STAR (Student Achievement in Reading) focuses on building the reading skills for adult learners at the intermediate level grade level equivalents (GLE 4-8.9). National student outcome data shows that pre-adult secondary education (ASE) students make measurable gains in reading achievement when STAR’s structures and practices are implemented.
In this blended training, learn the GLE-appropriate EBRI strategies and practices, structured into a coherent and comprehensive program, that will enable you to support intermediate readers in making measurable gains.
Registration Deadline: Tuesday, October 22, 2019
This professional development activity/course is designed for:
- Teachers of reading at GLE 4-8.9
- Directors of programs implementing STAR
STAR training takes place over several months, and includes three face-to-face sessions, 30 self-paced online modules, an online community of practice, and technical assistance/coaching.
ACLS has invested in providing STAR training since 2010 because the evidence base has proven that a STAR classroom, operating within the recommended programmatic supports, is a highly successful instructional model for intermediate readers.
The foundation for STAR is the body of evidence-based reading instruction (EBRI). EBRI strategies have been shown to be effective in helping adult learners make academic gains. WIOA requires that all programs offer instruction in the essential components of reading to all levels of ABE, from GLE 0-12. STAR training will help you to fulfill that requirement for GLE 4–8.9.
Consistent with ACLS’ focus on outcomes rather than processes, program participation in STAR is recommended but not required. Programs opting to participate in STAR training, however, must complete all components:
- Participation in and completion of the face-to-face sessions and the online modules
- Administration of diagnostic reading assessments to determine and prioritize individual learner’s areas of strengths and needs in alphabetics, fluency, vocabulary, and comprehension
- Implementation of direct and explicit instruction, using the most relevant evidence-based reading instruction (EBRI) techniques
- Instruction that is continuously monitored by teachers and learners to gauge its effectiveness (formatively assessed)
- Participation of STAR teachers in annual site observations by MA STAR-certified trainers, and implementation of their feedback
Because of the programmatic aspects of STAR, new directors and/or their designees need to attend. There will be an introductory webinar just for you.
The snow dates for Day 2 and Day 3 are January 22 and April 2, 2020.
For more information see https://www.sabes.org/star.
Upon completion of this professional development activity/course, you will be able to:
- Conduct diagnostic assessments
- Group students according to instructional needs based on the results of the diagnostic assessments
- Organize an instructional reading routine
- Plan and deliver evidence-based reading instruction (EBRI) in the essential components of reading—fluency, alphabetics, vocabulary, and comprehension—for intermediate level learners (GLE 4–8.9)
- Use explicit instruction methodologies
- Monitor and adjust instruction as students’ needs change
- Revise programmatic structures that would support STAR implementation