from the beginning of the 2014–2015 school year to the beginning of the 2015–2016 school year speaks for itself—on the CLI Engage assessment, the percentage of prekindergarten students deemed as making “acceptable progress” improved in several areas:
“It has been a journey,” said Shea Sultemeier, the prekindergarten instructional coach for the rural district 50 miles southeast of San Antonio. “Since the inception of TLI, several steps clearly impacted the positive growth of our prekindergarten students.”
Sultemeier went on to detail initiatives during the 4-year partnership, highlighting the work of Family Literacy Liaisons Thelma Deleon and Vanesa Deleon, a new position funded through TLI. Thelma Deleon was the school’s first liaison, and Vanesa Deleon joined her in the 2015–2016 school year. The family literacy liaisons visit homes and build literacy by reading with very young children before they are old enough for school, encouraging environmental print, informing parents about the importance of talking to babies and toddlers, and using technology to support English language development. As word has spread, more parents have contacted the liaisons for their input and support. Early in the process, Thelma Deleon formed a parent group that remains in place today. And this school year, Vanesa Deleon facilitated the Read and Rise parent course, which will result in a group of parent leaders to carry on building literacy in the home.
“The success of our 3- and 4-year-old programs is directly related to having family liaisons who build literacy in the home and involve the entire family in the process,” Sultemeier said. “The data show that the strong literacy foundation for families that is established in our district creates students who are more developmentally prepared to enter the elementary grades.”
Back in the school, the work has evolved over the 4 years of the partnership with TLI—work that continues today. In the first year, the 3- and 4-year-old programs determined what scientifically based curriculum to use, prekindergarten teachers collaborated with elementary teachers to build classroom management systems and procedures for vertical consistency, and an early childhood specialist observed and coached teachers to establish processes and goals. In subsequent years, Nixon-Smiley created a schedule for benchmarking and data analysis at the beginning, middle, and end of the year; continued to work with the early childhood specialist; established explicit lesson plan expectations based on prekindergarten guidelines; integrated writing into all centers; and partnered with the Ready Rosie early childhood engagement online program.
“The amazing thing to see is that when resources are introduced into [this] community, the payback happens,” Sultemeier said. “Investing in the young before school is crucial to the development of students’ and parents’ literacy. The evidence has been the impact the program has had on the language development of our prekindergarten students. The data show that the people and systems that have been put into place over the course of the TLI [partnership] have increased the success of our early childhood program.”
TLI, part of the Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin, works across the state to ensure that every child is prepared for the literacy demands of college and a career by high school graduation. For more information, visit the TLI project webpage.