All Stamford children will be reading at or above grade level, by the end of 3rd grade
Before third grade, children are learning to read. After third grade they are reading to learn. Reading well by third grade predicts high school graduation rates, as well as positive social-emotional adjustment.
The Early Grade Reading CAN represents Stamford’s collective commitment to making sure our most fragile children are reading well by third grade. Key partners in this work include the Stamford Public Schools as well as Ferguson Library, after-school and enrichment programs, and parents.
% average percentage of Stamford Third Graders who met or exceeded state reading standards over a four year period (source EdSight)
hours of ongoing professional development provided to community partners on how to build literacy rich environments for children (source 2020 and 2021 trainings through May 2020)
students provided with summer literacy support in 2020 aimed at reducing summer learning loss
The Early Grade Reading CAN coordinates regular professional development opportunities for the staff of community center, after-school, and summer camp programs.
- Stamford Public School facilitators work with the staff of these organizations to provide information about classroom curriculum.
- Out-of-school providers can then help students with their homework.
- All community partners are on the same page in reinforcing literacy skills.
The Stamford Summer Literacy Initiative is designed to prevent the loss of reading skills in children over the summer. Without focused literacy time, high needs students fall behind on average 2+ months each summer, with a cumulative effect that puts them 2.5 to 3 years behind their peers by the end of 5th grade.
The initiative works by:
- Embedding public school literacy teachers in community center summer camp programs to provide consistent literacy instruction and work with camp staff to create a literacy rich environment
- Conducting a city-wide public awareness campaign for summer reading in partnership with the Ferguson Library to ensure that children are reading with their families.
- This initiative is made possible through funding from the Nell and Herbert Singer Foundation and the Zion Lutheran Church Legacy Fund.
Early Grade Reading Community Action Network (CAN) Leadership/Contributors
- Amy Beldotti, Associate Superintendent for Teaching and Learning, Stamford Public Schools
- Alice Knapp, President, The Ferguson Library
- Anka Badurina, Executive Director, Building One Community
- Angelica Durrell, Founder and Artistic Director, INTEMPO
- Lenore Fogel, Director of Reading Partners, United Jewish Federation of Greater Stamford, New Canaan and Darien
- Sheila Glenn, Executive Director, ROSCCO
- Delilah Hanna, Community Supportive Services Manager, Family Centers
- Monica Hoherchak, Curriculum Associate for Professional Development for EL Instruction, Stamford Public Schools
- Danielle Jean-Guillaume Sittol, Youth & Family Director, Stamford Family YMCA
- Cynthia Manifold, Curriculum Associate for Professional Development for EL Instruction, Stamford Public Schools
- Liz McKay, Coordinator of Youth Services, The Ferguson Library
- Michael E. Moran Jr., President & CEO, The Palace Theatre
- Gayle Paquin, Director, Family Centers
- Dr. Polly Rauh, Community Leader
- Lavone Roberson, Academic Director, Horizons at New Canaan Country School
- Kathleen Ryan Mufson, Director of Corporate Citizenship, Pitney Bowes
- Rowena Track, Executive Director, Boys and Girls Club of Stamford
- Sarah Walker, The Ferguson Library
- Dee Walters, Teacher/Community Member
- Lindsay Wyman, Director of Programming, Stamford Public Education Fund
To effectively measure and identify effective practices while aligning resources, we have designed and developed a detailed Action Plan process. The process and the related template were created in close partnership with Stamford Public Schools and the Superintendent’s team. This process is consistently followed by all CANs. Each CAN is at a different stage of action plan completion, depending on the complexity of its objectives and the available data.
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