THE POWER OF WORDS Running Head: POW: THE POWER OF WORDS

Literacy-Technology Lab Using Reading and Technology to Promote Positive Literacy POW : The Power of Words Packard Foundation Verizon Foundation Grants Grant Period: September 2011 June 2012 Cost of Grant per Year: $30,896.00 Place of Possibilities, Inc. 1144 Hexalena Rd. Aulander, NC 27805

Dr. Laura Early, CEO Mrs. Carol Mizelle, NELA Fellow

THE POWER OF WORDS 2

Project Summary The Place of Possibilities offers opportunities for children, ages five to sixteen, to be enriched with summer activities to motivate achievement; however, currently there is a great need to increase the usage of technology. The program Power of Words (POW) is designed to integrate technology, video, and multimedia. The POW program will begin with 20 children in grades 6-9. The participants will meet at least twice a week during the school year. A new Literacy-Technology Lab will enable the POW program to increase 21st Century literacy skills that build on the knowledge a child has, and expands it to achieve reading success. The goal of the program is to be used in conjunction with the existing Bertie Middle School, and focused around increased Non-Fiction reading. Digital media skills will be used to make presentations on the information gained through research. The participants will be given time to increase End-of-Grade test scores cooperating time for Reading and Vocabulary practice, along with games to enhance higher level thinking skills. POW will be evaluated using the youths school grades and reports provided by teachers, throughout the program. The products created through digital media will be showcased for family literacy events. The youth will increase their EOG/EOC reading score by one or more levels by the end of the existing school year. High academic achievement is the ultimate goal for all participants involved with the POW program.

THE POWER OF WORDS

Table of Contents

Project Description
I. II. III. IV. V. Background & Significance Specific Aims Project Design and Methods Evaluation Design and Methods Sustainability Plan 4 4 6 6 7

Appendices
Appendix A: References Appendix B: Biographical Sketch Appendix C: Budget Appendix D: Budget Justification Appendix E: Logic Model Appendix F: Timeline & Process Chart 8 9 11 12 13 14

THE POWER OF WORDS 4

Project Description
I. Background and Significance

Our country continues to have a huge problem with dropout rates among high school students, and especially in the South. North Carolina falls in the bottom 10 states for the percentage of students graduating. High levels of poverty and low assessment scores have long been viewed as a stimulus to the increase in the number of dropout students in grades 9-12 (Appiah-Danquah, Faulkner, & Yeboah, 2010). Dropping out of school before graduation adversely affects the quality of life before the dropout, leading to a tremendous loss of income over a lifetime. In Bertie County only 60% of students earn high school diplomas, less that 30% of elementary students pass the end-of-grade tests, and approximately 30% of children live in poverty (NC Rural Center Data Bank, 2009). In the spring of 2010, End of Grade test data revealed that only 55.8% of the students in grades 3-8 were performing on grade level. The schools are not making adequate gains in Reading Comprehension (N C Report Card, 2010). The positive difference made in the lives of Bertie County children will be achieved with the community working together. Even though multiple factors contribute to economic and social realities of this county, deficits in literacy capacities are intrinsically connected to all areas of academic and economic success. Many programs have tried to alleviate the disaster of falling test scores in Bertie County, and many have failed to raise the child to a level that continue to stretch them to reach for higher achievement. Still there are successful programs that show promise, such as afterschool programs that work in cooperation with the local schools. The most exemplary afterschool programs include literary content to incorporate personal, social, and cultural purposes, and which include physical and social environments that make reading, writing, and vocabulary activities inviting (NREL for National Partnership for Quality Afterschool Learning at the SEDL, 2005). POW has the potential to make a huge impact in the community and schools. The program will allow for children and parents to share in a successful education. Family Literacy activities and events are planned for the parents and children to celebrate and learn together. Family Literacy has been proven to be an effective tool in closing the achievement gap for low-income children. Along with children feeling more confident using technology to enhance their learning, they will also grow in being accountable for their strengths and weaknesses. Developing high-achievers would the ultimate goal. A part of goal setting is commitment. Commitment takes a lot of strength of will, and children that willing to do everything in their power to achieve this ultimate goal will be able to overcome many obstacles in life ( The Importance of Positive Thinking, 2011). The funding amount that is being requested is for the training of staff, children, volunteers, and parents along with the purchase of the required software and hardware for the program to become a success. Technology is a great need for The Place of Possibilities to achieve bigger dreams for the community, but most importantly it is the dream of the children in Bertie County to be successful citizens in their community.

II.

Specific Aims The aim of the POW: Power of Words literacy program is to accomplish two main objectives.

Objective 1: Increase overall reading scores, by 80% of participating at-risk students, at least one to two grade levels higher by the end of the school year. Objective 2: Inspire 90% of participants to complete digital media project, which improves their writing

THE POWER OF WORDS and oral presentation skills , by the end of the school year.

The goal of the POW program is to develop youth ready to succeed in school and develop the skills that will prepare them for their future education. The POW program will begin during afterschool hours and be housed at The Place of Possibilities. POW at the Place of Possibilities has the ability to improve aptitudes and attitudes. Both aptitudes and attitudes are highly influenced by lower and insufficient reading levels in our young people. Many studies have shown that at risk-students who are poor readers are more likely to have problems in school and are at risk of dropping out of high school. To enlighten at risk-youth in reading, they will be provided a nutritious snack to begin each session of POW. Participants will be asked to choose a bibliography of their interest. Being able to choose books of their interest encourages the participant to be active readers. The youth will then be responsible for researching information about their chosen character or person. The POW program will be designed for youth to use the Internet, books, and digital media to design a presentation to share the knowledge they have discovered. Students may interview their chosen person via letters, they may portray the character, or complete a drama designed around the character. Using digital media will stretch the participants as well as give them a chance to produce meaningful work. The youths creations of their bibliographies will be displayed for the community during Family Literacy Events. Another important part of POW is designed to allow participants to interact with their peers and program staff. Participants will use game resources to practice vocabulary and reading skills. The game will be selected from the interest of the student and approved higher order thinking skills practice. Through active participation the youth will be become stronger role models as they influence peers, younger children, and parents of the community. The progress and activities will be documented in several manners revealing an ongoing rise in reading aptitude. The data regarding the participants attitudes, activities, and abilities will be gathered before, during, and upon the conclusion of the program. The collected data and results will be assessed, presented, and celebrated with participants, program staff, parents, local school, and community.

Projected Short-Term Outcomes: Increase awareness of literacy rates & reading levels in Bertie County Support reading fluency and comprehension in grades six through eight Inspire middle grade readers to develop writing and presentation skills Improve home-school participation through active communication and mutual respect Track ongoing progress, attitudes, and participation of POW program Work in partnership with local schools and community agencies

Projected Long-Term Outcomes (75%) of youth participants will pass their end-of-grade assessments (75%) increase in participants attitude and aptitude (4) Family Literacy Events for parents and youth participants Ongoing partnerships with classroom teachers in Bertie Middle School Decrease the drop-out rate in Bertie County Increased success-oriented productive youth

THE POWER OF WORDS 6 III. Program Design and Methods The proposed POW program will utilize two methods of delivery that research has found to be effective for programs aiming to assist middle school youth. Trained staff that will be required to reinforce and create learning opportunities that develop higher-level readers will provide the program. Many of these opportunities, which will build the participants literacy skills, include reading, storytelling, and writing. Family Literacy Events will be another important method to promote positive parent involvement. Through Readers Theatre, Dramas, Productions, reading hours, and technology all participants will express themselves in new ways for creating cultural connections between themselves and the community (Birmingham, Milke, Pechman, & Russell, 2005). All POW groups and objectives will be designed based on prior assessments, teachers recommendations, and staff observations. The POW program will allow students to work individually, in small and large groups designing and building on learning styles and individual needs. To recruit participants, the program coordinator will attend school and community functions to display information about the program being offered at Place of Possibilities. The program coordinator will speak at school functions for the targeted parents and youth? Program staff will provide parents and students with the information packet, and encourage the parents to register for POW. The participants will continue to be assessed to denote progress throughout the program. The staff will continue the task of creating and monitoring systems and situations that would engage the youth; however, to prevent fall backs as we work to build academic and social success, students will be taught to understand their interests and abilities, and then guided to learn how to self-select literature that has value to them. Since we need to get kids hooked on books before we can impact skill development, students will come to understand that to have an appetite for books will produce healthy brain building. Repeated research proves that choice provides power for students and that such power is often lacking in traditional literacy development. When there is a lack of choice, readers can become reluctant, resistant, and perform well below their capacity to learn (Jobe, Sakari, 2000, 2004). Building a healthy appetite will be establish as the students reads and completes the books on their interest level; furthermore, if the student is empowered to put their book into a production via digital media, the student is engaged in literacy-technology activities that builds self-esteem, confidence, and skill levels. When empowered by personal choice and production designed, students can often stretch to read books that are above their independent reading level. Providing computer hardware and software along with books will serve the POW students is a variety of ways. Computers will be useful research tools, assessments, assessment banks, communication methods, virtual field trips, and visual aides. Second, POW students will participate in directed literacy-building activities along with staff/mentorsupported activities and challenges designed to develop problem solving, decision-making, and leadership skills, which support literacy and academic success. There will be at least four family event sessions for parents of student participants, and the community. At each family event there will be a chance for five POW students to present their productions, and they will present them any way they have chosen to reveal their strengths. Along with refreshments and celebrations there will be a special guest of interest for the parents, students, and community.

IV.

Evaluation Design and Methods

Upon the completing of registration, each student will be required to take a pre-test and survey on literacy. Staff will collect all data and information to be kept on file so that the student can track the progress they are making during the school year. During the year when students receive reports from school, they may also chart the reports. The more the student records information about themselves they will become more accountable for their own results. All information will be reevaluated during the POW program to identify

THE POWER OF WORDS

strengths, weaknesses, and successes of each participant. All assessment data will be shared with the participants parents and teacher. Evaluations will be used to monitor and adjust the POW program. The childrens will set the goal of meeting and exceeding the state and local standards in North Carolinas core curriculum. Formative evaluation will be used to review the POW program changes that will be implement will serve as a basis for making program modifications. At the end of the 2011-2012 school year, a post-test and retrospective pert-test survey will be conducted to evaluate the components of the POW program. Needed data will be retrieved from the Bertie County Public Schools to assess the End of Grade test scores of the POW participants. Monitoring the ongoing progress of all participants will be the role of POW staff. All information will be collected, reviewed, and shared with staff. Family Literacy Event celebrations will be evaluated throughout the school year using short surveys.

V. Sustainability The POW program will strengthen the success of the county, by requiring support from all stakeholders. The program director and staff will use the training they receive to continue the program. As the result of the training that the directors and staff participate in, they will be able to train volunteers. With assistance from the local communities, in Bertie County, there will be an implementation for strategic fundraising campaign. Area churches, individuals, and businesses will be contacted for donations. During the Family Literacy Night, the middle school representative will be asked to participate along with other featured guests speakers. POW will work with community members to write grants to grow and expand this project seeking funding from US Cellular and The Rural Center: Economic Innovation Program. The inexpensive nature of the program assures its success with minimal support dollar.

THE POWER OF WORDS 8

Appendix A: REFERENCES

Appiah-Danquah G., Faulkner P., & Yeboah O., (2010). North Carolina High School Dropout Rates: An Econometric Analysis. Presentation was made at the Southern Agricultural Economics Association Annual Meeting.

Britsch B., Martin N., Stuszynski A., Tomala B., & Tucci P. (2005). Northwest Regional Educational Laboratory for National Partnership for Quality Afterschool Learning at the Southwest Educational Development Laboratory. Literacy Afterschool Programs: Literature Review, 2-5.

Jobe, R., & Dayton M., (1999), Reluctant Readers: Connecting Students and Book for Successful Reading Experiences. NC School Report Card. (2009-2010). Retrieved July 26, 2011 from www.ncreportcards.org The Importance of Family Literacy (2010). Retrieved July 28, 2011 http://positivethinkingblog.com/the_importance_of_family_literacy_goal_setting/

THE POWER OF WORDS

Appendix B. BIOGRAPHICAL SKETCH Education 1992 1990 Bachelor of Science, East Carolina University, (K-6) Education, Cum Laude Roanoke Chowan Community College, Early Childhood Education, Associate

Positions and Experience

2007-Present Bertie County Schools Bertie Middle School 7th Grade Science Bertie County Schools C.G. White Middle School 6th Grade Science Bertie County Schools Askewville Elementary School (K, 2nd, 3rd, Grade Classroom Teacher) Bertie County Schools West Bertie Elementary School 1st Grade Teacher New York Life Insurance Company James W. Smith, Agent Office Manager and Agent Assistant Heileg-Meyers Furniture Company Ahoskie Store Secretary and Payment Processor Belo Grocery Store Windsor Store

2006-2007

1995-2006

1992-1995

1984-1990

1979-1982

1978-1979

Honors and Awards

2010 NCSU/NELA Recipient for Bertie County 2009-2010 Teacher of the YearBertie County 2009-2010 Teacher of the YearBertie Middle School 2010 & 2011Recognition of ServiceChairperson for the BMS Leadership Team 2009 - 2010 & 2011Recognition of ServiceGrade Chairperson for 7th grade, BMS 2008Recognition of ServiceTeacher Leadership Team 2006Teacher Award Recognition (Student Entry) 2002Teacher of the YearAskewville Elementary School 1997-1998 Walmart Teacher of the Year 1996Teacher of the YearAskewville Elementary School 1995-1996NCCTM Mathermatics AwardBertie County

THE POWER OF WORDS 10

1992-1993First Year Teacher AwardWest Bertie Elementary, Bertie County

Professional Memberships and Affiliations Association for Supervision and Curriculum Development North Carolina Science Teachers Assoication National Educational Association North Carolina National Educational Association Licenses / Certifications Grades 7-9 Certification in Science Grades K-12 A.I.G. Certification/Licenses Grades K-12 Reading Licenses

THE POWER OF WORDS

11

Appendix C: BUDGET Budget Worksheet

A. Personnel Name/Position Program Coorindator B. Additional Personnel (2) Program Staff Total Personnel Costs (A+B) C. Supplies Supply Items # Requested Non-Fiction Books USB Flash Drive Awards & Incentives Break Service Food Supplies Supplies (Vocabulary games & resources) IPod (8GB) Computers (MacBook) LoJack HP Photosmart Publications (Brochures & Newsletters) Family Event Refreshments Total Materials & Supplies Total Project Costs $ @ each 50 $ 12 25 $ 15 $ 200 4 $ $ $ 600 375 200

Computation Hours/Week

Cost $/Hour 10 $ 20 # of Weeks 35 $ 7,000

8 $

14

34

$ 7,616 $14,616

30 @ 34 Weeks $

$ 4,080

10 5 2 2

$ 1,000 $ 229 $ 995 $ 180 $ 200

$ 1,000 $ 2,290 $ 4,975 $ 360 $ 400

$1,000 4 $1,000

$ 1,000 $ 1,000 $16,280 $30,896

THE POWER OF WORDS 12 Appendix D: BUDGET JUSTIFICATION Total request $30,896

Salary & Fringe $14,616 Program Coordinator: Responsible for coordination of volunteers, implementation weekly youth programs and assistance with family activities. 20hr/week @ $20.00/hr x 35 weeks ($7,000) (2) Program Staff: Responsible for working with the program coordinator in order to carry out tutoring sessions aligned with the goals and objectives of the children. $14.00/hr x 34 weeks ($3,808)

Supplies $16,280 Educational materials and equipment for use with POW youth and their teachers/tutors to include but not limited to reading strategies (i.e. vocabulary games & kits), craft supplies, board games, poster paper, pens, paints, markers, paints, technology supplies (board games: used for building vocabulary skills/ Craft supplies, paints, markers, poster paper: used for project designs during program/ Technology Supplies: used for ink, adapters, digital cords) $1,000 (50) Non-Fiction Books $600 (25) USB Flash Drives $375 (10) IPOD $2,290 (5) MacBook Computers $4,975 (2) LoJack $360 (2) Photosmart $400

Supplies and materials for awards & incentives will be purchased to recognize the achievement of program goals by youth and staff. Including but not limited to: Supplies for creating certificates, award ribbons and other token items of recognition $200 Break Service and Food Supply. For afterschool when youth, and staff are gathered for group events to limit interruption, keep participants engaged and maximize limited time together working on program goals. (30@34 weeks x $4=$4,080) Program supplies including but not limited to pens, paper, folders. To be used in the weekly sessions with students and their teachers and in the family education activities./ Includes Brochures and Newsletters ($1,000.00)

Family Literacy Events for Families will be engaged in program activities, thus funding needs to be available to provide some food items for family activities. (4 Events - $250 X 4 = $1,000).

THE POWER OF WORDS

13

Appendix E: LOGIC MODEL

THE POWER OF WORDS

13

GOAL:!! " #

$&' ( % ) * ( +% ,% ) +- . % &( 0' 1) 2 34567 +904% % ! ) # /% ) 8( 69:

INPUTS
Planning

OUTPUTS

Short Term
Increased awareness of literacy rates (reading levels) & usage of technology Increased parent engagement in youths literacy development Increased school and community relationships with positive goals Increased availability of literacy/technology resources Improve relations between partners concerned

O UTCOMES Int ermediate

Continued awareness of the literacy in our communities Increased parent engagement in literacy & technology development Increased school and community relationships with positive goals Increased literacy rates (reading levels) in children

L ong Term
Successoriented productive youth Increased Graduation Rates Improved Youth Outcomes Reduce dropout rate Increased End of Grade Reading Scores Increase parental involvement in the schools and community

Administration and Staff After-school Tutorial Program Summer Enrichment Program Technology classes for Senior Citizens Technology Conduct Community Outreach events Equipment Place of Possibilities

! Conduct Baseline Research ! Utilize volunteer program director and staff ! Utilize engagement time with programs in place at the present time ! Plan Family Literacy Events ! Develop Strategic Partnerships ! Provide programs Programming ! Promote parent events, after-school programs, and summer enrichment programs ! Attend community events promoting Literacy and Parental Involvement ! Develop brochure and news media to advertise program components ! Develop and carry out a Technology/ Literacy Program---POW: The Power of Words ! Establish partnerships with school system

THE POWER OF WORDS 14

Appendix F: TIMELINE

The project design has a 10 month projected timeline: Timeline Major Tasks Month 1-2 Train Program Staff Recruit, screen & train Hold Family Literacy Event to introduce POW program and Staff Make school & community visits to engage less hard to reach youth and families and introduce the to the POW program Administer pre surveys Monthly from Hold weekly Afterschool POW time Month 2 through Facilitate Family Literacy Activities Month 10 Sponsor cultural/educational experience Month 9 Support the youth group relationships Administer post surveys including a retrospective pre-test Analyze survey and data results and submit annual report Summer Program begins Submit final report and complete all POW grant requirements

Responsibility Program Coordinators Program Coordinators Program Staff and Parent Volunteers Program Coordinators Program Coordinators & program staff Program Coordinators Program Staff and POW Participants Program Staff Literacy Coach and Program Staff Program Coordinators and Literacy Coach Program Coordinators

Month 9-10

Month 10