K 1 2 3 4 5 6 7 8 9 10 11 12

 

Breakthrough to Literacy

www.earlyliteracy.com

 

Program Description

 

Breakthroughs to Literacy’s interactive software lessons provide customized, individualized instruction with instant feedback for the student.  The program includes four components – interactive software, print materials, professional development, and take-home materials.  It has been used with special education students and English Language Learners.  Teachers can check each child’s progress at any time, tailor instruction in phonemic awareness and phonics to individual needs, and print out records to share with parents.  Children can listen to each Breakthrough book as often as they wish, or record themselves reading or telling stories. 

 

The pre-kindergarten through first grade software contains more than 4,500 lessons in phonological/phonemic awareness, alphabet knowledge and word recognition.  The program for 2nd grade extends a child’s knowledge base with thousands of additional lessons, a greater emphasis on comprehension, higher skill levels, spelling, increasingly complex vocabulary, etc.  A Grade 3 program is planned for 2005. 

 

Each day’s instruction includes:

 

Parents are essential to the Breakthrough to Literacy program.  A booklet, Home Connections, and its accompanying videotape (both available in English or Spanish) help parents understand the development of early literacy and the vital role they play in their children’s reading and writing success.  At a preliminary introductory meeting, parents learn about the program and are shown how to participate in the shared-book experience with their children. 

 

Evidence of Effectiveness

 

Virginia – Norview Elementary

Text Box: Norview Elementary

Enrollment		      507
Free/Reduced		  83.3%
Demographics:
African American	80.47%
Hispanic		  1.38%
Caucasian		17.16%
Asian American		     <1%

 

 

 

 

 

 

 

 

 

 


NOTE:  Annual data are based on Breakthrough students in 4 kindergarten classrooms.  Benchmarks are determined by the state for each Fall and Spring assessment.

PennsylvaniaSteele Elementary School

 

During 2002-2003, kindergartners who used Breakthrough to Literacy for a full year demonstrated above‑average gains as indicated by percentile rank increases from December to May on each subtest of the Iowa Test of Basic Skills (ITBS).

 

 

Aspects of Reading

 

This program addresses the following aspects of reading, as identified by the National Reading Panel and listed in the No Child Left Behind Act:

 

·         Phonemic Awareness  ü

·         Phonics ü

·         Fluency ü

·         Vocabulary ü

·         Comprehension ü

·         Motivation

 
 

 

 

 

 

 

 

 

 


Correlation to Nevada State Standards

 

Yes.  This program is aligned to Nevada English Language Arts content standards for Grades K and 1.  Note that Grade 2 correlations are not available.

 

Teacher Support

 

Professional development is a two-year process for this program.  (Please note:  State remediation funding is only guaranteed for one school year.)  In the first year, several meetings help teachers and administrators familiarize themselves with the program and ensure school community buy-in for a successful implementation. Meetings are as follows:

 

 

In the second, third and fourth years of implementation, teachers would attend in-service trainings tailored to the specific school’s or class’ needs.  This assumes that staff continuity is such that the teachers who began with BTL would stay at the same school in succeeding years.

 

 

Equipment Requirements

 

Compatible with Windows (98se, Me, XP) and Mac (OS 9 only).

 

The customer is responsible for computer purchases, software installation, and hardware maintenance, as well as ensuring that sufficient electrical requirements for classrooms have been met. Headphones are provided with each order, but all other peripherals are to be provided by the school (e.g., printers, computer speakers and microphones, surge protectors). Approximately one workstation per eight students is recommended.

 

 

NOTE:  Breakthrough to Literacy is a stand-alone program.  It cannot be networked.

 

 

Costs

 

$15,500 (plus $325 shipping) per classroom. 

 

Costs include three (3) full-day workshops in Year One, and one customized, full-day workshop in Year Two. 

 

Annual materials packages are needed in Year Three and beyond. Costs are as follows:

 

            Classroom set of 30:       $650, plus $60 shipping

            Classroom set of 15:       $375, plus $40-45 shipping

 

 

For Information Contact

 

Julia Wasson, National Manager of Grant Resources

2662 Crosspark Road

Coralville, Iowa 52241

Phone:  (800) 874-2851 extension 236

 

Current Location in Nevada

 

No school in Nevada has chosen this program during this state remediation funding cycle.


 

 

K 1 2 3 4 5 6 7 8 9 10 11 12

 

 

Earobics

www.earobics.com

 

 

Program Description

 

Earobics is a supplemental program for teaching phonemic awareness and other early literacy skills to ensure that all students have the foundations they need to become strong readers.  It is an integrated program of computer software games and whole-group instructional materials.  It gives English Language Learners (ELL) students rich, diverse language experiences and facilitates the transition from spoken English to written English by combining software instruction with classroom activities, integrated multimedia tools and print materials, Internet resources and home-to-school connections.  The Earobics program:

 

·         Provides systematic and individualized instruction in critical early literacy skills

·         Offers engaging technology and integrated multimedia materials to reach all children

·         Supports English Language Learners (ELL) with instruction in ten (10) different languages, including Spanish, Vietnamese, Hmong, Russian, Cantonese, and Haitian-Creole.

·         Delivers customized staff-development, in-class coaching, and ongoing professional support

·         Offers parent workshops, materials and activities to facilitate family involvement

 

Major components of the program are as follows:

 

Earobics Step 1

 

Earobics Step 1 is designed for developmental ages 4-7 and features six interactive games with over 300 levels of play.  It systematically teaches the critical phonological awareness, auditory processing and introductory phonics skills required for learning to read and spell.  The games also develop general cognitive skills that support learning, such as attention and memory. 

 

Earobics Step 2

 

Earobics Step 2 is designed for developmental ages 7-10 and features five interactive games with nearly 600 levels of play.  The program addresses all of the skills targeted in the Step 1 program, but at more advanced levels.  It also teaches language processing skills that are critical for extracting meaning from spoken language and written text. 

 

Earobics for Adolescents and Adults

 

Earobics for adolescents and adults provides sophisticated, game-style, multimedia instruction, designed to appeal to adolescents and adults who are struggling to read faster, spell better and improve their comprehension. 

 

 

Evidence of Effectiveness

 

Polk County School District, Florida

 

 

Students in 21 first-grade classrooms in five Title I schools who received instruction with Earobics achieved significantly greater improvements in reading comprehension than did first grade students in 36 Title I schools who used the primary literacy basal program    (i.e., Open Court or Success for All) without Earobics (P<0.02).

 

 

 

 

 

 

 

 

 

Newport News Public Schools, Virginia

 

 

At-risk students in 21 kindergarten classrooms who received instruction with Earobics (n=75) achieved significantly higher results on the Phonological Awareness Literacy Screening (PALS) assessment than did students in the control group (n=103) who received instruction using alternate reading interventions (P=0.017).

 

 

 

 

 

 

 

Aspects of Reading

 

This program addresses the following aspects of reading, as identified by the National Reading Panel and listed in the No Child Left Behind Act:

 

·         Phonemic Awareness  ü

·         Phonics ü

·         Fluency

·         Vocabulary ü

·         Comprehension

·         Motivation

 
 

 

 


Correlation to Nevada State Standards

 

Yes.

 

Teacher Support

 

·         Customized Staff Development:  Customized hands-on training expands teachers’ knowledge of the reading process, provides practical experiences using the software and materials, and helps teachers integrate Earobics into their classroom and literacy curriculum. 

 

·         Each teacher receives a comprehensive Teacher’s Resource, with a software guide, activities book, and scheduling guidelines.

 

Equipment Requirements

 

There are no unusual equipment requirements for this program.  Schools will need to have Windows (running Windows 95 or later) or Mac computers (running OS 7.6.1 or later) with enough RAM to run the program, as well as CD-ROM drives.  Headphones are also recommended.   Earobics can be used as a stand-alone product or it can be used in networked environments.

 

Costs

 

·         Earobics Step One - $299 (accommodates 12 users and a guest)

 

·         Earobics Step 2 - $299 (accommodates 12 users and a guest)

 

·         Earobics for Adolescents and Adults - $299 (accommodates 12 users and a guest)

 

For Information Contact

 

Cognitive Concepts

909 Davis Street

P. O. Box 1363

Evanston, IL 602041363

Phone:  (888) 328-8199

Email:  [email protected]

 

Current Location in Nevada

 

No school in Nevada has chosen this program during this state remediation funding cycle.

 


 

 

K 1 2 3 4 5 6 7 8 9 10 11 12

 

Saxon Phonics                                                                                

www.saxonpublishers.com

 

Program Description

 

Saxon's Primary Phonics series is a success-oriented program that enables most students in a heterogeneous class to develop a solid foundation in phonics and thus become successful readers.  In keeping with the Saxon philosophy, the phonics series builds on prior learning.  As with Saxon math products, use of increments is stressed.  New learning is presented in increments, and each increment is reviewed throughout the year.  This provides every student with the repeated exposure he or she needs to achieve success.

 

The phonics series is supplemental and may be used with any other reading program.  Its objective is to provide students with the information they need to be able to read independently. 

 

The program teaches students how to read by introducing them to language bit by bit.  Students are taught to code words by identifying the sound each letter/letter cluster makes, thus enabling them to read, and eventually, to spell, those words.  A series of spelling rules explaining typical patterns used to spell words is also taught.  These rules are displayed on wall charts hung around the classroom so that they may be referred to easily.  Words that do not follow the spelling rules are displayed on posters and in booklets students keep at their desks. 

 

Throughout the program, a controlled vocabulary is used, which means that students are only exposed to words containing those letters, letter clusters, and sounds that have been taught.  This ensures that students will experience continued success as they learn to read.

 

A teacher's guide provides activities and language appropriate for students at each grade level.  It is scripted, providing questioning strategies that enable students to participate actively in the learning process.  Although it is not necessary to memorize the script, teachers are encouraged to follow the script and the questioning strategies as closely as possible but in a way that is comfortable.  It is important that the various activities provided in the lessons be included daily because of the opportunities provided for the different learning modalities. 

 

NOTE:  Saxon’s Phonics Intervention (8/99); a remedial program appropriate for 4th grade through adult.  This program does not yet have the research available to support its inclusion on the List of Effective Remedial Programs. 

 

 

Evidence of Effectiveness

 

Dr. W.T. Griggs Elementary:  Poplar Branch, North Carolina

 

Began Program: 9/97 - Second Grade

Testing: S.T.A.R.

Pre-Test 8/97                             Post-Test 6/98

Reading G.E.                                                             1.4                                              2.4

Reading PR                                                              49.0                                            69.0

Reading NCE                                                           49.7                                            60.4

Mayer Elementary SchoolMayer, Arizona

 

Began Program: 8/97 - First Grade

Testing: Stanford Achievement Test

Pre-Test 8/97                             Post-Test 4/98

First Grade Class Average                                         62.2%                                         77.2%

 

 


McKinley Elementary: Parkersburg, West Virginia

 

Second Grade

Testing: Woodcock Johnson

 

These were second grade students who attended a Remedial Reading Class.

 

Fall >97 Average                        Spring >98 Average

Word ID                                                                   1.45                                              2.80

Word Attack                                                              1.85                                              5.82

Word Comp.                                                              1.47                                              2.62

Passage Comp.                                                          1.60                                              2.77

Total Reading                                                             1.67                                              3.15

 

 

Aspects of Reading

 

This program addresses the following aspects of reading, as identified by the National Reading Panel and listed in the No Child Left Behind Act:

 

 

·         Phonemic Awareness  ü

·         Phonics ü

·         Fluency ü

·         Vocabulary Comprehension

·         Motivation

 
 

 

 

 

 

 

 

 

 

 


Correlation to Nevada State Standards

 

No.

 

 

Teacher Support

 

·         Teacher Resource Booklets contain teaching suggestions on how to get the most out of the Saxon program.  Available at no charge.

 

·         Inservices are available, as needed.

 

·         Inservice Videotapes feature experienced teachers and their classrooms, illustrating how the Saxon program can best be taught.  Available at no charge.

 

·         Teacher Support is available via telephone - 1-800-284-7019.

 

Equipment Requirements

 

None.

 

Costs

 

Student materials (alphabet strips, letter tiles, student sheets, readers, and irregular spelling booklets) for the program are supplied in 24- and 32-student kits.  The kits provide all of the written material needed for an entire classroom of students.  Student material is organized by lesson and stored in stackable, reusable crates, making it readily accessible during class time. 

 

Pricing by grade level is as follows:

 

Phonics K                      24-Student Kit    $495.00 32-Student Kit    $600.00

Phonics 1                      24-Student Kit    $650.00 32-Student Kit    $775.00

Phonics 2                      24-Student Kit    $595.00 32-Student Kit    $730.00

Phonics 3                      24-Student Kit    $295.00 32-Student Kit    $395.00

 

For Information Contact

 

Grant Richins

Saxon Publishers, Inc.

2450 John Saxon Blvd.

Norman, Oklahoma 73071

Phone: 1-800-453-6856 or

            1-435-336-2542 (office) or

      1-800-284-7019 (central office for Saxon)

 

Current Location in Nevada

 

Clark County School District                   

McCall Elementary

800 Carey Avenue

North Las Vegas, NV 89030

Contact:  Mary Manchego

Phone:  (702) 799-7149

 

 

 

 

K 1 2 3 4 5 6 7 8 9 10 11 12

 

Sing, Spell, Read & Write                                                               

www.pearsonlearning.com/singspell/index.cfm

 

 

 

Program Description

 

Sing, Spell, Read & Write (SSR&W) is a book- and music-based language arts curriculum designed for Pre-K through 2nd grade.  There is a 36-step progression to the program, and it uses the metaphor of a train track to show progression from one program level to another.   It uses a wide range of songs and repetitive chants to teach the letter names, letter sounds, short and long vowels, vowel combinations, and consonant blends. Audiotapes of the songs come with the program.  Through the daily repetition of songs in the area being studied, children are provided another way to learn letter/sound pairings and patterns.  Pointing and touching the letters adds a kinesthetic component to the learning process.  This program has no computer software.  A typical daily lesson would begin with approximately 10 minutes of whole-group instruction.  Small group instruction would follow, allowing the teacher to monitor each child’s progress and master of the skills being taught.  Phonemic awareness and phonics are heavily emphasized, while vocabulary and comprehension are less explicitly taught.  Fluency is encouraged through repeated readings, with students reading with the teacher, alone, and with partners.  Vocabulary instruction consists primarily of decodable words.

 

This program also comes in a Spanish version, Canta, Deltrea, Lee & Escribe.

 

 

Evidence of Effectiveness

 

According to the Florida Center for Reading Research

 

Bond, Ross, Smith and Nunnery (1995) conducted a 3-year longitudinal study employing a control group and a treatment group.  In this study, eight SSR&W school were matched with nine comparison schools based on socioeconomic status, race, and standards achievement scores.  The schools were divided into three socioeconomic strata: high, middle and low.  Comparisons were made on the basis of theses strata across grades K, 1, and 2 in letter-word identification, word attack, oral reading comprehensions, spelling and writing.  SSR&W schools consistently showed statistically stronger results in the areas of letter-word identification and word attack.  In the areas of oral reading and spelling, with a few exceptions, means were higher for the SSR&W schools but were not statically significant.  In writing (with the exception of the middle stratum level in first grade) the children in the comparison schools performed significantly higher than did the children in the SSR&W program.  This study is particularly helpful because of its use of comparison schools as a control group.  This study design enables us to attribute the gains made the SSR&W program rather than to other factors.

 

 

 

Aspects of Reading

 

This program addresses the following aspects of reading, as identified by the National Reading Panel and listed in the No Child Left Behind Act:

 

·         Phonemic Awareness  ü

·         Phonics ü

·         Fluency ü

·         Vocabulary ü

·         Comprehension ü

·         Motivation ü

 
 

 

 

 

 

 

 

 

 

 


Correlation to Nevada State Standards

 

No.

 

 

Teacher Support

The program includes a three-hour training video and a three-hour initial training with the teachers implementing the program.  Additional training can be purchased as needed.

 

 

Equipment Requirements

 

None.

 

 

Costs

 

This program is sold in class packs of 20.  The costs are as follows:

 

Kindergarten

Program for 20                          $1,055.95

This includes:     scope and sequence chart, Express Train stick-ons, Level K Teacher Manual, Level K Teacher Training video, Level K Phonics Songs CD, A-Z Phonics Song Cards, A-Z Manuscript Wall Cards, Short Vowel Song Cards, Ferris Wheel Chart and Tickets, Short Vowel Charts, All Aboard Student Editions (20 copies), On Track Student Editions, Phonetic Storybooks (6 packs of 6 titles), A-Z Sound-O game, A-Z Pick-a-Sound Card Game (2 copies), Transparent Color Chips, Manuscript Desk Strips, Dry Erase Markers and Erasers (20), and Treasure Chest with Prizes. 

 

Class Pack for 20                       $396.50

This includes:     20 sets of All Aboard and On Track Student Editions, Desk Stick-Ons, Dry Erase Markers and Erasers, and prizes.

 

Teacher’s Manual                      $102.95

 

Grade 1

Program for 20                          $1,759.95

This includes:     scope and sequence chart, Raceway stick-ons, Level 1 Teacher’s Manual, Level 1 Teacher Training Video, Level 1 Phonics Songs CD, A-Z Phonics Song Cards, A-Z Manuscript Wall Cards, Short Vowel Song cards, Ferris Wheel Chart and tickets, Short Vowel Charts (5), Long Vowel March Song Card, Letter Cluster Phonics Song Charts (4), Silent E Song Chart and Word Cards, Vowel Song Chart and Word Cards (2), Pop the Balloons Chart, The GH Clown Song Charts, Off We Go Student Editions (20 copies), Raceway Student Editions (20 copies), Assessment Books (20 copies), Phonetic Storybooks (6 sets of 17 titles), A-Z Sound-O Game, Letter Cluster Pick-A-Sound Game (2), Word-O Game, Manuscript Desk Strips (20), Dry Erase Markers and Erasers, and Treasure Chest with Prizes.

 

Class Pack for 20                       $515.50

This includes:     Off We Go and Raceway Student Editions (20 copies each), Assessment Books, Desk Stick‑ons, Dry Erase Markers and Erasers and prizes.

 

Teacher’s Manual                      $127.95

 

Grade 2

Program for 20                          $2,220.50

This includes:     Grand Tour Wall Chart with 6 cling-on bus icons, 16 interactive phonics wall charts, Manuscript and Cursive Wall Charts, Teacher’s Manual for Language Arts, Teacher’s Manual for Reading, Quick Placement Test 4 sets of Assessment Booklets with Answer Keys, 5 phonics games, Grand Tour I and Grand Tour II Student Editions with Teacher Answer Keys, Literacy Center Bookshelf Display with 17 Grand Tour Storybook Readers, Manuscript/Cursive Desk Stick-ons, Level 2 Phonics Songs CD and Grand Tour Music CD, Dry Erase Markers and Erasers, and Treasure Chest with prizes.

 

Class Pack for 20                       $667.50  (each additional Student Pack is $37.50)

This includes:     1 each of Grand Tour I and Grand Tour II Student Editions, Desk Stick-ons, Dry Erase Markers and Erasers per student, Quick Placement Test, 4 sets of Assessment Booklets with Answer Keys, and prizes.

 

Teacher’s Manual                      $127.95 (for either Language Arts or Reading)

 

 

For Information Contact

 

Dan Johnson, Sales Representative

Pearson Learning Group

135 South Mount Zion Road

P.O. Box 2500

Lebanon, IN 46052

(435) 673-1260  

(800) 435-3499    Ext.8111 (voice mail)

(801) 368-2881    Cellular

FAX:    (435) 673-1260  

 

Current Location in Nevada

 

As this is a new program on the List of Effective Remedial Programs, no school in Nevada has purchased this program using state remediation funds.


 

 

K 1 2 3 4 5 6 7 8 9 10 11 12

 

Success for All

www.successforall.net

 

 

Program Description

 

Reading Program

 

Success for All exists as a separate program and also serves as the reading/writing/language arts component for Roots and WingsSuccess for All is an elementary school restructuring program that redesigns schools around the fundamental belief that if resources are brought to bear early in the lives of students, virtually all students can learn to read.  Success for All began in Baltimore and is now in place in 1500 schools in 450 districts in 47 states throughout the United States and in five countries around the world.  Most SFA schools have significant Title 1 populations and the majority are school-wide projects.

 

Reading Roots is typically introduced in the second semester of Kindergarten.  The K-1 beginning reading program uses as its base a series of phonetically regular but meaningful and interesting minibooks and emphasizes repeated oral reading to partners as well as to the teacher.  The minibooks begin with a set of “shared stories,” in which part of a story is written in small type (read by the teacher) and part is written in large type (read by the students).  The student portion uses a phonetically controlled vocabulary.  Taken together, the teacher and student portions create interesting, worthwhile stories.  Over time, the teacher portion diminishes and the student portion lengthens, until students are reading the entire book.  The scaffolding allows students to read interesting literature when they only have a few letter sounds. 

 

When students reach the second grade reading level, they use a program called Reading Wings.  Reading Wings uses cooperative learning activities built around story structure, prediction, summarization, vocabulary building, decoding practice, and story-related writing.  Students engage in partner reading and structured discussion of stories or novels, and work toward mastery of the vocabulary and content of the story in teams.  Story-related writing is also shared within teams. 

 

Students in grades one to six are regrouped for reading.  The students are assigned to heterogeneous age‑grouped classes most of the day, but during a regular 90-minute reading period they are regrouped by reading performance levels into reading classes of students all at the same level. 

 

Eight-Week Reading Assessments

 

At eight-week intervals, reading teachers assess student progress through the reading program.  The results of the assessments are used to determine who is to receive tutoring, to change students’ reading groups, to suggest other adaptations in students’ programs, and to identify students who need other types of assistance, such as family interventions or screening for vision and hearing problems.  The assessments are curriculum-based measures that include teacher observations and judgments, as well as more formal measures of reading comprehension. 

 

Reading Tutors

 

One of the most important elements of Success for All and Roots and Wings is the use of tutors to promote students’ success in reading.  The tutors are certified teachers with experience teaching Title I, special education, and/or primary reading.  Tutors work one-on-one with students who are having difficulties keeping up with their reading groups.  The tutoring occurs in 20-minute sessions during times other than reading or math periods. 

 

Preschool and Kindergarten

 

Most Success for All and Roots and Wings schools provide a half-day preschool and/or a full-day Kindergarten for eligible students.  The preschool and Kindergarten programs focus on providing a balanced and developmentally appropriate learning experience for young children.  The curriculum emphasizes the development and use of language. 

 

Family Support Team

 

Parents are an essential part of the formula for success in Success for All and Roots and Wings.  A Family Support Team works in each school, serving to make families feel comfortable in the school and become active supporters of their child’s education, as well as providing specific services. 

 

Program Facilitator

 

A program facilitator works at each school to oversee (with the principal) the operation of the Success for All and Roots and Wings models.  The facilitator helps plan the program, helps the principal with scheduling, and visits classes and tutoring sessions frequently to help teachers and tutors with individual problems. 

 

Advisory Committee

 

An advisory committee, composed of the building principal, program facilitator, teacher representatives, parent representatives, and family support staff meets regularly to review the progress of the program and to identify and solve any problems that arise. 

 

Roots and Wings Schools

 

A Roots and Wings School will do all the components of Success for All and in addition may implement the math and social studies/science components.  A school can begin as an SFA school and then decide to take on the Roots and Wings components or a school can decide from the onset to do all the Roots and Wings program components.

 

In the first year, Roots and Wings schools begin by implementing all the components of Success for All, described above.  In the second year of implementation, they typically begin to incorporate the additional major components.  MathWings is the name of the mathematics program.  lt is a constructivist approach to math based on NCTM standards.  MathWings makes extensive use of cooperative learning games, discovery, creative problem solving, manipulatives and calculators.  Unlike reading, students are not regrouped for MathWings.  Heterogeneous groups are used but individual differences in math are addressed by providing a blend of whole group activities and individually paced units.  WorldLab is an integrated approach to social studies and science that engages students in situations and group investigations.  In each activity, students work in cooperative groups, do extensive writing, and use reading, mathematics, and fine arts skills learned in other parts of the program.  WorldLab is ninety minutes in length and students are not regrouped.  Roots and Wings schools then provide the Roots of high quality instruction to ensure that all children have the basic skills needed to achieve school success and then provide the Wings of higher order thinking skills, problem solving ability, and love of learning that creates successful life-long learners.

 

NOTE: MathWings has been included on Nevada’s List of Effective Remedial Programs.  WorldLab is not an approved program for the List, however.

Evidence of Effectiveness

 

Success for All is an extensively researched program.  Every Success for All school involved in formal evaluation was matched with a control school similar in poverty level, historical achievement, ethnicity and other factors.  Schools were also matched by district administered standardized test scores given in kindergarten or on the Peabody Picture Vocabulary Test given by the project in kindergarten or the fall of first grade.  Students beginning in first grade were tested yearly on subtests of the Woodcock Reading Mastery Test, the Durrell Analysis of Reading Difficulty and the Gray Oral Reading Test.  Evaluations done by both John Hopkins University (JHU) and third party evaluations performed by University of Memphis and WestEd across twenty‑three different schools in seven districts showed significant results.  On average, SFA students read significantly better than their matched control.  By fifth grade, the difference between SFA students and matched controls was one full year.  The lowest 25 percent of students showed even stronger results with effect sizes of +1.03 in the first grade and +1.68 in the fifth grade.  In addition, effect sizes grow with each year of implementation.  Effects on district standardized tests have been collected in most research districts and compared against matched controls.  In Baltimore, Memphis, Flint, Michigan, Ft. Wayne, Indiana, Miami, Modesto, and Charleston, West Virginia standardized test measures showed strongly significant results.

 

Success for All is available in both English and Spanish. The effects of both programs have been evaluated on English language learners.  Southwest Regional Lab looked at both students utilizing the Spanish Success for All programs and students in sheltered English programs using Success for All.  English-speaking students and speakers of languages other than English or Spanish scored above grade level scored significantly higher than controls.

 

Roots and Wings is also the subject of rigorous research.  Roots and Wings utilizes all the components of Success for All, and therefore the reading effects are expected to be similar to those of SFA.  In addition, Roots and Wings has a math and integrated social studies and science curriculum.  The four pilot schools in Maryland participated in a study tracking growth over time on the state assessment (Maryland School Performance Assessment Program).  This is a performance measure in which students are asked to solve complex problems, set up experiments, write in various genres, and read extended text.  Roots and Wings students showed substantial growth.  Roots and Wings students achieved a satisfactory or excellent rating at more than twice the state's rate on every measure (Reading, Language, Writing, Math, Science, and Social Studies).

 
Aspects of Reading

 

This program addresses the following aspects of reading, as identified by the National Reading Panel and listed in the No Child Left Behind Act:

 

·         Phonemic Awareness  ü

·         Phonics ü

·         Fluency ü

·         Vocabulary ü

·         Comprehension ü

·         Motivation

 
 

 

 

 

 

 

 

 

 

 


Correlation to Nevada State Standards

 

No.

 

Teacher Support

 

Success for All staff provides extensive training and support to all participating schools.  In the first year of implementation, there are three days of training for all teachers prior to the beginning of school.  In this training, each teacher is given two days of training in the component of the reading program they will be implementing; an additional day is devoted to program overview.  An additional day of training is needed for all tutors.  In the course of the year, Success for All trainers do three implementation visits at each school.  At these visits, trainers have a chance to observe classrooms, meet with teachers to discuss difficulties and plan next steps.  Kindergarten teachers receive the reading training during the winter. In addition, the Family Support Team re­ceives a day and a half of training in the fall and an additional day and a half of training in the spring.  Additional training in writing may occur in the first or second year of implementation.  Schools that are doing Roots and Wings begin the second year with additional training in the MathWings and Worldlab components.  Every school has a Success for All consultant, which along with center staff are always available to schools to answer questions and provide support.  There is a regular Success for All/Roots and Wings newsletter, as well as a web site that is available to participating schools.

 

Every Roots and Wings or Success for All school also has highly trained in-house experts.  The principal and school-based facilitator in this project attend a week long training at Johns Hopkins University to attain the depth of knowledge in the program to provide day to day assistance to staff.  The school facilitator organizes required grade level meetings to provide a forum to regularly discuss and review program components, and discuss issues in implementation.  There is also a yearly site conference for schools participating in the program which principals, facilitators, and selected teachers attend.

 

 

Equipment Requirements

 

Success for All/Roots and Wings does not require any particular materials from schools.  In each program component there are fairly standard school materials that are recommended but all specialized curriculum materials are provided as part of the program.

 

Since the upper grade program utilizes the school's adopted basal services or novels, it is important for a school considering Success for All/Roots and Wings to check with Success for All to ensure that the program has supporting materials for a school's reading series.

 

Costs

 

Since there are substantial materials as part of Roots and Wings and Success for All, costs to schools will vary significantly with the number of students enrolled in a school.  Schools must be able to fund a full-time facilitator and at least one teacher‑­tutor.  In addition, the school must be able to have the capacity to tutor at least 30 percent of their first grade students utilizing teacher- tutors and highly qualified para-professionals. This means that the school must have the capacity to dedicate personnel to those positions.  The costs for materials, training, and support will vary according to student enrollment.  On average for a school of about 500 students considering implementation of Success to All, Year One will cost roughly $70,000-$85,000, Year Two is $26,000-$30,000 and Year Three is $23,000-$25,000.  For schools interested in implementing Roots and Wings, costs for the first three years are as follows: Year One: $55,000-$70,000, Year Two: $56,000‑$62,000, and Year Three: $56,000-$62,000.

 

 

 

For Information Contact

 

Success for All Foundation, Inc

6650 North Oracle West, Suite 101

Tucson, Arizona 85704

Contact:  Northern Nevada – Diane Chapman

Phone: (916) 456-2959

Contact:  Southern Nevada – Judy Gill

Phone:  (480) 513-4260

 

 

Current Location in Nevada

 

Clark County School District                                          


Lynch Elementary

4850 Kell Lane

Las Vegas, NV 89115

Phone: (702) 799-8820

Contact: Deborah Slauzis

 

Crestwood Elementary

1300 Pauline Way

Las Vegas, NV  89104

Phone: (702) 799-7890

Contact: Janice Rosenthal


 

Lunt Elementary

2701 Harris Avenue

Las Vegas, NV 89101

Phone:  (702) 799-8360

Contact:  Elena Villa

 

 

Washoe County School District

Sierra Vista Elementary                                                  

2001 Soaring Eagle Drive                                               

Reno, NV 89512                                                           

Phone: (775) 333-5080

Contact:  Kristen Brown  -Childs                                     


 

 

K 1 2 3 4 5 6 7 8 9 10 11 12

 

WiggleWorks

http://teacher.scholastic.com/readingprograms/wiggleworks/discover/research.htm                                                                                                   

 

 

 

Program Description

 

Designed for K-2 classrooms, WiggleWorks consists of a combination of leveled books and corresponding multi-media to support language arts instruction.  WiggleWorks has a library of 84 leveled books in four stages, each available on CD-ROM for Macintosh or Windows, with tools to support reading, writing, speaking and listening.  The comprehensive management system enables teachers to tailor instruction for each student, such as providing additional stages for those students who need extra support.  In addition to monitoring student activities and saving student work, the management system provides an electronic portfolio option for each student.  WiggleWorks most important features include:

 

·         Instructional options, such as reading, writing, and book-making;

·         Read-aloud options, such as word-by-word, or line-by-line;

·         Single-switch access;

·         Customizable settings to support different disabilities and learning styles;

·         Customizable work lists to enhance spelling; and

·         Book-making capabilities that allow students to create their own stories complete with text, graphics, and sounds. 

 

WiggleWorks includes 84 leveled titles, which are delivered in print and on CD-ROM.  Organized in four stages of 24 titles each and leveled into nine sections, the program is designed so that all young readers can experience immediate success, gaining confidence and control as they progress from level to level.  The WiggleWorks activities are learner-controlled and provide opportunities for multiple responses.  The four stages are as follows:

 

·         Stage A       Emergent

·         Stage B       Early

·         Stage C       Fluent

·         Stage D       Independent

 

Evidence of Effectiveness

 

Harvard School of Education – Evaluation

 

A study released by a researcher at Harvard School of Education confirms that WiggleWorks, the multimedia‑based Scholastic Beginning Literacy System, significantly raises reading scores for first grade pupils. 

 

 

 

From November 1994 to June 1995, 651 students participated in the Harvard study.  To measure the students’ improvement in reading skills, researchers administered three subtests of the Iowa Test of Basic Skills, including vocabulary, word analysis, and language.  At the end of the study, according to Lynn Hickey Schultz, Ed.D., the study’s primary researcher, “Using the WiggleWorks technology, students scored higher than the comparison students on all three subtests.  In fact, the gains made in a composite score of the language arts subtests were more than twice as great for the WiggleWorks technology group than for the comparison group.  Even among the comparison students, those using only the WiggleWorks print materials showed greater improvement in both reading and writing than those using their regular language arts materials.” 

 

The figure below illustrates results for the composite language arts score in a bar graph.

 

Validation Chart

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Aspects of Reading

 

This program addresses the following aspects of reading, as identified by the National Reading Panel and listed in the No Child Left Behind Act:

 

 

·         Phonemic Awareness ü

·         Phonics ü

·         Fluency ü

·         Vocabulary ü

·         Comprehension ü

·         Motivation

 
 

 

 

 

 

 

 

 

 


Correlation to Nevada State Standards

 

No.  Wiggleworks is only correlated to Washoe County Content Standards.

 

 

Teacher Support

 

Staff Development

 

On-Site Staff Development:  Fee-based training to be arranged between Scholastic and the participating school.

 

 

Equipment Requirements

 

·         Recommended:  Windows XP, Mac OS 9.2 or OS X 10.2

 

·         Network (any commonly available LAN protocol that allows client-server based file sharing, including Novell, Windows NT, etc). 

 

 

Costs

 

The Complete Interactive System

 

Stage A             CD-ROM Version           $1,750

                        Network Version            $5,000

 

Stage B             CD-ROM Version           $1,750

                        Network Version            $5,000

 

Stage C             CD-ROM Version           $1,750

                        Network Version            $5,000

 

Stage D             CD-ROM Version           $   950

                        Network Version            $2,850

 

Additional book units, literature collections, library packs, teaching guides, etc. may be purchased separately. 

 

There is a 9% shipping and handling charge for each order.  

 

NOTE:  The Complete Interactive System may also be purchased in a Spanish version.

 

 

 

 

 

 

 

For Information Contact

 

      Northern Nevada                                                                  Southern Nevada

Gary Taylor, Sales Representative                        Diane Feldman-Schoen   or         Jilliane Griffith

Scholastic, Inc.                                                  10224-1 N. 12th Place                 6364 Kell Lane

School Group                                                    Phoenix, AZ 85020                     Las Vegas, NV 89156

811 E. Shady Lake Drive                                     Phone:  (602) 944-0223              Phone: (702) 459-5402

Salt Lake City, UT 84106

Phone:  (801) 463-4937

             (800) 724-6527

 

 

 

Current Location in Nevada

 

Clark County School District

Sunrise Acres Elementary

211 28th Street

Las Vegas, NV 89101

Phone: (702) 799-7912

Contact: Art Ochoa