| We partner with school to implement a | | | | Phoneme Sequencing, and Talkies programs. |
| comprehensive Learning Community in a School | | | | - In-services and consulting in Response to |
| based on professional development and | | | | Intervention (RTL). |
| collaboration. Utilizing best practices for language | | | | - In-services and consulting in Progress Monitoring |
| and Literacy development, our model for schools | | | | and Differentiated Instruction |
| can dramatically increase and sustain student | | | | - Direct, on-site coaching and program |
| achievement. The following features are included | | | | management on a full-time or regular basis for all |
| in a Lindamood-Bell Learning Community in a | | | | instruction staff |
| school. | | | | - Advanced professional development and |
| Research based Instructional Practices | | | | certification for instructional leaders to promote |
| The instructional programs authored by the | | | | program quality, fidelity, and sustainability |
| founders and directors of Lindamood-Bell have | | | | - Professional Learning Communities (PLCs) |
| been implemented successful in clinical or | | | | Differentiated Instruction and Response to |
| school-based settings for more than 30 years. | | | | Intervention (Rtf)Professional development is |
| They are research-based programs that address | | | | provided in the concepts and application of an Rtl |
| the underlying language processing skills required | | | | model, including diagnostics assessment, |
| for competency in reading, comprehension, and | | | | differentiated instruction, and progress monitoring, |
| math. A unique feature of the programs is | | | | Lindamood-Bell provides regular reports to schools |
| instruction based on a theory of cognition. Specific | | | | and district leadership to measure efficacy of |
| brain-based skills such as symbol imagery, concept | | | | program implementation. |
| imagery, and phonemic awareness must be | | | | Sensory cognitive instruction is integrated into a |
| developed in order for students to benefit from | | | | Tier 1 application to augment a school’s core |
| standard-based instruction, strategies, materials, | | | | language arts curriculum. In K-2, instruction is |
| and curricula. The sensory- cognitiveinstruction | | | | focused in both decoding and comprehension skills |
| practices explicitly develop the five recognized | | | | ranging from 30 to 60 minutes per day. |
| components of reading: phonics, phonemic | | | | Depending on the learning profile of the classroom. |
| awareness, fluency, vocabulary and | | | | In the upper elementary grades, daily instruction is |
| comprehension. | | | | provided for 20 t0 30 minutes focusing on |
| Professional Development | | | | comprehension, vocabulary, and critical thinking |
| Lindamood-Bell provides extensive, on-going | | | | skills. Program steps are flexible and adaptive to |
| professional development for each of the school | | | | the varied learning needs of a classroom. |
| partnership. The goal is to program | | | | Within the elementary classroom setting, a |
| implementation with quality and fidelity. | | | | “push-in” model emphasized e Tier 2 |
| Professional development includes: | | | | application of the programs. At-risk students are |
| Introductory workshops in sensory cognitive | | | | grouped homogenously based on data and overall |
| programs, including the Seeing Stars. On Cloud | | | | academic. |
| Nine, Visualizing and Verbalizing , Lindamood-Bell | | | | |