Director of Training 843-834-2290 emilyduplantis@te21.com www.te21.com

Goals of Academy of READING and MATH To increase reading and computational fluency of your students. To build a cognitive foundation of Reading and Math for your students. “Going Back to Basics” To show permanent and significant gains in Reading and Math for your students. The TE21 trainer goals…What we aim to accomplish with you during the school year. 3

Students need to be fluent in these foundation skills in order to… Key Positioning Statement: Focusing on building fluency in the foundation skills That’s where AutoSkill lives – in developing the strong, healthy roots that will enable a struggling or non-reader to become a fluent reader. The goal is to lock down the foundation skills so that students can move on to higher levels of learning. If we look at the roots of the reading tree, we develop fluency in those foundation skills through our training: 4

…advance to these skills, which is where successful, fluent readers are. If we think about reading proficiency in terms of a tree, what we often see is above the ground – students can’t seem to comprehend what they’re reading or their vocabulary is limited. These outcomes are the visible measures of reading proficiency that often hide the real root of the problem – that in fact the proper foundation hasn’t been developed. 5

Foundation Skills Covered in Academy of MATH Problem Solving Reasoning and Proof Connections Communication Algebraic Thinking Representation Fluency This is where Academy of MATH training focuses – on the foundation skills that make higher level learning possible. The Academy of MATH develops fluency in these foundation skills, which align to the core NCTM (National Council of Teachers of Math) standards: Numbers and operations – number sense, addition, subtraction, multiplication and division. Automaticity training is incorporated to ensure that the “fixed knowledge” math facts are mastered to the level of automaticity. Fractions is also covered here. Measurement – Measurement Data analysis – Graphing Geometry – Geometry, graphing Pre-algebra content – Equations, graphing Presenter’s note: For more detail, please refer to the NCTM alignment document at http://www.autoskill.com/pdf/academy_of_math_correlation.pdf Geometry Fractions Measurement Division Addition Multiplication Subtraction Graphing Number Sense Equations 6

Higher Order Thinking Skills = Math Proficiency Problem Solving Reasoning and Proof Connections Communication If we think about math proficiency in terms of a tree, what we often see is above the ground – students can’t master Algebra 1 or tackle problem solving. These outcomes are the visible measures of math proficiency, which become more apparent as students progress to more difficult material in middle school and high school. The symptoms often hide the real root of the problem – that in fact the proper foundation hasn’t been developed. Post-Academy of MATH skills that should be practiced and enhanced with additional training and supplements. Algebraic Thinking Representation Fluency 7

Once skills are Automatized students can move to higher-order tasks! How Does Academy of READING/MATH Help Students? It builds Automaticity by measuring accuracy consistency of pace Automaticity occurs when a student can perform skills without immediate attention or conscious awareness when it does not interfere with other processes that are occurring at the same time Once skills are Automatized students can move to higher-order tasks! Automaticity leads to fluency, which leads to student success! Academy of READING is the only software program that measures both accuracy and consistency of speed in automaticity training. By including accuracy and pace as part of the skill mastery criteria, the program ensures that skills are truly automatized before the student continues with training. Once skills become automatic, the student can free up cognitive resources to handle higher-level tasks, such as comprehension in reading. 8

Functional MRI Supports AutoSkill Research The development of automaticity involves a qualitative shift in processing mechanisms and dramatic changes in brain activity. Initial processing is generally a rule-based processing that involves interpreting sequential rules that make heavy use of working memory. We see dramatic changes in brain activation as automaticity develops. There are routinely over 90% reductions in the amount of activity as skill is acquired. The accompanying figure shows the reductions in visual motor tracking between the first twenty minutes and fifth twenty minutes in performing a tracking task. This is a maximum projection image showing all the areas of activation. Note early in practice, on the left, there is high involvement of working memory, comparison, and attentional control areas. After training, much of this control-related activity is greatly reduced, and the remaining activity occurs in only a small number of specific sites related primarily to sensory and motor processing. With contemporary imaging methods, we can follow such changes in complex tasks to interpret the biological mechanisms underlying the development and performance of automatic processing. 9

How Does the Academy Work? Students take pre-test Computer assigns Individualized Training Program: # of skills based on results of pre-test Computer tracks performance, records errors, monitors response times, and measures time on task Computer intervenes as needed Students complete program and take post-test Phonemic Awareness: Research has shown that strong Phonological/Phonemic Awareness skills are the biggest indicator of reading fluency. Best way to target PA – lap read! Hear 1000 stories Read 1 hour a day B – Kg 1700 hours If the student needs it, the program starts with it. Sound Symbol Association (or Letter-Sound Match)/Phonics & Decoding: In schools, Letter-Sound Assoc covered in Kg & 1st Gde Code – Decode 1st and 2nd if skills not strong 3rd = comprehension English has 44 phonemes, but 26 letters Comprehension: Until all previous skills are solid, comprehension is a struggle Child has to spend all his effort decoding, before focus becomes comprehension Reading must become automatized before comprehension skills can be strengthened 10

Example of Reading Placement Test

Example of Math Placement Test 12

Student Lobby Locker Room Trophy Case

Academy of READING Four Major Components Phonemic Awareness Letter-Sound Phonics/Decoding Comprehension Phonemic Awareness: Research has shown that strong Phonological/Phonemic Awareness skills are the biggest indicator of reading fluency. Best way to target PA – lap read! Hear 1000 stories Read 1 hour a day B – Kg 1700 hours If the student needs it, the program starts with it. Sound Symbol Association (or Letter-Sound Match)/Phonics & Decoding: In schools, Letter-Sound Assoc covered in Kg & 1st Gde Code – Decode 1st and 2nd if skills not strong 3rd = comprehension English has 44 phonemes, but 26 letters Comprehension: Until all previous skills are solid, comprehension is a struggle Child has to spend all his effort decoding, before focus becomes comprehension Reading must become automatized before comprehension skills can be strengthened 14

Aligned with NCTM standards Skills in the Academy of MATH 2 3 4 5 6 7 8 Aligned with NCTM standards Subject Strands Number Sense Addition Subtraction Multiplication Division Equations Fractions Tutorial Terms Operations Problems Measurements The Academy of MATH builds computational fluency using the same research-based, 3-step methodology employed by the Academy of READING. Skills are first broken down into 10 subject strands, which are aligned to NCTM standards. Students train on one skill area at a time through three types of activities (terms, operations, problems) based on what was learned in the tutorial Terms – multiple choice, vocabulary Operations – Students are presented with a problem and they must do the paper and pencil work to calculate the answer Word Problems – Students are presented with a problem and must do the paper and pencil work to find answer (Questions can be read aloud to the student by moving the mouse over the question and clicking. Or you may set it up to automatically read all questions aloud) While students are working on skills, the program uses behavioral modification principles to provide positive feedback and motivation elements that build self-esteem and reinforce learning behavior Students build computational fluency through a prescribed tutorial-practice-train sequence that gives them multiple opportunities to develop and use the skills before moving on to the next level Geometry Graphing 1 Instructional Levels

Student Training Process Assessment Student is assessed, automatically placed in training Skill is introduced, well understood before moving to training Tutorial review can be re- introduced Tutorial Practice Training How does The Academy work? Begin with a placement test – automatically assigned Repeated process for each skill – -Tutorial – read aloud, directions -Practice – student must demonstrate they understand the concept -Training – essentially the “graded” portion of the program where students master skills and automatize skills Once a student masters a skill, they repeat the process with the tutorial of the next assigned skill. Once all skills are completed (or the end of the year), the student will take a post-test, which will be manually assigned in the management system. Highly efficient, focused on mastery - fluency and automaticity Post-Test 16

Data-driven Instruction ACADEMY HAS AN IN-DEPTH MANAGEMENT SYSTEM THAT PROVIDES: Data for District Leadership Teams Data for School Leadership/Assistance Teams Data for the AoR Teacher Data for the Classroom Teacher What can this data be used for? 17

Training Monitor What can this data be used for? 18

Individual Student Reporting What can this data be used for? 19

Individual Student Error Lists

Individual Student Error Lists

Class Snapshot Report What can this data be used for? 22

Who Should Use the Programs? Possible Target Groups Minimal Students, Below Basic, Level 1 Basic Students, Level 2 Bubble Students Tier 2 or Tier 3 Students ELL/ESL Students Special Needs Students Students Struggling w/ Foundational Reading Skills Students Struggling w/ Foundational Math Skills

Best Practices Learning Environment Recommended class size 10-15 students per 1 trained teacher Special Needs and ELL/ESL students may need smaller class sizes Lab setting recommended for implementation Quiet Environment Conducive to Concentration Minimal Interruptions Academy teacher needs to be fully available during Academy class “Back of the classroom” implementations are not recommended

Computer Lab Schedule Yearlong Implementations 3 days week per product Semester Implementations 4-5 days week per product 30-45 minute sessions per product Academy schedules need to be created PRIOR to the initial training Ensures that the correct staff members are trained

Staffing Who can be an Academy Teacher? Teachers who want to make the program work  Teachers who have a consistent schedule of availability Lab Facilitators* ELL/ESL Teachers or Assistants Inclusion Teachers Special Needs Teachers or Assistants Reading Teachers Math Teachers

Training Academy of READING Training Academy of MATH Training 4-Hour Session Delivered by TE21 certified Trainer Academy of MATH Training 3-Hour Sessions Delivered by TE21 certified Trainer Reading and Math Combo 8:30-3:30 1-Hour for Lunch Trainings are conducted in small groups Approximately 15 teachers per training Staff Program Overviews are also available 20-30 minutes afterschool/faculty meeting/etc

Yearlong Follow Up Support On Site Follow Up Visits Include Academy Management System Reporting/ Navigation TE21 Recommended Coaching Strategies (TE21 Training DVD) Live Model and Practice Data interpretation and Progress Monitoring Student Motivation, Incentives and Goal Setting

TE21, Inc School Site Report

TE21, Inc School Progress Report What can this data be used for? 31

Monitoring Student Progress Autoskill Management System Reporting Training Monitor Class Snapshot Weekly Progress Report Individual Student Snapshot Individual Error Analysis Reports TE21 Recommended Coaching Strategies Principal Monitoring Tool TE21 Site Reports TE21 Student Progress Reports Pacing Guides

Program Support Each School Appoints a Site Coordinator Helps to streamline communication Principal will be cc’d on all correspondence School Specialty Technical Support TE21 Technical Support In house Technical Support TE21 Implementation Specialist Support Available via email, phone, remote support

Implementation Goal: Students will complete their training by May 2012 … What’s Next?

Next Steps Create an Academy of READING and/or MATH Schedule Submit schedule to emilyduplantis@te21.com for review of Best Practices Training Date will be confirmed Training Will Be Delivered Students Start Training Onsite Support Begins

Academy of READING and MATH Questions Trainer – log in to the management system to show the participants how to navigate through the system and the most important features/reports available to them Class tab – training monitor, individual student progress pages, certificates link Report tab – class snapshot, test reports 36