Seeing Stars: Symbol Imagery for Phonological and Orthographic Processing in Reading and Spelling 
Study: Bell, Hungerford et al. (n.d)

Lindamood-Bell® Summary of Services and Fees (Average itemized breakout for full contract). Level 1: Lindamood-Bell® Professional Development Workshops (Starting at $7,350) Our organization provides the following Lindamood-Bell® Professional Development Workshops for district staff: One 13.5 hour Seeing Stars® workshop; and One 7 hour Introduction to Lindamood-Bell® School Partnerships workshop, which includes the initial RtI PD. The Seeing Stars® workshops will present the use of symbol imagery to stabilize phonemic awareness and help develop sight words, fluency and spelling. The Introduction to School Services workshop will provide a presentation of a model of language processing that unifies decoding, encoding, vocabulary and comprehension ability all within an RtI framework. 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. Level 2: Job-embedded Professional Development (Starting at $7,000 per classroom): Lindamood-Bell provides job-embedded coaching, mentoring, collaborative meetings and asynchronous learning opportunities for all instructional staff. This support is differentiated based on the skill level of classroom and small-group teachers. A key component is to establish an organizational infrastructure that provides research-based intervention, body of- evidence services to comprehensively increase student achievement. Lindamood-Bell offers a web-based meeting module, Zoom®, for job-embedded professional development. To utilize Zoom®, equipment minimum requirements include: a) a computer with a 2.2 GHz Core 2Duo processor and 2 GB of memory, b) A webcam, c) A projector, d) speakers, e) microphone, f) 2x2 internet connection, and g) Administrator access to install program plug-in. Instructions on testing connectivity for Zoom® are available by request. Level 3: School Partnership (Starting at $26,000 per year) includes: Lindamood-Bell® Instructional Leader Development Lindamood-Bell’s Instructional Leader Development 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, again, all within an RtI framework. Candidates participate in on-going mentoring—the primary function of Lindamood-Bell® consulting staff within the schools throughout the year—and advanced workshops and professional development activities. A school’s instructional leaders will go on to sustain the model in perpetuity. Leadership Institute: As part of the PLC partnership, Lindamood-Bell provides an 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. Leaders learn all aspects of Lindamood-Bell’s Response to Intervention framework and how to effectively manage this framework school wide. INFORMS for Schools Orientation/Web-based data management 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. Test Administration Orientation and Support: Lindamood-Bell® staff will train school personnel in test administration for assessing student skill level in various components of reading and comprehension. Lindamood-Bell® staff will shadow and coach school personnel throughout the year to help manage the various stages of assessment, scoring and entering of data. Quality Control Visits and Meetings: Project oversight visits occur a minimum of two times a year to provide regular program monitoring, support, and review of key indicators as a part of a continuous plan for improvement. Data Analysis and Reporting; 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-Bell® model. 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 with reporting and data analysis of pre and post-test results for all students participating in Lindamood-Bell® instruction. Tips for Home/Community Outreach: 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. Lindamood-Bell’s focus is professional development rather than direct instruction. 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 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. Additional Sample Fees for Materials ($15,000 per year): Instructional and testing materials must be purchased and received separately by the school. Instructional materials are available separately through Gander Educational Publishing® (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.

• Special Education Teacher
• General Education Teacher
• Reading Specialist
• Math Specialist
• EL Specialist
• Interventionist
• Student Support Services Personnel (e.g., counselor, social worker, school psychologist, etc.)
• Paraprofessional
• Other:

Our plan for professional development is job-embedded, evidence-based, and tailored to meet the desired goals of a particular school or school system. The backbone of this approach is the implementation of an RtI-based Professional Learning Community (PLC), in which educators can collaborate around a particular methodology or approach, review and discuss student data, share and problem solve issues related to classroom practice, and learn collectively from their own research and experience. A core component of this work is to review teacher and school-wide efforts to improve student learning, including sheltered instruction, specific interventions, and student support systems. Through the use of our pedagogy and programs, teachers learn to ‘speak the same language’ when comparing progress of students within or across curricula or content areas. Ultimately, this process informs the delivery of standards-based instructional strategies and content-based instruction as well as the overall school or district plan for ongoing professional development.

The PD model and programs were evaluated in a large, multicultural urban school district (Pueblo, CO, grades 3-5) comparing its Title 1 Schools to the state (see Sadoski, M. & Willson, V. (2006). Effects of theoretically based large-scale reading intervention in a multicultural urban school district. American Educational Research Journal, 43(1),137-154. https://doi.org/10.3102%2F00028312043001137.) Below is a more thorough description of the scope of implementation of our programs, demonstrating the use and in schools and private learning centers. Beyond the 55,000 plus students that have served in our intensive clinics since 1986, it should be noted that that number is significantly small in comparison to the number of students served through our professional development sectors, even just comparing the numbers over the last 3-6+ years. The majority of those students we have served, directly and indirectly, outside our learning centers in public education are as follows. We started partnering with schools in Alaska in 1992. Since 2014 via our School Partnership contracts, our Learning Center on Campus projects, and more recently our Coaching Initiatives and Imagery Language Connection initiative we have had a total of 577 contracts. In those 6 + years we have trained 6,765 teachers who have gone back to their respective educational environments using our programs. The conservative estimate of serving 20 students per class (RTI Tier 1) for those teachers trained in the programs means that the numbers of students being served through professional development is approximately 135,300 students in their regular educational settings in some fashion. From that 135,000, based on our analysis of the demographics in those actual schools, approximately 26% of the students that were served are minority students and 68% of those students are in Title I schools. Over the last 5 years approximately 88,000 thousand students in high poverty schools have received instruction in the programs. More specifically, regarding the delivery of our services in schools, of the 135,000 students served by teachers having received professional development, we have data on those students where the contract specifies that they are offered intensive instruction. Over the last 3 years 5,023 students have had, in their schools, customized intensive interventions in the programs. Over these same 3 years LBLP clinics have served 10,875 students. Ergo, students served intensively out of the 135,000 public education students served through our professional development offerings over the same period of time, we have half as many children intensively as we have served intensively in our clinics. As an aside, if we go back 13 years where we have a full composite of data from school districts on intensive students, we have addressed the needs of over 23 thousand students. Additional support for the effects on being able to process the phonetic structure of the English language using the Seeing Stars® program can be found in the trend analysis from Fort Smith, Arkansas. IStation testing is administered to all K-2 students in September, January and April of each year to measure progress in foundational reading skills. The graph included in Fort Smith Public Schools Report to the Public contrasts the number of students scoring in Tier 3 ("At Risk") and the number of students scoring in Tier 1 ("Grade Level") in overall Reading. Since beginning the Lindamood-Bell Learning Processes professional development program, using the Seeing Stars® Program, there has been a steady increase in the number of students scoring at Tier 1 and a decrease in the number of students scoring at Tier 3. Clearly, an increase in “phonics” knowledge contributes to these positive changes (Fort Smith Public Schools, 2019).

• Individual students
• Small group of students