Lexia V5 - Launch Training Powerpoint - June 2008 by shimeiyan4

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									Lexia Learning
Scientifically-based, Technology-enabled
  Reading Intervention to Support RTI

       Launch Training

                              Education Consultant

                              Christopher Cook, Ph.D.
                              630-880-8430 cell
         Lexia Learning Overview

Technology-based Intervention
     Phonemic awareness
     Phonics
     Fluency
     Vocabulary
Grades K-12, adult
Student Program
     Scientifically-based
     Loaded on workstation
Teacher Management Website
     Data-driven Progress
     Online access
                       CSC Mission
To help educators in using scientifically-based interventions
to support the 3-Tier Model
and ensure all learners become
successful readers.
1. Welcome and Introductions
2. Lexia Learning - Research Foundations
3. Curriculum Structure and Demonstration
4. Data Management and Reporting
5. Guidelines for Effective Implementation
      How Lexia Meets the Requirements of
      Scientifically-based Interventions / RTI
1.    Differentiated instruction
2.    Multi-sensory
3.    Proven effective, independently reviewed
4.    Flexible grouping
5.    Consistent quality of instruction
6.    Reinforcement/practice to achieve fluency/automaticity
7.    Easy to implement
8.    Alignment with AIMSWeb, DIBELS
9.    Data-driven progress monitoring
10.   Engaging for struggling readers
 Technology-enabled Reading Programs
   Supplement vs. Intervention Model
Supplemental Model            Intervention Model
  Optional, not necessary
  Goal - Enrichment
  Not necessary to
  implement with fidelity
  No progress monitoring
  Teacher determines
  goals, students, schedule
Alternative Models: Scientifically-based,
Technology-enabled Reading Programs
Supplemental Model             Intervention Model
  Optional, not necessary         Required (for qualifying
  Goal - Enrichment               students)
  Not necessary to implement      Goal – Acceleration
  with fidelity                   Necessary to implement with
  No progress monitoring          fidelity
  Teacher determines goals,       Progress monitoring
  students, schedule              School/District leadership team
                                  determines goals, students,
              Guidelines for
         Effective Implementation
1.   Identify students struggling due to phonics, word analysis,
                 Early prevention vs. intervention
                 AYP, grade level priorities
                 Reading resource gaps
2.   Provide training/coaching for all team members
3.   Group students flexibly and strategically
                 Lab, classroom, resource room, LMC
4.   Schedule to allow adequate time-on-task for Tier II-III
                 20-30 minutes 4-5 days/week (elementary)
                 30-40 minutes 2-3 days/week (secondary)
5.   Observe and monitor students
6.   Meet with students to discuss progress/goals
7.   Use (interpret and share) performance data
           Research Foundations
Orton Gillingham Approach
     Jointly developed by a neurologist (Orton) and an
     educator (Gillingham) for dyslexic children
     Validated over 70 years by studies conducted by 17
     universities and the NIH

 Lexia Learning
      Founded in 1984 with grants from the National Institute of
      Child Health and Human Development (NICHD)
      Developed in collaboration with researchers from M.I.T.
      and Massachusetts General Hospital
  Lexia Learning and the
Orton-Gillingham Approach

Five Characterizing Features…
           Orton-Gillingham Approach
          1. Structured and Sequential
English Language has 44 sounds represented by 150
letter combinations!
   85% is regular (follows phonetic rules/patterns)           Etc.
   15% irregular
Structured, sequential                                 Syllabication
   Concrete to abstract                           Vowel-r
   Simple to complex                              combinations
   Regular to irregular                      Vowel
Directly teaches phonics,
decoding, word analysis,                  Long vowel
vocabulary                                sounds
                                     Short vowel
        Orton-Gillingham Approach
         2. Multi-sensory Learning

Multiple pathways
are use simultaneously…

       Orton-Gillingham Approach
     3. Cumulative & Mastery Based

New learning connected to prior learning
Differentiated instruction adapts to each individual
   Sophisticated branching
Practice and Reinforcement
Orton-Gillingham Approach
4. Progress Monitoring for
Orton-Gillingham Approach
5. Motivating Activities and
     Challenge Levels
Organization of the Curriculum

      Program Overview

Lexia Early Reading                   Ages 4-6
    Introduces phonological principles and the alphabet, helping
    students master critical early literacy skills

Primary Reading                       Ages 5-8
    Ensures mastery of basic phonological skills and introduces
    more advanced phonics principles

Strategies for Older Students         Ages 9-Adult
    Sophisticated, age appropriate user interface engages older
    students with extensive practice in a wide range of skills,
    from basic phonological awareness to advanced word attack
    and vocabulary
Lexia’s Scope & Sequence
Lexia Early Reading®
     Level   Develops phonemic and phonological
       1     awareness. Activities reinforce the precursors to
             reading; rhyming, word segmentations, and
             sound blending. The activities in this level do not
             require alphabetic knowledge.

     Level   Introduces alphabet skills. There are five
       2     activities; three activities introduce consonants,
             one activity focuses on short vowels and one
             activity introduces letter combinations.
             Students are asked to listen for beginning and
             ending sounds, including digraphs.
4 Elements of Phonemic

           Initial &
 Rhyming   Final        Segmenting Blending
            Lexia Primary Reading                                          TM

                               Level   Transition to decoding.
                                 1     phonemic awareness, sound-symbol
                                       correspondence, basic decoding.

                               Level   Short Vowel Words:
                                 2     Short-vowel words; including CVC, blends, and

                               Level   Silent-e:
                                 3     long-vowel (silent-e) words, sound segmenting,
                                       contextual information.

Level   Vowel Combinations, Vowel-r:
  4     Vowel combinations,vowel-r words, word-attack strategies and conceptual reasoning.

Level   Review:
  5     Words in context (sentences and paragraphs)
Lexia Strategies for Older Students      TM

                             Level   Develops automatic recognition of short
                               1     vowel, one-syllable words. Phonological
                                     awareness of sound segments in initial, medial
                                     and final positions, including digraphs.

                             Level   Short vowel words with blends and
                               2     digraphs and long vowel words. Develop
                                     word-attack strategies, sound segmentation,
                                     short and long vowel sounds, practice in context.
                             Level   Decoding two-syllable words. Advanced
                               3     word-attack strategies and reinforce
                                     phonological awareness.

Level   Word-attack strategies for multi-syllable words. Open, closed and consonant-
  4     le syllables. Single word, sentences and paragraphs in contextual material.

Level   Structural analysis as a means of word-attack. Anglo-Saxon, Greek and Latin
  5     Word roots as well as special accents.
Latin, Greek, Anglo Saxon Roots
             How to Access
Management System (Admin and Teacher Access)
    Access Levels
           District Admin – add schools, add staff
           School Admin – add staff
           Class – add classes, add students,
                     make assignments
Lexia Reading Program (Student Access)
    Click Lexia Icon or Lexia Program
    Must be loaded on student computer
     How to Download/Install the
      Lexia Reading Program
1. Go to the computer where students will be using Lexia
2. Open an Internet browser and go to
3. Go to the section labeled: Lexia Reading v5 Downloads.
4. Choose client software for your machine - Double-click
   on your choice.
       Windows Client Software
       Macintosh Client Software
5. On Windows systems, you will be prompted to Run or
   Save, choose Save. Once saved, click on the Run
   button to install. On Macintosh, follow the on-screen
6. The first time you access the Lexia Reading Software,
   you will be asked to enter your
       Customer Code: _____________________
                              Initial Setup
Log-in as District or School Administrator at www.mylexia.com
 (use name provided by Lexia with School/District Admin Access)
          Login:        _____________________
          Password: _____________________

1.    Select <Teacher & Staff> tab and add Teacher/Staff (must assign Class access)
2.    Logout

Log-in as Teacher at www.mylexia.com
   (use the Teacher name that you just entered when logged in as an Administrator)
            Login:    _______________
            Password: _______________
1.      Select <Add a Class> and add a class for yourself
2.      Select <Add New Students>
3.      Select <Assignments> button – near bottom of screen
4.      Check the Lexia Programs (Early, Primary SOS) to be assigned
                  Select Level/Activity Settings (view/modify)
                  View activity descriptions
                  Turn levels on/off
                  Set units (forward or back)
5.        Logout

To login as a Student, click Lexia desktop icon
   How to Use Reports – School/Class/Student
1. Use
            •   Are scheduling goals being met?
            •   Compare schools, classes, students
            •   What is the degree of implementation
2. Progress
            •   Are students making progress against
                learning goals?
            •   Compare different skill areas
3. Skills
            Where is student proficient?
            Where did student need additional
            practice opportunities?
        •   How much time or repeats were
        •   Where is additional instruction needed?
4. Share and Motivate
           Share with students and teachers
           Recognize accomplishment
           Reward and motivate
Alignment with AIMSweb/DIBELS
Early Reading
  Level 1 – ISF, PSF       AIMSweb/DIBELS
  Level 2 – LNF, LSF
Primary Reading
  Level 1-2 - ISF, PSF, NWF, ORF
  All levels - ORF
                              Lexia Reports
SOS                       Criterion-Referenced
                           (Show proficiency
  All levels - ORF            on each skill)
District Admin
Login Screen
District Usage
School Integrated Report
Class Progress
        Student Integrated

1   2

Student Usage Report
Student Skills Report
Student Usage Report
Class Skills

All Reports are Dynamic
  Click on a Student’s Name
  to get an individual report
        for that student
     Student Skills

 Skill Reports identify Skill Areas
     where students struggle
And link to Detailed Skill Reports
  which provide accuracy data
Class Usage

 Monitor Use Patterns
 Using Lexia Guidelines

Click on A Student Name
       To see their
Individual Usage Report
Class Progress

                 Click on any bubble to access
                 Individual Progress Reports
                     For students working
                          on that level
Student Progress

                    Click on an Area of
                      Repeated Units
                         to Access
                   Detailed Skills Report
Student Progress

                    Click on an Area of
                      Repeated Units
                         to Access
                   Detailed Skills Report
                                       Detailed Skills
                                       Provides an Overview
                                        of Student’s work
                                          in each Activity

     Expand Each Activity for
       Detailed Information
On Repeated Units and Skill Accuracy
Detailed Skills Report
   Online Teacher Resources!
-->Support--->Teacher Resources

Student Progress Charts
Certificates of Completion
Mini-Classroom Posters
Teacher Guides

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