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The Little Engine that Did:

A story of how one literacy consulting organization is supporting a network of schools in beating the odds

Author: Saranja Hicks

REDEFINING EDUCATION ACROSS DEMOGRAPHICS WORLDWIDE, LLC (f/k/a R.E.A.D. America, LLC) (“R.E.A.D.”), a limited liability literacy consulting company, was established in 2008 out of an aspiration to empower school communities with the knowledge and expertise to support students in becoming self-extending learners, who excel in reading and writing throughout their school career and life. R.E.A.D. currently works with districts and individual public, charter, and private school communities to help support the integration of a balanced and responsive literacy framework in classroom communities across the United States. R.E.A.D. is also a certified Minority/Women Business Enterprise (‘M/WBE’) company.

The company’s Founder and Chief Executive Officer, E.S. Andrews-Hill, manifested a natural love of learning and teaching during childhood and formally began an illustrious affiliation with the Chicago Public School (“CPS”) over a decade ago. With over ten years of experience in primary literacy development, Hill, along with a team of literacy experts, works extensively with classroom teachers, literacy coaches, school administrators and district leaders in using various forms of on-going formative assessment data and Common Core ELA Standards to drive instruction. Hill and the team that she leads, primary goal is to support school communities in creating strong, sustaining infrastructures in literacy, to provide high quality literacy instruction that reaches every student. Currently, she also serves as an Executive Consultant for Scholastic Inc., a nationally renowned literacy resource provider.

Hill began her work in the field of education in CPS as a classroom teacher and soon earned an opportunity to become a literacy coach and later, an Area Reading Coach (‘ARC’). As a classroom teacher of primary-aged children, she received recognition and numerous awards for outstanding student performance on standardized tests and citywide competitions. In 2006, her role shifted from literacy coach to Area Reading Coach of a large, previously low-achieving, urban area within CPS. In this role, Hill led a team of literacy coaches in transforming teaching and learning among 24 school communities. The outcomes include an increase in teacher effectiveness, an area-wide implementation of balanced and responsive literacy instruction, and the common use of administering a formative assessment at regular intervals to drive instruction. This all concluded in unparalleled results in student achievement.

Hill has also worked with the University of Chicago and its affiliates as she honed her talent and full-spectrum command of knowledge and experience for curricula associated with teaching students and training and coaching other teachers, while developing and implementing literacy learning modules and skills—for Hill, all roads have led to and laid the foundation for her vision and institute of work with the ‘whole body’ (students, teachers, administrators and parents) for accomplishing the high-level functions of literacy for students offered by R.E.A.D.

Many of the relationships established with teachers and administrators, can now be described as partnerships and their schools have become not only clients, but allies in the fight to bridge the gaps

 

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in education among inner city schools in low income areas. Because of Hill’s vision and support, school communities in Chicago, as well as other cities, are now producing high achievers who can compete with children attending traditionally top-ranked schools.

In 2008, R.E.A.D. began an alliance with Lawndale Educational and Regional Network (‘L.E.A.R.N.’), a growing Charter School Network that currently has five campuses throughout Chicago, IL. L.E.A.R.N. was featured on the Oprah Winfrey Show in September 2010 and the network of schools received a $1 million grant to aid in continuing its efforts. This recognition was made possible, in part, because of the groundbreaking, custom designed curriculum and highly specialized way of teaching introduced by R.E.A.D., to the Network’s first replicated school, the L.E.A.R.N. Excel campus.

The relationship with L.E.A.R.N. first began when Hill was an Area Reading Coach (ARC) with Chicago Public Schools (CPS). Robin Johnson, who would later become founder and principal of L.E.A.R.N.’s Excel campus, began periodically attending literacy workshops for principals facilitated by Hill. Impressed with what she had seen and with the pressure on to produce dynamic results in student achievement, Johnson was convinced that Hill, who, by then, had formed R.E.A.D., would be the right person to train her team on how to provide high quality literacy instruction. With allegiance struck, R.E.A.D., along with Johnson and her team of educators, began preparation. The results were, in fact, astounding and unprecedented.

During the summer of 2008, R.E.A.D. walked Johnson and her team of teachers through a rigorous and comprehensive training. According to Johnson, “The new L.E.A.R.N. Excel team learned a non-traditional approach to teaching literacy that focused on differentiated instruction, rather just than whole group learning.”

During the interview with Johnson, she went on to discuss learning a new formative assessment tool; and how to use it to drive instruction and evaluate student progress at regular intervals.

Because the model was unconventional, teachers and administrators were additionally trained on how to handle inquiries from parents. So that any fears could be eased, staff was prepared to explain the model in a language parents could understand, while also proactively encouraging them to become involved in the new learning process. To maximize student potential, teachers were also coached and taught ways to get them actively involved and interested in what and how they would learn.

After building a common language and understanding among teachers and administrators, under the guidance of R.E.A.D., the Excel campus opened for the 2008 fall semester with Johnson in place as the school’s leader. Though the school opened with a prediction of only 30% of its students to meet state standards on the ISAT (Illinois Standards Achievement Test), with the support of R.E.A.D. the number of students tested later that same school year who met or exceeded grade level had risen to an astonishing 76% in reading; with a total composite of 87%—as determined by the ISAT!

In 2010, at the end of its first testing year, L.E.A.R.N. Excel’s ISAT scores ranked second among elementary grade schools in the entire city. When asked about the secret to their success, Johnson replied, “We, one hundred percent, believe (that) academic rigor is very important and children can exceed at miraculous levels. So we push, and we are comfortable with the push.” Not only are children challenged to

 

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always go further, Johnson has high expectations of her teachers as well. Each teacher is accountable for bringing every child above their current level by one year, “no matter what level they are at,” says Johnson. Even if the child is already above grade level, she expects to see one or more years of growth by the end of the school year. Johnson adds that she and her team of educators believe that every child has the potential to be great and that “low economic status does not mean low achievement,” a sentiment to which she can personally relate. She, too, grew up on the West Side of Chicago in a low economic neighborhood, but she did not let those circumstances dictate the overwhelming statistical outcome.

Knowing as early as 1st grade that she wanted to be a teacher—with an intuition about her abilities and confident about who and what she could become—Johnson set out to make a difference in the lives of children through education. Her passion for what she does is obvious as she speaks. Johnson is convinced that “the game is won and lost in elementary school.”

Believing that a strong foundation is essential she, therefore, directed much of the focus between L.E.A.R.N. and R.E.A.D.’s collaboration on the early grades (K-4th). Her aim and view of the school is as a “college prep grade school,” and the statistics seem to support her statement.

While it is too early to determine college graduation rates among the school’s alumni, 95% of the Network’s graduates go on to college prep high schools and 99% of its students graduate from high school, with 83% matriculating to college. What is significantly distinctive about their approach is that, unlike conventional classrooms, much of the curriculum is differentiated. While children are exposed to the same grade-level text, a large portion of what they are taught is determined by the student’s individual need. “Data drives curriculum,” says Johnson. The student-teacher ratio is approximately 12:1, which is conducive to an environment that allows teachers to spend personal time with every student to assess current levels and determine the next steps specifically tailored for each child; even homework is differentiated.

Hill currently works with L.E.A.R.N. Network’s South Chicago and Romano Butler campuses, and has also supported L.E.A.R.N.’s Third Campus. Both Johnson and Hill are excited about the results that the Network will continue to achieve across campuses with the support of R.E.A.D.

So what makes the alliance between R.E.A.D. and L.E.A.R.N. work so well? According to Johnson, it is like-mindedness. “Everyone learns and understands on a deep level… students, teachers, administrators, coaches…there is no disconnect. Everyone is on the same page.” She says they speak with one voice and believe in the same things, citing that R.E.A.D. Worldwide’s philosophy and commitment is the same as hers and her team of educators and administrators. They are all equally strong and connected, and believe whole-heartedly in both the children and the methods, by which they teach them, says Johnson. The training is not a one-time thing either, one of the aspects that Johnson likes the most. R.E.A.D. Worldwide believes that training should be ongoing and constantly developed. It also believes in and takes into account, teacher evaluation and feedback.

While R.E.A.D. has grown over the last two years, Hill adheres to a hands-on approach, as she still regularly trains teachers and coaches, provides demonstration lessons, co-plans with teachers and personally sits in on classes to observe and offer constructive feedback. She is present in the schools her organization has been entrusted to serve, and is available to answer questions or provide any necessary support to help or enable teachers to produce literate and independent learners.

 

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According to Johnson, “Hill understands that in order to be successful and truly give children their best, everyone has to work together as a team.” R.E.A.D., along with the teaching staff and administrative team at L.E.A.R.N., meet regularly to discuss what’s going well and to also identify areas that need improvement. They work collectively to determine common grade level assessments, as well as approve those assessments as a team.

During the 2010-2011 school year, Johnson became Principal at the network’s original campus, L.E.A.R.N. Romano-Butler, where she began as a classroom teacher. With both partners equally committed to the educational advancement of children entrusted to them, L.E.A.R.N. and R.E.A.D. have proven they are a united and powerful force among the academic community of elementary schools in Chicago. However, R.E.A.D. is a major entity to be reckoned with on its own. It is one of only a few organizations dedicated to the advancement of balanced and responsive literacy instruction for all children.

The success of L.E.A.R.N., and other similarly situated schools, demonstrates a collaboration with educators mutually devoted to the education of students in areas of high poverty and low literacy rates, can be phenomenal. Redefining Education Across Demographics in Worldwide—R.E.A.D.!