School Learning Communities|Learning Community In Schools|Improving Reading Comprehension

We partner with school to implement a comprehensive Learning Community in a School based
on professional development and collaboration. Utilizing best practices for language and
Literacy development, our model for schools can dramatically increase and sustain student
achievement. The following features are included in a Lindamood-Bell Learning Community
in a school.

Research based Instructional Practices

The instructional programs authored by the founders and directors of Lindamood-Bell have
been implemented successful in clinical or school-based settings for more than 30 years. They
are research-based programs that address the underlying language processing skills required for
competency in reading, comprehension, and math. A unique feature of the programs is
instruction based on a theory of cognition. Specific brain-based skills such as symbol imagery,
concept imagery, and phonemic awareness must be developed in order for students to benefit
from standard-based instruction, strategies, materials, and curricula. The sensory- cognitive

instruction practices explicitly develop the five recognized components of reading: phonics,
phonemic awareness, fluency, vocabulary and comprehension.

Professional Development

Lindamood-Bell provides extensive, on-going professional development for each of the school
partnership. The goal is to program implementation with quality and fidelity.

Professional development includes:

Introductory workshops in sensory cognitive programs, including the Seeing Stars. On
Cloud Nine, Visualizing and Verbalizing , Lindamood-Bell Phoneme Sequencing, and
Talkies programs.

• In-services and consulting in Response to Intervention (RTL).


• In-services and consulting in Progress Monitoring and Differentiated Instruction


• Direct, on-site coaching  and program management on a full-time or regular basis for all
  instruction staff


• Advanced professional development and certification for instructional leaders to
  promote program quality, fidelity, and sustainability 


• Professional Learning Communities (PLCs)
  
  Differentiated Instruction and Response to Intervention (Rtf)
  
  Professional development is provided in the concepts and application of an Rtl model, including
  diagnostics assessment, differentiated instruction, and progress monitoring, Lindamood-Bell
  provides regular reports to schools and district leadership to measure efficacy of program
  implementation.
  
  
  Sensory cognitive instruction is integrated into a Tier 1 application to augment a school's core
  language arts curriculum. In K-2, instruction is focused in both decoding and comprehension
  skills ranging from 30 to 60 minutes per day. Depending on the learning profile of the
  classroom. In the upper elementary grades, daily instruction is provided for 20 t0 30 minutes
  focusing on comprehension, vocabulary, and critical thinking skills. Program steps are flexible
  and adaptive to the varied learning needs of a classroom.
  
  Within the elementary classroom setting, a "push-in" model emphasized e Tier 2 application of
  the programs. At-risk students are grouped homogenously based on data and overall academic.
  
  More Information:
  
  http://www.lindamoodbell.com/
  
  http://inforequest.lblp.com/