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IDEA Projects |
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Center to Improve Reading Competence Using Intensive Treatments Schoolwide |
| Principal Investigators | Timeline | Total Funding | Funding Agency | Award Number |
| Dr. David Chard Dr. Beth Harn | 1-01-02 to 12-31-07 | $4,499,996 | U.S. Department of Education | H324X010014 |
The overarching goal of Project CIRCUITS is to implement, evaluate, replicate, and disseminate systemic prevention models that will accelerate and sustain the early reading achievement of students with reading disabilities or at risk of disabilities in grades K-3. The Center through the model demonstration project will address five primary objectives designed to: (a) elucidate through case studies of approximately 320 individual learners features of the home, instructional, developmental, and cultural contexts for students requiring tertiary prevention; (b) evaluate longitudinally (Kindergarten through grade 3) the effects of individual students' responses to tertiary prevention by manipulating levels of intervention intensity and evaluating the sustainability of positive reading trajectories; (c) identify the combinations and intensity levels of tertiary instruction necessary to achieve satisfactory early reading trajectories; (d) examine the cost effectiveness of schoolwide prevention models, particularly tertiary prevention on K-3 children's reading outcomes; and (e) disseminate methods, findings, and profiles to practitioners, research, and parent audiences.
Primary activities for Project CIRCUITS include: (a) professional development for all school personnel on elements of systemic intervention in beginning reading, (b) implementation of a dynamic formative assessment system for all children, K-3, and (c) development of intervention "circuits" in schools. Reading achievement will be measured formatively and longitudinally using a range of validated measures. In addition, corollary measures of teacher and parent satisfaction, school outcomes (e.g., overall student achievement), and cost effectiveness will be collected. Anticipated outcomes include (a) a framework of generalizable model components and circuits that effect early reading achievement across sites and schools, (b) tertiary intervention profiles that will accelerate and sustain adequate reading growth, and (c) learning profiles (e.g., phonological awareness, alphabetic understanding) that typify inter- and intra-individual differences among children, (d) practitioner and parent web-based systems of intervention support, and (e) efficacy analyses based on student achievement and cost-benefits.