of Reading - Oak Park Elementary School District 97

Accelerating
g Learning
g
Fit Brains Learn Better
Thousands of Schools Prove...
Burnaby, BC,
Canada
Miramichi, NB,
Canada
Everett, MA
Pocatello, ID
Boone County, KY
Stamford, CT
Show Low, AZ
Liberty, MO
A h
Anchorage,
AK
Statesboro, GA
Mansfield, TX
Centerville, LA
» Efficient: On average, learners gain 1 – 2 grade levels in 8 – 12 weeks
» Effective: Over 240 research studies on all types of learners
» Enduring: Over 10 longitudinal studies proving gains continue after use
2
Accelerating Growth – District Wide
Perce
ent of Fourrth Graderrs
Basic or Above (Initial Teste
ers)
80
78%
75
70
65
60
53%
55
Fast ForWord
50
Reading Assistant
45
2003
2004
2005
2006
2007
2008
2009
Year
St Mary Parish School District
St.
3
State
2010
75
70
65
60
55
50
2003
2004
2005
2006
2007
2008
2009
2010
Percent of Fourth Graders
Basic or Above on Math (Initial Testerss)
St Mary Parish LEAP-Math
80
75
70
65
60
55
50
2003
2004
2005
2006
2007
2008
2009
2010
Percent off Fourth Graders
Basic or Above on Soocial Studies (Initial Teesters)
Percent of Fourth Graaders
Basic or Above on ELA (Initial Testers)
St Mary Parish LEAP-ELA
80
Percent of Fourth Grraders
Basic oor Above on Science (Initial Testers)
…in Multiple Subjects
St. Mary Parish School District
4
St Mary Parish LEAP-Science
70
65
60
55
50
45
40
2003
2004
2005
2006
2007
2008
2009
2010
St Mary Parish LEAP-Social Studies
80
75
70
65
60
55
50
2003
2004
State
2005
2006
2007
2008
2009
2010
…even after the program ends
Before
After
100
Change from
m Baseline
(Scale S
Score)
80
60
40
20
0
-20
-40
Fast ForWord Participants at Dallas ISD
F t ForWord
Fast
F W d Use
U
Comparison Group (Texas Statewide Average)
5
Leader in Accelerating Learning
22.2
Fast ForWord
Corrective Reading
SRA Readingg Labs
Cooperative Literacy Program
Saxon Phonics
Harcourt Trophies Reading
READ 180
Accelerated Reader
CELL/ExLL Books
Reading Recovery
Lexia
Scholastic News Nonfiction Reading
Soar to Success
Destination Reading
Voyager
y g Passport
p
DIBELS
Carbo Reading Styles Program
Second Chance at Literacy Learning
School Within a School
Reading Plus
KidBiz3000
Earobics
Reading Navigator
Rosetta Stone
LLC interim report (2010) on
programs funded
f
by Nevada
Senate Bill 185 grant.
6
18
17
16
0
0
‐0.3
‐2.0
0
6
3.2
2.9
5
11
10
10
10
9.9
9.7
9.3
9
9
8.5
7.5
High-Gain
Program
13.3
13.3
Undetermined
Effects or LowGain Programs
g
10
15
20
Reading Achievement Percentage Points
25
How do you get these results?
=
Results
7
+
Converging Scientific Disciplines
Cognitive
Science
–
–
–
Dr. Paula Tallal
» Board of Governor’s Professor of
Neuroscience and Co-Director of the
Center for Molecular and Behavioral
Neuroscience at Rutgers
g
University
y
» SCIL Board member
» Expert in the neurobehavioral
understanding of developmental language
disorders
Dr. Steve Miller
» Formerly research faculty
faculty, Center for
Molecular and Behavioral Neuroscience at
Rutgers University
» Expert in developmental dyslexia and
language-based reading disorders.
Dr. Virginia Mann
» Professor
P f
UC IIrvine,
i
A
Associate
i t D
Dean
Graduate Studies &Research
» Expert in the scientific study of reading.
Neuroscience
Plasticity
Science
of
Reading
–
–
Powerful
Computers
Dr. Michael Merzenich
» The Francis A. Sooy Professor at the Keck
Center for Integrative Neurosciences at
UCSF
» Elected member of the National Academy of
Sciences
» SCIL Board member
» Expert in the neuroscience or learning and
brain based plasticity
brain-based
Dr. William Jenkins
» Formerly an Associate Professor at the
Keck Center for Integrative Neurosciences
at University of California, San Francisco
(“UCSF”)
» Expert
E
t in
i th
the d
development
l
t off
neurobehavioral learning paradigms.
How the Brain Learns
9
Academic & Cognitive
Together Build a Fit Brain
Arts
Math
Science
English
Social
St di
Studies
Foreign
Language
Reading
Language
10
The Reading Brain
Proficient
Reader
Struggling
Reader
Adapted from Temple et al., Proceedings of the National Academy of the Sciences, 2003
11
Learning to Read
12
Learning to Read
Sequencing
Attention
Memory
Processing
13
Learning to Read
14
Reading to Learn
Fluency
Sequencing
Attention
Language,
Reading, Math,
Science …
Comprehension
Problem
Solving
Memory
Processing
Automaticity
15
Reading to Learn
16
Accelerate Learning in 8 Weeks
Brain Areas Critical
for Learning
Proficient Reader
Struggling Reader
before Fast ForWord
Reader after
Fast ForWord
Stanford and Harvard researchers validate impact.
p
After eight
g weeks,
brain activation patterns change and reading performance improves.
Adapted from Temple et al., Proceedings of the National Academy of the Sciences, 2003 and Gaab, N., Gabrieli, J.D.E., Deutsch, G.K., Tallal, P., & Temple,
E. (2007). Neural correlates of rapid auditory processing are disrupted in children with developmental dyslexia and ameliorated with training: An fMRI study.
Restorative Neurology and Neuroscience, 25, 295-310.
17
Fast ForWord and RtI
• Based on 30+ years of scientifically-based research
• Develops
D
l
th
the key
k cognitive
iti skills
kill for
f learning
l
i
• Adapts to individual student needs
• Provides intensive, frequent trials with rapid results
• Provides real time data through continuous progress
monitoring
it i
• Supports the National Standards for Reading
Phonemic Awareness,, Phonics,, Fluency,
y, Vocabulary,
y, and
Comprehension
• Offers professional development options for individualized,
targeted instruction for the at risk student
Response to Intervention
Fast ForWord Language / Literacy Series
Tier 3
Intensive Intervention
Fast ForWord Reading Series
(continues through tier 3)
Progress Monitoring
With
Progress Tracker
Tier 2
Targeted Intervention
Reading Assistant Expanded Edition
(continues through tiers 2 & 3)
Fast ForWord Reading Series
(As needed)
Tier 1
Universal Intervention
Reduction in Special Education
R f
Referral
lR
Rates!
t !
“Dramatically
impacts
budgetary
concerns.”
Westfield Intermediate School
LANGUAGE ARTS
Grade
Total Number of
P ti i
Participants
t
Average
G
Growth
th
(FFW)
Typical
G
Growth
th
(Norm)
*
98
+ 7.0
70
+ 4.2
42
5th
45
+ 8.3
+ 5.2
6th
27
+ 5.6
+ 4.0
5th –
8th
* Based on a weighted average of 5th through 8th graders
Westfield Intermediate School
READING
Grade
Total Number of
Participants
Average
Growth
(FFW)
Typical
Growth
(Norm)
5th –
8th*
98
+ 8.8
+ 4.5
5th
45
+ 11.1
+ 5.4
6th
27
+ 9.4
+ 4.3
* Based on a weighted average of 5th through 8th graders
Westfield Intermediate School
MATH
Grade
Total Number of
Participants
Average
Growth
(FFW)
Typical
Growth
(Norm)
5th – 8th*
98
+ 10.1
+ 7.5
5th
45
+ 12.0
+ 8.7
6th
27
+ 10.3
10 3
+ 7.2
72
* Based on a weighted average of 5th through 8th graders
Making the Honor Roll
•
•
Tremaine Lightfoot is a talented high-school football player.
He didn’t have the test-scores to get into college, so his
mother asked to enroll him in the Fast ForWord program.
After a few weeks he started to
see results…
After Fast ForWord, Tremaine made the honor roll and plans
to go to college to be a Judge or Lawyer
“This is probably the best year
I’ had
I’ve
h d since
i
thi
third
d grade,
d
I got an A, two Bs …”
- Tremaine Lightfoot,
g
Junior, Patterson High
g School
24
Thank You!
We accelerate learning by applying proven research on how the brain learns.
At Scientific Learning, our focus is
to increase student achievement
as quickly as possible.
» Over 240 research studies on
all types of learners
» Nearly 3,000,000 products
used to date
» Protected by over 55 patents
» Used in over 40 countries
around the world
Fit Brains Learn Better
25
Fast Forward Program
Oak Park District 97
Proposed Elementary Schools
Implementation Process
Recap of Program Benefits
•
•
Utilizes brain research to develop language skills in children
Data shows highest level of student success with Fast ForWord
intervention strategies
•
Students participate in a series of frequent, adaptive computer
exercises that simultaneously develop the key cognitive skills with
timely motivation
•
Increases students ability to process information quickly and
accurately, pay attention and recall and retain information
•
Fast ForWord is a research based program that fits into the
Response to Intervention Framework
•
Provides differentiated interventions for students at all academic
levels
Fast ForWord Product Description
•
Fast ForWord Language Series
•
•
•
Fast ForWord Literacy Series
•
•
•
Develops the foundational reading and language skills
For Elementary School students
Builds foundational reading and language skills
For Middle School students
Fast ForWord Reading Series
•
A reading intervention solution
Fast ForWord Implementation Goals
•
100% of all Scientific Learning students in K-3rd
grade will show growth in district measured
assessments.
•
All students in grades K-3rd will complete one or two
Fast ForWord products.
•
High Implementation Fidelity- Students should have
attendance levels of 95% or higher, participation
levels should be 95% or higher and students should
meet weekly product completion goals.
Universal Model of Delivery
•
•
•
•
•
•
Fast Forward Lab or Laptop connection in each
school
Targeted Population: Grades Kindergarten-3rd
Targeted Students in Tier 2 and Tier 3 in grades 4th
and 5th and new students to the district
40 minutes per day
5 titimes a week
k
12-18 weeks of daily intervention for all students
Fast ForWord
Accountability Tools
•
Progress Tracker
• Tracks student performance minute by minute
• It provides individual, classroom, school, and
district performance data
•
Reading Progress Indicator
• Computerized assessment for quick evaluation of
student performance
• Provides a clear picture of students reading skills
in terms of grade equivalence and percentile
scores
Training and Professional
Development
•
Virtual Academy Tutorial
•
Prior to staff implementation of Fast ForWord a full
day of training will be provided
•
A few weeks into implementation of the program an
additional
dditi
l full
f ll day
d off training
t i i will
ill b
be provided
id d on
analysis of current district data
•
Additional customized webinar trainings for each
school based on individual school need