1. BREAKING THE CYCLE OF INMATE RECIDIVISM August 1, 2013

2. Today’s Presenters Heidi Hyte M.A. in TESOL Reading Horizons Curriculum Director Dr. Frances Tracy-Mumford Maryland Academic Coordinator of Correctional Education Baltimore, Maryland

3. Why Are We Here Today?

4. Literacy Statistics Over half of the inmates in America’s prisons cannot read above a fourth-grade level. Inmates have a 35% less chance of returning to prison if they receive literacy instruction.

5. Your Needs Individuals have past failures, which contribute to demotivation, embarrassment, and negative attitudes toward education Different reading levels exist among inmates, which pose difficulties in identifying skill deficits Getting instructors / tutors trained in methodology that is effective, efficient, and practical Lack of time for one-on-one instruction, especially due to being short-staffed Providing age-appropriate materials

6. Your Needs (cont.) Turnover rates; individuals in and out Lack of computers / technology; lack of internet access; security restraints English Language Learners’ needs, including native Spanish-speakers Loss of growth data / reporting when inmates are transferred to a new facility Addressing the needs of students with learning disabilities and special needs

7. What Is Reading Horizons? Explicit, systematic, sequential, multi-sensory literacy instruction Proven methodology that is age-appropriate Provides quick reading-level gains Direct instruction materials and software provide individualized instruction Average student sees gains of two to three grade levels after 60 hours of instruction (typically over a six-month time frame) Teacher training, teacher manuals, and interactive software empowers teachers to effectively teach struggling readers, including students with learning disabilities, and English Language Learners.

8. History of Reading Horizons in Corrections Used in over 20 state prison systems California Inmate Literacy Project

9. Reading Horizons was selected by California State University from among 24 other bids for use in the California Inmate Literacy Project. Inmates enrolled in Reading Horizons included native English speakers and ESL students testing at or below the fourth-grade reading level upon entry. The data available shows inmates made noticeable progress in this program. Tool: The WRAT (Wide Range Achievement Test) Timeframe: Three-year longitudinal study

10. California State University, Sacramento California Corrections

11. Dr. Frances Tracy-Mumford “At first we used Reading Horizons as a tack on to another program, but we all started getting such good results that it became a staple for all of our correctional programs. It really helps with a whole host of writing, spelling, and reading problems – for both lower level and higher level students.”

12. Q & A For additional questions, call 1-800-333-0054. Rob Openshaw Rob.openshaw@readinghorizons.com