1. Routes to Reading Idaho Paves the Way with Access to Print

2. Read to Me Vision Our vision is for all parents and caregivers to nurture their children’s early literacy skills, and for all children to develop as independent readers and become lifelong learners.

3. Three-Pronged Approach 1) Outreach 2) Public Information 3) Professional Development

4. Idaho received a National Leadership Grant to Advance Early Literacy National Leadership Grant from the Institute of Museum and Library Services. $250,000 over three years J.A. & Kathryn Albertson Foundation provided a cash match of $30,000 In-kind support from Idaho Kids Count Funding and support from ICfL & Read to Me

5. What’s the Plan? We hope to significantly increase the amount of reading done in Idaho homes and child care settings. Target audience is low-income rural families with young children. This project will support children’s early learning by greatly increasing convenient access to quality children’s books and providing information for parents and caregivers on how they can help develop their children’s early literacy skills.

6. The number of Idaho children who are not reading on grade level leads to a large number of students who do not complete high school or go on to college.

7. Only 33 percent of Idaho’s fourth graders scored proficient or higher on the National Assessment of Educational Progress; thirty-six percent scored at the basic level and 31 percent below basic. Reading scores have important implications for later achievement. Basic readers are more than twice as likely as proficient readers to fail to graduate from high school. Below basic readers are almost six times as likely to fail to graduate.

8. Scores from the Idaho Reading Indicator show that 19 percent of children entering kindergarten in 2011 did not recognize three or more letters of the alphabet. Another 25 percent recognized fewer than 11. The earlier we can help these children the better. Research shows that children who are not reading on grade level by the end of first grade only have a 1 in 8 chance of ever catching up without costly direct intervention.

9. Implement the new Books to Go Program Statewide By partnering with Head Start, preschools, childcare centers, and home-based childcare providers to place Books to Go at these locations, parents and caregivers will have convenient, continuous access to pre-packaged books. By the end of the grant program, 250 sites statewide will have access to the program.

12. Implement a Statewide “Virtual Storytime” through DayByDayID.org Many families and child care providers are not able to attend library storytimes. DayByDayID.org will deliver storytimes using a parent-friendly website with daily activities designed to develop early literacy skills. It will include: Electronic children’s books in English & Spanish Fingerplays, Rhymes, Songs Video clips modeling best practice …and other educational information.

14. Communication, Collaboration, and Coalition Building Increase awareness regarding the valuable role libraries play to ensure children begin school with a strong foundation of early literacy skills. ICfL is facilitating four meetings throughout Idaho to build local coalitions and ensure that the projects started with the grant are sustainable at the community level. Library staff and their community partners will collaboratively examine the results of grant projects, build on successes, and identify opportunities for improvement. Register now: http://libraries.idaho.gov/communitycampaign Years 2 and 3 of the grant includes working with a media firm to develop a coordinated, consistent message in English and Spanish that libraries and partners can utilize.

15. Other Routes: School Libraries: mini-grants, collaboration with public libraries, continuing ed opportunities All other Read to Me programs that encourage families to read and use their libraries

16. Elementary School Library Survey Idaho Public Elementary School Library Study: Children’s Access to Books, September, 2012 375 public elementary school libraries in Idaho All of them were contacted for the survey 247 chose to respond for a 65.9% response rate 93.5% of respondents reported managing the library

17. Table 3: Number of Books Per Week Allowed for Checkout by Grade Level and Semester: Percentages of Respondents Number Pre Fall (n=107) Pre Spring (n=104) K Fall (n=243) K Spring (n=245) 1 st Fall (n=247) 1 st Spring (n=246) 073.875.029.215.92.0 113.113.547.355.147.836.6 22.82.99.914.729.638.2 3-5005.05.27.28.9 >5.903.33.79.310.2 Don’t Know 9.38.75.3 4.04.1

18. Table 6: Book Budget Dollar Amount Ranges: Percentages and Cumulative Percentages of Response Dollar AmountPercent of RespondentsCumulative Percent 0-10027.9 200-50015.843.7 600-100018.662.3 1000-500030.092.3 Over 5000.893.1 Don’t Know6.9100

19. Inkom Elementary Model: Checking Out Lots of Books Can Work!

20. Recommendations From Dr. Stewart Budgets for books need to increase, and substantially so; Once the number of high quality books for young children increases in school libraries, then check-out practices need to quickly change; These changed practices need to be codified in policy so as personnel change and circumstances change policies will be in place to guide these changes; Teachers need professional development showing them why regularly using the library benefits their teaching and their students’ literacy development; and Librarians need professional development showing them the importance of young children regularly using the library to take books home and showing them creative ways to reach out to preschool and primary grade teachers who may not have the time or support for extensive library use.

21. Free support materials & more Website: http://libraries.idaho.gov/landing/read- to-me Free support materials for anyone in the state Léeme en español Lots of information on website Working with state and local partners to spread the word

22. Questions? Concerns? Ideas?