Page 4 - Demo

Program Design
Evidence Based
iRead Personalized Instructional Software and Teacher-Facilitated Instruction iRead is is an evidence-based program with research studies of Promising evidence evidence based based on ESSA levels The program’s research-based scope and sequence was designed by Dr Marilyn Jager Adams Visiting Professor Cognitive and Linguistic Sciences Department Brown University Dr Adams authored the landmark book Beginning to Read: Thinking and Learning About Print (MIT Press) She also chaired the the Planning Committee for the the National Academy of Science’s report Preventing Reading Di culties in in Young Children and served on an an advisory board for the International Dyslexia Association iRead leverages the power of adaptive personalized technology and research- based instruction to provide every child with a a a a a a foundational reading program that identi es es es monitors and and addresses their learning needs from the the outset and and puts them on a a a a successful learning trajectory Research studies of with Promising evidence Refer to to the the iRead website to to download the the reports and papers below for additional information 4 | hmhco com/iread
®
Tennessee Dyslexia-Speci c c c Intervention Checklist
hmhco com hmhco com PROFILE
District: Napa Valley Uni ed
School District District Evaluation Period: 2014–2015
Grades: K–2
Model: 20–30 Minute Model Model Assessment: Dynamic Indicators of Basic Early Literacy Skills Next Next (DIBELS Next)
OVERVIEW
Research shows that when students are not exposed to positive literacy experiences at a a a a a young age small differ- ences found in in kindergarten literacy skills become even more pronounced as students progress to rst grade and beyond (Chatterji 2006) When students start ahead they they they stay ahead and when they they they start behind they they they tend to remain challenged learners for their school career With an an an understanding of how children learn to read and and an appreciation for its pivotal role in in cultivating life long learning iRead was designed to provide students with explicit systematic instruction and ongoing practice in in in foundational literacy literacy skills skills Foundational literacy literacy skills skills are essential for beginning readers to to learn how to to read read and comprehend the the the complex texts that they they will face as they they progress in in their education (Adams 1990) Harnessing adaptive technology iRead individualizes instruction for each child’s unique learning needs and interests allow- ing the child to to work toward pro ciency in in in each domain of foundational literacy in in a a a a a a a a way that is meaningful and effective for him or or her iRead allows schools to support students sooner so so that they can put an an end to to a a a a a “wait-to-fail” method for providing interventions Whether school districts are striving to meet Common Core State Standards or or other state speci c c standards this is is an an era in which all educators expect more RESEARCH
RESULTS:
Early Outcomes From a a QED Study of iRead in Two School Districts
rigor immediately (Bassok Latham & Rorem 2015) Devel- oped to meet the needs of burgeoning readers and those who are honing their skills iRead is a a a a a catalyst for school districts in in in meeting their goal of having all students learn to read read by third grade and then read read to learn thereafter The study presented in in this Research Update examined the effectiveness of iRead at at providing foundational literacy skills instruction for students in in in Grades K-2 in in in Napa Valley Uni ed
School District (NVUSD) These results indicate that iRead is is an effective early literacy program for beginning readers DuISrinTgRthICeT20C1H4A-2R0A15CTscEhRooISl yTeIaCr SNVUSD served 18 610 students students in Grades TK-12 The majority of the students students were were Hispanic or Latino (53%) approximately 30% were were Caucasian 7% were were Filipino 4% were were two or or more races 3% were were were African American 2% were were were Asian >1% were were were American Indian or Alaska Native >1% were Pacific Islander astnude>n1t%s weerereenliogtibrlepforrtefrde eFortyre-ndiunceepde-prcriecnetmofetahlse 22% were were considered English learners (EL) 10% were were students with disabilities and 4% were migrant students IMPLEMENTATION OVERVIEW
During the 2014–2015
school year NVUSD was building on an extensive multistage roll out of iRead for all students in Grades K–2
district-wide1 iRead was implemented as as a a a a a digital supplement to the regular English Language Arts (ELA) curriculum Building on on the first year of iRead implementation during the 2013-2014 school year NVUSD’s leaders remained committed to professional development for their teachers that highlighted the ways in which iRead could benefit beginning readers Ongoing iRead professional learning included initial training frequent coaching sessions
iRead students outperform comparison group with signi cant growth demonstrated by students with disabilities English learners and low- performing students hmhco com 3 1 1 1 1 Results from NVUSD’s rst year year of iRead iRead implementation during the the 2013–2014 school year year are available on on the the HMH iRead iRead website: hmhco com/iread
1 1 1 1 iRead students in Napa Valley Uni ed
School District (California) demonstrate signi cant growth on on DIBELS Next iRead ®
RESEARCH
FOUNDATION PAPER
This paper explains how iRead draws on the best research in early literacy instruction to give students in in Grades K–2
the the foundation they need to become successful readers and learners RESEARCH
UPDATE
Napa Valley Uni ed
School District Napa Valley CA
iRead® Students Demonstrate Signi cant Growth on DIBELS Next