1. Lexia Reading Core5 Launch Module
Welcome to the Launch Training for Lexia Reading Core5. We will spend time today reviewing the Teacher Training Guide and learning about all aspects of the program.
Before we get started, I want to know, what are some of the key challenges you face in reading instruction? Wait for audience participation, maybe even write some of them on a chart paper. Then ask, We talk a lot about differentiating instruction and personalized learning – do you feel you have all of the information you need to do so quickly and easily?
Once you identify some of their challenges and talk about their needs in terms of differentiating instruction, then you can tie pieces of the training and elements of Core5 to their specific needs.
Lexia Reading Core5 Launch Module

2. Goals Share information about: Lexia Reading Core5
Online student activities
Data and reports in myLexia
Lexia Lessons and Skill Builders
Models of Successful Implementation
The ultimate goal of today’s session is to implement Lexia Reading Core5 with fidelity and change students’ lives.
The goals of today’s session are to share information about the components of the Lexia Reading Core5 system and most importantly help you in building the strongest implementation in your school/district to empower teachers to change students’ lives through literacy achievement.

3. Teachers change lives. At Lexia, we believe Teachers change lives!!
Lexia Core5 supports our teachers in reaching all students, personalizing learning and changing lives.
This picture is really what it is all about, the students.
These students are proud of their work, they feel competent and confident.
It is personalized learning and great teaching did that.
We know teachers change lives. It is Lexia’s job to help support our teachers achieve this.

4. The achievement gap begins early
Language Experience
50 million
40 million
Children in professional families – 48 million words
30 million
Estimated cumulative words addressed to child
Children in working-class families – 30 million words
20 million
Children in welfare families – 12 million words
Each year, a new group of kindergarteners arrive at your school - Teachers do not get to choose these students.
With a wide disparity of skills and background knowledge, many students face a significant series of obstacles in order to achieve their goals and seize their opportunities.
Unlike other academic areas, there is an expectation that kindergarteners arrive at school with basic level of vocabulary and pre-reading skills. In 1995, the benchmark study by Hart and Risley showed the dramatic impact of socio-economic factors on the acquisition of oral language and pre-reading skills in children. This study highlights the dramatic discrepancy in language experience by age 4. This language, and learning, gap begins early, presenting a daunting task to teachers at all grade levels. Without a strong foundation of oral language students are at a distinct disadvantage---from day one. Remind them that you will be referring back to the “Hart and Risley” children and thinking of changing the trajectory for students.
Why does Oral Language matter to reading development? It is the foundation for later reading development. Research has shown that students who struggle with oral language are 4 to 5 times more likely than their peers to have trouble with reading. (Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (2001). Estimating the risk of future reading difficulties in kindergarten children: A research-based model and its clinical implementation. Language, Speech, and Hearing Services in Schools, 32, 38-50).
10 million 12 24 36 48
Age of child in months
Hart & Risley, 1995

5. Research Base and Pedagogy

6. Lexia’s scientific efficacy studies have been published in peer-reviewed reading journals:
Reading Psychology (2008, 2011)
Lexia Reading builds early reading skills
Bilingual Research Journal (2011)
Lexia Reading supports English language learners
Journal of Research in Reading (2006)
Lexia Reading helps students close the gap
European Journal of Special Needs Education (2009)
Lexia helps adolescent readers advance
Perspectives on Language and Literacy (2007)
Lexia’s computer assisted instructions helps enhance learning
Lexia believes that the methods used in the field of education should be held to the same standards as the practices used in the medical profession.
Lexia’s methodology is not just research-based… it is research proven. Research based means it includes areas or items that have been shown effective in previous studies, such as phonological awareness items. Research proven means this particular program/set of items (Lexia’s scope and sequence) has been used in a study with a treatment and control group and pre-test/post-test and it was shown to make a significant difference in student outcomes that was not seen in the group that did not use the program.
Some additional talking points about how this research is done on Lexia Reading, not Core5. (if the question arises)
Our existing body of research (see the Research Brochure for a good summary) represents skills gains we can confidently expect with Core5 because the activities that fostered the gains in our published research have been carried forward into Core5 and improved.
The expanded content elements in Core5 in the areas of vocabulary, fluency and comprehension were designed to expand skill development to more sophisticated areas of reading.   In other words, the proven content elements of our previous scope and sequence have been significantly enhanced and expanded and we expect commensurate benefits.
Finally, Core5 has a new capacity that did not exist in our earlier programs and that is explicit instruction embedded in the scope and sequence and provided to the student without outside support.  This is a design effort to allow students to function more independently in the scope and sequence and to help them over their developmental bumps.

7. Core5 Integrated Model
On the cover of your Teacher Training Guide you can see Lexia Reading Core5’s integrated model of Personalized Learning.
The system incorporates 3 components to target personalized learning: (1) Student-driven on-line learning, (2) ongoing data-driven assessment to guide instruction, and (3) targeted resources for teacher-led instruction and independent paper-pencil work.
In the student-driven learning component:
Students engage independently with on-line activities targeted to their personal skills level
Activities branch based on student performance to provide guided practice and explicit instruction when necessary
As they work in the on-line activities, on-going response data is gathered which:
Provides data-driven personalized action plans for each student
Allows for norm-referenced performance assessment without interrupting instruction (data is continuously collected as students engage with activities)
Provides on-going performance predictors for probability of achieving end-of-year benchmarks
In conjunction with the on-line activities, targeted resources for teacher-led instruction are available based on individual student performance
Scripted Lexia Lessons for small-groups of struggling readers or whole-class instruction
Lexia Skill Builders (pencil and paper activities) for extension and expansion of skills
Let’s look at how to login to both the student software and the reporting system.

8. Login screens for myLexia and Core5
Turn to page 3 in your TTG.
Two websites make up the Lexia Reading program: the myLexia website is the data site and resource site for teachers and the LexiaCore5 site is the student program.
Each site has its own URL and its own login screen.
MyLexia, the teachers’ site, uses teachers’ school addresses and a password to enter. More information about how to use the students’ data to plan targeted instruction and how to access additional resources will be covered in future slides.
The all blue screen with the white boxes is the student program site. Often the IT dept in a school will create an icon on the desktop so that students can simply click the icon to open the login page.
Each student in a school must have a unique username that is at least four characters in length.
All students using Core5 are also required to have a password that is a minimum of a four characters (letters and numbers). Passwords do not have to be unique. When students login from home or a library, using a computer that does not have the icon, they can type into a browser window or go to the Lexia Reading website to click on the LR Core5 link.
As teachers, if you login to the Core5 student site, you will be taken to the demo mode of the program and can explore activities that your students will be experiencing. Try Level 16 and complete one passage comprehension activity to experience what your students do when they complete a level and move to the next level.

9. Auto Placement
Auto Placement is a tool used only once, when the students first login to Core5. It is designed to place the students in the program at a grade level of material appropriate for them based on their performance.
Some background on how the Auto Placement tool works:
The Auto Placement tool uses activities from Core5.
There are two activities per level
One Word Recognition activity – (i.e., PA or Phonics)
One Comprehension (i.e., Vocabulary or Comprehension)
A student begins with the lowest level for their grade level
e.g., a 1st grader starts at Level 6
A student is placed based on the score on the lower of the two activities.
A student advances if he/she receives 90% or higher on both activities.
The first time a student logs into Lexia Reading Core5, the student will encounter Auto Placement activities if the student does not already have a program assignment.
Auto Placement activities are presented based on the student’s assigned grade and performance in the tool.
Auto Placement generally takes less than 20 minutes to complete, but may take longer depending on the student’s grade and ability.
The student is automatically enrolled at the beginning of an appropriate level based on his or her performance of the placement tool activities.
If a student’s placement seems too low, Lexia recommends allowing the student some time to work in Lexia Reading Core5 at the assigned level. After two weeks of use, review the Student Skills Report to examine the student’s accuracy and rate for each activity. “5 Finger Rule” - If all five activities have High accuracy and Fast rate, the teacher may consider adjusting the student’s placement to a higher level based on other assessment information for that student.

10. Lexia Reading Core5 Scope and Sequence
As you know, reading acquisition is a complex process involving several essential components. Core5 is designed to address the 5 major components of reading instruction: Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension as well as Structural Analysis (prefix, root and suffix work), an advanced word identification and academic vocabulary development strategy.

11. Skills address 5 major components of Reading Instruction
Designed for students of all abilities preK - 5th grade
Gradual Release of Responsibility framework within the Instructional Model
Embedded, explicit instruction to create truly personalized learning experience for every student
Visual Interface designed to promote engagement and develop executive function and self-monitoring skills
Explicit instruction and practice with essential fundamental literacy skills
Interaction with complex text through listening even while learning to read
Preparation to read and comprehend informational texts
Expectation of fluency with more complex text in 3rd grade and beyond
In-depth approach to vocabulary development
Assessment tools to measure progress in reading foundations

12. On p.2 of your Lexia Reading Core5 Teacher Training Guide, you will see that the scope and sequence of Core5 covers skills identified as essential for reading development across the grade range from PreK to 5th grade. You may want to highlight the grade level that you teach as we discuss the specific content.
The chart illustrates how each level has a theme related to different parts of the world such as ‘A Day at the Beach’ (Level 2), ‘The African Serengeti’ (Level 7) and the ‘Great Barrier Reef’ (Level 15). This serves as a cohesive backdrop for all the activities in that level and students celebrate that they are ‘traveling’ as they move into a new level. The six components that we mentioned before are systematically integrated in each level as appropriate so that growth in one area can complement and enhance growth in another.
Note that:
The Phonemic Awareness strand begins in PreK as a separate strand but merges with Phonics at the end of Kindergarten. Work in the area of phonics continues to address phonemic awareness but links it to letter-sound correspondence which is a more powerful way to develop robust word identification strategies.
Structural Analysis (prefix, root, suffix work) becomes a major word identification strategy overlapping with phonics in second grade and standing alone in 3rd through 5th to continue to build the ability to read academic vocabulary that has evolved from Latin and Greek.
Paragraph reading Fluency activities begin in 2nd grade but build on work at the letter-sound, word and sentence levels in grades K and 1 to build the necessary foundational skills for fluent paragraph reading
Vocabulary and Comprehension activities begin with oral language activities in pre-k and are incorporated into reading and writing activities as students become readers
All strands build towards developing an effective and efficient reader with an intense focus on Structural Analysis, Fluency, Vocabulary and Comprehension in 3rd through 5th grades (point to filled in parts of page at the lower right) once the foundational skills have been established.
In other words, as this graphic illustrates, the six strands in Core5 systematically provide the foundational skills for proficient oral language and reading development, culminating with a heavy focus on integrating those skills most strongly related to developing deep reading comprehension, the ultimate goal of reading.

13. Lexia Reading Core5 - Student Experience
This section discusses the software for the “student experience” it does not include the Skill Builders or Lexia Lessons, which are considered ancillary materials and can be presented as a separate module in training.

14. Independent, Student-Driven Learning
On pg. 4 of your Teacher Training Guide, you will find more detailed information about the student interface of Lexia Reading Core5.
Each level is designed to allow students to work independently on a range of skills, and understanding the various elements of the screen can help both you and your students use the program successfully. One important feature to note is that each level is divided into two parts – which is designed to help pace students through the activities. Students must finish the first half of every activity before the second half will open. [note the locks here for visual reinforcement of pacing.]
Additionally, features on this screen are meant to help students track their progress and skill development.

15. Pacing 1st 2nd Levels are broken in half to help with pacing.
In the first half of the level there are 5 boxes on the screen (one for each activity) and under the boxes are smaller boxes along with a lock on the right-hand side. The boxes are the units in the first phase and the lock hides the second half. When students complete the first half they will see the screen pan across the place they are in and hear: “Great job! Let’s explore more.”
When students go into the second half, they will see a green star on the left (their completed work) and where the lock was, there are now small boxes indicating the units the student needs to complete to progress to the next level. It may look to the student like they are repeating the level again because the background and the activities look the same, but they are just moving from the first half into the second half of the level.
Some teachers find it helpful to tell the students before they start using Core5 that they must finish all the activities/units in the first half of the level before they can unlock the second half. They should look for the lock to be replaced by a star.
2nd

16. Self-Monitoring of Progress
On pg. 4 of your Teacher Training Guide, you will find more detailed information about the student interface of Lexia Reading Core5.
Every activity in Lexia Reading Core5 utilizes consistent interface features to help ensure that students’ interaction with the program can be predictable. The key design element of each activity is a simple, focused screen. You will notice that in fact, the visual elements on the screen are simplified even further if students struggle as the program scaffolds the task. Other key features here are the two progress bars and the animation elements.

17. Lexia Reading Core5 Instructional Model
Demonstrate Mastery
Independent Application
Standard
Skill Builders®
Paper and pencil:
Develop automaticity
& expressive skills
Guided Practice
Scaffolded support
Let’s walk through the student experience step by step. This model resembles an inverted version of the gradual release of responsibility model – a pedagogical approach to explicit instruction that you may be familiar with.
As a student works in the program, the task changes based on the level of support they need.
Note – a break down of the instructional branching can be found on page 5 of the Teacher Training Guide.
Within every activity, we have embedded this scaffolding and instructional model.
See additional speaker notes handout for a more detailed explanation of this slide and the next slide on ithe nstructional model.
Struggle Repeatedly
Lexia Lessons®
Explicit teaching
Direct Instruction
Teacher-led
instruction

18. myLexia Lexia’s Data System for Personalized Learning:
Making data simple and actionable for Educators

19. Assessment Without Testing®
Real-time, norm-referenced performance data
Assessment data is highly predictive of outcomes
on commonly used assessments such as:
DIBELS® – MAP®
AIMSweb® – GRADE®
Ongoing progress monitoring without a test event:
Predict future performance and Prescribe Instructional Intensity
Monitoring of performance toward meeting Common Core State Standards
Saves teachers up to a month of instruction time across the year
As students are working in the program, Lexia gathers real-time, norm-referenced and criterion-referenced performance data that informs the student-driven and teacher-led instruction in the program.
These data are highly predictive of outcomes on commonly used assessments such as DIBELS, AIMSweb, MAP and GRADE.
Lexia’s Assessment Without Testing provides ongoing progress monitoring data without stopping instruction time to administer a test. This helps you to:
Predict future performance and prescribe instructional intensity
Track performance on the Common Core State Standards
It reduces your schools’ dependence on traditional testing,
And it saves teachers up to a month of instructional time.

20. Goal of Assessment
“The goal is to gain enough information about student progress to make effective decisions while minimizing the time spent administering assessments.” Torgesen, 2006
This quote by Dr. Joe Torgesen reminds us of the purpose or goal of assessment. We are trying to gather enough information about students performance in order to use that data to make educational decisions. All while minimizing the time it takes to obtain that information. If teachers are spending their time administering, scoring, entering data, and then analyzing the data, they won’t have any time to use that data to inform their instruction.
Torgesen, J. K. (2006) A comprehensive K-3 reading assessment plan: Guidance for school leaders. Portsmouth, NH. RMC Research Corporation, Center on Instruction.

21. Four Types of Assessments
(Universal) Screening
Progress Monitoring
Diagnostic
Outcome
Progress Monitoring
A universal screener is designed as a temperature gauge. You want to screen all students at the beginning of the year to see who is On Target and who do we need more information on and need to monitor more often. This should be quick and easy to administer.
Progress monitoring is designed to be done across the year to determine if the current instruction being provided is working. For students who are significantly behind, progress monitoring can be done weekly or even daily. For students at some level of risk, progress monitoring is usually recommended on a monthly basis or every two weeks.
Diagnostic tests are used to get more specific information about a child’s strengths and weaknesses and are typically only given to a smaller group of students and are administered individually by specialists rather than the classroom teacher.
Outcomes are assessments given at the end of a year or end of a unit to assess learning that has taken place during that time period. State assessments are outcome measures.
Lexia can help you address each of the four areas.
screeners – the Auto Placement (AP) will give you a grade level of material which can be compared to the student’s current grade level in school. The AP is given in the first session before the students start the program. The first month’s performance predictor has been found to be 86% accurate at predicting who is On Target to reach the end of year benchmark.
Progress monitoring data is provided daily, weekly and monthly from students using Core5. Norm-referenced means the data is compared to a group of typical students at that grade level and criterion-referenced means compared to some pre-set criteria for mastery (e.g., 90% or 100%).
Diagnostic – Obtain very detailed diagnostic data on every student pinpointing specific areas where students struggle – helping to complete a profile of strength and weaknesses.
Outcome – Predict future performance on state outcome tests by using the highly correlated and highly predictive norm-referenced measures in Lexia’s Assessment Without Testing. You can also think about “reaching benchmark” as a type of outcome measure at the end of the year.

22. Prediction of Future Performance
One of the most powerful aspects of Lexia’s assessment capabilities is its ability to predict the future!!

23. Lexia’s Performance Predictors
Indicates each student’s percent chance of reaching the end-of-year benchmark for his or her grade level
Rosie has a 27% chance of reaching end-of-year benchmark
Juan has a 35% chance of reaching end-of-year benchmark
Max has a 62% chance of reaching end-of-year benchmark
On the first day of every calendar month, students who have been using the program (in that prior month) will get a Performance
Predictor. Performance Predictors indicate each student’s likelihood of reaching the end of year benchmark for his or her grade level by the end of the year. These percent chances are what would happen if you did not change instruction and just continued on the current path.
Here are some examples.
Read through each students percent chance – pausing to ask, if you were Rosie’s teacher or parent, how would you feel about her chances. Talk about odds of winning the lottery? Or percent chance of rain to help give them some other contexts to think about probabilities. Ask the same questions about Juan? Max? Lily?
Then ask the group, would you do the same instructional intensity with Rosie and Lily? How about Max and Juan? Getting them to think about the intensity needed for each group.
Lily has a 84% chance of reaching end-of-year benchmark

24. Performance Predictors
Overall Risk Level is divided into three categories:
80–100%* = On Target
31–79% = Some Risk
1–30% = High Risk
* Students who have already met end-of-year benchmark have a Performance Predictor of 100%.
When categorizing by risk, there are three groups – later when we are categorizing by instructional intensity, we will divide the “yellow” group into two. Let’s think back (or look back) to Rosie, Juan, Max, and Lily. Rosie would be considered High Risk, Juan and Max would both be Some Risk and Lily would be On Target. You might be asking, why such a broad “yellow” zone – this is done because we want to be extremely accurate when predicting On Target and High Risk which are the zones you set first, and your Some Risk zone is what is in the middle. I am okay with grouping Juan and Max as “Some Risk”, but as I mentioned, when we are talking about their instruction, we will recommend one level of intensity for Juan and a different one for Max.
Read the bullet about 100% - If students have already reached benchmark they will appear on reports as 100% (even though we know there are no 100% in typical probabilities – this is our way of still being able to track students who are above grade level).
The benchmarks were established using a few different pieces – by aligning the grade level of material to rigorous reading standards such as the CCSS (if you are in a state that has not adopted the CCSS, mention it was designed to meet and exceed rigorous reading standards). Also, looking to see where the norm group ended up during the Beta year, and finally what research is saying a “typical” 3rd grader or 5th grader should know.
Then discuss how these are not just Lexia benchmarks…(read/explain the bullet) – remind them how you have already mentioned that the benchmarks are correlated to outside measures, but now you are explaining the connection between the prediction to our benchmarks is like a prediction to passing outside measures.

25. The Power of the Prescription: What is the difference between meeting usage and not meeting usage?

26. Innovations in Assessment
Performance Predictors
(PK-5)
Prescription of Intensity
(K-12)
Skill Sets
(6-12)
Based on a student’s Performance Predictor, we will prescribe an instructional intesity level for that student. The instructional intensity is designed to improve the student’s likelihood of reaching benchmark by the end of the year. The prescription of intensity really consists of three main parts.

27. Prescription of Intensity
The number of minutes the student should use the software
2. The targeted, teacher-led instructional materials to be used for that student
3. The frequent analysis of student data
The prescription of intensity includes: (read the bullets) – the third bullet is a reminder to teachers that they should be monitoring students’ data. Only 1 and 2 will actually appear in the reports and action plan. Make sure to explain they are updated monthly because they are based on the student’s performance predictor.
If a student has already reached benchmark and therefore their Performance Predictor is 100%, they will have n/a for their recommended minutes on the software because the minutes are designed to improve the students’ chances of reaching end of year benchmark. This does not mean that students who are at benchmark cannot use Lexia any more. It simply means if resources are tight, the students who have not yet reached benchmark should take priority for computer time.

28. Closing the gap… and changing the future
Two-thirds of High-Risk students reached grade-level benchmarks and demonstrated proficiency on commonly used grade-level assessments
This is a system that works.
When high-risk students (Remind them that High Risk means a 1-30% chance of reaching end of year benchmark) use the program as directed, they close gap… and they change the future.
We examined the performance of more than 45,000 students across the country using Lexia. We found that, when used as directed, the program helped high-risk students to close the gap and meet their grade-level benchmarks within one year.
These gains were not just limited to Lexia’s own instructional benchmarks. Based on the correlations we have outside measures such as AIMSweb and MAP this success likely translated into improved performance and passing grades in their progress- monitoring and outcomes tests.
2013 National analysis of 45,000 high-risk students using Lexia Reading in a geographically and ethnically representative sample

29. Lexia lessons and skill builders

30. What are Lexia Lessons? Teacher delivered lessons linked to student
performance through MyLexia
Provide Direct Instruction, Guided Practice and Independent Application targeted to specific student needs
Present additional instructional techniques and supplementary materials
What are Lexia Lessons? These lessons are designed to be delivered by the teacher in either a small group or whole-class setting. Specific lessons are linked to student performance and identified for teachers in MyLexia. For example, if a particular student or group of students is struggling with rhyming in the online program, students will be identified as ‘struggling’ and a specific lesson addressing this skill will be available for the teacher to present. These lessons follow the ‘gradual release of responsibility model’ (I do, we do, you do) and present direct instruction, guided practice and independent application of skills targeted to specific student needs.
Additionally, Lexia Lessons allow opportunity for discussion, presentation of ideas, and collaborative conversation with peers and adults in small or large groups and encourage further integration of skills through listening, speaking, reading and writing.

31. This is an example of one of the Lexia Lessons
This is an example of one of the Lexia Lessons. All Lexia Lessons follow this same format. Each lesson includes a description of the activity and a teacher tip, a script and examples for providing direct instruction, guided practice and independent application as well as a wrap-up question or activity. Adaptations for students who struggle and for students who are ready to move on are also included in all lessons.

32. What are Skill Builders?
Paper-based practice materials that reinforce and
extend the online learning
Include both independent and collaborative work
Promote integration of listening, speaking, reading and writing tasks
Flexibility in how they are used
In addition to the Lexia Lessons, there are Skill Builders. What are Skill Builders? They are paper-based materials to reinforce and enhance the online learning. Skill Builders are recommended for students once they complete an online activity. There are approximately 5 pages of Skill Builders that correspond to each of the online activities (for a total of 432 pages!). They reinforce skills targeted through online activities while building both oral and written expression. Teachers can use these materials flexibly in the way that works the best for their class. For example, students can work independently on many Skill Builders in centers, as seat work, or at home. There are also collaborative activities that can be done with teachers, peers, parents, aides, and/or specialists.

33. Example of Vocabulary Skill Builders across the levels
Here is an overview of some of the vocabulary Skill Builders across levels.
Page 1: This Level 1 activity provides additional practice identifying objects that belong to the same category. The task itself is very similar to the online activities; however, there is now opportunity for ‘expression’ as the student has the option to discuss with the teacher what other objects may fit into this category. (Point out * at end of page)
Page 2: The Level 3 activity is similar to the online task but adds this discussion component as well.
Page 3: As the vocabulary activities progress to later levels, students are required go beyond what they were asked to do in online activities and now generate responses. For example, in the Level 8 Multiple Meaning Skill Builder, students must come up with another definition for the presented word and draw a picture to show the meaning.
Page 4: One of the Skill Builders from L12, Similes and Metaphors, asks students to generate their own words to complete a metaphor and write their response on the page.
Page 5: The L18, Complex Analogies Skill Builder, asks students to explain, in writing, the relationship between words. In the online activity, students identify relationships between words but are not required to explain this relationship in writing. All of these examples show how the Skill Builders were designed to both reinforce and extend the online learning.

34.
The instructions on page 9 of the Teacher Training Guide explain how to access Lexia Lessons and Skill Builders for a class. As you can see, each lesson or Skill Builder includes a cover sheet that displays the names of the students recommended for these activities as well as the common core standard that is associated with the activity. This cover sheet also includes an area for teachers to mark the date that the lesson delivered to the student.

35. Lexia Lessons Lexia Skill Builders
Lexia Lessons and Lexia Skill Builders are both essential components of Lexia Reading Core5 that encourage integration of skills through listening, speaking, reading and writing.
Lexia Lessons
Lexia Skill Builders
Recommended when students struggle with an activity
Provide strategies for personalized, multi-sensory instruction
Allow opportunities for group work, discussion, expressive language and oral reading
Effective for individual, small-group or whole-class instruction
Recommended when students complete an activity
Promote generalization and expansion of skills
Provide opportunities for oral and written expression and oral reading
Collaborative activities can be done with teachers, peers and/or parents
This last slide emphasizes the highlights of both the Lexia Lessons and Lexia Skill Builders. Both are key components of Lexia Reading Core5 that encourage the integration of listening, speaking, reading and writing skills; however, each serve a different purpose within the program. Lexia Lessons are recommended for students that struggle with an online activity and Lexia Skill Builders are recommended when a student completes an online activity. Both can be used flexibly in classrooms and should be seen as essential tools for all teachers.

36. Fidelity of Implementation
It is only as powerful as stated if it is used with fidelity: How do I ensure fidelity?
When I think about fidelity of implementation, I think of an analogy about a gym. You could join a gym that has state of the art equipment, a personal trainer to take you through a program that was specifically designed for you, has all of the most highly effective classes, but if you don’t go to the gym you will not lose weight or get in shape. (I wish that were the case! ). The same holds true for Lexia Reading Core5. If the students aren’t using the online activities and if teachers are not monitoring the data and delivering lessons as needed, then it won’t have the power and accelerate the students’ reading ability. So, how in your already extremely busy schedules, can you fit Core5 into your day so that students are getting the intensity they need.

37. Best Practices
Students have enough time to interact with the online activities.
Teachers utilize reports to monitor student performance and make educational decisions.
Students receive additional lessons based on their performance in the online activities.
To make it even more simple, let’s shorten the list to three main things.
Talk through the three bullets on the slide. They are also listed under Best Practices on page 10 in the TTG. Remember, based on the performance in the online activities, each student will receive a performance predictor. Based on the performance predictor they will be prescribed a level of instructional intensity included number of minutes on the software. The reports will also identify which lessons the student needs in order to move on. All of this is reported for you both in the class table on your home page and in each student’s individual Action Plan.
Let’s talk about how/where/when we can achieve the first one, getting the students online. The great thing to understand about this one is that students LOVE using Lexia. (you can use your own stories of students asking to go on Lexia rather than out to recess or discuss your experience with students loving Lexia)

38. How do I make sure students are getting enough time on the online activities?
Classroom Center Rotation
Computer Lab
Before or After school programs
Intervention block/Special Education
Home Use
There are several models that schools have used to incorporate Lexia into their school schedules. Ask the group, based on their school and schedule and computer resources, which option they feel might work for them. You can ask them this question again after you go over each model. Let’s take a look at incorporating Core5 into your classroom reading block – during center rotations.

39. Integrating Lexia Reading into the Classroom
This image is on the top of page 11 in your TTG. In your typical reading block you will have a minute block for whole group instruction and then minutes for center rotations when the teacher is meeting with his/her small reading groups. During the center rotations, Core5 can be incorporated in 3 ways:
Students can be using Core5 on the computer when they are at the computer center.
- Use the prescription of Intensity to prioritize students’ time on the computer.
Students who are working independently at their seats can be working on skill builders either by themselves or with a peer partner. Remember, skill builders are designed to expand expressive work and build automaticity of skills they have mastered in the online activities.
Lexia Lessons can be used in the teacher-led small skills groups. The plan instruction list on your class homepage will identify students who can be grouped together because they are struggling on the same skills.

40. As an Administrator: How do I monitor Implementation?
Students have enough time to interact with the software.
Look on your home page: How many students are meeting their recommended usage?
Teachers utilize reports to monitor student performance.
Look at the Staff Usage Report: How many times in the last 30 days have the teachers logged in to look at reports?
Students receive additional lessons based on their performance in the software.
Discuss with teachers if they are delivering the lessons.
Check the Class Home Page Plan Instruction Lists to make sure students are not on the list for extended periods of time. .
As an Administrator, there are three easy things you can do to monitor fidelity of implementation – two are found on your home page Talk through the bullets.
The usage pie quickly tells you the % of students meeting usage. Right under that pie chart is a link to the staff usage report. And during your data meetings or with your grade level lead teachers, discuss how lessons are being delivered or monitor class home pages for the Plan Instruction lists – are students staying on the list for extended periods of time?

41. As a Teacher: How do I monitor Implementation?
Students have enough time to interact with the software.
Look on your home page: How many students are meeting their recommended usage? How many students need more time?
Teachers utilize reports to monitor student performance.
Make sure you are logging in on at least a weekly basis to monitor progress
Set student progress s to weekly to help remind you when students are struggling or can celebrate successes
Students receive additional lessons based on their performance in the software.
Check the Plan Instruction List on your home page and click on the Lesson icon to view the lessons that students need
Deliver the lessons and monitor performance after the lesson .
On your class homepage/combined report you can see how many students very quickly either in the class table by clicking on the + sign or under the usage line graph – it will tell you the % meeting usage in your class.
Talk the group through the other two bullets discussing how they can fulfill those elements of implementation.

42. Teacher Resources Tab
As you can see on the bottom of page 3 in your teacher training guide, there are some valuable resources located in myLexia under the Teacher Resources tab (shown here). Certificates, School to Home letters, training videos, classroom resources such as posters, etc. I would like to highlight two of those resources on the next slide.

43. Two Key Guides and References
Teacher’s Guide to the Software
Learn each word in every unit of every activity to help with pre-teaching vocabulary to ELL students
Understand the task and how the level of difficulty increases
Access the passages from the comprehension and fluency activities
User’s Guide to Reports
Each report is explained using a Who, What, Where, When and Why format
There are two guides that can be extremely helpful to implementation and they are found in the Teacher Resources tab. The Teacher’s Guide and the User’s Guide. Explain a bit about each guide.
Note: The User’s Guide to Reports will be updated after the August 24th myLexia release.

44. As we conclude our session today, I want to look back and think about the concerns or challenges you mentioned in the opening slides as well as the tools you have to progress monitor your students.
Discuss how what they have just heard can help meet some of those challenges and/or be another tool of progress monitoring.
Let’s review Lexia’s Instructional model of personalized learning.
Concluding thoughts

45. Lexia’s instructional process
Remember this is a system of student-driven learning online, and targeted instruction by a teacher or paraprofessional.
Based on how you have talked about the various components throughout the session – review the model. Below are some potential talking points. They are also from page 2 in the TTG.
Lexia Reading Core5 is a web-based, individualized reading curriculum for PreK through Grade 5 students of all abilities.
Students practice and learn fundamental literacy skills by interacting with the online program, receiving teacher-led Lexia Lessons, and continuing with independent, paper-based practice activities using Lexia Skill Builders.
Real-time student data is captured and reported to teachers for planning instruction and helping students reach grade-level benchmarks.
Lexia Reading Core5 is designed to meet and exceed the Common Core State Standards and includes six components of reading (phonological awareness, phonics, vocabulary, structural analysis, fluency and comprehension).

46. Teachers change lives.
Remember, it is all about the students and be helping them learn to read at grade level, we are changing their lives!

47. Thank you!
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