SMART Standard Delivery Model
SMART offers four delivery models: Standard SMART, PreK SMART, KSMART, and Out-of-School Time SMART. Following is a summary of the SMART Standard delivery model.
The SMART Standard delivery model is our original and most common way to implement the program. In this model, teachers select student participants they feel would benefit most from the program. Students are selected for a variety of reasons including, but not limited to: children who would benefit from one-on-one reading time, children who would benefit from opportunities to increase enjoyment of reading, children who would benefit from selecting their own books to take and keep, and children who are not being served in other programs. Every week for seven months, volunteers read aloud with participating students to help them gain confidence and reading skills. Students read twice a week for 30 minutes, building relationships with two adult volunteers. Students also choose two books per month to keep and read with their families.
- Research supports that children who participated in SMART are 60 percent more likely to reach state reading benchmarks.
- Provides students with one-on-one reading time with adult volunteers.
- Provides an increased connection between community volunteers and the schools.
- Students benefit from positive adult attention and relationship-building, resulting in increased confidence.
- Each student participant chooses two books to keep each month, increasing literacy opportunities outside the classroom.
What Educators Say About Standard SMART
“[SMART] contributed to their confidence and overall self image which has direct links to the literacy gains.”
Principal, Multnomah County
“The SMART program allows children one-on-one reading practice, free books, and a connection with an adult. These are valuable to the children who participate in the SMART program because they might not be getting these types of interactions at home. Not only do the children who participate in SMART reading become better readers, but their self-confidence increases as well as their self esteem and communication skills.”
Teacher, Deschutes County
What Others Have to Say About Standard SMART
What Works Clearinghouse
The What Works Clearinghouse, an initiative of the Institute for Education Sciences at the U.S. Department of Education, found SMART to have “potentially positive effects on alphabetics, fluency, and comprehension” while other very prominent, full-year reading curricula tended to have studies with randomized-control trials or with experimental designs that did not meet evidence standards. Learn more about it here: http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=483
The Coalition for Evidence-Based Policy
The Coalition for Evidence-Based Policy recognized SMART as one of five national K-12 intervention programs yielding positive results in well-designed, randomized, controlled trials. The Coalition cites SMART as a “low-cost intervention (that) has sizable positive impacts on students’ reading ability.” For more information, visit www.evidencebasedprograms.org.
The Chalkboard Project
The Chalkboard Project—a coalition of five Oregon charitable foundations working to improve K-12 public education—released a report endorsing SMART as a model program for helping struggling K-3 students get the extra literacy support they need. For more information, visit www.chalkboardproject.org.