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.
Lindamood-Bell Learning Processes
416 Higuera ST.
SAN LUIS OBISPO, CA 93401-3833
Phone: (800) 233-1819
416 Higuera ST.
SAN LUIS OBISPO, CA 93401-3833
Phone: (800) 233-1819
Website: www.lindamoodbell.com Screenshots / Demo: www.lindamoodbell.com/professionaldevelopment/learningcommunityinaschool/index.aspx Effectiveness Data: www.lindamoodbell.com/learning-center-results.aspx Type of Organization: For Profit Company Organization is best described as: For-Profit Age of Firm / Number of Years in Operation: 25 Level(s) services may be provided: - Elementary
- High School
Provides performance guarantees in contract: NO Educational Services Provided Assessment
Comprehensive & Effective Planning
Comprehensive Turnaround Provider
Dropout Prevention and Intervention Services
Organizational Structure and Resources
Program Evaluation Services
School and District Improvement
Family and Community Support
Name of Schools/ Districts that this organization has served in Colorado:
In the state of Colorado alone, Lindamood-Bell has partnered extensively with 12 school districts and 80 schools since 1997 to provide systemic models of school and district-wide reform.
Adams County School District 14, Janell Sueltz, Director of Student Achievement, (303) 853-3333 Brush School District RE-2J, Johan van Nieuwenhuizen Director of Learning Services, (970) 842-5176, Harrison School District #2, Aljean Tucker, Executive Director of Elementary Education, (719) 579-2068 Haskin Elementary/Center Consolidated School District, Lori Cooper, (719) 754-3442, ext. 2802 Monaco Elementary School,
Montezuma-Cortez School District, Stacy Houser, (970) 565-7282, ext. 115 Pueblo City Schools, Maggie Lopez, Superintendent, (719) 549-7148 St. Vrain Valley School District, Jackie Whittington, (303) 772-7700 Weld County School District RE-1, BJ Stone, Director of Curriculum and Professional Development, (970) 737-2403
George Welsh, Superintendent Center Consolidated School District (719) 754-3442 email@example.com
Kathy DeNiro, School Board Member Pueblo City Schools (719) 561-5002 Kathy.firstname.lastname@example.org
Jackie Whittington, Special Education Director St.Vrain Valley School District (303) 772-7700 Whittington_jacalyn@stvrain.k12.co.us
Lori Cooper, Director of Instruction Center Consolidated School District (719) 754-3442, ext. 2802 email@example.com
Gina Gallegos, Principal Heritage Elementary Pueblo City Schools (719) 549-7575 firstname.lastname@example.org
Name of Schools/ Districts that this organization has served in other states:
Laramie, Alice Hunter, (307) 771-2174, ext. 10504 Bristol, Rachel Walk, (423) 652-9279 Caruthersville, J.J. Bullington, (573) 333-6100, ext. 3 Perryville, Velda Haertling, (573) 547-7500, ext. 204 El Centro Elementary School District, CA- Dr. Robert Pletka, Superintendent, (760) 352-5712 Gallup McKinley County Schools, NM- Tammy Hall, Learning Services Coordinator, (505) 721-1010 Madera Unified School District, CA - Jennifer Gaviola, Director of Special Services, (559) 213-4629 Atlanta Community Schools, MI - Teresa Stauffer, Superintendent, (989) 785-4877
Dunseith Public Schools, ND- Lana Decoteau, (701) 244-0480 Long Beach Unified School District, CA- Margaret Towner, Special Education Coordinator, (562) 437-8871
Qualifications of this Organization (licensure, trademark, etc.):
Approved Turnaround Provider in OH, AZ, TN, and CO. (Approved by the CDE as part of their Race to the Top initiative 2009-2011.) LBLP has been an approved SES provider, currently or in the past, in over 20 states.
Qualifications of Instructors/ Staff that Provide Services:
School systems are complex organizations with highly diverse needs. Each district we partner with presents unique challenges that we are qualified to address collaboratively with school leadership. The staff involved with our school partnerships has extensive experience in public education. Lindamood-Bell's developmental and remedial programs, educational research, core curriculum instructional practices, and professional development in Scientifically-Based Reading Research (SBRR), in collaboration with school personnel and administration within a Professional Learning Community model is fully compatible with all the mandates of the Colorado Basic Literacy Act (CBLA). Lindamood-Bell's Professional Development division manages all aspects of its school partnerships. The division consists of an executive director, 2 department directors, regional directors, project directors, and consultants. Additionally, Lindamood-Bell's Director of Instruction and its Research and Development Department interact closely with our school partners. Personnel at each level are directly involved with each of our partnerships with various tasks and responsibilities.
Lindamood-BellŪ Summary of Services and Fees (Average itemized breakout for full contract)
a. Lindamood-BellŪ Professional Development Workshops ($35,000 per year):
Our organization provides the following Lindamood-BellŪ Professional Development Workshops for district staff: One 2-day Seeing StarsŪ workshop; One 2- day Visualizing & VerbalizingŪ workshop; and One 1-day Introduction to School Partnerships workshop. The Seeing StarsŪ workshops will present the use of 'symbol imagery' to stabilize phonemic awareness, and help develop sight words and spelling. The Visualizing and VerbalizingŪ workshop will present the theory regarding the relationship of concept imagery to language comprehension and the practice of the specific steps of the NancibellŪ Visualizing and VerbalizingŪ Program to develop oral and written language comprehension. The Introduction to School Partnerships workshop will provide a presentation of a model of language processing that unifies decoding, encoding, vocabulary and comprehension ability. The sensory-cognitive functions that affect development of decoding and comprehension skills are presented through research and case studies. Participants learn to identify students in need of remediation.
b. Consulting, Coaching, and Program Management ($125,000 per year):
Lindamood-Bell provides direct, full time, on-site coaching, mentoring, and program management for all instructional staff. This support is differentiated based on skill level of classroom and small-group intensive teachers. A key component is to establish an organizational infrastructure that provides research- based intervention, "body of evidence" services to comprehensively increase student achievement.
c. Lindamood-BellŪ Certified Instructional Leader Program ($15,000 per year):
Lindamood-Bell's Certified Instructional Leader Program is a rigorous professional development plan designed to prepare key instructional leaders to provide instruction and maintain a high quality, integrated, accountability-driven program for schools. Candidates participate in on-going mentoring, the primary function of Lindamood-BellŪ consulting staff within the schools throughout the year, and advanced workshops and professional development activities. A school's certified consultants will go on to sustain the model in perpetuity. Certification is competency based, and candidates must renew their certification annually.
* Qualifications of Instructors/ Staff that Provide Services:
* Cost: Detail the cost of services available for educational services you have checked and can provide service.
d. Leadership Institute ($3,000 per year)
As part of the PLC partnership, Lindamood-Bell provides a one to two-day in-service for district leaders prior to the start of the partnership. Leaders learn the framework for the PLC process-based educational model, the fundamentals of the instruction methodologies to be used, how to use data to determine differentiated instructional needs, and how to monitor classroom and small group instruction. Emphasis is placed on principals as instructional leaders with specific responsibilities in monitoring program quality and fidelity. A shared vision of program goals and expectations is developed by school/district leadership and clearly communicated to all constituents, including teachers and parents.
e. INFORMS for Schools Orientation/Web-based data management ($3,000 per year)
Teachers and administrators receive instruction and access to Lindamood-Bell's web-based data management system. This system includes an automated test- scoring module that generates individualized real time student reports, progress monitoring data, and attendance tracking. This is a critical tool for schools/districts, as it allows for the management of the learning needs of very large numbers of students, using nationally-normed diagnostic evaluations to comprise the "body of evidence" necessary in an Response to Intervention model. This web-based system does not require the school/district to purchase any additional software or hardware. Access is included with Lindamood-Bell's contract for services with the district.
f. Test Administration Orientation and Support ($3,000 per year)
Lindamood-BellŪ staff will train school personnel in test administration for assessing student skill level in various components of reading and comprehension. Lindamood-BellŪ staff will shadow and coach school personnel throughout the year to help manage the various stages of assessment, scoring and entering of data.
g. Quality Control Visits and Meetings ($5,000 per year)
Corporate office visits occur a minimum of three times a year to provide regular program monitoring and support, and review of key indicators as a part of a continuous plan for improvement.
h. Data Analysis and Reporting ($9,000 per year)
We understand the importance of accountability and decision-making based on data. We continually monitor and measure the efficacy of our services and programs through comprehensive data analyses. It is our goal to provide partners with timely data analyses and recommendations to maximize program quality, fidelity, and sustainability in the Lindamood-BellŪ model you are implementing. On a monthly basis, we report to site principals and to the district administration regarding the status and fidelity of the implementation. Throughout the year, we will also provide the district administration and school board the following four reports:
1. Needs Assessment Report (Fall) - includes pre-test results for at-risk students identified for Lindamood-BellŪ instruction
2. Mid-Year Report (Winter) - includes pre and post-test results for students participating in Lindamood-BellŪ instruction during the first semester
3. End-of Year Report (Summer) - includes pre and post-test results for all students participating in Lindamood-BellŪ instruction during the school year
4. State Achievement Test Report (Fall of following year) - includes cohort analyses on state achievement test results
i. Tips for Home/Community Outreach ($1,000 per year)
Lindamood-Bell provides mutually agreed upon events for the families of students, each semester, including our Tips for Home presentation, to increase community awareness and involvement in the targeted schools. These events are a critical component behind the success of the Professional Learning Community.
j. Total Sample Fees ($199,000 per year)
Sample fees include all components and services listed above, all Lindamood-BellŪ salaries, benefits, operational expenses, and workshop fees. Lindamood- Bell's focus is professional development rather than direct instruction. Therefore, the above cost estimate for professional development will serve as the 3- year budget for a school. All students in the school will benefit from the provided professional development; therefore Lindamood-Bell does not price our services per pupil. The sample fees are based on the Lindamood-BellŪ 3-Year partnership plan and may vary, based on goals and objectives being met each year. The Professional Development design plan can be scaled-up and customized, based on the need and size of the school.
Please see below for sample number of teachers and students served by one Lindamood-BellŪ consultant: -Up to 16 classroom teachers (K-12), serving up to 25 students per class. Up to 400 students served. -Up to 12 push-in/small-group intervention teachers (K-12), serving up to 12 groups at 5 students per group. Up to 60 students served.
k. Additional Sample Fees for Materials ($15,000 minimum year 1; $15,000 minimum years 2 and 3): Instructional and testing materials must be purchased and received separately by the school. Instructional materials are available separately through Gander Educational PublishingŪ (800-554-1819) and testing materials are available separately through the various test publishers. Lindamood-Bell will provide a list of publishers and contact information for the school's convenience.
Explanation of how we are able to provide differentiated services to meet the individual needs of schools and districts.
Lindamood-Bell collaborates with schools/district to customize a model to best meet its needs. Each contract is unique depending on school/district needs. Lindamood-Bell's partnership and Professional Learning Community (PLC) philosophy is built around two main concepts necessary to transform schools academically. First, instructional methodologies are based on a theory of cognition. The process-based approach stimulates specific brain-based skills such as symbol imagery, concept imagery, and phonemic awareness. These underlying cognitive processes must be developed and/or remediated for all students to maximize their learning potential and benefit from standards-based instruction, strategies, materials, and curricula. Thus, Lindamood-Bell adheres to and promotes a paradigm shift in how to best meet the language processing needs of students, integrating both process and content/standards-based instruction. The skills addressed are foundational to all curricula and it cuts across all standards.
Second, while Lindamood-Bell's research proven instructional practices are necessary, they are insufficient without simultaneously controlling for, or revamping, the school system and/or culture in which they are to be implemented. To achieve large scale and sustainable success, Lindamood-Bell collaborates with all levels of leadership, including the school board, district administration, and site level leaders in evidence-based practices. Lindamood-Bell's approach is to work in a collaborative effort to address and improve the existing school framework, personnel, and practices. Specifically, the main district and school leadership support components include sustained and embedded professional development, data analyses and accountability, differentiated instruction, leadership institutes, parent/community outreach, and certification for teachers based on a "highly-qualified" rubric. This model includes and mirrors the conceptual framework mandated at the federal level known as Response to Intervention (RtI). By incorporating a collaborative, problem-solving framework to increase student achievement, Lindamood-Bell's Professional Learning Community model has been shown to meet the needs of all students and sustain results over time.
In Colorado particularly, Lindamood-Bell has successfully supported leaders, teachers, and school systems to meet the mandates of the Colorado Literacy Act, and more recently, No Child Left Behind.
How will we evaluate our services and support to schools and districts and its effectiveness in school/ district/ student achievement?
Lindamood-Bell's most successful school partnerships involve close collaboration between Lindamood-Bell's School Partnerships Department and district/school leadership. Prior to beginning any initiative, school leaders must attend a Lindamood-BellŪ overview to learn about the Professional Learning Community comprehensive professional development model. Lindamood-BellŪ and district leadership then collaborate to identify student and professional development needs, and how to customize a model appropriate for given schools that will be effective. A proposal is subsequently drafted for all stakeholders to consider, modify, and eventually approve. Once the initiative is underway, district and school leadership begin immediately participating in professional development activities. All leaders are expected to attended a leadership institute, which covers scientifically-based reading research, diagnostic assessment and progress monitoring, managed instruction, instructional leadership, and monitoring program efficacy. Principals are also expected to attend all instructional workshops to learn and monitor the methodologies in targeted interventions and/or in classroom settings. It is also highly recommended that appropriate district leaders attend these instructional workshops. Throughout the initiative, personnel from Lindamood-Bell's School Partnerships Department collaborate extensively with district and school leadership. On a monthly basis, Lindamood- Bell's on-site project managers and consultants meet with principals and instructional leaders at schools to analyze key indicators, assessment data, and program efficacy. Recommendations are provided to enhance or improve program implementation. Project managers also provide extensive support to principals in the area of program monitoring and classroom walkthroughs. Principals are given guidance and support on how to evaluate instructional practices related to scientifically based reading instruction and then how to effectively provide feedback to staff to address high quality instructional needs.
Personnel from Lindamood-Bell's corporate office also consult monthly with district leadership to review key indicators, data, and overall program efficacy. On a quarterly basis, Lindamood- Bell provides comprehensive data analyses, findings, and recommendations regarding the progress and effectiveness of the initiative to the district's school board. Written data analyses reports are submitted and/or made available to all stakeholders, and presentations are provided directly to the district administration and school board.
This rigorous process and level of accountability helps ensure that findings and recommendations are thoroughly understood and implemented, and that leaders at all levels are actively responding to issues of program fidelity and quality.
Sample of services offered for a school or district:
Under 500 Students:
Center School District, Haskin Elementary School, and Lindamood-Bell have initiated the first year of a Turnaround Initiative, sponsored by CDE through school improvement funds. In Turnaround models, schools are expected to make dramatic and systemic changes, resulting in increased student outcomes, in a relatively short time period, typically within 1 to 3 years. In contrast, school reform efforts historically take five years or more to see systemic progress. Perhaps former Colorado Commissioner of Education, Dwight Jones, characterized it best: "This is urgent work."
It should be noted that the framework to identify and service chronically low performing schools was well established by CDE's Turnaround Office, launched in late 2009. Unlike many other states, Colorado established a strategic plan to ensure districts were 1) identifying root causes of poor achievement, 2) scrutinizing external providers to match their needs with appropriate services, and most importantly 3) requiring districts to develop innovative and systemic plans to increase and sustain achievement on a large scale. Only then would districts be approved and funded to implement these well-planned, cutting-edge models. This is contrary to typical school improvement initiatives over recent years, where "light touch" reform efforts lacked innovation and had not had the effect needed to dramatically increase, or sustain, student outcomes. Instead, with CDE's framework in place, Center School District was able to develop an aggressive Transformation model based on credible school reform research.
To date, the Center of Excellence Transformation Initiative in Haskin Elementary has been effectively designed and implemented, with key performance goals already met or on target to be met by the end of the current school year. Many areas cited in the school's external diagnostic review from November 2009 as impediments to student achievement have already been addressed, or are in the process of being corrected/improved (see examples below in summary of key indicators). New and innovative processes are being utilized to improve student skills and teacher professional development.
Another factor to be considered is Haskin's implementation of a second strategic initiative under its Transformation model: curriculum alignment. The district also partnered with Focal Point, which specializes in curriculum alignment, leadership development, and teacher accountability systems. The three partners (Center School District, Lindamood-Bell, and Focal Point) worked collaboratively to develop this strategic plan. The two external providers attended the other's introductory inservice and coordinated plans to ensure consistency and cohesiveness in services and practice. This example should not be underscored given the typical redundancies or contradictions in services/programming/materials that schools often experience.
Finally, Center School District and Haskin Elementary staff should be commended for their tremendous efforts to implement such a systematic model within a short time frame (see Timeline of Key Events above). In part due to the strong buy-in from leadership and staff, the district established aggressive goals and acted quickly to implement. Even prior to official approval of the Turnaround Proposal from CDE, Lindamood-Bell and the District implemented the initial phases of the model, to include a diagnostic student Needs Assessment, a 5-day introductory inservice for staff, and initiation of the 2010 Summer Academy. Based on anecdotal feedback from other Turnaround schools in Colorado and around the country, in comparison, Haskin Elementary is ahead of the curve in its Transformation process.
Our model of high quality instruction, rigorous professional development and comprehensive program monitoring helps students learn to their potential, improving and sustaining improvements in academic performance.
Brush School District's Lindamood-BellŪ Partnership included:
- Leadership Support and Collaboration: Through strategic planning meetings, school-by-school needs assessments, regular quality reviews, and provision of Lindamood-BellŪ Leadership institute events, administrators and key instructional leaders worked to implement and sustain an evidence-based, sustainable, literacy initiative.
-Professional Development: A PLC was established, which included on-site workshops, ongoing program demonstrations and mentoring by on-site coaches, and collaboration meetings. To ensure sustainability, the Lindamood-BellŪ Certified Instructional Leader program was provided for key instructional leaders.
- Curriculum and Instruction: Our process based, sensory-cognitive instruction develops the underlying skills required for competency in reading, comprehension, writing, and critical thinking. A framework for the district's Response to Intervention (RtI) plan with instruction appropriate for all three tiers was instituted including:
o Targeted Intervention for students at-risk for reading failure. This instruction required a modification of the learning environment to accommodate diagnostic assessment, small-group intervention, and quality instruction.
o Classroom Instruction that enhances the core and is aligned to Colorado Content standards.
- Assessment and Progress Monitoring: Teachers used comprehensive assessment tools to assess individual learning needs, differentiate instruction, and measure program efficacy.
- Technology: Teachers used Lindamood-Bell's web-based data management system, INFORMS for Schools, to track student assessment results and attendance, generating individualized learning evaluation reports that ensure data-driven instruction. One of the primary goals this year was to incorporate the implementation as a part of the district's Response to Intervention (RtI) approach. The year began by identifying a large number of at-risk students, as based on the Colorado Student Assessment Program scores, and including them in small-group instruction.
- Eighty-one percent of elementary instructional staff have attended Seeing StarsŪ and Visualizing and VerbalizingŪ workshops.
- Fifty-six percent of at-risk 4th graders and 51% of at-risk 5th graders received small-group instruction.
- Beaver Valley Elementary included 86 students in small-group instruction; Brush Middle School included 50.
- Eighty-one percent of the students in small groups did receive 80 or more hours of instruction. Sixty-six received over 100 hours.
- Decoding students averaged substantial improvement on measures of symbol imagery, word recognition, spelling, and paragraph reading.
- Comprehension students significantly increased average scores in measures of comprehension including raising vocabulary from the 18th to the 34th percentile, increasing following oral directions from the 23rd to the 39th, and most importantly, increasing written comprehension from the 13th to the 45th percentile, putting the level well within the normal range.
- The instructional leadership at all three schools have attended the Leadership Orientation and have met with Lindamood-BellŪ consultants regularly on updates.
In Pueblo, 1,400 teachers have participated in Lindamood-Bell's professional development workshops, 125 district and school leaders have attended our Leadership Institute, and over 15,000 at-risk students have received targeted intervention since 1998. Additionally, thousands of students have received Lindamood-Bell instruction through direct instruction or application of the programs in classroom curricula aligned to Colorado's content standards. In the 2008-09 school year, 49 teachers completed Lindamood-Bell's Certified Instructional Leadership program, a rigorous professional development process to help schools monitor and sustain program fidelity. Thus, Lindamood-Bell's 13-year partnership in Pueblo shows strong evidence of sustained student achievement on a large scale. This will be the 14th year of the partnership. Lindamood-Bell has also replicated many projects like Pueblo around the country.