In February 1999, several members of the Community Academic Success Team (CAST), a local citizen advocacy group, formed to support the Ann Arbor Achievement Initiative, met to discuss plans to host a reading conference in Fall 1999. As the discussion progressed, it became clear that a reading conference - while raising awareness and bringing attention to the issues of reading and literacy - was not a sufficient strategy for addressing the achievement gap effectively. Rather, a more sustained, community-based, long-term strategy was needed to help these young people succeed.

Doris Sperling, a former schoolteacher, and Lefiest Galimore, a community services professional, committed themselves to plan, design,and implement the Family Learning Institute. The program design was ultimately based on the recommendations of five focus groups consisting of diverse representatives from the community, area universities, colleges, and Ann Arbor Public Schools. Recommendations included targeting students in grades 3 through 8, designing a comprehensive focus on students, parents, teachers, and tutors, and creating a multi-dimensional curriculum to teach reading, writing, and thinking skills.

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For some students, learning the basic academic skills - reading, writing, thinking, speaking, and listening - takes extra effort and more individual instruction than public schools can provide. All too often, these students fall through the cracks, become discouraged with themselves, and eventually drop out of school into an uncertain future.

FLI targets students in grades 3-8 who are reading below their expected grade level and whose family qualifies for low-income status. Services are free of charge for enrolled students.

Each student attends a two-hour session once a week in the late afternoon or evening. During each 60 minute section, students:

Study with trained Reading Coaches to develop comprehension skills, phonetic strategies and expand their vocabulary

and

Focus on writing, thinking and communication skills in group or private settings.

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Executive Director - Sandy Williams

The Director oversees daily operations, implements policies and procedures, supervises staff, and coordinates fundraising efforts. The Director also meets with potential students and their parents, oversees fund development, recruits volunteers, and is available to answer general questions.

Teacher Consultants

Our academic program is guided by our Teacher Consultants who are skilled, experienced classroom teachers. They design individual plans for each student, monitor growth through ongoing assessment and testing, and provide guidance and support to our parents and volunteers.

Board of Directors

Our Board of Directors is composed of community members, professionals, and educators. The Board provides governance and oversight, decision-making on policies, and ensures resources and funding.

Daniel Rubenstein, Chair
George Quist, Treasurer
Gloria Taylor, Secretary
R. Griffith "Griff" McDonald
Vicki Blayney
Judith Hommel
Henry Meares
Kelley Stupple
Jeff Hipchen
Laura Conlin

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FLI has taken an active role in organizing the Lifelong Literacy Community Collaborative to help coordinate and develop resources for literacy initiatives, Members of the collaborative includes the Ann Arbor Public Schools, Washtenaw Literacy, Washtenaw Intermediate School District, Washtenaw United Way, Washtenaw Community College, the Family Book Club and the Ann Arbor District Library. Approximately 80% of the referrals of students to FLI come directly from the Ann Arbor Public Schools.

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Attendance Data

When the FLI first opened its doors on March 7, 2000, we had 2 students. Currently, FLI is open four days a week and serves close to 100 students. Over the past six years we have served over 650 children.

Academic Data

The Qualitative Reading Inventory III (QRI III) is a reputable, reliable reading test that st recent student data showed that within a 6 month period:

3% increased their reading proficiency by THREE grade levels.
27% increased their reading proficiency by TWO years.
43% increased their reading proficiency by ONE year.

27% remained at current level. (It is normal for some students to have a "leveling off" period usually followed by a period of growth.)

In addition to semi-annual QRI testing, school grades, MEAP and standardized test scores are monitored regularly.

Feedback from Teachers and Parents

One of the most gratifying and satisfying part of our program is receiving the glowing and thankful feedback from teachers and parents. Teachers report that they see substantial improvement in the FLI students' academics, school grades, self-confidence, and attitude. Parents report that the FLI program motivates their children to read more at home, complete homework assignments and take more responsibility at school.

We are extremely pleased and proud of the success of our program and our students.

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