Mission and Vision

We provide educational services to improve the literacy and basic academic skills of Boulder County's under-served and low-income residents. Using a research-validated curricula, our primary purpose is to teach at-risk elementary and secondary students who constitute the lower 25 percentile in their grade. As an adjunct to our mission, we have an outreach program that targets low-income adults who also need our services.

Project Description

Serving A Need: Of the 50 million children attending elementary and secondary schools in the U.S., over 60% are at least 1 grade below their current placement in spelling, reading, or math. One fourth of American high school students cannot write, and 44 million adults are functional illiterates. Our target population is low-income children of diverse ethnicity from Boulder County who are 2 grades below their current placement or in the lower 25 percentile of their class. We have a consistent waiting list of students that would quickly proliferate if we actively solicited children and adults with a need for literacy. The major problem our demographic target faces is a lack of basic academic skills, which is complicated by the complex needs and behavioral limitations that mount up when mainstream education leaves them behind. Young people need self-confidence to create a future with hope, yet parents frequently tell us that their children are discouraged, unmotivated and withdrawn. Virtually every child has an active imagination, a desire to be creative, and a hunger to learn. When children have strong academic foundations, they then have the power to seize opportunity, allowing them to be self-reliant and valuable human resources for their community. Legacy of Learning has a long waiting list that draws potential students from a variety of sources, including Boulder County Social Services, "I Have a Dream" Foundation, the District Attorney's Juvenile Diversion Program, Boulder County Workforce, Family Literacy Program, Justice High School, and numerous local schools and educators.

Description of Goals & Objectives: To achieve our mission of increasing literacy and basic academic skills, we first team with families, agencies, schools, and organizations to bring students up one grade level for every 30 hours of Direct Instruction. Secondly, we plan to serve 20% more adults over the next 12 months who need help preparing for their GED, SAT, or ACI testing. Thirdly, some of our adult graduates with teaching experience may serve as volunteer or paid instructors after qualifying for our "Teach On" mentoring program, which includes a month-long training and constant supervision. Our fourth goal is the expansion of a program for interns in Colorado colleges and universities. Our general objective is to impress upon the learner, the biological family, the caseworker and/or the foster family, and any significant others that consistency and dedication are the keys to success with our academic programs.

Description of Activities: Direct Instruction simplifies learning with digestible objectives that students practice until they gain proficiency. The curriculum develops the confidence to handle subject matter with intelligence and independence; it is structured to master increasingly complex skills taught in sequence, followed by ample opportunity to apply knowledge in new and challenging contexts. Direct Instruction divides learning strategies into cumulative sub-skills that include: phonemic awareness, sound combinations, accurate reading, fluency, and oral/written comprehension for all levels (grades 1-12). After qualifying for the low-income requisite (Boulder Valley Schools' reduced lunch rates), every student is evaluated for grade level using the Wide Range Achievement Test, a standard performance instrument, which is then followed by a placement test. The Direct Instruction program relies upon frequent oral and written tests to ensure mastery, and the best match between teacher and student is stressed for bonding and consistency. Lessons are expertly paced to keep students actively involved, and our method carefully engages even the most reluctant learner with special presentation techniques. Direct Instruction is proven--through independent testing--to work when other programs fail, and it produces positive results in regular, at-risk, and Special Education classrooms. Direct Instruction is based on the belief that all students can learn, regardless of their histories, behavioral patterns, or learning preferences. With our academic system, students suffering from low self-esteem are discovering untapped resources and their unlimited potential. Based on our experience, we know that our program makes a lasting difference in the life of a child, their family, and our community. At this time, we are seeking a grant in the amount of $4,500.00

Timeline For Implementation: Our system of learning advances a student 1 or more grade levels for every 30 hours of instruction and 2 or more grade levels for every 60 hours of instruction. Offering in-school and after-school programs, the amount of instruction may vary from 2 to10 hours per week with an average of 4 hours per week. The rate of progress depends on a range of variables, including consistent attendance, the students' needs, the needs of each family, and the policies of the schools and agencies that have entered into a partnership with Legacy of Learning.

Organizational Alliances: We have active relationships with Boulder County Social Services, the District Attorney's Juvenile Diversion Program, the "I Have a Dream" Foundation, Family Literacy Program, Justice High School, Boulder County Mentoring Partners, and Workforce Boulder County. We now have a strong relationship with Imagine!, an agency that provides "innovative resources for cognitive and physical challenges", and we are also a Provider for the Colorado Department of Education's No Child Left Behind Act of 2001. We are seeking new partnerships to provide academic services to local youth programs to help those in need to live successful lives by making responsible choices. Developing these relationships offers a wide range of benefits to our community, such as creating and sharing resources, gathering a cross-section of data on results, and building alliances that are greater than the sum of their parts. Note: Refer to the Program Budget on page 9 to see pledged funding sources.

Evaluation

Expected Results: Our program allows each student to progress two or more grade levels for every 60 hours of instruction. Consistent with past results, we expect our students to gain more self-esteem, self-confidence, and maintain a high level of retention. We also expect that some of our students will advance to the top half of their class in their subject of study. Our 98% success rate relies on program completion, and about 53% of our pupils achieve this goal. Those who drop out are overwhelmed by legal, familial, cultural, or psychosocial variables beyond our field of influence.

Measurements of Success: The academic assessment begins with a nationally standardized achievement test (Wide Range Achievement Test #3) that is used to obtain a base level in reading, spelling and math, which is reapplied to establish a new level after every 30 hours of instruction. The next step is to administer a receptive language assessment (Peabody Picture Vocabulary Test) that evaluates a student's language age relative to chronological age. The Peabody test is significant because many children have poor receptive language skills, which hinders their progress. Increasing receptive language skills will result in greater success in a formal learning environment. After completing the Direct Instruction placement testing, a student is precisely placed at their appropriate level in a specific program, and an educational report is sent to the family and/or the school. Then, one teacher is carefully selected as the best match for each student and assigned for at least 30 hours, and this instructor is coached and supervised throughout the course. At the end of every 30 sessions, the student is then re-tested and another report is written. When students complete our program, they move beyond their current grade level, often landing in the upper half of their class. Soon after, the parents and the student are asked to complete an evaluation form. At least once a year, our program director makes a follow-up call to determine if our services have sustained their promise. Finally, we have numerous testimonials from parents whose children once struggled with discouragement and low self-esteem and now know that they are capable of significant academic achievement. In addition to our evaluations, the effectiveness of Direct Instruction continues to be validated by ongoing research throughout the U.S. and Australia, which is available upon request for review.