Early Literacy in Arkansas

November 2024

A PUBLICATION OF ARKANSAS COMMUNITY FOUNDATION Exploring issues from the Community Foundation’s Aspire Arkansas report

Solutions for Addressing Early Literacy in Arkansas

Early Literacy Can Change Everything The foundation of a child’s success is often laid in their early years, and literacy is at the heart of that foundation. It’s also in the heart of Arkansas Community Foundation.

This state faces unique challenges.

Rural communities, socio-economic disparities and access to resources can hinder early readers. However, these challenges present us with an incredible opportunity. The Community Foundation has prioritized early literacy as one of our initiatives for grantmaking.

Only 30% of fourth grade students in Arkansas were at or above the proficient reading level in 2022, close to the national level of 32%, according to the National Assessment of Educational Progress.

Research also tells us that the transition from third to fourth grade marks a shift from learning to read to reading to learn. Almost all readers who are proficient in the third grade (96%) graduate from high school. If we could improve our literacy rates by 50%, it would cut Arkansas’ dropout rate in half, leading to an estimated $42 million in increased earnings for our citizens.

Food pantries serve meals, homeless shelters provide beds, animal welfare groups help keep our furry friends safe. These are wonderful causes, but they are temporary

measures. The beauty of learning to read is that it can’t be undone.

Literacy is a permanent gift.

By prioritizing early literacy initiatives, we can break the cycle of poverty and set our children on a path to success.

As leaders, educators, and community members, we must unite to champion early literacy in Arkansas. This means advocating for funding, supporting local literacy programs, and equipping educators with the tools they need to effectively teach our youngest learners.

The future of our state depends on the investments we make today.

Let’s commit to prioritizing early literacy and building a brighter future for all Arkansans.

Sincerely,

Heather Larkin President and CEO You can see your school district's literacy rates and other state education data by visiting aspirearkansas.org/education.

On the cover: Cindy Whitaker teaches a phonics lesson at Sheridan Elementary School.

First things first, show up.

Principal Christie Cremo has reduced chronic absenteeism by more than 20% at Leverett Elementary with simple solutions and culture change.

Christie Cremo gets it. As principal of Leverett Elementary School in Fayetteville, she understands that to make change in today’s educational environment, you have to be tenacious and creative.

Her staff love that tenacity. “It was a breath of fresh air when she arrived,” said assistant principal Robert Fitzgerald. “She is a scrapper and resourceful. She gets our staff and students what they need and doesn’t settle. Absenteeism was the first thing she attacked.”

Cremo has reduced chronic absenteeism by more than 20% since arriving in 2022. “Before I arrived, attendance was not a priority,” she said. “But we have steadily built a culture for our students, staff and parents to help understand how important it is to attend school regularly. Some educators have told me ‘You can’t do anything about absenteeism,’ but that simply isn’t true, and we’ve proven it through data and being consistent.”

Chronically absent is defined by a student missing 10% or more of the school year, or 17.5 days or more.

“After those 17+ days is typically when social services is called.

Which is often the first time families are notified that there is even a problem,” said Cremo. “So we strive to stay ahead of it. Kids know when you give up on them, and they know when you care. We work hard to show how much we care for the student and their family, and we do it by starting at the beginning of the year and getting ahead of it before it can become a problem.”

The solutions are simple, but there are several levels of intervention.

Cremo and her team meet every Monday to review who was absent the week prior. Once a student accumulates three unexcused absences, they begin to collect data and document interventions. When students reach five unexcused absences or 10 total absences (excused or unexcused), a meeting with the parents is scheduled and a plan is developed.

“We also intervene earlier than that for students who have a history of chronic absenteeism,” said Cremo.

“The meeting with parents is so important. We aren’t trying to reprimand them; we are trying to

It doesn’t matter what curriculum you’re teaching or how hard you strive to increase test scores, none of that matters if there are no ‘butts in seats.’”

— Christie Cremo

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Morrison and Jasaiah read in the library at Leverett Elementary School in Fayetteville.

learn and support the family to help their child attend school regularly.

announcements are used to recognize the percentage of students present the week before, “Often, there are valid reasons that with the goal to have 95% of students miss class, so we work with students in each grade present every the parents to create solutions. We day. Each quarter, we have an create performance goals together attendance party for all students and if they aren’t met, we do a who have maintained five or fewer follow up meeting. When parents absences. We start small with realize that we just want to help, it incentives and they gradually get opens up the relationship and builds bigger.” trust.”

Jasaiah, a second grader who started Reasons for absenteeism vary — kindergarten as extremely shy, now some students do not have reliable helps with morning announcements transportation, so Cremo works with over the intercom, even doing his the bus drivers to accommodate own rap to talk about not missing their pickup. “Some students have school. He became much more therapeutic or medical needs on a engaged and vocal at school by weekly basis, but the school nurse being given an important job. “I or staff may be capable of providing only have one absence so far this those treatments here. Like asthma year,” he said. When asked why treatments, we can do that,” she “striving for five” is so important, said. “Sometimes, parents just don’t Jasaiah said, “For you to learn! fully understand that when a child Because if you don’t learn or can’t misses class, the hours of lost read, you really can’t do anything.” instruction add up, ultimately affecting grades and overall In one of the main hallways at performance.

Leverett, a giant bulletin board shows the classroom attendance “We have woven the importance of rates by percentage. Three years attendance into everything,” Cremo ago, most classes had 70-80% continues. “We use a ‘Strive for attendance, but now all classes are Five’ slogan to encourage students at 90% and above. “Students see to miss class fewer than five days for these numbers, and it encourages the whole year. Morning them. They understand this.” she 2

said. “Recognizing it publicly is part of the culture shift.”

Cremo isn’t leading from the gut or flying by the seat of her pants, rather, she uses data to drive changes. “If a student is chronically absent for more than one year during elementary school, they have a 75% greater chance of needing intensive reading interventions throughout their educational career.

Often, these gaps become so big that it makes it nearly impossible for students to catch up. It’s important to monitor attendance weekly and intervene early so that all students have access to core literacy instruction and intentional support they may need. We can’t do this if students do not attend school regularly.”

“When our class wins the attendance award, we all yell and cheer,” said Morrison, a third grade student at Leverett. “I’ve only

missed two days. If we win, we get to have a game day or a field trip at the end of the year.”

Cremo knows the name of every student in the school. If someone is absent, the student will hear, “We sure missed you while you were gone,” upon return both from the teachers and the principal.

One student who continued to be absent and chronically late got a special offer from Cremo, “I told him he could have breakfast with me every day, if he would arrive on time. Now, absenteeism is no longer a note on his report card.”

“It doesn’t matter what curriculum you’re teaching or how hard you strive to increase test scores, none of that matters if there are no ‘butts in seats,’” she continued. “I want to share far and wide how this has worked for us — because first things first, you have to show up.”

Principal Christie Cremo and Vice-Principal Robert Fitzgerald encourage staff, students and families to "Strive for Five" or fewer absences per year.

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A teacher’s perspective – The importance of phonics and supporting teachers OP-ED by Cindy Whitaker, Second Grade Teacher Sheridan Elementary School

In the 1980s and 90s, most Arkansas teachers used something called the whole language curriculum. It focused on helping children develop reading and language skills by making connections between reading and real life. But whole language teaching methods did not include much phonics instruction.

I was in elementary school in the late 80s and struggled as a reader.

Now that I understand literacy education, I realize that I just needed more phonics instruction.

That would have expedited my reading ability.

A new approach called balanced literacy came on the scene in the early 2000s. This expanded the whole language methodology but included more phonics instruction.

In 2008 I obtained my masters in reading from the University of Arkansas at Little Rock and began

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using the balanced literacy methods in my classrooms when I first started teaching.

But learning methods continue to evolve, as they should. Thankfully, there is a growing push for much more phonics through R.I.S.E. (Reading Initiative for Student Excellence), an initiative of the Arkansas Department of Education.

I’ve seen a huge difference in my students’ ability to learn through more phonics under this program.

All Arkansas teachers under 6th grade are required to teach it, and the curriculum looks different in grades K-3 than from 4-6. It has changed the way I teach, and I see the benefits.

Prior to R.I.S.E., students who had markers of dyslexia often slipped through the cracks. For example, my daughter should have been diagnosed with dyslexia earlier.

R.I.S.E. took a while to implement and was just beginning when she was in first grade, then COVID happened. She did not get the help she needed until almost 5th grade.

Now R.I.S.E seems to be more mainstream, and I see it working.

But to implement the strategies of R.I.S.E. and improve literacy rates, teachers need different support inside the classroom. This is best achieved through additional staffing, like paraprofessionals and student interns, which we call “helping hands” that can walk around and help students who need more attention while teachers can focus on the main lesson. Even just to make copies, take care of recess duty or get students from point A to point B, another adult helps tremendously—which allows for more planning time.

Planning time for teachers is so valuable. It’s when we can focus on what we need to do for our students and strategize lesson plans. I have 40 minutes of planning time each day. Every other day I get an extra 20 minutes if I don’t have recess duty. I plan for five subjects for 24 kids and differentiate lesson plans by students’ needs. But those 40 minutes also include paperwork, parent communications and other variables.

Another way to support teachers is through recalibrating how teachers are paid and school funding. I work for the Sheridan School District where I feel very supported and have most of the resources I need like books and supplies. Since the LEARNS Act has been implemented, our district, along with districts across the state, has had to make significant budget cuts.

The LEARNS Act also changed incentives for continuing education for teachers. I have been teaching for 20 years, and new teachers coming into the field are earning close to what I earn—which is incredible for them. However, one of the reasons I obtained my master’s degree was because of the state’s pay increase incentive. As a result of these changes, there is no financial incentive for continuing education.

Ultimately, to help improve literacy rates for Arkansas students, we can support teachers by allowing them to continue implementing more phonics curriculum under the R.I.S.E. initiative while our leaders work to fund more classroom aids or paraprofessionals and recalibrate teacher pay. Adjustments in these two areas will go a long way.

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Dolly Parton Imagination Library is Working — SIGN UP! Dolly Parton was inspired to start the Imagination Library after learning her father couldn’t read or write. It started in 1995 as a local effort in Parton’s home state of Tennessee and has grown to every state and five countries. She wanted to ensure that all children had access to books, regardless of their family’s income.

SCAN TO SIGN UP!

The program mails free, age-appropriate books to children from birth to five each month. Any child can participate.

“It is a fantastic way to get books into the hands of children,” said Penny Beed, board member of the Imagination Library of the Ouachitas and former early literacy professor at the University of Northern Iowa. “I was an educator for 43 years. Both my research and experience show that there are huge benefits to reading to children from an early age, even in infancy.

It teaches them to focus, improves their kindergarten entry scores and helps develop a love of reading. In addition, they learn a great deal about the world.”

Imagination Library of the Ouachitas (ILO) began in Garland County in 2012 and has grown to also cover Pike and Montgomery counties. “Our board is always working to increase registrations in all three counties,” said Beed. “The percentages of children registered are Garland at 77%, Montgomery at 95%, and Pike County at 100% of eligible children.”

Registrations involve a coordinated effort between the ILO board and other institutions in the area. “Great partnerships make this possible. We partner with schools and with hospitals so new parents can register their babies as soon as they’re born,” said Beed. “County health departments help sign up

Foundation staff member Bethany Hilkert and President and CEO Heather Larkin with Dolly Parton at the Governor’s Mansion in 2022 when Parton’s Imagination Library made books available in all 75 counties.

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I was an educator for 43 years. Both my research and experience show that there are huge benefits to reading to children from an early age, even in infancy.

— Penny Beed Penny Beed, Board member of the Imagination Library of the Ouachitas

children, and even the National Park Community College helps by providing lists of childcare centers so we can locate and register kids.”

The Dolly Parton Imagination Library Foundation determines which books are sent and provides logistical support, while the local chapters raise funds to purchase and mail the books. The overhead cost to implement the program is about $26 per year per child, or $130 over five years if the child is signed up at birth.

Beed added, “In Arkansas, the program is available in all 75 counties. By the time the children turn five, they will have received 60 books. Recent studies suggest that in homes receiving these books, parents are four times more likely to read to their children.”

“There is no reason why every young child in the state of Arkansas shouldn’t be getting a book every month. The books are high-quality, age and culturally appropriate, as well as free. If other Imagination Library partners are interested in growing their programs, I hope they’ll contact the Imagination Library of the Ouachitas. We are always happy to exchange ideas!”

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Science proves it, but compassion makes it happen.

Investing in early literacy is a passion for Cathy Seilhan. Arkansas Community Foundation makes it possible for her to invest in children’s future.

“When I was little, my parents and grandparents would read to me, tell me stories and nursery rhymes. We went to the library and our birthday and Christmases always included books,” said Cathy Seilhan. “My dad made up games to play, re-enacting stories like The Gingerbread Man. I remember my first cookbook in the first grade. I was already reading for pleasure as well as for information. The love of reading that my family set forth by example led me to a desire to understand how children acquire language and literacy — and I came to realize that not every family has family routines like ours — such as a nightly bedtime story — and that I was really very lucky.”

Cathy Cole Seilhan, a retired teacher and resident of Fayetteville, is a fundholder at Arkansas Community Foundation. Through her philanthropy, she is a tireless proponent of improving literacy and childhood development efforts for Arkansas. And her passion is well informed.

“The science backs it up,” she said. “Nobel Prize winner James Heckman’s research shows the connections between early childhood development and improved economic outcomes. Children who are exposed to reading at a very young age, including infancy, grow up to have higher salaries, less disease, lower incarceration, and overall healthier lives than children who don’t.

“But the more impressive benefits of early literacy interventions are the soft, cognitive skills and emotional regulation,” Cathy continued. “Humans 8

are wired to connect with each other. When babies and young children are hearing and playing with sounds and stories, the ‘serve and return’ between them and their caregiver literally grows the neural connections in the brain. That leads to flourishing minds.”

Cathy and her husband, Denton, moved to Fayetteville in 2019 and soon began searching for local and statewide causes to support.

“I was invited by Jody Dilday to the Community Foundation’s local Philanthropy Club,” Cathy said. “I attended regularly but mostly just listened for the first year. Through my relationship with Jody and exposure to local causes, and from my own research on literacy interventions, I eventually felt ready to begin investing. I shared these ideas and the research with my husband, Denton. We dove in together.

“He didn’t know any of the brain science before but understood quickly. He realized it was one of, if not the most impactful investment a society can make.

Reading creates a citizenry that is engaged. People are kinder, and if people can critically think as well as hold compassion and empathy for their fellow human — we have the groundwork for an informed and caring society.”

The couple initially invested together in local libraries. “Oh, I

just can’t stress enough the importance of a good local library and librarians. They hold so much wonderful information and create opportunities for entire families to be engaged,” Cathy said.

The Seilhan Fund has supported a variety of causes in addition to local libraries: Single Parent Scholarship Fund, Canopy NWA, CASA of Northwest Arkansas and most recently, UAMS and the work of Dr. Nikki Edge who focuses on interventions in early care and education settings designed to build social and emotional skills in young children.

“Literacy isn’t just about reading,” she said. “It’s about listening, imagining, thinking, dreaming, questioning, and saying ‘prove this.’ It’s also about learning that others have different perspectives that are worth paying attention to.

It’s about learning how to be in the world.

“I hope that people will think in terms of more than just how money can improve early literacy — actions are critical — such as volunteering in a local daycare center or public school. Investing in early literacy also means investing our time, energy and attention,” Cathy said. “And that investment will provide returns that are impactful to us all.”

Humans are wired to connect with each other.

When babies and young children are hearing and playing with sounds and stories, the ‘serve and return’ between them and their caregiver literally grows the neuro pathways in the brain.

That leads to flourishing minds.

— Cathy Seilhan 9

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