Lli blue kit book list

Lli blue kit book list DEFAULT

Organizing Our LLI Kits

LLI is an amazing Tier 2 intervention at my school, but it comes with LOTS of "stuff." This post gives some organization ideas for this great program.
I teased you earlier this week about this post. I love using LLI for our Tier 2 interventions, but when you first get those 8 boxes that come in the mail...it can be overwhelming. Did I mention I am blessed with both Green and Blue LLI kits? Yep, 16 boxes came in the mail. I am very aware of the cost involved with this program, so I wanted to make sure we were using all the components.  In order to use them all,  you have to know where everything is, right? Then, I need to organize all the student materials...and my lesson plans. It's a lot to organize, even for me and I like things being organized. This post will show you MY organization ideas.
LLI is an amazing Tier 2 intervention at my school, but it comes with LOTS of "stuff." This post gives some organization ideas for this great program.

Book Storage

After taking the time to put the labels on the file folders and the books in the folders I needed something to organize the books.  They certainly weren't going to fit back in the 3 boxes they came in. I hunted around my school and took bins from somewhere else that weren't really needed (yes, I "acquired" them). The books were put on shelves that were easy to reach, easily accessible, and easily refiled. The Green System fit in 9 bins and the Blue System fit in 12 bins.
LLI is an amazing Tier 2 intervention at my school, but it comes with LOTS of "stuff." This post gives some organization ideas for this great program.

Lesson Storage

This is the perfect time to talk about the lesson that go along with each book. I'm a note-taker or doodler. I wanted to be able to write on the lesson plans and add notes with vocabulary or strategy that may not be listed, so the next time I used it, I'd remember. I couldn't exactly write it in the spiral book AND I wasn't the only one using the kit, so I couldn't keep the lesson book with me at all times. I tried to copy the lessons I needed and quickly discovered this was a terrible waste of time. I carefully "unspiraled" the spiral editions with the lessons and decided to run it through the feeder part of our copy machine. I'd have a copy of all the lessons, ready to go. It sounds easy, but the "shiny" paper in the lesson book made it a chore, but it was worth it. When the lessons were all copied I re-spiraled the book (yes, I did). I took each lesson, put it in a sheet protector and filed it in the file folder. **TIP: I also labeled the sheet protector with permanent marker with the lesson and the level because the sheet protector covered the file folder label. In the picture above, you can see the binder with a master copy of the lessons, that way if someone needs a new copy, it's easy to access. I write all over the lessons, highlight the language I want to use, and it's all in one place.
LLI is an amazing Tier 2 intervention at my school, but it comes with LOTS of "stuff." This post gives some organization ideas for this great program.

Student Storage:

I also needed to figure out where to put all the student's materials...because there seems to be a lot of student materials. I bought a couple of 3 drawer bins because each group would have 3, right? I like this, but then I had to take a group bigger than 3. The drawers have their writing books, the student readers, a pencil, a highlighter, and boxes for word cards (that's coming in a minute). Everything is in the drawer they need, then I don't have pass out anything. The only problem with this storage idea is the room the drawer takes up on the table when we're working, so you have to decided exactly where the drawer will be. We put the drawer on the empty seat between them. I also added a group without much warning and I didn't have another 3 drawer organizer, so I decided to use plastic magazine boxes. Their writing book, student readers, and word card boxes are kept in the boxes. I have separate pencil holders that contain a pencil, highlighter, scissors and a pen (for editing). I pass those boxes out at the beginning of our group. When the students come into the class, they take their drawer or box to the table, pull out their word bank box and I set the timer for one minute for a speed read.
LLI is an amazing Tier 2 intervention at my school, but it comes with LOTS of "stuff." This post gives some organization ideas for this great program.

Group Storage

I also needed a way to organize lots of groups. I found the 31 file boxes fit the LLI kits the best. The file box can store 5 lessons at a time, perfect for a week of lessons. I have also used individual file sorters. A fantastic special education teacher in our building is using a file cart for her group storage. She hangs the files she needs on the top and then using the drawers at the bottom for the writing books, word boxes, or other materials.
LLI is an amazing Tier 2 intervention at my school, but it comes with LOTS of "stuff." This post gives some organization ideas for this great program.

Word Box Storage

Finally, this is my favorite storage tip. A little background: I hate word banks in ziploc bags. They get lost in the books or in the drawers, they get mangled and crunched, or they are too easy to get lost all together. My first plan was travel soap boxes, but I needed 50 of them. I needed a more cost effective solution, so I went to the best place for brainstorming: Dollar Tree. I found these "snack boxes" that were the same size as soap containers, and they were typically 2 for $1. However, they had a "special" set that were 3 for $1. BINGO! The only problem was they only had 2 sets: 6 total. Did I mention I needed 50. When you have been a teacher for 28 years and married to the same man for the last 25 years, he isn't really surprised when you say you need to go on a road trip to as many Dollar Tree stores as possible...he just drives. I found 50 boxes at 3 for $1. Score on the boxes and the husband. ANYWAY, I love these boxes. They are easy to find, keep the words organized and are user friendly.
LLI is an amazing Tier 2 intervention at my school, but it comes with LOTS of "stuff." This post gives some organization ideas for this great program.

Lesson Plan Storage

Finally, I use a 3 inch binder for most of my groups lesson plans. Each group has a divider with all the lesson plans and a separate tab for each student. Behind the group tab, I have the lesson plans with the current week on the top. I made up a lesson plan skeleton sheet that includes 5 days per sheet with Even and Odd alternating days. I plan 5 days in advance, but I don't date them until I pull that group. (I'm sad to say I get pulled for meetings or testing and I my lesson plans had too many arrows and forwards. Behind the student tab, I file their plot sheet and all their running records. 

I hope these ideas will help keep you organized. The program is awesome and I don't want the frustration of "too many materials" to make you shy away from it.

If you would like a PDF of my lesson skeleton, CLICK HERE or click the image below. It's not perfect, so if there is anything you think I should change or add, I'm up for suggestions.

Pin for Later:

Sours: https://wiseowlcathy.blogspot.com/2016/12/organizing-our-lli-kits.html

leveled literacy intervention gold lesson plans


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Christine Dunn Lesson Plans Springfield Public Schools
April 13th, 2019 - Lesson Plans Dec 18 21 This weeks lesson plans will not be posted I will be using the lessons missed from last due to the music program I will also be testing students for their progress New groups will be formed over break

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Book Revisiting Yesterday’s New Book Phonics Word Study
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Leveled Literacy Intervention Gold Lesson Plans
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PearsonSchoolCanada ca Fountas amp Pinnell Leveled
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Leveled Literacy Intervention ideas and forms for RIMS
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Fountas amp Pinnell Leveled Literacy Intervention LLI Gold
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Teaching Leveled Literacy Intervention lessons
April 14th, 2019 - Discuss Leveled Literacy Intervention and the LLI supporting resources picking up a group that you plan 20 minute lessons sometimes doing catch up every 4th day Over time 1 group leaves and the 2nd group can be put into the 30 minute slot On page 50 The phonics word work in the LLI lesson is designed to supplement the classroom

Leveled Literacy Intervention LLI Blue System Odd and Even
April 12th, 2019 - These templates can be used to plan all of your odd and even numbered lessons within the LLI Blue System They follow the structure of the lessons presented in the LLI Blue System Lesson Guide Using these templates the teacher is also able to write objectives and also align the Common Core Standard s the lesson addresses

LLI Gold Lesson Plan Template Teacher Stuff Lesson
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LLI Leveled Literacy Intervention Green Kit Reading Logs
April 5th, 2019 - This Pin was discovered by Linda O Brien Discover and save your own Pins on Pinterest

LLI Red Kit Lesson Plan Template School Lesson plan
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Intervention Lesson Planning CDE
April 15th, 2019 - Intervention Lesson Planning • Plan for groups to be flexible and intensely focused on filling gaps 3 Consider materials • Supplements that support core instruction • Reteaching preteaching of core instruction • Replacement instruction General guidelines for intervention instruction • Start intervention at the lowest deficient

LLI Gold Lesson Guides 1 3 Pack by Irene Fountas Gay
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Leveled Literacy Intervention Lesson
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Leveled Literacy Intervention ideas and forms for RIMS
April 20th, 2019 - LLI Ideas and Forms for the Reading Intervention Model for Success LLI Word Lists for Grades 1 amp 2 From Julie Hippler Lesson Plans Even Lesson Plan Odd Lesson Plan Odd amp Even Lesson Plan Weekly Worksheet Sticky Notes for Lesson Plans The Strategies to Teach are Listed Below Three Little Pigs

LLI K 2 2nd Edition Heinemann
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April 13th, 2019 - Leveled Literacy Intervention Red Lesson Plans The lesson design for LLI Red Gold Purple and Teal has been extended and on the tools and plans to support systematic observation of literacy behaviors UPTUBOO COM have the following lli red lesson plans book available for free PDF download which is also related Springboard Lesson Ela Lesson

LLI Blue System Resources LiveBinder
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Sours: http://ns7.acehprov.go.id/39AF7/leveled-literacy-intervention-gold-lesson-plans.html
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I created this LLI (Leveled Literacy Intervention) book list for the Blue LLI kit. This product is a Google Sheet listing the lesson #, book title, book level, and a spot to check off if it was read. This can help you keep track of different reading groups so that you can remember what books students have read or not. I added 5 tabs on the bottom for you to help keep track of different reading intervention groups (you can easily duplicate to add more or delete).

Blue LLI Kit (Levels C-N Lessons 1-120)

*Be sure you have your TPT and your Google account synced in order to download this resource. Visit this TPT FAQ page for questions: https://www.teacherspayteachers.com/Help/Buyer-Questions/Why-does-TpT-need-access-to-my-Google-Drive-for-me-to-use-certain-digital-resources

Need retelling sentence strips to go along with your Blue LLI kit?

BLUE LLI Sentence Strips for Retelling [BUNDLE] Lessons 1-120

Need a book list in Google Sheets for other LLI Kits?

Green LLI 2nd Edition Book List

Orange LLI 2nd Edition Book List

Red LLI Book List

Orange, Green, and Blue LLI Book Lists (Bundle)

Sours: https://www.teacherspayteachers.com/Product/Blue-LLI-Book-List-5040523
LLI Lesson 1

Leveled Literacy Intervention System
Study: Ransford-Kaldon et al. (2010)

Summary

Descriptive Information

The Fountas & Pinnell Leveled Literacy Intervention System (LLI) is a small-group, supplementary intervention designed for children who perform below grade-level expectations in reading and writing. LLI is designed and has been proven to bring children quickly to grade-level competency through 30-minute lessons delivered 5 days/week for 14 to 18 weeks on average. LLI serves those students who need intensive support to achieve grade-level competency. Studies have confirmed that LLI improves reading achievement in children from various socio-economic backgrounds, English language learners and children with special needs. Through explicit instruction in reading, writing and word work combined with opportunities for increased language modeling and oral language development, students are moved quickly toward grade level goals. Specific strategies for English language learners are included in the instructional plan. Three systems each support instruction at different levels on the Fountas & Pinnell A–Z Text Level Gradient™: • Orange System: Levels A through C - Kindergarten • Green System: Levels A through J – Grade One • Blue System: Levels C through N – Grade Two Leveled books are a key component in helping children become competent readers. Each LLI system includes a collection of carefully developed and expertly leveled books based on ten text characteristics to provide enough support and challenge for the reader so that he/she can be successful and make steps toward grade-level goals. Assessment is an ongoing process in LLI and is tied to the Continuum of Literacy Learning, the instructional framework for the systems. Teachers are provided with goals and objectives for each lesson, observational suggestions, and resources to conduct a reading record weekly with each child. Progress is managed and monitored through the Classroom Management System, a computer-based resource that collects student data and reports results while aiding teachers in making instructional decisions. The Fountas and Pinnell Benchmark Assessment System (BAS) is recommended, but not required, to be used with LLI to screen and place students at the appropriate level in LLI and to monitor their ongoing progress. BAS has been proven to be a reliable, effective tool to corroborate the results of the intervention while providing valuable data on each child’s reading levels and reading progress Professional Development is embedded throughout the system through clear, explicit instructional lessons, classroom videos that model best practices, the Prompting Guide that offers clear and precise language to support student interactions, and professional books that build teacher expertise. In addition, fee-based professional development is offered through Heinemann as well as Lesley and Ohio State Universities’ Literacy Collaborative.

Target Grades:
K, 1, 2, 3, 4
Target Populations:
  • Students with disabilities only
  • English language learners
  • Any student at risk for academic failure
Area(s) of Focus:
  • Phonological awareness
  • Phonological awareness
  • Phonics/word study
  • Comprehension
  • Fluency
  • Vocabulary
  • Spelling
  • Other: Oral Language Development
  • Spelling
  • Sentence construction
  • Other: writing in response to reading to increase comprehension

Acquisition & Cost

Where to Obtain:
Heinemann
PO Box 6926 Portsmouth, NH 03802-6926
800-225-5800
http://www.fountasandpinnell.com
Initial Cost:
$84.79 per student
Replacement Cost:
$29.24 per student per set of materials

Each grade level System is priced as a package and is inclusive of all materials necessary for instructional intervention of 3 students per group. The list price for 2010 is $1787.50 for Kindergarten (Orange); $2,750 for First Grade (Green); and $3,093.75 for Second Grade (Blue). Special pricing is available for online purchases. All resources are available for sale separately to accommodate replacement, etc. Each System contains 4 copies of each little book utilized for instruction along with 6-copies of the same book in black & white format for take-home/classroom use. All together there are over 300 different titles across the 3 Systems. In addition, the following resources support instruction: 10 Lap Books - Supports Getting Started Lessons at levels Orange and Green; Program Guide - complete overview of the program; Classroom Guide - 30-minute lessons and assessment resources for the daily intervention; Take-Home Storage Bags – carry take-home books and fold sheets; Lesson and Student Folders – teacher organization; My Writing books – support writing development; F & P Calculator/Stop Watch – facilitate reading records; Prompting Guide 1 – facilitates teacher language critical to targeted instruction; When Reader’s Struggle – Professional Book; Technology Package – includes Lesson Resources CD-Rom, Data Management System CD-ROM and Professional Development DVD & Assessment Tutorial. The average cost per student is $84.79, based on 4 groups of 3 students for two different 18 week sessions. The replacement cost per student for subsequent use is $29.24 (take home bags, little books, and writing books).

Training & Technical Support

Staff Qualified to Administer Include:
  • Special Education Teacher
  • General Education Teacher
  • Reading Specialist
  • Math Specialist
  • EL Specialist
  • Interventionist
  • Student Support Services Personnel (e.g., counselor, social worker, school psychologist, etc.)
Training Requirements:
Training not required

In addition to the PD included with the system, fee-based, on- site and off-site training is available through Heinemann Professional Development. These sessions are typically 2-3 days in length conducted by Fountas & Pinnell trained consultants to support implementation. Ongoing training may be customized.


Fidelity of implementation was a goal of the CREP study, 2009-2010. 3 CREP researchers facilitated the selection of students and training of teachers based on the developers’ implementation guidelines. Pre- and Post- tests as well as surveys afforded researchers insight into the quality of materials and training.

Access to Technical Support:
Through Heinemann Professional Development, the Literacy Collaborative at Ohio State and Lesley Universities and by interactions with the Heinemann/Fountas and Pinnell website.

Administration

Recommended Administration Formats Include:
Minimum Number of Minutes Per Session:
30
Minimum Number of Sessions Per Week:
4
Minimum Number of Weeks:
14
Detailed Implementation Manual or Instructions Available:
Yes

Program Information

Descriptive Information

Please provide a description of program, including intended use:

The Fountas & Pinnell Leveled Literacy Intervention System (LLI) is a small-group, supplementary intervention designed for children who perform below grade-level expectations in reading and writing. LLI is designed and has been proven to bring children quickly to grade-level competency through 30-minute lessons delivered 5 days/week for 14 to 18 weeks on average. LLI serves those students who need intensive support to achieve grade-level competency. Studies have confirmed that LLI improves reading achievement in children from various socio-economic backgrounds, English language learners and children with special needs. Through explicit instruction in reading, writing and word work combined with opportunities for increased language modeling and oral language development, students are moved quickly toward grade level goals. Specific strategies for English language learners are included in the instructional plan. Three systems each support instruction at different levels on the Fountas & Pinnell A–Z Text Level Gradient™: • Orange System: Levels A through C - Kindergarten • Green System: Levels A through J – Grade One • Blue System: Levels C through N – Grade Two Leveled books are a key component in helping children become competent readers. Each LLI system includes a collection of carefully developed and expertly leveled books based on ten text characteristics to provide enough support and challenge for the reader so that he/she can be successful and make steps toward grade-level goals. Assessment is an ongoing process in LLI and is tied to the Continuum of Literacy Learning, the instructional framework for the systems. Teachers are provided with goals and objectives for each lesson, observational suggestions, and resources to conduct a reading record weekly with each child. Progress is managed and monitored through the Classroom Management System, a computer-based resource that collects student data and reports results while aiding teachers in making instructional decisions. The Fountas and Pinnell Benchmark Assessment System (BAS) is recommended, but not required, to be used with LLI to screen and place students at the appropriate level in LLI and to monitor their ongoing progress. BAS has been proven to be a reliable, effective tool to corroborate the results of the intervention while providing valuable data on each child’s reading levels and reading progress Professional Development is embedded throughout the system through clear, explicit instructional lessons, classroom videos that model best practices, the Prompting Guide that offers clear and precise language to support student interactions, and professional books that build teacher expertise. In addition, fee-based professional development is offered through Heinemann as well as Lesley and Ohio State Universities’ Literacy Collaborative.

Language

Reading

Mathematics

Writing

Acquisition and cost information

Where to obtain:

Address
PO Box 6926 Portsmouth, NH 03802-6926
Phone Number
800-225-5800
Website
http://www.fountasandpinnell.com

Initial cost for implementing program:

Cost
$84.79
Unit of cost
student

Replacement cost per unit for subsequent use:

Cost
$29.24
Unit of cost
student
Duration of license
set of materials

Additional cost information:

Describe basic pricing plan and structure of the program. Also, provide information on what is included in the published program, as well as what is not included but required for implementation (e.g., computer and/or internet access)

Each grade level System is priced as a package and is inclusive of all materials necessary for instructional intervention of 3 students per group. The list price for 2010 is $1787.50 for Kindergarten (Orange); $2,750 for First Grade (Green); and $3,093.75 for Second Grade (Blue). Special pricing is available for online purchases. All resources are available for sale separately to accommodate replacement, etc. Each System contains 4 copies of each little book utilized for instruction along with 6-copies of the same book in black & white format for take-home/classroom use. All together there are over 300 different titles across the 3 Systems. In addition, the following resources support instruction: 10 Lap Books - Supports Getting Started Lessons at levels Orange and Green; Program Guide - complete overview of the program; Classroom Guide - 30-minute lessons and assessment resources for the daily intervention; Take-Home Storage Bags – carry take-home books and fold sheets; Lesson and Student Folders – teacher organization; My Writing books – support writing development; F & P Calculator/Stop Watch – facilitate reading records; Prompting Guide 1 – facilitates teacher language critical to targeted instruction; When Reader’s Struggle – Professional Book; Technology Package – includes Lesson Resources CD-Rom, Data Management System CD-ROM and Professional Development DVD & Assessment Tutorial. The average cost per student is $84.79, based on 4 groups of 3 students for two different 18 week sessions. The replacement cost per student for subsequent use is $29.24 (take home bags, little books, and writing books).

Program Specifications

Setting for which the program is designed.

not selectedIndividual students
selectedSmall group of students
not selectedBI ONLY: A classroom of students

If group-delivered, how many students compose a small group?

   3

Program administration time

Minimum number of minutes per session
30
Minimum number of sessions per week
4
Minimum number of weeks
14
not selectedN/A (implemented until effective)

If intervention program is intended to occur over less frequently than 60 minutes a week for approximately 8 weeks, justify the level of intensity:

Does the program include highly specified teacher manuals or step by step instructions for implementation?
Yes

BEHAVIORAL INTERVENTION: Is the program affiliated with a broad school- or class-wide management program?

If yes, please identify and describe the broader school- or class-wide management program:

Does the program require technology?
Yes

If yes, what technology is required to implement your program?
selectedComputer or tablet
not selectedInternet connection
not selectedOther technology (please specify)

If your program requires additional technology not listed above, please describe the required technology and the extent to which it is combined with teacher small-group instruction/intervention:
Lesson Resource CD provides specific resources that are to be printed out for LLI lessons as needed. This resource accompanies the program. Other technology included with the program is not required, but highly recommended for use (Data Management CD and Professional Development DVD & Tutorials.

Training

How many people are needed to implement the program ?

Is training for the instructor or interventionist required?
No
If yes, is the necessary training free or at-cost?

Describe the time required for instructor or interventionist training:
Training is not required; 2-3 days of training recommended

Describe the format and content of the instructor or interventionist training:
In addition to the PD included with the system, fee-based, on- site and off-site training is available through Heinemann Professional Development. These sessions are typically 2-3 days in length conducted by Fountas & Pinnell trained consultants to support implementation. Ongoing training may be customized.

What types or professionals are qualified to administer your program?

Does the program assume that the instructor or interventionist has expertise in a given area?
No   

If yes, please describe: 


Are training manuals and materials available?
Yes

Describe how the training manuals or materials were field-tested with the target population of instructors or interventionist and students:
Fidelity of implementation was a goal of the CREP study, 2009-2010. 3 CREP researchers facilitated the selection of students and training of teachers based on the developers’ implementation guidelines. Pre- and Post- tests as well as surveys afforded researchers insight into the quality of materials and training.

Do you provide fidelity of implementation guidance such as a checklist for implementation in your manual?

Can practitioners obtain ongoing professional and technical support?
Yes

If yes, please specify where/how practitioners can obtain support:

Through Heinemann Professional Development, the Literacy Collaborative at Ohio State and Lesley Universities and by interactions with the Heinemann/Fountas and Pinnell website.

Summary of Evidence Base

Please identify, to the best of your knowledge, all the research studies that have been conducted to date supporting the efficacy of your program, including studies currently or previously submitted to NCII for review. Please provide citations only (in APA format); do not include any descriptive information on these studies. NCII staff will also conduct a search to confirm that the list you provide is accurate.

Study Information

Study Citations

Ransford-Kaldon, C. R., Flynt, E. S., Ross, C. L., Franceschini, L. A., Zoblotsky, T. A., Huang, Y. & Gallagher, B. (2010). Implementation of Effective Intervention: An Empirical Study to Evaluate the Efficacy of Fountas and Pinnell’s Leveled Literacy Intervention (LLI). Memphis, TN: The University of Memphis, Center for Research in Educational Policy.

Participants Empty Bobble

Describe how students were selected to participate in the study:
The study employed a randomized controlled trial, mixed-methods design, which included both quantitative and qualitative data and allowed students to be randomly selected for the treatment (i.e., LLI in the first semester) or control (i.e., LLI in the second semester, if needed) condition. A matched-pair design was also utilized to ensure equivalency between treatment and control groups, and pre-post comparisons of student achievement in literacy were conducted. (see details in the study ie. Summary, pg 2 and Full pgs 16-24)

Describe how students were identified as being at risk for academic failure (AI) or as having emotional or behavioral difficulties (BI):
At the beginning of the 2009-2010 school year, each district provided the researchers with a list of first and second grade students that they had identified as eligible for LLI using their own selection criteria, and whose parents had provided consent to participate in the study. Pre-testing of these students with the LLI Benchmarks and DIBELS began during the first three weeks of school. Kindergarten children were selected in the late winter of 2010 in the same manner as noted above.

ACADEMIC INTERVENTION: What percentage of participants were at risk, as measured by one or more of the following criteria:
  • below the 30th percentile on local or national norm, or
  • identified disability related to the focus of the intervention?
%

BEHAVIORAL INTERVENTION: What percentage of participants were at risk, as measured by one or more of the following criteria:
  • emotional disability label,
  • placed in an alternative school/classroom,
  • non-responsive to Tiers 1 and 2, or
  • designation of severe problem behaviors on a validated scale or through observation?
%

Specify which condition is the submitted intervention:
Children identified for the treatment group received Leveled Literacy Intervention (LLI) as their intervention in addition to regular classroom instruction. No other pull-out intervention was provided during this period.

Specify which condition is the control condition:
Children identified in the control group received only regular classroom instruction. During the study, no additional pull-out intervention was provided. Control group students did not receive LLI until the first and second grade evaluation period ended (they are referred to as delayed-LLI/control).

If you have a third, competing condition, in addition to your control and intervention condition, identify what the competing condition is (data from this competing condition will not be used):

Using the tables that follow, provide data demonstrating comparability of the program group and control group in terms of demographics.

Grade Level

DemographicProgram
Number
Control
Number
Effect Size: Cox Index
for Binary Differences
Age less than 1
Age 1
Age 2
Age 3
Age 4
Age 5
Kindergarten 34.2 % 34.1 % 0.00
Grade 1 29.3 % 31.7 % 0.09
Grade 2 36.5 % 34.1 % 0.05
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12

Race–Ethnicity

DemographicProgram
Number
Control
Number
Effect Size: Cox Index
for Binary Differences
African American 33.3 % 33.2 % 0.00
American Indian 0.0 % 0.0 % 0.00
Asian/Pacific Islander 0.5 % 0.5 % 0.00
Hispanic 37.8 % 36.1 % 0.05
White 27.5 % 28.8 % 0.06
Other 0.9 % 1.0 % 0.00

Socioeconomic Status

DemographicProgram
Number
Control
Number
Effect Size: Cox Index
for Binary Differences
Subsidized Lunch 90.5 % 86.3 % 0.30
No Subsidized Lunch 9.5 % 13.2 % 0.25

Disability Status

DemographicProgram
Number
Control
Number
Effect Size: Cox Index
for Binary Differences
Speech-Language Impairments
Learning Disabilities
Behavior Disorders
Emotional Disturbance
Intellectual Disabilities
Other 8.6 % 7.8 % 0.08
Not Identified With a Disability 91.4 % 91.7 % 0.08

ELL Status

DemographicProgram
Number
Control
Number
Effect Size: Cox Index
for Binary Differences
English Language Learner 11.3 % 15.6 % 0.26
Not English Language Learner 88.7 % 83.9 % 0.26

Gender

DemographicProgram
Number
Control
Number
Effect Size: Cox Index
for Binary Differences
Female 46.8 % 43.4 % 0.10
Male 53.2 % 56.6 % 0.10

For any substantively (e.g., effect size ≥ 0.25 for pretest or demographic differences) or statistically significant (e.g., p < 0.05) pretest differences between groups in the descriptions below, please describe the extent to which these differences are related to the impact of the treatment. For example, if analyses were conducted to determine that outcomes from this study are due to the intervention and not demographic characteristics, please describe the results of those analyses here.

Design Full Bobble

What method was used to determine students' placement in treatment/control groups?
Random
Please describe the assignment method or the process for defining treatment/comparison groups.
Subsequently, CREP conducted the randomization of the matched pairs of first and second graders based on demographic characteristics (i.e., gender, ethnicity, ELL status, special education status, and free/reduced lunch status) and pre-test LLI benchmark scores of instructional reading level. Students in the treatment group were then placed in LLI groups by LLI teachers, and the planned 90 days of LLI instruction for first and second graders began. Control group students did not receive LLI until the first and second grade evaluation period ended, and neither treatment nor control students received any additional pull-out literacy interventions during the study period.

What was the unit of assignment?
Students
If other, please specify:

Please describe the unit of assignment:

What unit(s) were used for primary data analysis?
not selectedSchools
not selectedTeachers
selectedStudents
not selectedClasses
not selectedOther
If other, please specify:

Please describe the unit(s) used for primary data analysis:

Fidelity of Implementation Half Bobble

How was the program delivered?
not selectedIndividually
selectedSmall Group
not selectedClassroom

If small group, answer the following:

Average group size
3
Minimum group size
Maximum group size

What was the duration of the intervention (If duration differed across participants, settings, or behaviors, describe for each.)?

Weeks
16.00
Sessions per week
5.00
Duration of sessions in minutes
30.00
What were the background, experience, training, and ongoing support of the instructors or interventionists?
The LLIOT, developed by CREP researchers for the purposes of the study, involves a targeted, 30 minute observation of a randomly selected LLI lesson. The LLIOT is used to rate LLI teachers’ fidelity to the LLI program model as well as the quality of their literacy instructional strategies and learning environment of the lesson. Ratings are provided using a 4-point scale that ranges from 0 (Not Observed) to 3 (Excellent). Containing 20 items, the LLIOT is comprised of 3 subscales: Quality of LLI Implementation, which is designed to measure LLI teachers’ implementation of the 10 main LLI lesson components; Literacy Instructional Strategies, which is designed to assess LLI teachers’ use of general teaching strategies that should be present in a successful literacy intervention; and Learning Environment, which is designed to assess the quality of lesson factors such as organization, pacing, and the availability of materials. On-site researchers trained by CREP conducted observations of two intervention sessions with each participating LLI group, one near the beginning of the study period and one near the end, using the LLIOT. This observation data contributed to the evaluation of fidelity to the LLI model. To ensure the reliability of data, observers received a manual which provided definitions of terms, examples and explanations of target strategies, and a description of procedures for completing the instruments. Observers also received instruction on the instrument in a group session and participated in practice exercises. In addition, the LLI Data Management System and select focus groups supplied information on fidelity.

Describe when and how fidelity of treatment information was obtained.
The Leveled Literacy Intervention Observation Tool (LLIOT) involved a targeted, 30-minute observation of LLI program implementation and instructional strategies (n = 160 observations). See Table 30 in the 2010 publication by Ransford- Kaldon et. al to view the frequencies for each item on the LLIOT, as observed during the visits. The results from the LLIOT revealed that 7 of the 10 LLI lesson components were rated “Acceptable” or “Excellent” over 90% of the time, indicating a high level of program implementation fidelity across both districts. The highest rated lesson components (i.e., those demonstrating the highest degree of implementation fidelity) included writing about reading, phonics/word work, and reading a new book, which were rated “Acceptable” or “Excellent” 98.8%, 97.6%, and 95.7% of the time, respectively. The lowest rated lesson components (i.e., those demonstrating the lowest degree of implementation fidelity) included classroom and home connections, which were not observed 51.9% and 22.5% of the time, respectively. Teachers were also rated highly on their use of literacy instructional strategies, such as modeling and encouraging fluent oral reading (96.9% “Acceptable” or “Excellent”) and appropriate reading strategies (95.7%) and assisting students in problem-solving (95.6%). Further, in the majority of observed lessons, instructional materials were readily available; the lesson was well-organized; and students were engaged and attentive (100.0%, 99.4%, and 98.1% “Acceptable” or “Excellent,” respectively). Overall, observers perceived that the lesson was delivered as designed 96.3% of the time.

What were the results on the fidelity-of-treatment implementation measure?
The Leveled Literacy Intervention Observation Tool (LLIOT) involved a targeted, 30-minute observation of LLI program implementation and instructional strategies (n = 160 observations). Table 30 illustrates the frequencies for each item on the LLIOT, as observed during the visits. The results from the LLIOT revealed that 7 of the 10 LLI lesson components were rated “Acceptable” or “Excellent” over 90% of the time, indicating a high level of program implementation fidelity across both districts. The highest rated lesson components (i.e., those demonstrating the highest degree of implementation fidelity) included writing about reading, phonics/word work, and reading a new book, which were rated “Acceptable” or “Excellent” 98.8%5, 97.6%, and 95.7% of the time, respectively. The lowest rated lesson components (i.e., those demonstrating the lowest degree of implementation fidelity) included classroom and home connections, which were not observed 51.9% and 22.5% of the time, respectively. Teachers were also rated highly on their use of literacy instructional strategies, such as modeling and encouraging fluent oral reading (96.9% “Acceptable” or “Excellent”) and appropriate reading strategies (95.7%) and assisting students in problem-solving (95.6%). Further, in the majority of observed lessons, instructional materials were readily available; the lesson was well-organized; and students were engaged and attentive (100.0%, 99.4%, and 98.1% “Acceptable” or “Excellent,” respectively). Overall, observers perceived that the lesson was delivered as designed 96.3% of the time. All items can be found in Table 30, pages 38-39.

Was the fidelity measure also used in control classrooms?

Measures and Results

Measures Targeted :Full Bobble
Measures Broader :Full Bobble

Study measures are classified as targeted, broader, or administrative data according to the following definitions:

  • Targeted measures
    Assess outcomes, such as competencies or skills that the program was directly targeted to improve.
    • In the academic domain, targeted measures typically are not the very items taught but rather novel items structured similarly to the content addressed in the program. For example, if a program taught word-attack skills, a targeted measure would be decoding of pseudo words. If a program taught comprehension of cause-effect passages, a targeted measure would be answering questions about cause-effect passages structured similarly to those used during intervention, but not including the very passages used for intervention.
    • In the behavioral domain, targeted measures evaluate aspects of external or internal behavior the program was directly targeted to improve and are operationally defined.
  • Broader measures
    Assess outcomes that are related to the competencies or skills targeted by the program but not directly taught in the program.
    • In the academic domain, if a program taught word-level reading skill, a broader measure would be answering questions about passages the student reads. If a program taught calculation skill, a broader measure would be solving word problems that require the same kinds of calculation skill taught in the program.
    • In the behavioral domain, if a program taught a specific skill like on-task behavior in one classroom, a broader measure would be academic performance in that setting or on-task behavior in another setting.
  • Administrative data measures apply only to behavioral intervention tools and are measures such as office discipline referrals (ODRs) and graduation rates which do not have psychometric properties as do other, more traditional targeted or broader measures.

Click here for more information on effect size.

Targeted MeasureReverse Coded?ReliabilityRelevanceExposure
Broader MeasureReverse Coded?ReliabilityRelevanceExposure
Administrative Data MeasureReverse Coded?Relevance

Posttest Data

Targeted Measures (Full Sample)

MeasureSample TypeEffect SizeP

Broader Measures (Full Sample)

MeasureSample TypeEffect SizeP

Administrative Measures (Full Sample)

MeasureSample TypeEffect SizeP

Targeted Measures (Subgroups)

MeasureSample TypeEffect SizeP

Broader Measures (Subgroups)

MeasureSample TypeEffect SizeP

Administrative Measures (Subgroups)

MeasureSample TypeEffect SizeP
For any substantively (e.g., effect size ≥ 0.25 for pretest or demographic differences) or statistically significant (e.g., p < 0.05) pretest differences, please describe the extent to which these differences are related to the impact of the treatment. For example, if analyses were conducted to determine that outcomes from this study are due to the intervention and not pretest characteristics, please describe the results of those analyses here.
Please explain any missing data or instances of measures with incomplete pre- or post-test data.
If you have excluded a variable or data that are reported in the study being submitted, explain the rationale for exclusion:
Describe the analyses used to determine whether the intervention produced changes in student outcomes:
As the LLI benchmarks were scored in terms of alphabetic levels (i.e., pre-A, A, B, C, etc.), these outcomes first had to be recoded into numeric equivalents before analysis. Additionally, because some students were unable to reach the initial benchmark Level A as measured in the LLI benchmark system, we created a new category, pre-A benchmark level, in order to assign scores to those who were below Level A so those students could be included in the study. All benchmark outcomes were assigned numeric equivalents for each grade level before a series of mixed (i.e., “one between groups”/”one within groups”) analysis of variance (ANOVA) procedures was conducted on the transformed measures to determine whether larger gains were observed for one of the two conditions overall (i.e., LLI/treatment vs. delayed-LLI/control) and for several demographic subgroups nested within the two conditions (e.g., ethnicity, special education status, English Language Learner status). Also, variations in the sample sizes across each analysis were seen due to limited cases of missing data. In the total sample, any cases with missing data could not be included in the analysis. Missing data resulted from several situations: 1) only cases with both pre-test and post-test data were able to be included in the analyses; 2) both achievement measures had “frustration” level cut-offs, which meant some students may not have had a score if they could not meet the minimum frustration level; and 3) students were allowed to voluntarily participate in the testing. Tests for normality of data and statistical assumptions (i.e., normal distribution; independence of measures) as well as measures of central tendency (i.e., means, standard deviations) were conducted on all outcomes for each grade level prior to the series of mixed ANOVAs. A series of mixed ANOVAs was also conducted on the means of the 4 DIBELS measures in kindergarten (ISF, LNF, PSF, and NWF), the 4 DIBELS measures in 1st grade (LNF, PSF, NWF, and ORF), and the 2 DIBELS measures in 2nd grade (NWF and ORF), both overall and by demographic subgroup. Additionally, analyses were conducted on treatment and control group difference scores (i.e., pre-test to post-test difference) in order to determine if any significant gain, or rate of change over time, was found for either group. From the pre- and post-test outcomes on the benchmark tests and DIBELS measures, difference scores were computed and analyzed for treatment and control group students in the aggregate, as well as by demographic subgroup.

Additional Research

Is the program reviewed by WWC or E-ESSA?
WWC & E-ESSA
Summary of WWC / E-ESSA Findings :

What Works Clearinghouse Review

Beginning Reading

Effectiveness: Leveled Literacy Intervention had positive effects on general reading achievement, potentially positive effects on reading fluency, and no discernible effects on alphabetics for beginning readers.

Studies Reviewed: 2 studies met standards out of 10 studies total.

Full Report

Evidence for ESSA

Program Outcomes: LLI has been evaluated in two qualifying studies. In one, in rural and suburban Georgia and New York, students were randomly assigned to LLI or control conditions. Across 5 DIBELS scales, the average effect size was +0.17, with significant differences on Non-Word Fluency and Oral Reading Fluency. In a second study in Denver, there were very positive outcomes on the DRA2 in kindergarten but not in first or second grade, for a significant but small meaningful effect size of +0.10. Averaging the two studies, the effect size was +0.13.

Number of Studies: 2

Average Effect Size: 0.13

Full Report
How many additional research studies are potentially eligible for NCII review?
0
Citations for Additional Research Studies :

Data Collection Practices

Most tools and programs evaluated by the NCII are branded products which have been submitted by the companies, organizations, or individuals that disseminate these products. These entities supply the textual information shown above, but not the ratings accompanying the text. NCII administrators and members of our Technical Review Committees have reviewed the content on this page, but NCII cannot guarantee that this information is free from error or reflective of recent changes to the product. Tools and programs have the opportunity to be updated annually or upon request.

Sours: https://charts.intensiveintervention.org/intervention/toolGRP/75d7492f4d7bd664

Book lli list kit blue

She mixed something in tall glasses and handed it to Grisha. They drank one sip, Grisha put the cocktails back on the table and began to carefully unbutton one button on his shirt. Lida laughed in a whisper and ruffled his hair. Bare was not at all a girl's breasts, large, rather shapeless and pretty hanging.

Leveled Literacy Intervention Professional Development

Although I recalled some of the nighttime fun at night. Sometimes I finished well. My son was growing up. I made bathing a ritual.

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In the dark, a drunken and half-asleep Maria, apparently not fully understanding what was happening, where she took Dima for her husband, began to. Reciprocate. Their lips intertwined, Dima's tongue entered Maria's mouth and began to lightly stroke her tongue and lips. Maria, meanwhile, climbed into Dima's panties and slightly stroked Dima's penis.



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