Rosetta Steps Education Center

MISSION

The Rosetta Steps Education Center is an organisation founded to honor the life of Liberia´s renowned educator Miss. Rosetta B. Harris by providing accessible high quality education alongside comprehensive reading and literacy programs to people from low income communities.

We empower people from low income communities to improve their life outcomes through education and fostering a life long passion for learning.

VISION

We envision a Liberia with a literacy rate of 100 percent where every Liberian child regardless of their social economic background is able to thrive academically and personally. Like the life of Rosetta ,our aim is to break the cycle of poverty in families by equipping individuals to reach their potential thereby creating a more equitable society for all.

We serve our target population by 

Making quality education accessible - The Rosetta Steps Education Center provides  subsidized quality education to over 240 students from low income families of New KruTown and Caldwell ensuring that they have access to quality education. 

Scholarship Programs - The school has been able to source scholarships for a quarter of its student population.

After School Programs - Tutorials, Reading programs etc

Healthcare Programs- We have been able to provide free health testing to students and parents within our community.

Community Outreach - During both the ebola and COVID epidemic, the Rosetta Steps Center served as distribution points for food and medical aid.

Vacation School Program - Our vacation school programs prevent learning loss and help ensure that students are kept in a safe space enabling parents to focus on their work.

Literacy Initiatives - Through our Read to Succeed after school phonics literacy program and Learn To Earn program for small business owners

As team lead Miss Harris has successfully led three cycles of the Read to Succeed program beginning in the year 2017. During each of these cycles she has performed the following functions below:

• Managing grant applications and submissions 
• Planning, Coordinating and Program Development -Miss Ama Harris is responsible for developing a comprehensive plan for the smooth execution of the program. This includes setting up of the curriculum, assessments and matrix for measuring the success of the program.
• Team Management - Miss Harris leads and supervises the team of educators and volunteers that are involved in the program. She is responsible to ensure cohesion amongst team members. She also consults with team members throughout the duration of the program to ensure alignment with program timelines and objectives.
• Program Assessment and Monitoring - 
• Communications PR and Marketing
• Partners Community and Parental Engagement

Since inception, our team has been deeply involved in the design and implementation of impactful programs that help to bridge the literacy gap in low income communities. Through these program the senior staff of the Read To Succeed program have gained significant expertise and experience that will enable them to effectively participate and support the LEAP Project if given the opportunity to.

Read To Succeed - Created in 2017, staff of Rosetta steps have been able to contribute to the improvement in reading skills of over 500 Liberian students. This program is an after school program that provides students with a hot meal, accompanied by lessons in phonics, sight words and reading. This program has received grants from : National Company of Liberia (2017) INAIVU LLC (2022) Help Alliance (2023-2024)

Read to Succeed, Monrovia - help alliance

Liberia: R Rosetta Steps Literacy Center Gives Back to Society - allAfrica.com

Learn to Earn - Learn to Earn is an adult literacy programme designed to boost literacy and calculation skills of petty traders and hawkers. Literacy skills are taught by Rosetta Steps staff between the hours of 6PM to 8PM daily.

Liberia: Total - Liberia, Rosetta Steps Launch Adult Literacy Program - allAfrica.com

Project Hope - Funded by the Mastercard foundation, project hope is an ongoing small business training program for mid level enterpreneurs. The Rosetta Steps Education Center served as project implementers with staff charged to provide the literacy component of the training.

HOPE is Growing in Liberia - Empowerment Squared 

Rosetta Steps School  - At the Rosetta Steps School, all instructors engaged in the Read To Succeed phonics program also hold full-time teaching positions at the Rosetta Steps Junior High School. This dual role enables them to maintain and enhance their skills continuously. Even during periods when the Read To Succeed program is not in session, these teachers actively engage in classroom instruction, allowing them to apply and refine the techniques they have learned, thereby strengthening their pedagogical expertise on a daily basis.

READ TO SUCCEED  An evidence-based phonics program that boosts reading proficiency in disadvantaged communities through tailored instruction and collaborative support.

BACKGROUND

The country of Liberia has one of the lowest literacy rates in the region of West Africa. There are over 694,000 Liberian children enrolled in public schools.  In a country where high levels of poverty coexists with parental illiteracy, a public education system that begins schooling at grade 1,the average age of children entering school at ten years old the necessity of a phonics program becomes paramount. The aim of Read To Succeed is to ensure that students enrolled in primary schools are taught basic phonics skills that enables them to read at their grade level.

Additionally most teachers lack formal training in teaching phonics and are burdened with a daunting classroom ratio of 1 to 46. This makes individualized attention to each students literacy needs extremely challenging. Due to low levels of parental literacy most students might not have received structured literacy at home.

A phonics program can bridge these gaps by providing systematic and explicit instructions in decoding and word recognition skills that empower these students to overcome literacy barriers and succeed academically despite the constraints of large classes and limited teacher training in phonics instruction.

SUMMARY

Read To Succeed aims to address key problems through evidence-based phonics instruction, targeted interventions, and community collaboration. Some of the problems are:

1. Low Literacy Rates: Many children, especially those from low-income communities, struggle with reading proficiency, leading to lower academic achievement and limited opportunities for success.

2. Literacy Achievement Gap: There exists a significant gap in literacy achievement between children from disadvantaged backgrounds and their more affluent peers, perpetuating inequalities in education and beyond.

3. Limited Access to Quality Education: Children in underserved communities often lack access to high-quality literacy instruction and resources, hindering their ability to develop essential reading skills and reach their full potential.

4. Impact of Socioeconomic Factors: Socioeconomic factors such as poverty, inadequate resources, and lack of educational support at home can negatively impact children's literacy development, exacerbating the challenges they face in achieving academic success.

5. Barriers to Educational Equity: Systemic barriers, including unequal distribution of resources, ineffective teaching methods, and limited access to literacy interventions, contribute to the persistence of educational inequities and disparities in literacy outcomes.

6. Cycle of Inter-Generational Poverty: Low literacy levels perpetuate a cycle of inter-generational poverty, as children who struggle with reading are more likely to face economic challenges as adults, further limiting opportunities for themselves and their families

The Rosetta Steps Education Center over the years has developed a comprehensive mulit faceted approach to tackle literacy challenges amongst primary school students.

1. Recruitment from Community Schools: Students are recruited from local schools within the community to participate in the program.

2. Parental Consent: Parents sign consent forms to approve their child's participation in the program.

3. Baseline Assessments: Phonics, sight words, and oral reading fluency assessments are conducted to gauge participants' proficiency in key literacy skills.

4. Meal Provision: Hot meals are provided to participants at the beginning of each session, ensuring they are nourished and ready to learn.

5. Educational Materials for Teachers: Teachers receive educational materials, including sight word banners, reading books, and instructional materials, to support their teaching during the program.

6. Teacher Training: Teachers of participating students attend classes and receive training in best practices for delivering phonics and reading instruction.

7. Frequency and Duration of Classes: Classes are held three times a week for four months, totaling 172 instructional hours per participant.

8. Ongoing Assessments: Weekly assessments are conducted to track individual student progress, promote confidence, and tailor instruction accordingly.

9. Tailored Learning Environment: Classes are conducted in a tailored environment equipped with audiovisual equipment to enhance phonics instruction.

10. Relaxed Assessment Environment: Assessments are conducted in a relaxed environment to encourage student interaction and alleviate test-related anxiety.

11. Award and Certification at the end of the training period students receive a certificate of completion during a celebratory graduation exercise.

To date, Rosetta Steps has undertaken several research initiatives aimed at demonstrating the effectiveness of our phonics literacy program for children from low-income communities in Liberia. Consideration is to be taken that as a small organization with limited disposable income, the methodology applied might not have been a hundred percent fool proof but has played a key role in shaping the structure, duration and elements of our program.

RESEARCH ON THE ENHANCEMENT OF AVERAGE ORAL READING FLUENCY: Utilizing a blend of quantitative evaluations, our research demonstrated that participants enrolled in our programs exhibited a twofold increase in their average oral reading fluency within a one-month period, compared to their peers. This improvement was observed from baseline assessments done at enrollment and assessments done within a month of program commencement.

RESEARCH ON THE EFFECT OF FEEDING COMPONENT WITHIN THE PROGRAM: During the period from 2021 to 2022, the Rosetta Steps Education Center was engaged by INAIVU LLC, a private company, to deliver literacy training to a cohort of 30 students. However, due to financial limitations, the provision of meals was halted halfway through the feeding program. Consequently, there was a notable 50 percent decline in student attendance. A resumption of feeding resulted on improved student attendance. Statistics from this research showed that though not an immediate objective of the program, the inclusion of meals contributed significantly to program success.

To date the Rosetta Steps Education Center has been able to conduct Foundational, Formative and Summative Research on the effectiveness of the Read To Succeed Program. Consideration is to be taken that as a small organisation existing in one of the porrest countries , the methodology applied might not have been a hundred percent.

The data collected from research and studies on our phonics and reading program has provided valuable insights that have informed our work moving forward in several ways:

1. Effectiveness of Instructional Strategies: Analysis of assessment data revealed that specific instructional strategies, such as explicit phonics instruction and sight word practice, and the feeding component of the program were particularly effective in improving students' literacy skills. This informed our decision to prioritize these strategies in our curriculum and instructional approach.

2. Impact on Student Progress: The data showed measurable improvements in students' phonics proficiency, sight word recognition, and oral reading fluency over the course of the program. This positive trend validated the efficacy of our intervention and motivated us to continue refining and expanding our program to reach more students.

3. Identification of Areas for Improvement: 

   The identification of areas for improvement based on assessment results has led to targeted interventions aimed at addressing specific challenges faced by students in our phonics and reading program. One such intervention is the provision of leveled reading packages to schools participating in the program. These packages contain books and materials that are appropriately leveled to match students' reading abilities, allowing them to practice and reinforce their skills at an appropriate level of challenge. By providing leveled reading materials, we aim to support students in building fluency, comprehension, and vocabulary while promoting a love for reading.
   Additionally, we offer free consultancy services to participating schools on the structure of their English, Reading, and Spelling classes. This consultancy includes guidance on curriculum design, instructional strategies, and classroom management techniques tailored to support effective phonics and reading instruction.

4. Importance of Teacher Training and Support: Data analysis underscored the critical role of teacher training and support in delivering effective phonics instruction. Teachers who received comprehensive training and ongoing support demonstrated greater fidelity in implementing instructional strategies, resulting in better student outcomes. This finding emphasized the importance of investing in teacher professional development to ensure program success.

5. Sustainability and Scalability: By analyzing data on program implementation and outcomes, we gained insights into factors that contributed to program sustainability and scalability. This included identifying cost-effective delivery models, leveraging community partnerships, and optimizing resource allocation to maximize impact while maintaining program viability over the long term.

6. Feedback for Program Refinement: Data collected from research and studies also provided valuable feedback from participants, teachers, and stakeholders, informing iterative program refinements and improvements. This feedback loop facilitated continuous learning and adaptation, ensuring that our program remained responsive to the evolving needs and preferences of our target population.

As an organization dedicated to phonics and reading programs, strengthening the evidence base of our solutions is crucial for several reasons:

1. Enhancing Program Effectiveness: The MIT Solve partnership would enable us to use best practices to conduct research and evaluation studies which enables us to gain insights into what aspects of our programs are most effective and how they can be further improved. This  will allow us to refine our interventions and maximize their impact on the literacy development of participants of our Read To Succeed Program.

2. Demonstrating Impact: Building a robust evidence base enables us to demonstrate the effectiveness of our programs to stakeholders, including funders, policymakers, and the community. Clear evidence of impact enhances our credibility and strengthens support for our initiatives.

3. Informing Decision-Making: Research findings provide valuable information for decision-making within our organization. By understanding what works and what doesn't, we can make informed choices about program design and resource allocation as well as and strategic priorities.

4. Scaling and Replication: When we can clearly demonstrate positive outcomes, it becomes easier to attract additional funding, forge partnerships, and expand our reach to serve more children and communities.

5. Contributing to the Field: By conducting research and contributing to the body of knowledge in literacy education in Liberia, Rosetta Steps play a role in advancing the field and informing best practices. Our findings can benefit other organizations, educators, and researchers working to improve literacy outcomes for children in Liberia.

 In addition to all stated above an evidence base that is supported or supported by a reputable organization would serve to ensure partners, donors and all stakeholders of the quality of the Read To Succeed method and approach.

Three main questions that the Rosetta Steps Education Center would like our LEAP Project to answer are :

1. What is the outcome of our four weeks after school Reading and phonics program on Literacy Outcomes for participants. The level of variation in terms of age, socio economic background. How does our program impact childrens literacy skills?

2.What components of our program are the most effective. How do factors such as learning environment, feeding ,program effectiveness, knowledge transfer to teachers of host schools effect outcome.

3. How does our program effect long term academic achievement.

Some desired program outputs are 

Provision of Comprehensive Research Recommendations: LEAP fellows would observe and review  Read To Succeed current program design and methodology and provide clear and actionable recommendations for conducting research to evaluate the effectiveness of the phonics literacy program. 

• Establishment of an evaluation framework : The framework when established should  answer key research questions, outcome measures, data collection methods, and analysis techniques to assess the impact and effectiveness of the phonics literacy program. The framework should provide a structured approach to evaluating program outcomes and informing evidence-based decision-making.
• Review and Improve Data Collection Instruments: Review of current data collection and the  development of data collection instruments, such as surveys, assessments, observation protocols, or interview guides, to gather relevant data from program participants, educators, and stakeholders. These instruments should be  able to provide more valid and reliable data that will inform Rosetta Steps during program execution. 
• Creation of Data Analysis Plans: These plans should outline how collected data will be analyzed and interpreted to address research questions and evaluate the outcome of the Read To Succeed program. This may include statistical analyses,  and data visualization techniques  etc.

• Capacity Building Initiatives: Provision of training and capacity-building opportunities for program staff, educators, and researchers involved in implementing the research plan. This may include workshops, seminars, or professional development activities to enhance research skills, data literacy, and evaluation competencies.

• Reporting and Dissemination Strategies: Guidance on how research findings will be reported, disseminated, and shared with relevant stakeholders, including program administrators, educators, policymakers, funders, and the broader academic community.

Rosetta Steps is also flexible and open to suggestions from LEAP fellows in the event that additional program outputs are suggested.

Rosetta Steps would effectively translate the output of the LEAP program sponsored by MIT into tangible actions that drive research-informed practice, enhance program effectiveness, and ultimately improve outcomes for children in phonics literacy education

This will be done through several means such as

1. Review and Incorporation of Recommendations: Rosetta Steps would thoroughly review the research recommendations, study designs, frameworks, and strategies provided by the LEAP program. This includes assessing the relevance, feasibility, and alignment of the recommendations with the organization's goals and objectives.

2. Development of Implementation Plan: Based on the LEAP program's outputs, Rosetta Steps would develop a comprehensive implementation plan outlining how the research recommendations will be translated into actionable steps. This plan includes timelines, responsibilities, resource allocation, and monitoring and evaluation mechanisms.

3. Capacity Building and Training: Rosetta Steps would provide training and capacity-building opportunities for staff members involved in implementing the research plan. This includes workshops, seminars, and professional development activities to enhance research skills, data literacy, and evaluation competencies.

4. Engagement with Stakeholders: Rosetta Steps would engage with relevant stakeholders, including educators, parents, caregivers, community members, and funding partners, to solicit feedback, build buy-in, and foster collaboration in implementing the research plan. This involves regular communication, meetings, and consultations to ensure stakeholder involvement and support.

5. Pilot Testing and Refinement: Rosetta Steps may pilot test aspects of the research plan on a smaller scale to identify potential challenges, refine protocols, and make necessary adjustments before full-scale implementation. This iterative process allows for continuous improvement and ensures that the research plan is effectively implemented.

6. Data Collection and Analysis: Rosetta Steps would follow the research plan to collect data using the recommended instruments and methodologies. This includes administering surveys, assessments, observations, or interviews to gather relevant data from program participants, educators, and stakeholders. Data collected would be analyzed using the prescribed analysis techniques to generate meaningful insights.

7. Reporting and Dissemination: Rosetta Steps would prepare research reports, academic publications, presentations, or policy briefs to communicate key findings and recommendations to stakeholders. This involves disseminating research outputs through appropriate channels to reach target audiences and maximize impact.

8. Integration into Program Design and Decision-Making: Rosetta Steps would integrate research findings into program design, decision-making, and resource allocation processes. This includes using evidence-based insights to inform program improvements, curriculum development, instructional strategies, and policy advocacy efforts.

9. Monitoring and Evaluation: Rosetta Steps would establish monitoring and evaluation mechanisms to track progress, assess the effectiveness of research implementation, and measure the impact of research-informed interventions on program outcomes. This involves regular review, reflection, and adaptation based on feedback and evaluation findings.

10. Continuous Learning and Improvement: Rosetta Steps would foster a culture of continuous learning and improvement by encouraging reflection, knowledge sharing, and innovation within the organization. This includes capturing lessons learned, identifying best practices, and leveraging research insights to inform future initiatives and decision-making processes.

The Rosetta Steps Education Center would consider the LEAP program a success the following outcomes listed below are achieved.

• Enhanced Research Capacity: That the LEAP project enables us to strengthen research capacity within our organization, including improved skills, knowledge, and resources for conducting rigorous research and evaluation of our phonics literacy program.
• Evidence-Based Decision-Making:  Leads to an establishment of a culture of evidence-based decision-making, where programmatic decisions are informed by research findings, data-driven insights, and best practices in literacy education.
• Increased Collaboration and Partnerships: That the LEAP program enables expanded collaboration and partnerships with academic institutions, research organizations, funding agencies, and community stakeholders to advance research agendas and leverage collective expertise.

1. Enhanced Organizational Learning: Enhanced organizational learning through continuous reflection, adaptation, and innovation based on insights gained from the LEAP Project sprint and other research initiatives.
2. Improved Program Effectiveness: Greater effectiveness and impact of our phonics literacy program as a result of research-informed program design, implementation, and evaluation strategies.

For the Solution (Phonics Literacy Program):

1. Improved Program Design: Optimized program design based on research recommendations, study designs, frameworks, and strategies developed during the LEAP Project sprint, resulting in more effective and targeted interventions.
2. Enhanced Program Implementation: Strengthened program implementation through the integration of evidence-based practices, quality assurance measures, and capacity-building initiatives for program staff and stakeholders.
3. Increased Impact and Reach: Expanded impact and reach of the phonics literacy program as evidenced by improved literacy outcomes, increased program participation, and greater engagement of target communities.
4. Sustainable Scalability: Enhanced scalability and sustainability of the phonics literacy program through the identification of scalable models, replication strategies, and resource mobilization efforts informed by research-informed recommendations.
5. Long-Term Impact on Literacy: Long-term improvement in literacy outcomes for children from low-income communities served by the phonics literacy program, leading to enhanced academic achievement, socio-economic opportunities, and life-long learning.
6. Contribution to the Field: Contribution to the broader field of literacy education through the dissemination of research findings, best practices, and innovative approaches developed during the LEAP Project sprint, fostering knowledge exchange and collaboration across sectors.

Overall, the desired long-term outcomes of the 12-week LEAP Project sprint for both our organization and solution align with our commitment to evidence-based practice, continuous improvement, and positive impact on children's literacy development in low-income communities. These outcomes reflect our vision for creating sustainable, research-informed solutions that empower children with the literacy skills they need to thrive academically and beyond.