2018 Awards
Project Abstracts
(S215G180062) Stilwell Public Schools (OK) proposes to create sustainable solutions to literacy challenges in Stilwell, Oklahoma, improving student achievement on standardized literacy assessments and preparing its educators to continue to support a trend of positive literacy gains. Activities will include tiered, research-based K-12 literacy instruction with embedded professional development; rebirth of the library media center; home literacy promotion; and cross-curricular science, technology, engineering and math (STEM) coordination. The proposed project outcomes are to sustainably increase student literacy rates, increase family involvement in school, enhance the school library, provide take-home books for students, and increase access to STEM learning.
(S215G180079) Hornell City School District (NY) will build upon its recent work in adopting new assessments and interventions by transforming classroom instruction through the use of the Fountas and Pinnell Classroom system; creating modern and fully-resourced library media centers supported by a certified Library Media Specialist and outfitted with high-quality digital tools to improve student achievement and information literacy; implementing a high-quality teacher professional development and coaching model to support balanced literacy; and supporting family and community involvement through book giveaways and family reading nights. The proposed project outcomes are to increase students’ independent reading and writing skills; increase students’ access to high-interest, leveled print and digital books inside and outside of school; and increase parents’ capacity to support their child’s literacy development.
(S215G180158) Lawrence County School System (TN) has developed a project with three focus areas: Academic Enrichment, Family and Community Engagement, and Professional Development. The proposed project outcomes are enhanced classroom environments and school libraries via literacy, science, technology, engineering and math (STEM), and computer science materials; gains in literacy skills for Pre-K students and in reading achievement for K-5 students; increased STEM and computer science content knowledge, student use of literacy-focused technology, and engagement in literacy and STEM activities; improved book-to-student ratio; increased access to high quality books at home and parental engagement in home literacy activities; improved collaboration between school library and staff; enhanced instructional practices in literacy, STEM, and computer science; and increased afterschool and summer learning access.
(S215G180023) Maryetta School District 22 (OK) proposes to collaborate among the library media specialist and teachers to plan pedagogy utilizing library resources; create literacy pacing guides integrating computer science standards; provide Response-to-Intervention Tier 1, 2 and 3 reading interventions; provide training and modeling of literacy strategies and science, technology, engineering and math (STEM) in the Makerspace Literacy Lab; provide family engagement activities and distribute free books. The proposed project outcomes are to increase resources and activities to promote early literacy, improve the motivation of older children to read, develop high-performing professional learning communities, and increase student reading achievement, distribution of free books, and high-quality literacy and computer science activities.
(S215G180049) Erlanger-Elsmere Board of Education (KY) proposes to provide books to birth through Kindergarten students monthly, and Grades 1 to12 quarterly, for 3,974 students; expand and update libraries in ten schools; provide technology access for students both in and out of school; train teachers to provide new science, technology, engineering and math (STEM)/computer science courses; provide supplies for students to use to learn STEM/computer science; integrate project activities with existing curricula; engage and motivate students through high-quality activities; provide Family Literacy nights; and provide regional professional development in literacy.
(S215G180061) Montgomery County Schools (NC) proposes to leverage technology to ensure rural access through wireless service on buses, community hot spots, and a mobile literacy lab; strengthen literacy development in the classroom through implementation of literacy-focused curricula for Pre-K (OWL) and K-6 (ReadyGen), targeted reading interventions, and sustained professional development; enhance Pre-K to Grade 6 school library programs through collaboration among media staff and teachers, updates to school library collections, improvements to school library staffing and support, and extended school library hours; and provide high-quality books and family literacy activities through year-round book distribution methods to ensure students have home libraries, offering family literacy nights and summer camps, and linking with community events to promote literacy.
(S215G180069) Russellville Independent School District (KY) proposes to expand supports for families as they learn to develop young readers, explicitly support struggling teachers as they use newly-learned literacy strategies, and fully establish engaging new literacy access points/contexts, especially for older students. The proposed project outcomes are to increase the number of books distributed and read in the classroom, home and community; and increase early language and literacy skills of young children with read-aloud activities and engaging apps. Additional students will “catch up” on their reading skills through Read 180 and System44 interventions, and all teachers will begin using a targeted set of literacy strategies across all grades.
(S215G180048) Grand View School (OK) proposes to expand its use of highly-qualified specialized literacy personnel, expand its use of professional development and literacy coaches, implement a family literacy program, expand its schoolwide book distribution, and implement STEM/computer science instruction that builds literacy. The project goals are to increase the number of 4-year-old children who achieve significant gains in oral language skills by 6% each year; increase the number of 4th grade students who meet or exceed proficiency on the Oklahoma state reading assessment by 5% each year; increase the number of 8th grade students who meet or exceed proficiency on the state reading test by 5% each year; give students at least four free books each year; and increase the number of books per student in each school by five each year.
(S215G180119) Bullhead City Elementary School District (AZ) aims to implement a high-quality program designed to develop and improve literacy skills for children and youth from birth through Grade 12 in its high-need schools. It proposes to implement research-based curricula (e.g. Smart Talk, Little Bytes, Code.org, Science Center Outreach) and best practices to increase literacy with fidelity; enhance the math and science curriculum through the integration of computer science lesson plans and activities from Code.org; hire a program staff member to strengthen literacy development across academic content areas and increase collaboration with local public libraries; implement a comprehensive book (print and electronic) distribution program; and implement new initiatives to foster daily reading habits (Reading Buddies, summer reading programs, increased programming and membership at local public libraries).
(S215G180130) Jefferson Davis County School District (MS) proposes to promote early literacy and prepare young children to read through outreach to parents, caregivers and providers with free, age-appropriate book distribution and parent training; improve student literacy skills through implementing a comprehensive literacy program, enhancing summer reading programs and implementing evidence based, appropriate reading interventions for students; increase access to a wide range of literacy resources through community-wide book houses, partnering with community businesses to increase book access, and increasing and enhancing library resources; engage families and communities in student learning by providing high quality, family-focused literacy activities focused on meaningful opportunities for parental and community engagement; improve teacher efficacy by implementing comprehensive training and providing ongoing coaching and instructional support; and integrate college and career science, technology, engineering and math (STEM) pathways into the reading curriculum by implementing a computer science-focused library.
(S215G180059) CommonLit Inc. (DC) proposes to improve 3rd through 12th grade student achievement in reading and writing, with a special focus on science, technology, engineering and math (STEM)-related literacy. This project will build a suite of web-based, free digital formative assessment tools to enhance the utility of CommonLit’s high-quality library of open educational resources. CommonLit is used by millions of teachers and students in over 42,000 schools nationwide, and the free services created under this project will enable STEM, English language arts, and social studies teachers to use research-based best practices, especially related to formative assessment, in literacy instruction.
(S215G180055) Cuero Independent School District (TX) proposes to increase access to a wide range of literacy resources (both print and digital); provide high-quality childhood literacy activities with parental engagement; strengthen literacy and science, technology, engineering and math (STEM) skill development; provide educational interventions for all readers with support from school libraries; and provide library resources that support literacy-rich academic and enrichment activities, develop STEM, and are aligned with the college and career-ready academic standards. The proposed project outcomes include increased book to student ratios, students from Pre-K to 5th grades receiving a book of their own, children aged 0-3 years old receiving a book of their own, an increased number of 4th and 8th graders meeting proficiency on state reading tests, oral reading gains by 4-year-old students, teacher and parent knowledge of Dialogic Reading, and students participating in STEM-focused dual credit courses.
(S215G180133) Lane Elementary (OK) proposes to acquire books for both the school library and classroom libraries to improve each student’s reading capacity; update library resources to include specialized and modern literacy tools, ranging from Native American-specific books to wireless reading devices; implement methods to work with parents in home reading techniques; form collaborative efforts between teachers and library staff to enhance classroom efforts; and conduct three types of book distributions, so children can take books home. The proposed project outcome is to raise the literacy proficiency of every student in Pre‑K through 8th grades.
(S215G180072) Lansing School District (MI) proposes to expand access to literacy development initiatives for low-income students in order to increase academic performance of students in reading and English language arts; integrate literacy into science, technology, engineering and math (STEM) and computer science learning; increase educator capacity to utilize evidence-based literacy education strategies; and increase diversity of age-appropriate literacy resources for low-income students.
(S215G180046) Washington County School District dba Panhandle Area Educational Consortium (FL) proposes to increase family literacy activities, particularly reading aloud, that have a positive impact on the brain development of young children; increase the knowledge of parents about literacy and language acquisition and supporting their child’s skill development; improve preschoolers’ literacy and language skills in better preparation for Kindergarten; improve language arts proficiency, increase motivation to read, and support science, technology, engineering and math (STEM) learning for students in Grades K to 8; increase book-to-student ratios; distribute books to children who have limited access to book ownership; increase access to bilingual books for Spanish-speaking children; and improve knowledge and increase literacy-related practices of teachers, library staff, and healthcare professionals through professional development.
(S215G180112) Education Service Center, Region 20 (TX) will have a book distribution for children from birth to Grade 5, increasing the amount of high quality, engaging reading material in home, classroom, and school libraries. It proposes to build students’ literacy skills, especially through professional development provided to adults (teachers, librarians, families) to support effective reading experiences with texts. This project supports students in achieving Texas’ English Language Arts Standards through science, technology, engineering, math and coding-focused projects, and focuses family engagement activities on critical aspects of book sharing, reading instruction, independent reading time, and interactive read aloud activities.
(S215G180121) Shelby County Board of Education (TN) will have an increased number of print and electronic resources in its targeted school libraries, new laptop computers that will bring libraries into alignment with Tennessee access to digital materials standards by November 2021, and an increased number of families reporting age-appropriate books in the home. Additionally, proven, promising or effective science, technology, engineering, and math (STEM) integration practices will be more prevalent, and participating librarians and STEM teachers will finalize a sustainability plan for STEM-related digital resource purchases. Lastly, “STEM in the Library” programming will improve math and science engagement.
(S215G180127) Starkville Oktibbeha Consolidated School District (MS) proposes to enrich the home environment of young children with literacy resources and supports, increase students’ access to high-quality print and digital reading materials through book distributions, transform school libraries into 21st century media centers, and decrease educational disparities of racial and economic groups by 20%. The proposed project outcomes involve improving 4-year old children’s oral language skills, and 4th and 8th grade students’ English language arts assessment performance.
(S215G180128) New Visions Middle School (CA) proposes to implement the research-based Success for All curriculum and instructional practices with fidelity; enhance math and science curriculum by integrating computer science lesson plans and activities from Code.org into the classroom; hire a Credentialed Teacher Librarian to strengthen literacy development across academic content areas to effectively support reading and writing; implement a comprehensive book (print and electronic) distribution program; and implement new initiatives to foster daily reading habits (weekly book clubs, summer reading programs, increased programming and membership at local public libraries).
(S215G180038) Coalgate Public Schools (OK) proposes to demonstrate improved early learning outcomes, through an early childhood book distribution program, professional development for teachers of young children, and specialized curriculum for Pre-K students; improved student reading achievement through highly-qualified personnel such as a Reading Specialist, highly-trained teachers, and research-based curriculum; and improved capacity and improved home libraries through parent involvement activities, a book distribution program, a pediatric care component that will distribute additional books, and purchasing an additional 1,300 books, 50 Chromebooks, and 100 periodicals for the library.
(S215G180139) Bering Strait School District (AK) proposes to expand and strengthen its emerging literacy program for children 1-4 years old through book distribution, teacher training, and parent/child literacy workshops; integrate materials that reflect the cultural makeup of 99% of the student population into the core reading/language arts instructional program; and to have the District Media Center provide students and teachers with 18 science, technology, engineering and math (STEM) education kits for Grades K to 8, along with teacher training.
(S215G180014) Texans Can Academies (TX) proposes to increase the literacy skills of all students, particularly at-risk, low-income, minority English Learners and students with disabilities, to overall improve academic performance and create a campus culture and classroom climate that promotes technology integration, capacity building and literacy across all academic content areas. The project will also focus services to improve students’ early learning and oral language development. Pre-K educators will receive training on multiple effective, research-based early learning literacy interventions and strategies for students to gain the foundation of literacy skills development.
(S215G180155) Hydaburg City School District (AK) proposes to improve and expand school libraries’ book, resource, and activity offerings; utilize instructional technology to expand literacy, namely with new computer systems, e-literature, online database access, and programs; use the Read Naturally® Program to improve student literacy levels through professional development, new systems of support, and informational seminars; and improve classroom instruction in 100% of reading and English classrooms through book studies and professional development.
(S215G180010) Promesa Public Schools (TX) proposes to increase the oral and literacy skills of all students, particularly at-risk, low-income, minority, and English Learners to overall improve academic performance, and to create a campus culture and classroom climate that promotes science, technology, engineering and math (STEM)/computer programming integration, capacity building, and literacy across all academic content areas. Activities include providing specific content instruction and instructional techniques, increasing access and range of quality print and electronic literacy materials, providing teacher training, and fostering strong parental engagement.
(S215G180036) LeFlore Public Schools (OK) proposes to provide book distribution; extended day tutoring; a drop-in program for parents of children aged 0 to 4; early childhood student immersion into hands-on reading. Additional training from two non-profit organizations will focus on removing poverty barriers and imbedding literacy, science, technology, engineering and math (STEM) and computer science cross-curricular efforts; and high-quality curriculum and resources. Proposed project outcomes are increased achievement of 4-year-olds on DIBELS literacy assessments, increased reading achievement of students on 4th and 8th grade standardized tests, a book distribution program for all students, and an improved book-to-student ratio.
(S215G180032) Idabel Public Schools (OK) will provide iPad classroom sets, library activities, motivation techniques, book distribution, and student reading achievement through analysis of project components and student outcomes. The proposed project outcomes include 4 year-olds’ improvement on the Early Learning Quick Assessments for literacy, 90% of 8th graders scoring at least “proficient” on the reading component of the Oklahoma School Testing Program, an increase in book-to-student ratio, and each student receiving two free books annually.
(S215G180045) Bellevue Board of Education (KY) will provide books to birth – Kindergarten students monthly and grades 1-12 quarterly; provide critically needed expansion and updating of libraries in eight schools; provide technology access for students both in and out of school; train teachers to provide new science, technology, engineering and math (STEM)/computer science courses; provide supplies for students to use to learn STEM/computer science; integrate project activities with existing curricula; engage and motivate students through high-quality activities; provide Family Literacy nights; and provide regional professional development in literacy.
(S215G180058) Madison-Tallulah Education Center (LA) proposes to increase the percentage of parents who engage in science, technology, engineering, and math (STEM) activities, increase the performance of students in Grades K to 3 on early reading assessments, increase the percentage of students who meet or exceed the proficiency level on the annual state language arts assessment for grade 3, and increase the percentage of parents who engage in literacy activities both to improve their own literacy and to improve the literacy of their children, through professional learning, literacy nights for parents and the community, book distributions, and support for struggling readers.
(S215G180091) Yukon-Koyukuk School District (AK) proposes to motivate students to read for school as well as enjoyment by providing access to up-to-date materials in libraries with trained staff, thereby improving the book-to-student ratio and increasing the skills of library aides to effectively work with children. This project will also use the current Parents and Children Together literacy activities to distribute carefully selected, high-quality, fiction and non-fiction science, technology, engineering and math (STEM)-related free books to students, reaching 100% of the district’s students, and increasing knowledge and skills to integrate STEM and literacy in authentic classroom activities for Pre-K through 8th grade teachers.
(S215G180024) Corbin Independent Schools (KY) proposes to develop and enhance effective and evidence-based school library programs, which will include professional development opportunities for school library personnel; provide early literacy services, including evidence/research-based Born Learning, Vroom and Hatch reading curricula, which includes pediatric literacy programming; provide high-quality books and literacy materials on a regular basis to increase motivation, performance, and frequency; increase high-quality, evidence-based literacy resources, which will prepare young children to read and improve learning opportunities, especially in science, technology, engineering and math (STEM) and informational literacy; and provide the most up-to-date literacy resources to promote literacy, emphasizing evidence-based STEM and college and career-ready skills needed by our students.
(S215G180076) Jasper County Charter System (GA) expects its project to result in enhanced classroom environments and school libraries via literacy materials and technology; gains in oral language skills for Pre-K students and in reading achievement for 4th grade students; increased book-to-student ratios and student access to free, grade- and language-appropriate books at home; increase in student classroom engagement and in parents engaging in literacy activities at home; increase in parents, mentors, and community volunteers trained on effective literacy strategies; improved collaboration between school library and school staff; enhanced instructional practices as a result of professional development opportunities; and improved literacy skills as a result of access to summer learning.
(S215G180018) Brownsville Independent School District (TX) proposes to develop and enhance effective school library programs, which include providing professional development for school librarians, book distributions including utilizing pediatricians to promote literacy readiness, and up-to-date materials to high-need schools. This project will provide early literacy services through community partnerships; provide high-quality books on a regular basis to children and adolescents from low-income communities to increase reading motivation, performance, and frequency; and integrate academic technology learning and professional development in the acquisition of digitized books to expand accessible resources to a greater number of students.
(S215G180027) Caney Public Schools (OK) will distribute books regularly, considering students’ choices; give parents access to trainings, resources, and free children’s books to implement home reading strategies; match student needs with three types of classrooms and intervention curricula; provide professional development that includes methods to teach Native American, special needs, or impoverished students; and place more than 1,200 books and electronic reading devices in the library to generate student interest. The proposed project outcomes are to improve literacy and language proficiency of Pre-K students, increase 4th and 8th grade student scores on the reading component of the state’s standardized test, and increase the book-to-student ratio.
(S215G180150) DeKalb County School District (GA) proposes to implement and evaluate the potential effectiveness of a professional development model designed to enhance secondary school teachers’ literacy instruction in science, technology, engineering and math (STEM) to culturally and linguistically diverse students. The project will advance teaching and learning of literacy skills (reading and writing development), intellectualism, identity development and criticality/social justice, and will provide 12 professional development sessions each year to students, literacy coaches, and school principals.
(S215G180107) Bokoshe Public Schools (OK) proposes to, by 2021, improve and upgrade the school libraries of each district to engage students, increase circulation rates, and offer enriched literacy programming; improve classroom literacy instruction efficacy through district-wide implementation of data-driven instruction and high-engagement educational technology, as ultimately measured by student reading/English language arts achievement on state assessments; raise pre-literacy/literacy and reading achievement of Pre-K through 3rd grade students; and raise literacy levels (Lexiles) at the high school level through project-based learning opportunities by 5%.
(S215G180041) Scotland County Schools (NC) proposes to promote high-quality early literacy practices to prepare young children to read, improve students’ reading ability and motivation to read, and provide professional learning for teachers and media specialists. The proposed project outcomes are improved academic achievement; reading skills; science, technology, engineering and math (STEM) content knowledge; parent engagement and awareness on promoting emergent and cognitive growth; teacher knowledge and pedagogy; community supports to address the literacy and decreased subgroup gaps.
(S215G180077) Stringtown Public Schools (OK) will create literacy-rich school and home environments through access to highly appealing reading materials on a wide variety of subjects, including science, technology, engineering and math (STEM), and in multiple formats along with intentional outreach and education of families. Teachers and library staff will facilitate student technology use through interactive and collaborative activities designed to increase student motivation and reading achievement. The project will include significant professional development and collaborative activities to build educator capacity to support student reading and writing achievement and increase parental involvement.
(S215G180142) Mastery Charter High School (PA) proposes to enhance adult learning (teachers, school leaders, and parents) to better prepare adults to help improve the literacy skills of children in Mastery schools and incoming to Mastery schools, to improve student achievement in literacy for its students in Grades K to 8, and to measure and show improvement on the Innovative Approaches to Literacy program’s Government Performance and Results Act measures. The project includes KIPP-Wheatley curriculum expansion, an Orton-Gillingham-based reading intervention after school and in the summer, parent engagement in literacy, classroom libraries, and book distribution.
(S215G180073) City School District of the City of Elmira, NY Inc. (NY) will implement a multi-tiered system of support in K–2 classrooms, which will provide tiered levels of differentiated instruction for all students, proven to increase accelerated and sustained reading achievement if implemented at an early age. The proposed project outcomes are to deliver extensive and sustained, embedded professional development by highly qualified personnel; partner with revitalized and expanded school libraries staffed by trained library teaching assistants; establish a collaborative infrastructure across grades and buildings; and provide book distributions, family literacy outreach and support of afterschool and summer literacy programming.
(S215G180147) Corinth School District (MS) proposes to: pilot an early literacy application, Educyte, for Pre-K – 3rd grade students; place books in the homes of all Corinth children before they enter Kindergarten; provide high-quality literacy programming and coaching for teachers and librarians; enrich the Family Literacy Center to provide parents with additional resources to promote early literacy development in the home; introduce the Cambridge International Information Communication Technology (ICT) standards and curriculum in K-6th grades; have teachers participate in Professional Learning Communities; and promote leisure reading through literacy celebrations and community-wide readings.
