Stay Gold! Measuring Impact

Are accessible materials as good as gold (for all students)?

During our team planning meetings in September and October, our discussions frequently returned to the question of how we should measure the effect of accessible materials in the classroom. Based on research and initiatives carried out elsewhere across the country, we already knew the critical value of accessible materials in K-12 education.  However, we wanted to document how accessible materials would impact our students (both those with diagnosed learning disabilities, and those without). This, while conscious that we were not conducting a research project. Working with the objective to increase student exposure to and engagement with text, we sought a tool that would measure students’ attitudes toward print, as well as a tool that would measure the amount of time spent (or the “stamina” demonstrated) engaging with print. Continue reading “Stay Gold! Measuring Impact”


“…because every student has the right to access a story.”


The premise of The Accessible Reading Project was stated simply and with conviction at our initial pilot project team meeting in September. Ruwani Payoe, a teacher at Perspectives II, reminded us of the lack of literacy-rich experiences of many of her students due to disabilities or unfair social circumstances.  She believes that alternate formats and accessible materials offer pathways that can equalize literacy experiences, “because every student has the right to access a story.”

Continue reading ““…because every student has the right to access a story.””