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Seeing Stars plus Visualizing and Verbalizing and Phoneme Sequencing

Descriptive Information	Usage	Acquisition and Cost	Program Specifications and Requirements	Training
Lindamood-Bell collaborates with schools/districts using a Professional Learning Community model to customize an RTI design to meet the aggregate learning needs of all students. We accomplish this within the mandates of IDEA, state and local education policies. Each partnership is unique depending on existent school/district variables. Lindamood-Bell’s partnership and Professional Learning Community (PLC) philosophy is built around two main RTI concepts necessary to transform schools academically. First, instructional methodologies are based on a theory of cognition. The process-based cognitive approach stimulates specific brain-based skills such as symbol imagery, concept imagery, and phonemic awareness. These underlying cognitive processes must be developed (Tier I) and/or remediated (Tier II & III) for all students to maximize their learning potential and benefit from standards-based instruction, strategies, materials, and curricula. Thus Lindamood-Bell adheres to and promotes a paradigm shift in how to best meet the cognitive and language processing needs of students, integrating both process and content/standards-based instruction. The skills addressed are foundational to all curricula and they cut across all standards. Second, while Lindamood-Bell’s instructional practices are necessary, they are insufficient without simultaneously controlling for certain components or practices within the school system and/or culture in which they are to be implemented. To achieve large scale and sustainable success, Lindamood-Bell collaborates with all levels of leadership, including the school board, district administration, and site-level leaders in evidence based practices. Lindamood-Bell’s approach is to work in a collaborativ effort to address and improve the existing school framework, personnel, and practices all as applied to an RTI framework. Specifically, the main district and school leadership support components include sustained and embedded professional development, data analyses and accountability, differentiated instruction, leadership institutes, parent/community outreach, and a certification process for teachers. This model mirrors the conceptual framework of Response to Intervention (RTI). By incorporating a collaborative, problem-solving framework to increase student achievement, Lindamood-Bell’s Professional Learning Community model has been shown to meet the needs of all students and sustain results over time.	The program is intended for use in kindergarten through high school. The program is intended for use with students with disabilities (specifically learning disabilities), English language learners, and any student at risk of academic failure. The academic area of focus is reading (including phonological awareness, phonics/word study, comprehension, fluency, vocabulary, spelling, and oral and written language expansion) and writing (including spelling, sentence construction, and planning and revising). Since 1993-94, Lindamood-Bell has partnered with 99 districts in 27 states, and 3 countries to implement its programs and RTI framework. Over 7,000 teachers have received professional development in the program.	Where to Obtain: Lindamood-Bell Learning Processes 416 Higuera Street San Luis Obispo, CA 93401 Phone #: (800) 233-1819 Web Site: lindamoodbell.com Cost: Below is the Lindamood-Bell summary of services and fees. The costs are the average itemized breakout for full contracts. Lindamood-Bell Professional Development Workshops: $35,000/year, up to 3 schools Provides the following Lindamood-Bell Professional Development workshops for district staff: One 2-day Seeing Stars workshop; One 2-day Visualizing & Verbalizing workshop; and One 1-day Introduction to Lindamood-Bell School Partnerships workshop, which includes the initial RtI PD. Consulting, Coaching, and Program Management: $125,000/year, up to 3 schools Provides direct, full-time, on-site coaching, mentoring, and program management for all instructional staff. A key component is to establish an organizational infrastructure that provides research-based intervention, body-of-evidence services. Lindamood-Bell Instructional Leader Certification Program: $15,000/year, up to 3 schools A professional development plan designed to prepare instructional leaders to provide instruction and maintain a high quality, integrated, accountability-driven program for schools, all within an RtI framework. Provides ongoing mentoring for candidates and advanced workshops and professional development activities. Certification must be renewed annually Leadership Institute: $3,000/year, up to 3 schools Leaders learn all aspects of Lindamood-Bell’s Response to Intervention framework and how to effectively manage this framework school wide. Provides a 2-day in-service for district leaders prior to the start of the partnership. Emphasis of learning is placed on principals as instructional leaders with specific responsibilities in monitoring program quality and fidelity. INFORMS for Schools Orientation/Web-based data management $3,000/year, up to 3 schools Teachers and administrators receive instruction and access to Lindamood-Bell’s web-based data management system. System includes an automated test-scoring module to generate student reports, progress monitoring data, and track attendance. This web-base system does not require the school/district to purchase any additional software or hardware. Test Administration Orientation and Support: $3,000/year, up to 3 schools Lindamood-Bell staff trains school personnel in test administration for assessing student skill level in reading and comprehension. Staff shadow and coach school personnel over the year to manage the various stages of assessment, scoring and entering of data. Quality Control Visits and Meetings: $5,000/year, up to 3 schools Corporate director visits occur at least 3 times per year to provide regular program mentoring, support, and review of key indicators. Data Analysis and Reporting: $9,000/year, up to 3 schools Provides reports to site principals and to district administration on a monthly basis regarding the status and fidelity of the implementation. Throughout the year the district administration and school board are provided with 4 reports: Needs Assessment Report (Fall); Mid-Year Report (Winter); End-of-Year Report (Summer); and State Achievement Test Report (Fall of following year). Tips for Home/Community Outreach: $1,000/year, up to 3 schools Provides mutually agreed upon events for the families of students each semester to increase community awareness and involvement in the targeted schools. Total Sample Fees: $199,000/year, up to 3 schools Include all components and services listed, including salaries, benefits, operational expenses, and workshop fees. The above cost estimate serves as the 3-year budget for the school. Sample fees are based on 3-year partnership plan and may vary based on goals and objectives met each year. Additional Sample Fees for Materials: $55,000 minimum year 1; $15,000 minimum years 2 and 3 Instructional and testing materials must be purchased and received separately by the school. A list of publishers will be provided for the school’s convenience.	The program is designed for use with individual students and small groups of 2-6 students. The program administration time is 55-90 minutes per session with 5-20 sessions per week for 8 or more weeks. The program includes highly specified teacher manuals. The program requires technology. Teachers and administrators receive instruction and access to Lindamood-Bell’s web-based data management system including an automated test-scoring module that generates individualized real time student reports, progress monitoring data, and attendance tracking.	Training is required for the instructor. One week of training is needed initially, then mentoring throughout the program. Our plan for professional development is job-embedded, evidence-based, and tailored to meet the desired goals of a particular school or school system. The backbone of this approach is the implementation of an RTI-based Professional Learning Community (PLC), in which educators can collaborate around a particular methodology or approach, review and discuss student data, share and problem solve issues related to classroom practice, and learn collectively from their own research and experience. A core component of this work is to review teacher and school-wide efforts to improve student learning, including sheltered instruction, specific interventions, and student support systems. Through the use of our pedagogy and programs, teachers learn to ‘speak the same language’ when comparing progress of students within or across curricula or content areas. Ultimately, this process informs the delivery of standards-based instructional strategies and content-based instruction as well as the overall school or district plan for ongoing professional development. The minimum qualifications of the instructor are that they are a paraprofessional. The program does not assume the instructor has expertise in a given area. Training manuals and materials are available. Schools using the program utilize a system-wide protocol for measuring student growth, teaching quality and relevance, and overall fidelity of the school improvement process. The process is guided by site leaders and decision makers who will review key indicators, and adjust the goals and benchmarks necessary to support students, teachers, and administrators in meeting annual yearly progress (AYP) and school improvement goals. Ongoing professional and technical support is mandatory for practitioners.

Lindamood-Bell collaborates with schools/districts using a Professional Learning Community model to customize an RTI design to meet the aggregate learning needs of all students. We accomplish this within the mandates of IDEA, state and local education policies. Each partnership is unique depending on existent school/district variables. Lindamood-Bell’s partnership and Professional Learning Community (PLC) philosophy is built around two main RTI concepts necessary to transform schools academically.

First, instructional methodologies are based on a theory of cognition. The process-based cognitive approach stimulates specific brain-based skills such as symbol imagery, concept imagery, and phonemic awareness. These underlying cognitive processes must be developed (Tier I) and/or remediated (Tier II & III) for all students to maximize their learning potential and benefit from standards-based instruction, strategies, materials, and curricula. Thus Lindamood-Bell adheres to and promotes a paradigm shift in how to best meet the cognitive and language processing needs of students, integrating both process and content/standards-based instruction. The skills addressed are foundational to all curricula and they cut across all standards.

Second, while Lindamood-Bell’s instructional practices are necessary, they are insufficient without simultaneously controlling for certain components or practices within the school system and/or culture in which they are to be implemented. To achieve large scale and sustainable success, Lindamood-Bell collaborates with all levels of leadership, including the school board, district administration, and site-level leaders in evidence based practices. Lindamood-Bell’s approach is to work in a collaborativ effort to address and improve the existing school framework, personnel, and practices all as applied to an RTI framework. Specifically, the main district and school leadership support components include sustained and embedded professional development, data analyses and accountability, differentiated instruction, leadership institutes, parent/community outreach, and a certification process for teachers. This model mirrors the conceptual framework of Response to Intervention (RTI). By incorporating a collaborative, problem-solving framework to increase student achievement, Lindamood-Bell’s Professional Learning Community model has been shown to meet the needs of all students and sustain results over time.

The program is intended for use in kindergarten through high school. The program is intended for use with students with disabilities (specifically learning disabilities), English language learners, and any student at risk of academic failure. The academic area of focus is reading (including phonological awareness, phonics/word study, comprehension, fluency, vocabulary, spelling, and oral and written language expansion) and writing (including spelling, sentence construction, and planning and revising).

Since 1993-94, Lindamood-Bell has partnered with 99 districts in 27 states, and 3 countries to implement its programs and RTI framework. Over 7,000 teachers have received professional development in the program.

Where to Obtain:
Lindamood-Bell Learning Processes
416 Higuera Street
San Luis Obispo, CA 93401
Phone #: (800) 233-1819
Web Site: lindamoodbell.com

Cost: Below is the Lindamood-Bell summary of services and fees. The costs are the average itemized breakout for full contracts.

Lindamood-Bell Professional Development Workshops:

$35,000/year, up to 3 schools
Provides the following Lindamood-Bell Professional Development workshops for district staff: One 2-day Seeing Stars workshop; One 2-day Visualizing & Verbalizing workshop; and One 1-day Introduction to Lindamood-Bell School Partnerships workshop, which includes the initial RtI PD.

Consulting, Coaching, and Program Management:

$125,000/year, up to 3 schools
Provides direct, full-time, on-site coaching, mentoring, and program management for all instructional staff.
A key component is to establish an organizational infrastructure that provides research-based intervention, body-of-evidence services.

Lindamood-Bell Instructional Leader Certification Program:

$15,000/year, up to 3 schools
A professional development plan designed to prepare instructional leaders to provide instruction and maintain a high quality, integrated, accountability-driven program for schools, all within an RtI framework.
Provides ongoing mentoring for candidates and advanced workshops and professional development activities.
Certification must be renewed annually

Leadership Institute:

$3,000/year, up to 3 schools
Leaders learn all aspects of Lindamood-Bell’s Response to Intervention framework and how to effectively manage this framework school wide.
Provides a 2-day in-service for district leaders prior to the start of the partnership.
Emphasis of learning is placed on principals as instructional leaders with specific responsibilities in monitoring program quality and fidelity.

INFORMS for Schools Orientation/Web-based data management

$3,000/year, up to 3 schools
Teachers and administrators receive instruction and access to Lindamood-Bell’s web-based data management system. System includes an automated test-scoring module to generate student reports, progress monitoring data, and track attendance.
This web-base system does not require the school/district to purchase any additional software or hardware.

Test Administration Orientation and Support:

$3,000/year, up to 3 schools
Lindamood-Bell staff trains school personnel in test administration for assessing student skill level in reading and comprehension. Staff shadow and coach school personnel over the year to manage the various stages of assessment, scoring and entering of data.

Quality Control Visits and Meetings:

$5,000/year, up to 3 schools
Corporate director visits occur at least 3 times per year to provide regular program mentoring, support, and review of key indicators.

Data Analysis and Reporting:

$9,000/year, up to 3 schools
Provides reports to site principals and to district administration on a monthly basis regarding the status and fidelity of the implementation.
Throughout the year the district administration and school board are provided with 4 reports: Needs Assessment Report (Fall); Mid-Year Report (Winter); End-of-Year Report (Summer); and State Achievement Test Report (Fall of following year).

Tips for Home/Community Outreach:

$1,000/year, up to 3 schools
Provides mutually agreed upon events for the families of students each semester to increase community awareness and involvement in the targeted schools.

Total Sample Fees:

$199,000/year, up to 3 schools
Include all components and services listed, including salaries, benefits, operational expenses, and workshop fees.
The above cost estimate serves as the 3-year budget for the school. Sample fees are based on 3-year partnership plan and may vary based on goals and objectives met each year.

Additional Sample Fees for Materials:

$55,000 minimum year 1; $15,000 minimum years 2 and 3
Instructional and testing materials must be purchased and received separately by the school. A list of publishers will be provided for the school’s convenience.

The program is designed for use with individual students and small groups of 2-6 students.

The program administration time is 55-90 minutes per session with 5-20 sessions per week for 8 or more weeks.

The program includes highly specified teacher manuals.

The program requires technology. Teachers and administrators receive instruction and access to Lindamood-Bell’s web-based data management system including an automated test-scoring module that generates individualized real time student reports, progress monitoring data, and attendance tracking.

Training is required for the instructor. One week of training is needed initially, then mentoring throughout the program.

Our plan for professional development is job-embedded, evidence-based, and tailored to meet the desired goals of a particular school or school system. The backbone of this approach is the implementation of an RTI-based Professional Learning Community (PLC), in which educators can collaborate around a particular methodology or approach, review and discuss student data, share and problem solve issues related to classroom practice, and learn collectively from their own research and experience. A core component of this work is to review teacher and school-wide efforts to improve student learning, including sheltered instruction, specific interventions, and student support systems.
Through the use of our pedagogy and programs, teachers learn to ‘speak the same language’ when comparing progress of students within or across curricula or content areas. Ultimately, this process informs the delivery of standards-based instructional strategies and content-based instruction as well as the overall school or district plan for ongoing professional development.

The minimum qualifications of the instructor are that they are a paraprofessional. The program does not assume the instructor has expertise in a given area.

Training manuals and materials are available.

Schools using the program utilize a system-wide protocol for measuring student growth, teaching quality and relevance, and overall fidelity of the school improvement process. The process is guided by site leaders and decision makers who will review key indicators, and adjust the goals and benchmarks necessary to support students, teachers, and administrators in meeting annual yearly progress (AYP) and school improvement goals.

Ongoing professional and technical support is mandatory for practitioners.

Sample size: 222 students (180 program, 42 control)

Risk Status: The pool of subjects was adjudicated male youth who had been committed to one of two live-in ranch facilities. Both sites serve youth with behavioral and/or drug and life issues. These youth had been found guilty of a crime by the Juvenile Court. They were experiencing academic failure.

Demographics:

	Program		Control		p of chi square
	Number	Percentage	Number	Percentage	p of chi square
*Grade level*
Kindergarten	0	0%	0	0%	N/A
Grade 1	0	0%	0	0%	N/A
Grade 2	0	0%	0	0%	N/A
Grade 3	0	0%	0	0%	N/A
Grade 4	0	0%	0	0%	N/A
Grade 5	0	0%	0	0%	N/A
Grade 6	1	<1%	1	2%	0.26
Grade 7	7	4%	0	0%	0.19
Grade 8	12	7%	4	10%	0.53
Grade 9	75	43%	18	44%	0.93
Grade 10	49	28%	12	29%	0.89
Grade 11	24	14%	4	10%	0.49
Grade 12	6	3%	2	5%	0.66
Mean Age
*Race-ethnicity*
African-American	19	11%	7	19%	0.16
American Indian	0	0%	1	3%	0.03
Asian/Pacific Islander	8	5%	0	0%	0.19
Hispanic	118	68%	24	67%	0.86
White	24	14%	3	8%	0.37
Other	4	2%	1	3%	0.87
*Socioeconomic status*
Subsidized lunch	N/A	N/A	N/A	N/A	N/A
No subsidized lunch	N/A	N/A	N/A	N/A	N/A
*Disability status*
Speech-language impairments	N/P	N/P	N/P	N/P	N/P
Learning disabilities	N/P	N/P	N/P	N/P	N/P
Behavior disorders	N/P	N/P	N/P	N/P	N/P
Mental retardation	N/P	N/P	N/P	N/P	N/P
Other	N/P	N/P	N/P	N/P	N/P
Not identified with a disability	N/P	N/P	N/P	N/P	N/P
*ELL status*
English language learner	56	35%	15	43%	0.41
Not English language learner	102	65%	20	57%	0.41
*Gender*
Female	0	0%	0	0%	N/A
Male	180	100%	42	100%	1.00

Training of Instructors: The initial instructors were Lindamood-Bell® employees who had received training, oversight, and experience at Lindamood-Bell® Learning Centers. As the study progressed site staff were trained in the instructional programs and received on-site direct supervision by highly qualified Lindamood-Bell® staff for the duration of the study. The on-site professional development included observation, guided practice and regular meetings to improve program delivery, test administration and use of data for instructional decisions. One staff member successfully completed the rigorous LB Consultant Certification process.

Did the study use random assignment?: No.

If not, was it a tenable quasi-experiment?: No.

If the study used random assignment, at pretreatment, were the program and control groups not statistically significantly different and had a mean standardized difference that fell within 0.25 SD on measures central to the study (i.e., pretest measures also used as outcomes)?: Not applicable.

If not, at pretreatment, were the program and control groups not statistically significantly different and had a mean standardized difference that fell within 0.50 SD on measures central to the study (i.e., pretest measures also used as outcomes), and outcomes were analyzed to adjust for pretreatment differences?: Yes.

Were the program and control groups demographically comparable?: Yes.

Was there differential attrition for the program and the control groups?: No.

Did the unit of analysis match the unit for random assignment (for randomized studies) or the assignment strategy (for quasi-experiments)?: Yes.

Describe when and how fidelity of treatment information was obtained: Lindamood-Bell had highly trained staff on-site full-time during the study to mentor teachers and oversee instruction. Due to the intricacies of the scheduling, weekly instruction meetings were held with the county school administers, Lindamood-Bell, and probation officers. Groups had customized lesson plans that included tracking of program steps and items that were included in the instruction. Teacher observations occurred at least twice weekly. One teacher completed the certification process. Additionally, Lindamood-Bell directors visited the project quarterly to meet with administration and teachers.

Provide documentation (i.e., in terms of numbers) of fidelity of treatment implementation: The lesson plans were reviewed and updated no less than twice weekly. Teacher observations/coaching sessions also occurred twice weekly. The certification process took over one school year as the teacher had to be trained, observed, and evaluated on program use, test administration, and Tier III management.

Since Lindamood-Bell personnel managed the project and also provided the instruction directly to students (unlike other studies where non Lindamood-Bell teachers are trained and monitored for fidelity), complete program fidelity was ensured based on Lindamood-Bell's program requirements and standards of practice. These standards were developed over 16-year period prior to this study. To summarize, the Lindamood-Bell standards and practice of program fidelity in this study included:

highly trained and experienced Lindamood-Bell instructors, who were employees of the company and had completed a rigorous screening process
daily, intensive intervention for all students
homogeneous grouping based on standardized assessments
differentiated instruction
daily, formative assessment
frequent program pacing and lesson planning
daily or weekly (depending on the needs of the group) quality control checks provided by the on-site Project Director
weekly staff meetings to assess student progress and make program refinements
regular program oversight and quality control provided by several corporate office directors and personnel

Based on these practices, this study demonstrates a high-fidelity implementation of these programs. Unlike typical implementations in school settings, fidelity was not compromised due to uncontrolled variables such as scheduling conflicts, teacher buy-in, teacher quality, lack of resources, or limited oversight and quality control.

Proximal Measure	Score type and range of measure	Reliability statistics	Relevance to program instructional content
Woodcock Reading Mastery Test-R (NU): Word Attack	Age-referenced Standard Scores; 10-175	Split-half coefficient = 0.87	Two of the programs, LiPS and Seeing Stars, develop decoding skills such as word attack.
Wide Range Achievement Test-3 Word Reading, and Spelling	Age-referenced Standard Scores; 55-145	Median coefficient of forms combined = .96	Two of the programs, LiPS and Seeing Stars, develop decoding skills such as word reading and spelling.
Lindamood Auditory Conceptualization (LAC-2) Test	Raw Scores; 0-100	Not normed	Two of the programs, LiPS and Seeing Stars, develop phonological awareness.
Symbol Imagery Test (SIT)	Raw Scores: 0-50	Not normed	One of the programs, Seeing Stars develops orthographic awareness.

Distal Measure	Score type and range of measure	Reliability statistics	Relevance to program instructional content
Gray Oral Reading Test-4: Paragraph Reading Fluency and Comprehension	Age-referenced Scaled Scores; 0-20	Average coefficient alpha across ages: Rate = 0.92 (Form A), 0.93 (Form B); Accuracy = 0.91 (Form A), 0.92 (Form B); Fluency = 0.93 (Form A), 0.93 (Form B); Comprehension = 0.97 (Form A), 0.97 (Form B)	Two of the programs, LiPS and Seeing Stars, develop decoding skills such as paragraph reading. One program, Visualizing and Verbalizing®, develops comprehension skills.
Detroit Test of Learning Aptitude-2: Following Oral Directions	Age-referenced Scaled Scores; 0-20	Average coefficient alpha reliability = 0.83	One program, Visualizing & Verbalizing develops comprehension skills, including oral language comprehension.
Peabody Picture Vocabulary-3	Age-referenced Standard Scores; 52-148	Median split-half reliability coefficient across age intervals = 0.95 (form A and B)	One program, Visualizing & Verbalizing develops comprehension skills including vocabulary.

Proximal Measures

Construct	Measure	Effect Size
Construct	Measure	based on adjusted posttests	based on unadjusted posttests
Reading	SIT (raw score)	-	0.80***
Reading	LAC-2 (raw score)	-	0.55**
Reading	WRMT-3 Word Attack	-	0.98***
Reading	WRAT-3 Reading	-	0.38*
Reading	GORT-4 Rate	-	0.14
Reading	GORT-4 Accuracy	-	0.38*
Writing	WRAT-R Spelling	-	0.08

Distal Measures

Construct	Measure	Effect Size
Construct	Measure	based on adjusted posttests	based on unadjusted posttests
Reading	GORT-4 Fluency	-	0.21
Reading	GORT-4 Comprehension	-	0.43*
Reading	DTLA-2 Oral Direction	-	0.54**
Reading	PPVT-3	-	0.44*

* p ≤ .05

** p ≤ .01

*** p ≤ .001

– Developer was unable to provide necessary data for NCRTI to calculate effect sizes

† Effect sizes based on unadjusted posttests are not reported due to lack of pretest group equivalency

Seeing Stars plus Visualizing and Verbalizing and Phoneme Sequencing

Participants

Design

Fidelity to Implementation

Measures

Effect Size