The Colorado Department of Education

Offices | Staff Contacts | Colorado.gov

Educational Service Providers - Provider Detail

The information provided regarding Educational Service Providers is provided for information only. The Colorado Department of Education does not endorse, represent or warrant the accuracy or reliability of any of the information, content, services or other materials provided by these educational service providers. Any reliance upon any information, content, materials, products, services or vendors included on or found through this listing shall be at the user's sole risk.

Provider

Let's Go Learn, Inc.

Contact Information

Primary

Richard Capone
705 Wellesley Ave.
N/A
Kensington, CA 94708

Phone: 888-618-7323
Email: Rcapone@letsgolearn.com

Secondary

Sara Hill
705 Wellesley Ave.
N/A
Kensington, CA 94708

Phone: 888-618-7323
Email: Sara@letsgolearn.com

General Information

Website: www.letsgolearn.com
Screenshots / Demo: www.letsgolearn.com/virtual_tours/
Effectiveness Data: www.letsgolearn.com/lglsite/research
Type of Organization: For Profit Company
Organization is best described as: For-Profit
Age of Firm / Number of Years in Operation: 13 years
Level(s) services may be provided: - Elementary
- Middle
- High School
- District
Provides performance guarantees in contract: NO
Educational Services Provided Assessment
Content Curriculum Programs
Curriculum Alignment
Diagnostic Review
Educator Effectiveness
Instruction
Professional Development
Technology
Specific Content Area :
K-12 Reading and Math

Name of Schools/ Districts that this organization has served in Colorado:

Here is a list of schools/districts that Let's Go Learn has served in Colorado:

Vision Charter Academy (Surface Creek)
Contact: Amy Miller, Director
Email: acmiller@tds.net

Denver Children's Home
Contact: Liz Freys, Education Director
Email: lfreys@denverchildrenshome.org

Step to Success Community Learning Center, Inc.
Contact: Carrie Luft, Tech Specialist
Email: stepsuccessinc@yahoo.com

Steamboat Springs School District
Contact: Kim Mayer, Instructional Support Specialist
Email: cbuelter@sssd.k12.co.us

Thompson R2-J
Contact: Traci, Shorman, School Technologist
Email: shormant@thompson.k12.co.us

Southern Ute Indian Montessori Academy
Contact: Carol Olguin, Director
Email: colguin@southern-ute.nsn.us

SIDES
Contact: Bridgette Hatley
Email: bhatley@sides.ca

Reflections for Youth
Contact: Liz Freys, Education Director
Email: liz@reflectionsforyouth.org

Highland School District, Weld RE-9
Contact: Clay Naughton, Principal
Email: cnaughton@weldre9.k12.co.us

Delta County Joint Sch Dist #50
Contact: John David, Principal
Email: john.david@commonworks.net

Devereux Cleo Wallace
Contact: Margie Stoneback, Reading Specialist
Email: mstoneba@devereux.org

Denver Public Schools
Contact: Jennifer Grant, Teacher
Email: Jennifer_grant@dpsk12.org

Aspen Community School
Contact: Lou Rae Doyle, Teacher
Email: louraed@discovercompassorg

Recent References:

Here is a list of recent references of Let's Go Learn that have used our services in the last 12 months:

Dallas AfterSchool Network
214-306-8400
2902 Swiss Ave.
Dallas, TX 75204
Terri Marini, Vice President of Programs
tmarini@dasn.org

Let's Go Learn’s DORA and ADAM have given Dallas AfterSchool Network’s program sites information to make meaningful decisions around instruction and resources. They have also empowered site staff to talk more specifically with families about their child's needs.

Children’s Medical Center
214-456-7000
1935 Meidcal District Drive, C7.02
Dallas, TX 75235
Michelle Harvey, School Services
Michelle.harvey@childrens.com

Children’s Medical Center in Dallas, Texas has been very pleased with the DORA and DOMA (now ADAM K-7) products from Let's Go Learn. The products have proved to be versatile assessment tools utilized in a hospital setting with students of varying cognitive abilities and grade levels.

Downey Unified School District
562-469-6500
11627 Brookshire Ave.
Downey, CA 90241
Leslie Jones, Asst Superintendent of Educ. Services
Lejones@dusd.net

LGL provided diagnostic assessment for district-wide literacy reform. Reform efforts included a move toward classroom differentiated instruction. Let’s Go Learn’s DORA assessment provided the diagnostic data for teachers and administrators. Extensive on-site professional development included reading theory and how to use assessment data to differentiate instruction. The phase II math initiative has also begun for middle school mathematics, which is an identified area in need of improvement.

Montebello Unified School District
328-887-7900
123 South Montebello Blvd.
Montebello, CA 90640
Todd Macy, Asst Director, Federal & State Programs
Macy_todd@montebello.k12.ca.us

LGL provided diagnostic assessment for district-wide literacy reform. Reform efforts included a move toward classroom differentiated instruction. Let’s Go Learn’s DORA assessment provided the diagnostic data for teachers and administrators. Extensive on-site professional development included reading theory, how to use assessment data to differentiate instruction, and direct teacher math training. The phase II math initiative has also begun for elementary and middle school mathematics, which have been identified as areas in need of improvement.

Glendale Unified School District
818-241-3111 x508
223 N. Jackson
Glendale, CA 91206
Jo Ann Daly, District Administrator
Jdaly@gusd.net

Let’s Go Learn’s differentiated online instructional products have been used in multiple sites across the district for reading. Title I students have been targeted. LGL Edge has been used for elementary, middle, and high school interventions. LGL Math Edge is also being used in at least one site.

PA Cyber School
724-643-1180 Ext.1142
735 Midland Ave.
Midland, PA 15059
Nancy Lucci, Director of Student Assessment
Nancy.lucci@pacyber.org

Due to the nature of virtual schools, Let’s Go Learn has been able to provide powerful individual diagnostic assessment for students across many locations. Teachers assigned to these students are able to use the data to assign instruction as well as monitor growth. The LGL Edge series, Let’s Go Learn’s supplemental online instruction, has also been extensively used in both reading and math.

Name of Schools/ Districts that this organization has served in other states:

Let’s Go Learn serves many different schools/districts in other states. Here is a list of several schools/districts that Let's Go Learn has served in other states:

School Name: PS 101 The Verzano School
Address: 2360 Benson Ave.
Brooklyn, New York 11214
Phone Contact: 718-372-0221
Title: Patricia Percaccio, Dean Data Specialist

School Name: EScholar Academy
Address: 715 Jackson Street
Red Bluff, CA 96080
Phone Contact: 530-527-0188
Title: Harold Vietti, Executive Director

School Name: Downey Unified School District
Address: 11627 Brookshire Ave.
Downey, CA 90241
Phone Contact: 562-469-6500
Title: Leslie Jones, Asst Superintendent of Educ. Services

School Name: Montebello Unified School District
Address: 123 South Montebello Blvd.
Montebello, CA 90640
Phone Contact: 328-887-7900
Title: Todd Macy, Asst Director, Federal & State Programs

School Name: Glendale Unified School District
Address: 223 N. Jackson
Glendale, CA 91206
Phone Contact: 818-241-3111 x508
Title: Jo Ann Daly, District Administrator

School Name: PA Cyber School
Address: 735 Midland Ave.
Midland, PA 15059
Phone Contact: 724-643-1180 Ext.1142
Title: Nancy Lucci, Director of Student Assessment

Let's Go Learn, headquartered in Kensington, California was founded in 2000. We currently serve over 250,000 students and have administered over 4 million assessments. Thus, our platform is solid and proven. In fact, we are approved vendors in California, New York, Ohio, Oregon, and Texas. We provide online digital assessment, reporting, and instruction and professional development. The Let’s Go Learn system is a web-based learning platform that combines powerful diagnostic assessment with comprehensive, supplemental instruction.

Qualifications of this Organization (licensure, trademark, etc.):

Let's Go Learn was incorporated in the year, 2000 and is headquartered in Kensington, CA. Let’s Go Learn has 13 years of experience in the design and implementation of computerized-adaptive assessment tools used to indicate which students are at or above benchmark, as well as students who need intervention. Technical Reports for its assessment tools are available at http://www.letsgolearn.com/lglsite/research.

Let’s Go Learn services students in all 50 states. Over 4 million assessments have been administered online nationally and internationally. Let’s Go Learn customers range from small to large schools and districts. Having supported online adaptive assessment since 2001, Let’s Go Learn has become experts at supporting teachers and administrators in administering our online assessments. Methodical procedures in pre-deployment planning, assessment day monitoring, and post assessment follow up, has allowed Let’s Go Learn to maintain high marks among it customers in both support and quality of our products.

LGL proposes to meet the goals and intended outcome of products and services that Englewood Public School District has requested. Let’s Go Learn proposes to partner with these K-12 schools to provide instructional and technology materials in these key areas:

o Online diagnostic assessments in math and reading
o Online teacher and student reporting that describes student strengths and weaknesses in math and reading and recommends online courses
o Online courses that provide targeted instruction in math and reading
o LGL can also provide professional development to support teacher use of our online K-12 math and reading products.

LGL assessments are criterion-referenced. Additionally Let's Go Learn has established content and construct validity through both expert review and correlational studies. Evidence may be found in our Technical Reports. We have established the reliability through both internal-consistency and test-rest analyses that also are available in our Technical Reports, which are available at: http://www.letsgolearn.com/lglsite/research.

Qualifications of Instructors/ Staff that Provide Services:

All of Let's Go Learn's employees are qualified to support and provide services to the schools and districts of Colorado Department of Education. Let's Go Learn's corporate office is in Kensington, CA but its sales offices are located through the US. Our corporate structure entails a hierarchy of CEO to departmental managers for personnel in support, sales and marketing, customer support, and curriculum, assessment, programming, and quality assurance.

We have included several resumes of key personnel at Let’s Go Learn:


Richard William Capone
CEO/President
Let’s Go Learn, Inc. bus: 510 558-8844
705 Wellesley Ave. cel: 510 701-0675
Kensington, CA 94708 rcapone@letsgolearn.com

Education

University of California at Berkeley
BA Economics, May 1991
International Economics Emphasis

Professional Experience

Summary: Richard Capone’s professional experiences have been very diverse spanning multiple markets, companies and products. These experiences combined with his life experiences and formal education at UC Berkeley helped him become a visionary leader and person of action. Beginning in 1990, as the UC Berkeley yearbook Editor-in-Chief, Capone learned to pull human and limited financial resources together to successful publish two issues of Cal’s “Blue & Gold” yearbook. After graduation, Capone became a part-owner of a start-up company, Tulip Graphics, where he learned to wear even more hats in an intense production publishing environment that was an industry leader adopting revolutionary desktop publishing technology. Five years of long hours and frequent “all-nighters” produced a successful company with solid sales and a reputation for being on the cutting-edge. In 1996, Capone decided to turn his efforts to the “Fortune 500” world where he excelled in the sales and marketing environments of Adobe Systems. Here he added to his professional experiences by learning the many facets of corporate sales, field and channel marketing, and strategic partnership development. In 2000, Capone started Let’s Go Learn which became one of the first companies to develop online computer adaptive assessments for the education space.

Experience:
Let’s Go Learn, Inc., Kensington, CA – Nov. 2000 to Present.
CEO/President – Responsible for all aspects of running Let’s Go Learn.
Major Accomplishments:
- Managed the development and release of the first online diagnostic reading computer-adaptive assessment in 2001.
- Oversaw assessments to over 4 million administered
- Expansion to over 10 online products with International distribution


Adobe System, Inc., San Jose, CA - June 96 to Sept. 2000.
Business Development Manager - Web & Dynamic Media Sales Group (1 year) Business objectives included working with the leading global web developers and closing not only executive level licensing contracts but also strategic marketing alliances. Additional accomplishments included setting up national training programs for customers.
Major Accomplishments:
- Signed first major GoLive product licensing deal for the entire company
- Secured first & most visible web strategic marketing alliances: Yahoo & Organic
- Executed first west-coast Adobe Web User Conference
Account Manager - Graphics and Internet Solutions Group (1.5 years) Managed a territory in the Northwest. Pulled internal and external resources to manage resellers, execute customer seminars and increase software sales.
Major Accomplishments:
- Received “Most Valuable Team Member” award
- Drove the successful “Fab 5 Adobe Seminars” on the west coast with a zero budget
Application Engineer - Graphics and Internet Solutions Group (1.5 years) Supported a team of account managers by providing expert knowledge at corporate sales briefings as well as at end-user events. Major Accomplishments:
- Refined presentation capabilities by presenting regularly to large audiences
- Successfully created legal, design, and print vertical market presentations to increase team sales

Tulip Graphics, Inc., Berkeley & San Francisco, CA - June 91 to May 96
Production Manager and Minority Share Owner: Helped build Tulip from a start-up prepress company into a high-end color prepress and printing facility. Oversaw all production departments including scanning, retouching, color correction, desktop, imagesetting, customer service, proofing, and shipping. Received a minority equity share as the number two in command.
Major Accomplishments:
- Helped Tulip grow from 2 employees and 1 office to 35+ employees and 2 offices
- Grew the production staff from 1 employee to 30+ employees and multiple shifts
- Acquired knowledge and expertise in all areas of production and administration
- Formulated and designed in-house training programs
- Developed estimating and pricing systems
- Served as the main client liason for the first 4 years of the company’s life.
- Helped in ongoing research of printing and graphics technologies

Blue & Gold Yearbook, University of California at Berkeley, CA
Editor-in-Chief (1990 & 91 Editions)
Assistant Editor (1989) Organized and initiated the expansion of the yearbook staff over a two year period. Responsibilities included negotiation of all contractual agreements, supervision of 30 staff members, financial budgeting, and accountability for all legal issues. Major Accomplishments:
- Creation of in-house sales staff
- Addition of a “new student” yearbook
- 10% contingency for the June 1990 fiscal year-end

RICHARD D. MCCALLUM
Graduate School of Education 125 Saunders Ave.
University of California, Berkeley San Anselmo, CA 94960
Berkeley, CA 94720-1670 (415) 485-5014
(510) 643-6826

EDUCATION
Doctor of Philosophy in Education, Language & Literacy Division, Graduate School of Education, University of California, Berkeley, May 1987
Dissertation Title: Developmental Constraints on the Comprehension of Main Ideas in Exposition
Areas of Specialization:
Developmental Factors in Reading Comprehension Comprehension Research: Implications for Practice Social Contexts of Classroom Learning
Masters of Arts in Education, Department of Reading, School of Education, University of Florida, August, 1981.
Thesis Title: Writing instruction and reading comprehension: The textual connection.
Areas of Specialization:
K-12 Reading Comprehension Instruction Reading-Writing Connections
Bachelor of Arts in English, University of Florida, June, 1979

TEACHING & ADMINISTRATIVE EXPERIENCE
Research Specialist, Graduate School of Education, University of California, Berkeley. Berkeley, California. 2005 to present.
Visiting Associate Researcher, Graduate School of Education, University of California, Berkeley.
Berkeley, California. 2003 to 2005.
• Literacy Specialist, California Science Project, University of California, Los Angeles. Los Angeles, California, 2003- present.
Academic Coordinator, Advanced Reading & Language Leadership Program (ARLLP), Graduate School of Education, University of California, Berkeley. Berkeley, California. 1995 to 2003.
Responsibilities included: Teaching graduate level reading courses, thesis advising, program administration including supervision of field placements for Reading Specialist Credential candidates, recruiting, and departmental committee work.
Courses Taught:
EDUC158: Foundations of Teaching Reading K-8. Provides an introduction to instruction and assessment of reading abilities in the elementary classroom. Taught within the Developmental Teacher Education Program (DTE).
EDUC 196: Tutoring. Provides undergraduate volunteers with an introduction to methods and theories of teaching reading. Taught in conjunction with CAL Reads, a literacy intervention program in local urban schools
EDUC243A: Issues in Secondary & Postsecondary Reading Instruction. Examines the cognitive, sociocultural, and developmental issues that impact reading for students age 10 to adult
EDUC248A: Leadership in Inservice Education: Literacy Development. Examines the process of educational change and a literacy professional's role in
facilitating change in literacy instruction in schools.
EDUC249A: Strategies for Teaching Students with Reading/Language Arts Difficulties. Examines the various instructional methods employed with students who have yet to develop the reading and writing competencies necessary for school success.
EDUC249B Evaluation and Assessment in Reading & Language Arts Instruction. Designed to familiarize students with both formal and informal measures of literacy development currently used in elementary classrooms.
EDUC440: Field Work for the Advanced Reading & Language Leadership Program.
Applied theoretical knowledge of reading through implementation and evaluation of reading- language programs in individual classrooms and school districts.

TEACHING & ADMINISTRATIVE EXPERIENCE (con't)
Instructor, Lawrence Hall of Science, University of California, Berkeley. Summer 1998-2000.
Assisted in the design and implementation of SKILL, a professional development project funded by the California Eisenhower State Grant Program. Provided K-5 teachers in Oakland Unified with instruction in integrating reading instruction into inquiry based science.

Associate Professor & Director of the Single Subject Credential Program, School of Education, St. Mary's College of California. Moraga, California. 1989-95.
Responsibilities included direction and administration of program, admissions and recruiting, hiring and supervision of Lecturers and Supervisor's of Teacher Education, teaching courses and advising for Master's and Credential candidates, departmental and campus wide committee work.
Courses Taught:
SCED310: Student Teaching I . Provides an introduction to a variety of issues central to teaching in secondary schools. Topics include: Decision making, classroom management, process writing, multicultural education, and organization and management of secondary schools. Field work includes observation and thirty hours of participation in public and private middle and high schools.
SCED320: Student Teaching II . Elaborates and extends the topics and issues introduced in SCED 310. Additional topics include legal issues, lesson planning, grading and assessment. Field work includes sixty hours of classroom instruction in public and private middle and high schools.
SCED253: Secondary Reading. Introduces teacher credential candidates to the theory and practices related to the comprehension of textual material at the secondary level.
Students are introduced to basic principles of learning, first and second language acquisition, reading-writing connections and are provided with a repertoire of instructional strategies to employ across the content areas.
EDUC590: Research Seminar. Provides an introduction to the basic qualitative and quantitative methodologies employed in educational research. Students examine basic statistical methods and design issues associated with traditional experimental methods as well as the assumptions and practices associated with ethnographic and historical methods.
Supervisor of Teacher Education and Coordinator of the Advanced Reading & Language Leadership Program, Graduate School of Education, University of California, Berkeley. Berkeley, California. Academic Year 1988-89.
Responsibilities included: Teaching graduate level reading courses, thesis advising, supervision of field placements for Reading Specialist Credential candidates, recruiting, and departmental committee work.
Courses Taught:
ELL241: Issues in Reading Instruction. Focused on the implications of reading theory and research for curricular decisions in teaching reading through critical analysis of instructional programs.
ELL440: Field Work for the Advanced Reading & Language Leadership Program.
Applied theoretical knowledge of reading through implementation and evaluation of reading- language programs in individual classrooms and school districts.
ELL246: Diagnosis and Treatment of Reading Difficulties. Provided a model for diagnosis and treatment of reading problems within a whole language approach to literacy. Readings and lectures were supplemented by field work within Berkeley Unified School District's Summer School program.
Lecturer, Department of Elementary Education, San Francisco State University, San Francisco, California. Spring Semester 1989.
Elem. Educ. 763: Seminar in Elementary Education. Addressed the duel role of reading educators in the move toward integrated reading-language arts instruction: Reading teachers as both practitioners and researchers in classrooms.
Extra Sessional Faculty Member, University of British Columbia, Vancouver, Canada. Summer Session 1988.
Reading 305: Developmental Reading for Elementary Educators Introduced the major dimensions of the reading process and the teaching of basic reading skills from beginning stages through elementary school.
TEACHING & ADMINISTRATIVE EXPERIENCE (con't)

Instructor, Student Learning Center, University of California, Berkeley.
Academic years 1983 to 1987.
ELL90: Critical Reading in the Natural & Social Sciences. Freshmen courses designed to increase strategic reading by examining the methods and assumptions associated with social science and natural science investigations.
Instructor, Summer Bridge Program, University of California, Berkeley. Summer 1983 to 1987.
Designed and taught a reading and study skills program for special action and minority freshmen.
Teaching Assistant, University of California, Berkeley. Spring Semester 1985. "Introduction to Mass Communications," Mass Comm 10. Under the direction of Dr. D. Hansen.
Teaching Assistant, University of California, Berkeley. Spring Semester 1983. "Basic Concepts in Language & Literacy", ELL240. Under the direction of Dr. H. Simons.
Resource Specialist, Firebaugh Las-Deltas Unified School District, Firebaugh, California. Operated Chapter I Reading Lab at Firebaugh Jr. High School, grades 6-8. Provided inservice training for district teachers and aides K-8, consulted for testing and evaluation, and developed the Consolidated Application. Academic year 1981-2.
Classroom Teacher, Lake City Jr. High School, Lake City, Florida. Taught ninth grade English with emphasis on basic reading and writing skills. Academic year 1980-1.
Classroom Teacher. Murray Middle School, Port Salerno, Florida. Taught developmental reading within a writing and literary framework. Academic year 1979-80.

SPONSORED RESEARCH
Mountain Region Science & Reading Academy. In collaboration with Lawrence Hall of Science at the University of California, Berkeley, and the Tahoe-Truckee Unified School District (TTUSD). Funded by the California Postsecondary Education Commission. Total budget for 2002-04: $759,133.
A New Model for Professional Development: A Performance-Based Reading Certificate Program. In collaboration with the department of education in the University of California, Berkeley Extension and Tahoe-Truckee Unified School District (TTUSD). Funded by the Long Foundation and TTUSD. Total budget for 2001-02: $151,406.
CAL Reads: Community-Based Literacy Intervention. In collaboration with Berkeley Unified School District, Oakland Unified School District, the Americorps Program at UCB & the UCB America Reads Project. Participating schools include Martin Luther King Middle in BUSD, Simmons Middle in OUSD, and Malcolm X School in BUSD. Funded by the Vice Chancellor for Undergraduate Affairs at UCB. Average yearly budget for 2000-02: $264,000
Juvenile Hall Court School Literacy Program. In collaboration with Alameda County Library, the Alameda County Office of Probation, and the Alameda County Office of Education. Funded by the Richard
& Rhoda Goldman Fund. Total budget 2000-02: $299,133.
CAL Reads: Literacy Intervention at the Middle School. In collaboration with Berkeley Unified School District, the Americorps Program at UCB & the UCB America Reads Project. Participating schools include Martin Luther King Middle, Willard Middle and Malcolm X School. Funded by the Berkeley Pledge, Carol Crist, P.I. Total budget for 1999-00: $238,000
Reading Intervention At The Middle School: A Model For University, School & Community Collaboration. In collaboration with, Americorps Program at UCB & Berkeley Unified School District. A grant from the Urban Community School Collaborative, Presidential Grants in Education, Office of the President, University of California. Award amount 1999-2000: $15,000.
Reading Intervention at The Middle School: A Model For University, School & Community Collaboration. In collaboration with Americorps Program at UCB & the UCB America Reads Project. Martin Luther King Middle School, Berkeley. Funded by The Berkeley Pledge, Carol Crist, P.I. Total budget for 1997-8: $60,889. Total budget for 1998-9: $121,889




SPONSORED RESEARCH (con’t)

Literacy Assessment Teams: Linking Pre-Service Training & the Needs of Classroom Teachers.
In collaboration with Cheryl Chin, Principal, Malcolm X School, Berkeley. Funded by the Berkeley Pledge, Carol Crist P.I. Total budget for 1997-8: $27,400.
Utilizing Internet-Mediated Communication to Enable Community & School Partnerships Supporting Literacy Development. In collaboration with Owen McGrath & the Instructional Technology Program at UCB. Martin Luther King Middle School, Berkeley, funded by the Interactive University Project, Carol Crist P.I. Total budget for 1997-8: $30,400
School-Community Collaboration in Reading through Science. In collaboration with Isabel Hawkins of the UC Berkeley Space Science Laboratory and the Center for EUV Astrophysics, funded by UCOP and the Berkeley Pledge. Hoover Elementary School, Oakland. Total budget for 1997-8: $30,804.


PUBLICATIONS
McCallum, Richard D. (2007). “Getting the Most out of your Science Textbook.” The CSP Connection: A Publication of the California Science Project, 7, 4, March 2007. 1-4.
McCallum, Richard D. (2006). “From the Institute to the Classroom: Insuring Transfer & Instructional Change through Professional Development.” The CSP Connection: A Publication of the California Science Project, 7, 2, November 2006. 1-4.
McCallum, Richard D. (2006). “From Passive to Active: Cra_p Detection in Science.” The CSP Connection: A Publication of the California Science Project, 7, 1, September 2006. 1-4.
McCallum, Richard D. (2006). “Putting Together the Pieces of the Science Curriculum: Reading, Writing, and Discourse in Context.” The CSP Connection: A Publication of the California Science Project, 6, 4, March 2006. 1-4.
McCallum, Richard D. (2006). “House Painting and Instructional Planning, Part II: Developing Strategic Reading & Thinking in Science.” The CSP Connection: A Publication of the California Science Project, 6, 3, January 2006. 1-4.
McCallum, Richard D. (2005). “House Painting and Instructional Planning: Getting the Most Out of Your Science Textbook.” The CSP Connection: A Publication of the California Science Project, 6, 2, November 2005. 1-4.
McCallum, Richard D. (2005). “Academic Language in Science Classrooms: Language Learning in Perspective.” The CSP Connection: A Publication of the California Science Project, 5, 3, January
2005. 1-4.
McCallum, Richard D. (2004). “From Passive to Active: Strategic Reading and Learning in the Content Areas.” The CSP Connection: A Publication of the California Science Project, 4, 3, January 2004.
1 & 4.
McCallum, Richard D. (2004). “I Taught Them, They Just Didn’t Learn: Taking a Closer Look at Vocabulary Instruction in Science.” The CSP Connection: A Publication of the California Science Project, 5, 1, September 2004. 1 & 4.
McCallum, Richard D. (2002). “Language & Literacy Embedded in Science and Mathematics: Issues in the Design of Professional Development.” In H. L. Levine (Ed.) Developing Teaching Professionals: The California Eisenhower State Grant Program Experience. California Postsecondary Education Commission. Sacramento, CA.
McCallum, Richard D., Roche-Smith, J.. & Martin, P. (2000). “Cal Reads: Literacy Intervention in the Middle School.” In N. H. Gabelko (Ed.) Toward a collective wisdom: Forging successful educational partnerships. Excellence Through Collaboration & Outreach Center, Graduate School of Education, Univ. of California, Berkeley. Berkeley, CA. 31-42.
McCallum, Richard D. (1999). “Language & Literacy Embedded in Science and Mathematics.” In H. L. Levine (Ed.) Developing Teaching Professionals: The California Eisenhower State Grant Program Experience 1996-1998. California Postsecondary Education Commission. Sacramento, CA.
McCallum, Richard D. & Moore, Stephen (1999). "Not all Imagery is Created Equal: The Role of Imagery in the Comprehension of Main Ideas in Exposition" Reading Psychology, 20, 1, 21-60.
McCallum, Richard D. (1998). Adrift in a Sea of Uncertainty: Understanding the Language of Literacy Instruction. The California Reader, 31, 3, Spring, 18-21.

PUBLICATIONS (con’t)

McCallum, Richard D., McGrath, O., & Rusch, J. (1997). "Instructional Applications of Internet Technology: Teacher Training in the Language & Literacy MOO." In Reading On- Line, [Online]. Available: http://www.readingonline.org/electronic/moo/index.html
McCallum, Richard D. (1997) "Censorship or Citizenship?: Textbook Adoption & Public Debate about Education." The California Reader, 30, 2, Winter, 5-9.
Unrau, Norman J. & McCallum, Richard D. (1996). "Evaluating with K.A.R.E.: The Assessment of Student Teacher Performance.” Teacher Education Quarterly, 23, 2, Spring, 53-76.
McCallum, Richard D. (1994). "In Defense of Participation." The California Reader. 27,3, 15-18. McCallum, Richard D. & Whitlow, Robert F. (1994). Math & Language: Practical Activities for a Whole
Language Classroom. Markham, Ontario: Pippin Publishing Limited.
McCallum, Richard D. (1993). "Challenges in Catholic Higher Education." Educational Perspectives, XI, 1. Fall. 6-10.
McCallum, Richard D. & Bondy, Elizabeth (1992). "What’s New About the New Reading Materials?” The California Reader . Summer, 2-6, 30-33.
McCallum, Richard D. (1992). “Textbook Difficulty: Are All Students Challenged?” A review of Should Textbooks Challenge Students? The Case for Harder or Easier Textbooks by J. Chall & S. Conrad. The California Reader, Spring, 22-23, 25.
McCallum, Richard D. (1991). "Don't Throw the Basals Out with the Bath Water.” In J. M. Knoll (Ed.) Taking Sides. Guilford, CONN: The Dushkin Publishing Group, Inc., 200-204.
McCallum, Richard D. (1991). "R. F. Whitlow: Master Teacher" in K. Goodman, L. Bird & Y. A. Goodman (Eds.) The Whole Language Catalogue. Santa Rosa, CA: American School Publishers. 372-3.
McCallum, Richard D. (1988). "Don't Throw the Basals Out with the Bath Water" The Reading Teacher, 42, 3, December, 204-9.
McCallum, Richard D. (1987). "Critical Reading in the Social Sciences: An Evaluation" Social Science Perspectives Journal, 1, 5, 18-27.
McCallum, Richard D. (1986). "Strategic Competence in Reading: Finding the Common Ground" In M.
P. Douglass (Ed.) Claremont Reading Conference Fiftieth Yearbook, Reading: The Quest for Meaning. Pomona, CA: Claremont Graduate School of Education. 352-64.
McCallum, Richard D. (1986). Don't Fence Me In: The Impact of Alternative Management Decisions on Student Achievement in the Charquin Program. Final Report on Program Evaluation. Hayward, CA: Hayward Unified School District.
McCallum, Richard D. (1986) A review of Observing the Language Learner, A. Jagger & M. T. Burke- Smith (Eds.), in Reading Psychology, 7,4.
McCallum, Richard D. (1985). "K-12 Writing Assessment: Issues & Models." Notes from the National Testing Network in Writing. November, 2 & 21.

PRESENTATIONS: KEYNOTE OR FEATURED SPEAKER
“4 Steps to Increased Comprehension & Content Learning in Science.” Paper presented as a Featured Speaker at the National Science Education Leadership Association Annual meeting, Anaheim, California. April 2006.
“Strategic Reading, Thinking & Studying: Getting the Most out of Content Reading.” Paper presented as a Featured Speaker at the CAESL Conference, Stockton, California. January 2006.
“Getting the Most out of your Textbook: Increasing Reading Comprehension in the Content Areas.” Paper presented as a Featured Speaker at the California Science Education Conference, Palm Springs, California. October, 2005.
“Strategic Reading, Thinking & Studying: Increasing Comprehension in the Content Areas.” Paper presented as the Keynote Speaker at the 2005 Palm Beach County Science Symposium, West Palm Beach, Florida. August, 2005.
“Reading, Thinking & Content Learning: Helping Teachers Make the Most of their Textbooks” Paper presented as a Featured Speaker at the National Science Education Leadership Association Annual meeting, Dallas, Texas. March, 2005.


PRESENTATIONS: KEYNOTE OR FEATURED SPEAKER (con’t)

“So Johnny Still Can’t Read: Strategic Reading, Writing and Thinking in the Content Areas.” Paper presented as a Featured Speaker at the California Science Education Conference, San Jose, California. October, 2004.
“Linking Science Instruction & Reading Comprehension.” Paper presented as a Featured Speaker at the CAESL Conference, Sacramento, California. January 2004.
“Coordinating Resources in Efforts to Reform Literacy Education: Our Best Hope for Reform.” Paper presented as a Featured Speaker at the California Reading Association's Convention, Ontario, California. November 2001.
"School Boards: Plan for the 21st. Century" Keynote Speech presented at the Sixth Annual Bridge to Bridge Workshop of the Oakland Diocese School Board. Oakland, California. November 1993.
“Challenges to Catholic Higher Education”, Keynote Speech presented at the Saint Mary's College Catholic Colloquium, Moraga, California. March 1993.
"To Skill or Not to Skill", Paper presented as a Featured Speaker at the Saint Mary's College School of Education Research Colloquium, Moraga, California. April 29, 1992.
"Basals, Bad guys, and Panaceas: A Close Look at Basal Readers", Paper presented as a Featured Speaker at The Art of Reading Instruction: Where is it Going? a conference sponsored by OERI and the School of Education at the University of California, Berkeley. Berkeley, California June 17, 1989.

PRESENTATIONS: RESEARCH PAPERS
“Literacy Assessment in Perspective: Utilizing Individualized Assessment to Foster Student Achievement.” Paper presented at the National Association of Federally Impacted Schools (NAFIS) Fall Conference, Washington, DC. September 2005.
“CAL Reads: The Efficacy of Small Group Reading Intervention.” Paper presented with Paolo Martin, & Maren Aukerman at the National Reading Conference Convention, Scottsdale, AZ, November 2003.
“CAL Reads: Pitfalls & Possibilities for Literacy Intervention within Schools.” Paper presented at the National Reading Conference Convention, Miami, Florida. December 2002.
“CAL Reads: Literacy Intervention in the Middle School.” Paper presented at National Reading Conference Convention, San Antonio, Texas. December 2001.
“Integrating Literacy & Science Instruction: Lessons from Professional Development.” Paper presented at the American Association for the Advancement of Sciences’ Annual Convention, San Francisco, California, February 2001.
“CAL Reads: A Community-Based Literacy Intervention Program.” Paper presented with Paolo Martin, John Zwolinski, Maren Aukerman, Jessica Kupper, and Simone Miller at the California Reading Association's Convention, San Jose, California. November 2000.
“Profile of a Compensatory Education Middle School Student.” Paper presented at the California Reading Association's Convention, San Jose, California. November 2000.
“CAL Reads: Literacy Intervention in the Middle School.” Paper presented with Paolo Martin, Jeeva Roche Smith, John Zwolinski, Jordanna Elderts and Harjot Sandju at the California Reading Association's Convention, Long Beach, California. November 1999.
“Literacy Assessment Teams: The Impact of Individualized Qualitative Assessments on the Instructional Decisions of Classroom Teachers.” Paper presented with Robert B. Ruddell and Amy Norris at the National Reading Conference Convention, Austin, Texas. December 1998.
“CAL Reads LITMS Project: Literacy Intervention in the Middle School.” Paper presented with Paolo Martin, Jeeva Roche Smith and Elizabeth Baker at the California Reading Association's Convention, Sacramento, California. November 1998.
“Using Internet-Mediated Communication to Enable Innovative Community & School Partnership Supporting Literacy.” Paper presented with Owen McGrath & Douglas J. Moody at the Fourteenth Computers & Writing Conference, Gainesville, Fla. May 1998.
“Reconceiving Remediation: Innovation, Technology and the Reality of Classrooms.” Paper presented with Owen McGrath & Douglas J. Moody at the International Reading Association's Convention, Orlando, Fla. May 1998.

PRESENTATIONS: RESEARCH PAPERS (con’t)
“A Study of the Relationship between Theoretical Orientation & the Effectiveness of Elementary Reading Teachers: An Extension & Elaboration.” Paper presented with Robert B. Ruddell at the National Reading Conference Convention, Scottsdale, Arizona. December 1997.
“Fostering Critical Thinking in the Language & Literacy Moo.” Paper presented with Owen McGrath at the International Reading Association's Convention, Atlanta, Ga. May 1997.
“Is all Imagery Created Equal? The Role of Imagery in the Comprehension of Main Ideas in Exposition.” Paper presented at the National Reading Conference Convention, Charleston, South Carolina.
December 1996.
“A Study of the Relationship between Theoretical Orientation & the Effectiveness of Elementary Reading Teachers.” Paper presented at the National Reading Conference Convention, Charleston, South Carolina. December 1996.
“Critical Thinking in the Language & Literacy Moo.” Paper presented with Owen McGrath & Jeff Rusch at the California Reading Association's Convention, San Jose, California. November 1996.
“Teacher Training in the Language & Literacy Moo.” Paper presented with Owen McGrath & Jeff Rusch at The Virtual Classroom: Writing Across the Internet, a conference co-sponsored by the UC Berkeley Instructional Technology Program and the Annenberg/CPB Composition in Cyberspace Project, Berkeley, California. March 1996.
“A Study of the Predictors of English Achievement of Immigrant Student Speakers.” Paper presented with Lee Gunderson at the International Reading Association Convention, Anaheim, California. May 1995.
“Parental Involvement & Literacy Instruction: A New Look at an Old Relationship.” Paper presented at the National Reading Conference Convention, San Diego, California. December 1994.
“Censorship or Citizenship: Textbook Adoption & Public Debate About Education.” Paper presented at the National Reading Conference Convention, Charleston, South Carolina. December 1999.
“The Evaluation of Student Teacher Performance: The K.A.R.E. Scale.” Paper presented at the California Council of Teacher Educators Conference, Berkeley, California. March 1993.
“Comparative Research in Perspective.” Paper presented at the Washington Organization of Reading Development Research Conference, Tacoma, Washington. March 1993.
"To Skill or Not to Skill: Whole Language Research in Perspective." Paper presented at the Asilomar Reading Conference, Pacific Grove, California. March 1993.
“Direct Skills Instruction in Reading: A Longitudinal Perspective.” Paper presented at the National Reading Conference Convention, San Antonio, Texas. December 1992.
“Standardized Tests as Measures of Achievement in Whole Language Programs: A Question of Validity.” Paper presented at the National Reading Conference Convention, Palm Springs, California. December 1991.
“The Effects of Changes in Literacy Assessment.” Paper presented at the International Reading Association Convention, Las Vegas, Nevada. May 1991.
"A Review of the Research on Main Idea Instruction." Paper presented at the California Reading Association's Convention, Anaheim, California. November 1990.
"What's New About the New Reading Materials?" Paper presented at the National Reading Conference Convention, Austin, Texas. November 1989.
"Indirect Instruction in Reading Comprehension." Paper presented at the National Reading Conference Convention, St. Petersburg, Florida. December, 1987.
"Developmental Constraints on Reading Comprehension." Paper presented at the International Reading Association Convention, Anaheim, California. May 1987.
"Basal Readers in Perspective." Paper presented at the National Reading Conference Convention, Austin, Texas. December, 1986.
"The Other Side of Reading Instruction: The Effects of Cultural Beliefs and Values on Instruction." Paper presented at the National Reading Conference Convention, San Diego, California. November, 1985.
"The Parameters of Mapping as an Instructional Technique: An Initial Investigation." Paper presented at the National Reading Conference Convention, Austin, Texas. December, 1983.
"Facilitating the Comprehension of Exposition: What Can We Do?" Paper presented at the East Bay Reading Association Conference, Berkeley, California. February, 1983.
"A Systematic Approach to Composition in the Middle School." Paper presented at the Florida State Reading Association Conference Convention, St. Petersburg, Florida. October 1980.

“Developing Strategic Readers: Training Reading Tutors & Reading Teachers.” Workshop presented at the California Reading Association's Convention, Sacramento, California. November 2002.
“CAL Reads: A Model for University, School, and Community Collaboration in Literacy.” Workshop presented at the California Reading Association's Convention, Ontario, California. November 2001.
"Early Literacy Instruction: Putting Assessment into Perspective" Workshop presented as part of the California Reading & Literature Project. Tule Lake & Turlock, California, August 1996.

PROFESSIONAL ACTIVITIES: EDITORIAL BOARDS & PUBLICATION ACTIVITIES
Member, Editorial Board, Language, Learning & Technology, an on-line journal housed at Michigan State University. Spring 2002 to present.
Member, Editorial Board, Journal of Social Affairs, a journal of the Sociological Association of the United Arab Emirates. Spring 2001 to present.
Member, Editorial Board of Educational Assessment, A journal published by Lawrence Earlbaum and Associates. 1991 to present.
Member, Editorial Board of Pippin Press's Professional Publications for Teacher's Series. 1990 to present. Member, Advisory Board, Reading Research & Instruction, a journal of the College Reading Association.
Spring 2000. Special issue on technology.
Member, Advisory Board, Reading Research Quarterly, a journal of the International Reading Association. Spring 1997 to 2001.
Section Editor, "Professional Materials" for Reading On-Line, a journal of the International Reading Association. January 1997 to 2000.
Member, Editorial Board, Reading on Line, a journal of the International Reading Association. January 1997 to 1999.
Member, Editorial Advisory Board for the 43rd National Reading Conference Yearbook edited by D. J. Leu & C. K. Kinzer, Syracuse University. 1993-5.
Editor, Literacy Assessment Forum, a newsletter published by the International Reading Association and St. Mary's College of California. 1990 to 1992.

PROFESSIONAL ACTIVITIES: PROFESSIONAL ORGANIZATIONS
Chair, Program Support Committee of the Local Arrangements Committee for the Annual convention of the International Reading Association, San Francisco, CA, May 2002.
Co-Chair, Area 7 (Teacher Education) for the National Reading Conference Convention, Spring 2002 to 2004.
Member, Adolescent Literacy Commission, International Reading Association, 2000-2004. Member, Publications Committee, International Reading Association. 1995 to 1998.
Member, Search Committee, Journal of Adult & Adolescent Literature, International Reading Association. Fall 1996 .
Member, Subcommittee of the Albert J. Harris Award of the International Reading Association. 1993-5. Member, Program Committee, National Reading Conference. 1993 to 1996.
Member, Program Committee. International Reading Association, 1990 to 1993.
Member, Issues in Literacy Assessment Committee. International Reading Association, 1988-1992. Corresponding Secretary, East Bay Reading Association 1989-90.

PROFESSIONAL ACTIVITIES: PUBLIC & PRIVATE EDUCATION
Research Associate, Berkeley Evaluation and Research Center, UC Berkeley. 2004-present
• Provided literacy expertise for the development of preschool standards in literacy. Consultant, Sequoia Union High School District, Redwood City, CA. 2003 to 2005.
• Developed a district-wide plan for professional development;
• Provided professional development in literacy
Member, ITQ Assessment & Dissemination Team, California Postsecondary Education Commission, Summer 1998 to 2002. 2003 to present.
• Served as evaluator for state funded grant projects in literacy, math & science;
• Assisted with RFP development and implementation

Member, Advisory Committee, Test of American Sign Language (TASL). San Francisco State
University. San Francisco, California. Fall 2004 to present.
Member, Berkeley Outreach Roundtable, Chaired by the Vice Chancellor for Undergraduate Affairs at
U.C. Berkeley. Fall 2000 to present.
Member, Literacy Advisory Committee, University of California, Berkeley Extension. Berkeley, California. Summer 1997 to 2001.
Member, Reading Advisory Committee, Commission of Teacher Credentialing, State of California.
March 1997.
Chair, Diocesan Strategic Task Force studying Oakland’s Inner City Schools, Diocese of Oakland, California. Spring 1995 to Spring 1996.
Member, Review panel for technical proposals to renew the California Basic Education Skills Test (CBEST), Commission on Teacher Credentialing, State of California. Spring 1995.
Chair, Task Force on the Authority of the Superintendent of Schools, Diocese of Oakland, California.
Summer 1994.
Member, Search Committee, Superintendent of Schools, Diocese of Oakland, California. Spring 1994. Member, Review Panel for CLAD/BCLAD Credential Programs, Commission on Teacher Credentialing,
State of California. 1993-4.
Member, Action Planning Group, Diocese of Oakland, California. Issue: the Role and Future of Catholic Schools in the Oakland Diocese. Summer 1992-3.
Member, Reading Specialist Credential Program Advisory Board, San Francisco State University, 1989- 90.
Member, K-6 District Wide Reading/Language Arts Adoption Committee, Berkeley Unified School District, Berkeley, California. 1988-89.
Member, Reading/Language Arts Adoption Committee, Richmond Unified School District, Richmond California, 1988-89.
Member, Berkeley Teacher's Center Advisory Board, Berkeley, California, 1988-89.

PROFESSIONAL ACTIVITIES: CORPORATE & BUSINESS INVOLVEMENT
Member, Academic Advisory Board, Science Companion, Inc. 2005 to 2007. Member, Educational Advisory Board, Holt Science & Technology, 2005 to present. Co-Founder & Chief Educational Architect, LetsGoLearn Inc. 2000 to present.
Member, Educational Advisory Board, Big Boing Toys, Inc. LLC., 2002 to present.

JESSICA PRATT MCLEOD
10217 N Rowell Ave., Fresno, CA 93730
510-220-8975
Jessica@letsgolearn.com www.letsgolearn.com

EDUCATION
University of California, Berkeley
M.A. in Education 2002
Advanced Reading and Language Leadership Program

National University, Fresno, CA
Multiple Subject teaching credential with CLAD 1998

Bryn Mawr College, Bryn Mawr, PA
BA Psychology 1997
Minor: Education

TEACHING EXPERIENCE
Hayward Unified School District
Martin Luther King Middle School 2002-2003
Literacy Coach and 7/8 grade reading teacher
Fresno Unified School District 1997 - 2000
Slater Elementary School 2nd Grade teacher

WORKING EXPERIENCE
National Sales Director, Let’s Go Learn 2008-present
Educational Deployment Specialist, Let’s Go Learn 2006-2008
Educational Development Team Member, Let’s Go Learn 2003-2006





















o Richard Capone is the CEO (FTE) of Let’s Go Learn and will is at the end of the day the person who takes ultimate responsibility for ensuring a successful outcome for the MDE implementation and ongoing quality. Mr. Capone is responsible for ensuring a full commitment to the project for tasked employees.
o The LGL MDE Project Manager will be Jessica Pratt (FTE), New Jersey Sales and Support Director. Her email is Jessica@letsgolearn.com and our toll-free number is 1-888-618-7323.
o Our Customer Service Director responsible for supporting MDE is Aaron Delgadillo (FTE); his email is aaron@letsgolearn.com.

Cost:

School Pricing 2013-14:

School Licensing Pricing
Per student per product pricing: 1 year pricing 2 year pricing* 3 year pricing*
Regular Assessments: 100+ students per prod. $7.00 $12.60 $16.80
DORA: K-12 50 to 100 students per prod. $10.00 $18.00 $24.00
DORA Spanish (EDELL) 20 to 49 students per prod. $15.00 $27.00 $36.00
ADAM: K-7 5 to 19 students per prod. $20.00 $36.00 $48.00
DOMA: Pre-Algebra
DOMA: Algebra
Assessment Add-Ons 100+ students per prod. $2.00 $3.60 $4.80
Add DORA Spanish to a DORA license** 50 to 100 students per prod. $3.00 $9.90 $7.20
20 to 49 students per prod. $4.00 $7.20 $9.60
5 to 19 students per prod. $5.50 $9.90 $13.20
Free Assessment Add-Ons
Add DORA Phonemic Awareness to DORA license
**allows same student to take both DORA and DORA Spanish $0.00 $0.00 $0.00
LGL Edge Series (Assessment + Online Courses)* 100+ students per prod. $39.00 $74.10 $105.30
Comprehension Edge (Includes DORA) 50 to 100 students per prod. $60.00 $114.00 $162.00
Reading Edge (Includes DORA) 20 to 49 students per prod. $80.00 $152.00 $216.00
Math Edge (Includes ADAM K-7) 5 to 19 students per prod. $100.00 $190.00 $270.00
Pre-Algebra Edge (Includes DOMA PreA)
Algebra Edge (Includes DOMA Alg)
Access to ALL LGL Edge Series Courses 200+ students $70.00 $133.00 $189.00
LGL Edge Series Upgrades* 100+ students per prod. $32.00 $61.50 $88.50
DORA to Comp. Edge or Reading Edge 50 to 100 students per prod. $50.00 $96.00 $138.00
ADAM to Math Edge 20 to 49 students per prod. $65.00 $125.00 $180.00
DOMA Pre-Alg. to Pre-Alg. Edge 5 to 19 students per prod. $80.00 $154.00 $222.00
DOMA Alg. To Algebra Edge

Access to ALL LGL Edge Series Courses
200+ students
$56.00
$107.80
$155.40
LGL Edge Series - Teacher Whiteboard Course* Cost per teacher course
Comp, Reading, Pre-Alg, or Alg Edge 1 to 4 $400
5 to 49 $300
50 to 99 $100
100+ $80
200+ $60
*Edge series is not eligible for concurrent or prorated pricing

Assessment by Use
Price
30 Test Pack of any one assessment $299.00
100 Test Pack of any one assessment $499.00

^ Prorating of 25% allowed for each full quarter that has passed on the DORA/DOMA license to be upgraded.

Let's Go Learn, Inc.www.letsgolearn.com
Let's Go Learn reserves the right to adjust all pricing.

1-888-618-7323

Explanation of how we are able to provide differentiated services to meet the individual needs of schools and districts.

Let's Go Learn is able to provide differentiated services to meet the individual needs of schools and districts through strong communication with district educators. Let’s Go Learn’s approach ensures that each student makes optimal progress in reading and math skills. Our Online Adaptive Assessment System for Individual Students (OAASIS) is a proprietary technology-based platform that simultaneously tests and reports on multiple skills while adapting to each learner’s individual ability in real time as a human would. Online reporting is available at the student, teacher, classroom, school, district, and state level.

In addition to our assessment system, the LGL system includes a Student Management System (SMS), allowing real-time access for teachers to monitor student progress. The SMS provides teachers, administrators and parents with individualized reports on each student, offering a diagnostic and easy-to-understand explanation of each student’s abilities and progress. LGL also makes reading and math content standards reports available for New York State Common Core standards, comparing student performance to state standards. For administrators, classroom and site progress reports and gains reports allow monitoring of all students participating in assessment and supplemental instruction. Finally, the LGL model includes comprehensive professional development, including on-site deployment workshops and on-going monthly web-based virtual training.

Our LGL Edge products provide reading and mathematics courses designed to fit the needs of students based on the strengths and weaknesses identified by our online diagnostic assessments. OAASIS™, Let’s Go Learn’s Online Adaptive Assessment System for Individual Students, is a proprietary technology-based platform that simultaneously tests and reports on multiple skills while adapting to each learner’s individual ability in real time as a human would.

Additionally, Let’s Go Learn has been approved by New York State and New Jersey to provide growth measurement. Our system provides an online educator effectiveness system through Student Growth Objectives (SGO’s) reporting wherein teachers and administrators use our online diagnostic assessments to benchmark where students begin at start of year. Then teachers set SGOs for individuals, groups, and/or classes and add these to the reporting sheet. At an agreed upon mid-point(s) students take the diagnostic assessment again and their progress is calculated.

How will we evaluate our services and support to schools and districts and its effectiveness in school/ district/ student achievement?

Let's Go Learn maintains an ongoing evaluation of its services and support to schools and districts and its effectiveness in school/district/student achievement through close communication with district educators. The LGL system includes a Student Management System (SMS), allows real-time access for teachers to monitor student progress. The SMS provides teachers, administrators and parents with individualized reports on each student, offering a diagnostic and easy-to-understand explanation of each student’s abilities and progress. LGL also makes reading and math content standards reports available for Common Core standards, comparing student performance to state standards. For administrators, classroom and site progress reports and gains reports allow monitoring of all students participating in assessment and supplemental instruction. Finally, the LGL model includes comprehensive professional development, including on-site deployment workshops and on-going monthly web-based virtual training.

After a child completes an assessment, teachers can immediately retrieve a series of reports, which detail a child’s reading or math profile in a quantitative and qualitative fashion and provide teachers with important instructional recommendations specific to that child’s profile. There are multiple components to the teacher’s report of a child’s assessment. The first section includes a quantitative summary of a child’s performance on each of the subtests. In this section of the report areas of low performance are flagged to make teachers aware that that particular reading skill is of high priority to that particular child. The next section of the report includes a qualitative summary of the child’s profile. Each section uses evidence from the subtests listed above to qualify the profile made of the student’s reading abilities including scores and, where appropriate, a description of the child’s errors relative to the target item. The third section of the report is a summary of different kinds of instructional strategies, which would best accelerate the child’s reading or math development. The instructional strategies draw from the child’s successes and known abilities to help build the areas of weaknesses as identified by DORA/DOMA. The last section of the report provides other detailed instructional strategies and tips that would be helpful to all students in the classroom.

In addition to the individual student reports immediately available to teachers, DORA/DOMA also generates a classroom Profile Report. Further, DORA/DOMA generates several reports used to monitor student growth. For this purpose, DORA/DOMA generate a Student Gain Report, which compares individual student growth across all subskills. In addition, there is a Site Profile Report that allows Leadership Teams and site and/or district administrators to monitor the growth of students school-wide.

Sample of services offered for a school or district:

Under 500 Students:

St. Mark’s Lutheran School
Phone Number: 626-968-0428
Address: 2323 Los Lomitas
Hacienda Heights, CA 91745
Contact: Linda Merchant

St. Mark’s uses our reading and math diagnostic assessments and our online prescriptive math courses.

500-1000 Students:

eScholar Academy
Phone Number: 530-527-0188
Address: 715 Jackson St.
Red Bluff, CA 96080
Contact:Harold Vietti

eScholar Academy uses our reading and math diagnostic assessments and our online prescriptive math and reading courses.

1000+ Students:

Downey Unified School District
Phone Number: 562-469-6500
Address: 11627 Brookshire Ave.
Downey, CA 90241
Contact: Leslie Jones, Asst Superintendent of Educ. Services
Lejones@dusd.net

LGL provided diagnostic assessment for district-wide literacy reform. Reform efforts included a move toward classroom differentiated instruction. Let’s Go Learn’s DORA assessment provided the diagnostic data for teachers and administrators. Extensive on-site professional development included reading theory and how to use assessment data to differentiate instruction. The phase II math initiative has also begun for middle school mathematics, which is an identified area in need of improvement.

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