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

3. 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

4. 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

5. …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

6. 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
Geometry
Fractions
Measurement
Division
Addition
Multiplication
Subtraction
Graphing
Number Sense
Equations 6

7. 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

8. 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

9. 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

10. 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

11. Example of Reading Placement Test

12. Example of Math Placement Test12

13. Student Lobby
Locker Room
Trophy Case

14. 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

15. 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

16. 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

17. 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

18. Training Monitor
What can this data be used for? 18

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

20. Individual Student Error Lists

21. Individual Student Error Lists

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

24. 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

25. 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

26. 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

27. 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

28. 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

29. 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

30. TE21, Inc School Site Report

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

32. 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

33. 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 , phone, remote support

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

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

36. 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