Built on Science. Focused on Results.

1. Built on Science. Focused on Results. Kaplan’s Powerful Response to Intervention (RtI) Solutions

2. Kaplan K12 Learning Services Mission Statement: We partner with schools to provide high-quality instructional programs that improve results and help all students achieve.

3. WHAT IS RtI? Response to Intervention (RtI) = “data based decision making” applied to education. Essential Components of RtI include: • An integrated data collection/assessment system to inform decisions at each tier of service delivery; • A problem - solving method; and • Multiple tiers of intervention service delivery By George Batsche, PS/RtI Project Co-Director

4. Three Tiers & RtI Tier 3 – Powerful intensive reading interventions delivered in small groups for extended periods (less than 5%) Assessment and Monitoring of Student Progress Systematic Evaluation of Curriculum and Instruction Tier 2 – At-risk students receive targeted instruction to supplement the core (about 15%) Tier 1 – High quality core reading instruction

5. Oral Language Kaplan’s Targeted Reading Intervention Solutions • SpellRead • An intensive intervention for small groups of struggling readers • Focus on phonemics, phonics, fluency, vocabulary and comprehension for all students • Text Connections • A complete curriculum for striving adolescent readers • Focus on building vocabulary, and comprehension skills

6. What is SpellRead? • Explicit small group reading intervention that delivers reliable student results across cohorts: • Struggling readers • Special Education students • English language learners • Effective whether delivered by certified teachers or paraprofessionals. • Once and done in one school year with 60+ minutes/day of instruction (≈140 hours total) • Fully integrated, delivering instruction in all five essential areas: Phonemics, phonetics, fluency, vocabulary and comprehension

7. Classroom Implementation • SpellRead trained instructor • Efficient reader • 7 days of PD • Ongoing expert support • Predominantly pull-out • Instructor and five students around one table • Quiet location Daily Lesson Cycle – 60 minutes (min)

8. Simplest & Easiest Most Complex Phase CUp to five syllablesPredominantly real words tion cial definition special delicious onion cious ion Linguistic Foundations Phase BTwo syllablesIntroduces real words Phase AUp to one syllableNonsense words a_e ay ai sh shr r

9. 10 Phonemic/Phonetic Activities • Building • Listening • Analyzing • Blending • Synthesizing • Analyze/Blend • Spelling • Visualizing • Chart, List & Card Reading • Games m a_e oy ee These same 10 activities are used throughout the program.

10. StrongEmphasis on Auditory Skill Development Here is a listening activity (A.20.2): oo aw ee Important activity to address transposing of sounds (e.g., “ees” and “see” or “left” and “felt” ).

11. Speed Reading Fish A.10.3 moo • CV & VC non-words. • Expected Time: 40 cards …in 40 sec’s oys eem awth foy eeth afe eesh ooth sha_e faw thee oysh soo aws maw tha_e soy oof ame • This is only 20 of the 40 cards. • A.10.3 is also used for “Fish”. There are 9 speed packs for students to master: A.8.4 – A.16.4 – A.23.4 – A.28.4 – A.32.4 – A.37.4 – A.41.4 – A.46.4 – A.49.4

12. A.49.4 “Ideal Time” derm gute perf fo²osh lurt quorp quorp shorp ro²ox burs wirsh horx chirb nerk yort querl jorn bude quorb …still not as fast as “normal” conversation. (This was half of the 40 unique cards in A.49.4)

13. Active Reading • High interest books sequenced based on readability. • Each student has a copy of the book and takes turns reading aloud. • Students are never allowed to struggle. • Story is discussed before, during, and after reading. • Emphasizes the use of oral language. • Skills focus on retelling, summarizing, and vocabulary development.

14. Writing Connections • Practice turning oral language into written language. • Students write about the books they have read in response to a prompt and a specific purpose. • Focus begins with students getting oral comprehension written down. • Progresses toward application of writing conventions.

15. Active Reading—Mini-lessons build independence in constructing meaning • Active Reading Guide* provides 30 model mini-lessons on the most effective comprehension and vocabulary strategies • Teachers present an explicit mini-lesson that models how to use a comprehension or vocabulary strategy • Every day following, teachers use the implementation tips provided to guide students in using the strategy to construct meaning • Mini-lessons build fluency, develop vocabulary, model techniques used by good readers, and increase comprehension

16. Applying personal experience Using basic story structure Scanning to preview text Using quotes, notes, comments Visualizing Creating concept maps Thinking aloud Re-reading confusing parts Questioning during reading Monitoring accuracy Predicting Using prior knowledge Determining main idea Inferring Summarizing Sequencing Model Mini-Lesson Strategies

18. Online Tools:Instructor Support System (ISS) Weekly progress reported on-line by instructors (1 min / student / wk): • Provides the ability to monitor progress • Guides SpellRead support services • Enables administrator tracking and comparison of individual students, classes, instructors and schools • Provides principals with student awards and certificates for recognition • Can be linked to state test results

21. Mid-Year and End of Year Analysis Instructor Support System

22. Complete Reading Intervention Solution • Instructor and student materials for all phases • Pre- and post- assessments • Progress monitoring and ongoing formative assessments with online information system • Professional learning opportunities • Onsite training • Ongoing support – program specialists are assigned to provide onsite consulting visits and remote support • Data analysis and review • Leadership support • Gold-Standard Research

23. Strong Base of Independent Research • November 2005 – FCRR summary of 3rd grade results from Reading First schools • July 2004 – Selected into the POWER4Kids clinical trial (Elementary) • November 2003 – Florida Center for Reading Research (FCRR) Report • July 2003 – “Foorman Book” – Preventing & Remediating Reading Difficulties (Middle School) • August 2002 – Presented at World Congress on Dyslexia (Middle School) • Spring 2001 – Article in Learning Disability Quarterly (Elementary School)

24. 111 96 96 88 79 77 77 65 MD Middle School - Outcomes from 100 Hrs of Spell Read ES= 3.8 110 70th ES= 1.9 ES= 1.3 100 Average Range Standard Score 30th 90 ES= 1.7 80 70 1st Percentile Word Attack Text Reading Accuracy Reading Comp. Text Reading Rate Effect Size (ES) is a measure of potency where .2 = small, .5 = moderate, ≥ .8 = large Effect Size (ES) is a measure of potency where .2 = small, .5 = moderate, ≥ .8 = large Source: Dr. Joseph K. Torgesen, Presentation to the World Congress on Dyslexia, August 2002 Source: Dr. Joseph K. Torgesen, Presentation to the World Congress on Dyslexia, August 2002

25. “State-of-the-Art” • Published by York Press, July ‘03 • Edited by Dr. Barbara Foorman at University of Texas • Spell Read P.A.T. highlighted in a chapter authored by Dr. Joe Torgesen • “It should be noted that very substantial gains… were made in all areas of reading skill, and that, with the exception of reading fluency, [the SpellRead students] essentially “closed the gap” in reading ability with their same-age classmates.” Dr. Joseph K. Torgesen Director, Florida Center for Reading Research July 2003

27. Florida Center for Reading Research Report on SpellRead • “…a reading intervention that offers instruction in phonemic awareness, phonemic decoding, spelling, reading fluency, reading comprehension, and writing.” • “…the content and design are aligned with current scientifically based reading research.” • “…a highlight of this program is the creative and varied array of phonemic awareness and phonics exercises that enhance student motivation while simultaneously working and reworking a skill to the point of automaticity.” • No weaknesses were noted

28. Linking Formative Assessments With State Test Results. In 2005, speed pack success was strongly linked to FCAT success. The FCAT strongly correlates with the NAEP The chart shows the results of 794 3rd Gr. students who failed the FCAT at least once in previous years. The students had attended Spell Read for 106 hours (ave.) by the end of May…the FCAT is in March.

29. Student Outcomes Students are able to: • Automatically recognize and manipulate the 44 sounds of the English languages without using rules or terms such as “long” and “short” for vowels • Demonstrate mastery of: • 18 vowel sounds and their 19 secondary spellings • 26 consonant sounds and their 8 secondary spellings • 37 consonant blends • 16 clusters • Verb endings • Attack multi-syllabic words easily • Bridge their auditory and visual vocabularies • Read with fluency and comprehension • Create writing portfolio that demonstrates student growth

30. The SpellRead Difference • Completed in one school year • Truly comprehensive and complete • Measurable results, proven by gold-standard independent research • Reading success transfers to students’ other classes and ultimately to state testing • Loved by teachers and students “Teachers enthusiastically stated that SpellRead achieves powerful student results, [and] provides success where other intensive and supplemental programs have failed.” Eric J. Smith, former Superintendent of Schools Anne Arundel County Public Schools, Maryland

31. Two levels of challenges • Some children can’t thinkwhen they read: …because they are too busy reading the words. • Some children can’t think clearlywhen they read: …because they have not been taught the meta-cognitive strategies.

32. Current Statistics • NAEP (Nat. Assessment of Ed. Progress) reports that 25% of ninth graders do not possess the reading skills necessary to do grade-level work. • Less than one-third of America’s high school students read or write at grade level. • ACT Report (2005) – only half taking the exam were ready for college-level reading assignments in core subjects like math, history, science and English • Of students who enroll in a four-year college, nearly 8% will take at least one remedial reading course – and only one-third of those students are likely to graduate within eight years.

33. Confident Readers are Independent Readers Confident readers have effective strategies for approaching a difficult text. • Figure out what’s confusing them • Set goals for getting through the reading • Use many strategies for comprehension • Know how to make the mostly invisible process of comprehension visible

34. TextConnections • A reading intervention for striving middle and high school readers whose “word level” reading skills are at or near grade level • Whole class delivery model • Designed to develop students’ reading fluency, comprehension, and vocabulary skills, helping them to become successful, strategic readers • TextConnections can be offered as: • An alternative core or as part of a transitional course for middle and high school students • Part of a “double-dose” or shadow class solution for the bottom quartile students

35. Program Structure • Each course has an engaging and relevant theme to provide a purpose for reading and instruction • Middle school: change • High school: identity • Courses are subdivided into 5 units to provide students with practice reading many types of text: • Reading Self and Society • Reading Media • Reading English Language Arts • Reading Science • Reading Social Studies • Units are organized around inquiry-based, guiding questions • Each unit has 4-5 sections with accompanying lessons and student materials

36. The BIG Picture • Unit 1 Reading Self and Society • Unit 2 Reading Media • Unit 3 Reading English Language Arts • Unit 4 Reading Science • Unit 5 Reading Social Studies

37. Instructional Strand in each Unit

38. The TextConnections curriculum: • Teachers learn how to create a classroom culture that fosters and values thinking, and how to directly involve students in their own learning • Teachers teach strategic reading using direct, explicit instruction, modeling, guided practice, independent practice, and assessment • Teachers make their thinking audible and “visible” • Students learn to use reading strategies with multiple text structures, including real-world texts • Adaptations are provided for students with varying reading proficiencies, learning styles, and language backgrounds

39. THE right choice for your students because it … • Develops academic literacy in reading/language arts and in the content area. • Engages students through focused interactive practice and application. • Focuses on reading for school and reading for life. • Provides teachers with a manageable, explicit set of research based, time saving resources. • Propels students who are striving to achieve grade-level goals.