Dear Educators,
A major impetus of the national push for more rigorous state standards is the continuing decline in the performance of college-bound high school students on college entrance exams. Because this decline has been tied to a progressive simplification of school reading materials over the years, a central goal of rigorous standards initiatives has resulted in increasing the levels of text complexity that students must read. For too many students, however, the ability to comprehend texts to the level of complexity recommended by the new standards is currently out of reach.
There is a great need for all students to develop the capacity to read, comprehend, and respond to more complex texts—the sorts of texts they will face in college, the workplace, and their day-to-day responsibilities and opportunities beyond high school. Their lives depend on it. By raising the bar, rigorous standards force us to reexamine expectations and lessons to which we have become accustomed. They force us to ask what else we can and should do to better assist our students. This is the challenge before us, and it is a critical one.
Toward meeting this challenge, it has been my great pleasure to work with the Intervention Solutions Group in bringing the findings of seminal theory and empirical research to the aid of struggling students as we have revised and expanded System 44. System 44 Next Generation, launched in 2013, focuses on providing explicit instruction in phonics, reading comprehension, and writing for the most challenged readers. It is designed to help these students acquire decoding automaticity alongside the linguistic strengths and metacognitive skills on which their literacy growth depends.
To date, System 44 has been implemented in thousands of schools across the United States. The profiles in this book are part of a larger body of evidence indicating that System 44 can improve the learning trajectories of even our most challenged readers. Moving forward, we will continue to build off this positive momentum toward ensuring that the literacy levels of all students are ready for college, career, and life upon high school graduation.
Sincerely,
Dr. Marilyn Jager Adams
More than seven years since the launch of System 44 Enterprise Edition, students are learning to read and write in a time of rapid societal change and continuous education reform. The enactment of the new rigorous standards reflects a pivotal moment in education history.
Although educational professionals and families have worked tirelessly to advance the reading achievement of our students, there is still room for improvement. New standards clearly communicate expectations for all students in English Language Arts & Literacy (ELA) and Mathematics at each grade level from kindergarten through 12th grade. The ELA standards define the knowledge and skills students should have in the areas of Reading, Writing, Speaking and Listening, and Language –– with the goal of preparing all students for college and career readiness.
In spite of educators’ best efforts, there are still too many students who continue to struggle with literacy. The most recent National Assessment of Educational Progress (NAEP) results (2013) revealed little to no change from earlier years in the reading achievement levels of the lowest performing readers. For example, approximately one-third of all fourth and eighth graders scored at or above proficient from 2002 through 2011.
The outlook is particularly dim for those students who do not complete high school. Nationwide, about one in four highschool students, or more than one million students a year, drops out before graduating (US DOE, 2011). Lack of readiness for college and the 21st century workforce is an equally serious threat. Among students who do graduate, one-third require remedial courses in one or more subjects at post-secondary schools because they lack certain requisite skills (ACT, 2006).
In an effort to combat the stagnant results in reading proficiency, the new standards begin with mastering the foundational reading skills and place an increased emphasis on informational text, complex text, reading aloud, and inquiry-based learning. However, the new standards leave out an explicit instructional path. This is particularly salient for our most challenged readers who lack foundational reading skills and yet will be held to the same grade-level standard as their reading-proficient peers. The phonics instruction guidelines leave much to interpretation, allowing educators to choose the content and method of delivery (Brady, 2012). Thus, it is up to educators to lead the way for our lowest-performing students to be on track for college and career readiness.
In order for the lowest-proficiency students to be able to succeed in the era of rigorous standards, educators must continue to incorporate research-based programs and evidence-based best practices into the curricula. Explicit, systematic instruction in foundational reading skills remains paramount, along with responding to students’ individual needs. The focus of reading instruction needs to shift away from a particular type of lesson, activity, or instructional material found in a given classroom and toward each student and their individual learning needs. A rotational instructional model that blends face-to-face instruction with online learning technology is an efficient and effective way to support the needs of today’s students.
Additionally, students need access to a range of quality texts and multiple opportunities for independent reading. With focused, deliberate assessment and instruction, even the most challenged students can be provided with the tools they need to access grade-level work and to support their journey toward college and career.
System 44 is designed to offer the most challenged readers and their teachers a comprehensive system for mastering the foundational reading skills and moving students toward the independence needed to meet the rigorous expectations of the new standards. Since its inception, System 44 has relied on the research-based design of Dr. Ted Hasselbring and his work through Vanderbilt University. System 44 leverages the power of research-based instructional practices and adaptive, personalized technology driven by the FASTT (Fluency and Automaticity through Systematic Teaching with Technology) algorithm that Dr. Hasselbring helped to pioneer with READ 180®, in order to deliver the precise foundational literacy instruction each student needs to achieve mastery. Since its launch in 2008, System 44 has earned a history of success, including an endorsement by the Council of Administrators of Special Education (CASE) and countless successes across varying implementations nationwide. System 44 has been proven to raise reading achievement for the most challenged student populations, including students with special needs and English learners.
With the newest edition of the program, System 44 Next Generation, our most challenged readers and their teachers have everything they need to prepare for the next generation standards and assessments. The goal of System 44 remains the same: to ensure that each student masters the system of 44 sounds and 26 letters that constitute the English language, allowing them to become fluent and confident readers.
Instruction in System 44 builds on the successful, research-driven practices of Enterprise Edition, blending daily opportunities for teacher-led instruction, personalized technology, and independent reading, while new components outlined below have been designed explicitly to help educators meet the rising demands of college and career readiness.
The System 44 student software has been enhanced to deliver an even more comprehensive personalized learning path, with new features including:
System 44 provides teachers with the comprehensive tools and supports needed to successfully raise reading achievement in their classrooms. The 44Book Teacher’s Edition provides a clear path for daily, explicit instruction in the phonics, reading, and writing skills. The 44Book includes:
The System 44 Student Library provides students with daily opportunities for modeled and independent reading of high-quality fiction and nonfiction. Each library includes a range of leveled, age-appropriate titles ranging from 100 Lexile® measures (L) to 450L, targeting decoding skills and strategies to promote comprehension and build vocabulary and content-area knowledge. The System 44 Library is available in three formats designed to support anytime/anywhere reading: Paperbacks, Audiobooks and eBooks. The System 44 library includes resources that provide scaffolded supports, including Comprehension, QuickWrites, Discussion Questions, and Reading Counts!® quizzes for each title.
The new Teacher Dashboard increases the capacity of effective teachers. The Teacher Dashboard provides teachers with comprehensive supports for effective teaching and data-driven instruction, including:
The Resources for Differentiated Instruction (RDI) book is a comprehensive guide that provides teachers with a wide array of resources to deliver differentiated instruction. The RDI includes a collection of targeted phonics and word analysis lessons, plus instructional routines, aligned to the scope and sequence of phonics instruction. Additionally, the RDI presents research, instructional best practices, and tools for the successful implementation of Multi-Tiered System of Supports (MTSS), including a Positive Behavior Intervention System (PBIS).
The Leadership Dashboard provides school and district leaders with transparent visibility into System 44 implementation metrics, and includes the following:
The bilingual System 44 Family Portal, available in English and Spanish, supports the diversity of family members and caregivers invested in the success of System 44 students. The Family Portal includes a wide variety of information and resources to support phonics instruction at home for all families, including students with disabilities and English learners.
System 44 is proven to help students master the foundational reading skills required for success and includes everything you need to teach foundational reading. The path to the college and career readiness starts here.
System 44 is informed by an extensive body of literature about best practices for accelerating challenged readers to reading independence. In the following section, for each curriculum and instructional element of the program listed below, relevant information from the research base and expert opinion is presented alongside descriptions of how these research foundations have been translated into the program design and curriculum.
✔ Phonemic Awareness
✔ Phonics Foundation
✔ Word Analysis (Syllabication and Morphology)
✔ Spelling
✔ Sight Words
✔ Oral Language Development
✔ Reading Comprehension
✔ Range of Complex Texts
✔ Academic and Domain-Specific Vocabulary
✔ Evidence-Based Writing
✔ Personalized Technology
✔ Principles of Motivation and Engagement
✔ Principles of Cognition and Learning
✔ Efficient Screening, Placement, and Progress-Monitoring Assessments
✔ Comprehensive Support for Teachers, Administrators, and Families
✔ Multi-Tiered Systems of Support (MTSS)
✔ Older Struggling Readers
✔ Students With Disabilities
✔ English Learners
Struggling readers need explicit, systematic daily instruction and individualized practice in foundational reading skills. Recognizing that foundational reading skills are critical to reading success in the era of rigorous standards, System 44 provides systematic support for the development of the most critical foundational reading skills. Students have frequent opportunities to learn and practice the phonics and phonemic awareness skills that are essential components of language and literacy development.
Research & Expert Opinion
System 44 Delivers
System 44 delivers research-based, explicit, scaffolded, and systematic instruction in the 44 speech phonemes of English, providing the foundational literacy skills that are essential to the academic success of all struggling readers. The instructional sequence for phonemic awareness lessons presents the most stable, frequent, and highest-utility sounds first so that students can quickly begin to experience success connecting sounds to letters and decoding words.
In the adaptive Software, The Code presents explicit instruction based on a comprehensive scope and sequence. Direct instruction embedded in the Software further develops phonemic awareness skills in the context of decoding, or word identification, and encoding, or spelling. For example, in the Software students engage in auditory and visual phonological awareness activities such as word/syllable recognition, onset/rime recognition, and listening/responding.
With the new 44Book, teacher-led S.M.A.R.T. (Strategies for Metacognition, Academic Language, Reading, and Thinking) lessons provide metacognitive training in blending, segmenting, and other phonemic awareness skills and strategies. Correct pronunciation and articulation of phonemes is reinforced by the teacher as well as with video models in the Software. The teacher-led instruction allows for students to transfer the acquisition of foundational skills they have learned while working independently on the Software.
Students have many opportunities to use visual, aural, kinesthetic and tactile modalities to strengthen phonemic awareness. For example, the Resources for Differentiated Instruction (RDI) Small-Group lessons incorporating the word-building kit use letter tiles to offer students the opportunity to manipulate letters and morphemes in order to create new words. This visual/tactile activity builds phonemic awareness as students add and subtract phonemes.
Research & Expert Opinion
System 44 Delivers
System 44 delivers explicit, scaffolded, systematic instruction in the phonological structures of English. The adaptive Software activities and teacher-led lessons provide intensive training in letter-sound relationships, segmenting, and blending. Instruction and modeling help students build aural discrimination between sounds and match those sounds to their spellings. As students work independently on the computer, the Software moves students from foundational instruction in phonics and decoding, to reading 100 percent nonfiction Success passages, which are connected texts designed to be a stretch for them. Audio and visual effects, such as images, animation, context sentences, and Spanish translations assist students as they blend and read new words.
System 44 is designed to scaffold challenged readers in applying decoding skills to connected text from the start. The scope and sequence first introduce grapheme-phoneme combinations that are most stable, most useful in making words, and most frequent in occurrence. The Software, transfer routines, and teacher-led instruction then scaffold students in transferring newly acquired decoding skills to novel words and connected text in the 44Book, Student Library titles, and the Decodable Digest.
In the 44Book, S.M.A.R.T. lessons build metacognitive decoding knowledge and word strategies by directly teaching foundational phonics principles and essential concepts. S.M.A.R.T. lessons offer targeted instruction and practice in phonics and grammar during small group, reinforcing key skills and concepts students encounter in the Software and Resources for Differentiated Instruction (RDI).
Each RDI, Code, and Word Strategies lesson contains oral practice opportunities for key words that tie to a particular phonics element. In addition, students have independent practice with sound spellings that help develop fluency by recording under a time constraint in The Code Strand of the Software. To monitor student progress, teachers can use the Oral Fluency Assessments (OFA), which measure the number of words read correct per minute by students.
Research & Expert Opinion
System 44 Delivers
Early in the sequence, System 44 begins teaching strategies for decoding multisyllabic words as students master the building blocks of the English language. The Software’s Word Strategies lessons build word attack skills through instruction with word-analysis strategies, beginning with English syllable patterns and syllabication. High-frequency morphemes are introduced, together with morphological word-reading strategies. The lessons offer immediate, corrective feedback as students learn to consciously apply strategies and use morphology to read and understand multisyllabic words. Developing morphological and syllable sense enables students to read essential words across the content areas.
In the 44Book, teacher-led lessons also focus on syllabication. Students are taught to count the beats in a pronounced word, identify the graphemes in the syllables, and then blend syllables to read the word. While reading, students identify patterns within the text to deepen phonological awareness and grammar skills. S.M.A.R.T. lessons offer targeted instruction and practice to reinforce key skills such as morphology.
As a supplement to the Software, the Resources for Differentiated Instruction (RDI) lessons teach students how to identify morphemes that will help them to “chunk” words in order to determine their meanings. Students learn to look for prefixes and affixes, count the “vowel spots” to identify syllables, break the words into syllables, read each syllable, and read the word. Thus, System 44 equips students to decode and determine the meanings of unfamiliar multisyllabic words they encounter in reading across content areas.
Research & Expert Opinion
System 44 Delivers
Spelling and decoding are taught as reciprocal skills in System 44. The adaptive Software provides direct, explicit, and differentiated instruction on meaningful word parts and syllable patterns, which helps students in spelling words. Each lesson in the Software’s Spelling Zone provides explicit instruction that helps students apply knowledge of known sound-spellings to encoding tasks. The Spelling Zone uses assessment to further individualize study for each student and provides systematic practice with immediate, corrective feedback specific to students’ errors.
In the new dictation activity in The Code strand, students hear a sentence read aloud and are directed to type words of that sentence which contain specific elements (such as phoneme-grapheme associations, prefixes, suffixes, and inflectional endings). The new dictation activity promotes listening comprehension and improved spelling, and helps students practice punctuation and sentence formation. The student receives immediate, corrective feedback on spelling, capitalization, and punctuation.
The Resources for Differentiated Instruction (RDI) book lessons reinforce the explicit, systematic instruction embedded within the Software. These differentiated lessons begin with instruction that focuses students’ attention on the specific spelling pattern they will encounter in that day’s lesson and in the Software. In every Code lesson there is a dictation activity, providing students with ample opportunities to transfer the spelling patterns they have learned into writing. To minimize overload on students’ attention and working memory, new words and spelling patterns are introduced in small, manageable amounts and connected to prior learning. In addition, teachers can use the Sound and Articulation videos to model correct academic pronunciation of all sound-spellings as taught in the program.
Research & Expert Opinion
System 44 Delivers
System 44 is geared toward promoting automaticity in recognizing high-utility words that appear with the greatest frequency in text. In the Sight Words strand of the Software, students focus on building fast and automatic recognition of the highest-utility sight words. Each lesson begins with an assessment that is used to customize instruction for each student. Students learn that the English language includes a group of high-utility, high-frequency words which are not decodable. This Strand helps build automaticity with these non-decodable words, too, helping students to progress faster through the program.
With the research-based teaching routines available in the Resources for Differentiated Instruction (RDI), teachers can use direct instruction to help students commit high-frequency sight words to memory. The Decodable Digest and System 44 Student Library titles provide students with further opportunities to practice reading sight words and build automatic word recognition.
Research & Expert Opinion
System 44 Delivers
System 44 provides a systematic approach to developing oral language skills and strategies. For struggling readers, it is particularly important to provide them with opportunities to speak about rich academic content, which is why System 44 is designed with daily routines for students to engage and collaborate with their teacher and peers in meaningful discussion. Through these daily discussions about text, students develop facility with academic and conversational English practice expressing their own ideas and responding to those of others.
Oral language is an integral component of the new 44Book instructional path. Recognizing that struggling readers need highly structured and teacher-mediated opportunities for academic discussion, System 44 instruction builds structured academic conversation into every lesson. These scaffolded speaking and listening tasks provide students with frames to help structure their responses and ensure that they use the target vocabulary and grammatical structure. During these daily conversations, teachers use structured engagement routines to provide a consistent format for discussion and help hold all students accountable for engaging in conversation. Students engage in these academic discussions both one-on-one with the teacher and their peers. Academic discussions help develop the oral language skills that students can use to communicate across the content areas while also providing an opportunity for students to summarize and share what they have learned.
In addition, each Module of the 44Book includes fiction and nonfiction Stretch texts that are read aloud, exposing students to thought-provoking, grade-level text. In the System 44 Student Library, students find the key idea of the text and respond both orally and in writing to text-based questions. Audiobooks provide engaging models for pronunciation, phrasing, and prosody. With sound and articulation models in the Software, students can record themselves and compare their pronunciation and articulation against the model.
System 44 carefully integrates instruction in reading comprehension and writing, including meta cognitive strategies and a gradual-release model, in order to prepare students for the rigors of college and career. The program’s wide range of content-area texts and increasing levels of text complexity ensure that students build the domain knowledge, academic vocabulary, and comprehension skills required to ultimately access advanced texts in college, the workplace, and beyond.
Research & Expert Opinion
System 44 Delivers
System 44 is built to move students from foundational reading to comprehension of grade-level text required for success in college and career. The program exposes students to grade-level expectations by asking them to apply rigorous comprehension and higher-order thinking skills, such as analysis and evaluation, as they read increasingly complex text.
The System 44 instructional Software includes scaffolded supports to develop comprehension and fluency. In the Fluency Zone, students encounter reading tasks that promote skills transfer and build fluency and comprehension. Students read decodable text and engage in activities that require them to read and think about the meaning of the text. In the Success Strand, a new Context Passage activity is designed to support the application of comprehension and vocabulary skills. Students complete a close passage to develop and demonstrate understanding of what they have learned in the Success Strand. The all-new Writing Strand provides ample independent practice in writing summaries of the Success passages, thereby helping students build comprehension skills in addition to writing fluency.
In support of comprehension, the new 44Book exposes students to higher-level text, high-leverage academic and domain-specific vocabulary, and daily opportunities for reading, writing, and speaking. Each Module includes instruction in phonics, word study, comprehension, writing, and performance-based assessments. Within each Module, students read three increasingly complex texts around one content-area topic (science, social studies, and life skills). Multiple readings on the same topic reinforce vocabulary and comprehension skills. For each reading in the 44Book, teachers model close reading through multiple reads of each text and guide students in responding to text-based questions by finding evidence to support their answers.
In addition, sophisticated, grade-level Stretch texts further develop student knowledge and comprehension. After each reading, students receive explicit instruction and practice in summarizing, either orally or in writing, to help them determine and articulate the key idea of each text with supporting details.
During the independent reading rotation, students develop their ability to comprehend as they read their choice of 56 Library titles available in three formats: Paperbacks, Audiobooks, and eReads. Each leveled title in the Student Library includes embedded comprehension questions that help guide students’ thinking, understanding, and discussion of the text. System 44 eBooks (accessible anywhere with an Internet connection) provide even more opportunities for independence with engaging text. Audio recordings that accompany every Library title help scaffold student access and promote listening comprehension. Discussion questions and Small-Group activities are included for each Decodable Digest reading and Student Library title to further support comprehension building. The Reading Counts! quizzes tied to each Student Library title measure comprehension and hold students accountable for their understanding. The Teaching Resources Guide includes Comprehension QuickWrites to reinforce and monitor oral and written comprehension.
Research & Expert Opinion
System 44 Delivers
System 44 provides a personalized learning progression that builds an individualized staircase of increasing text complexity. The instructional Software provides opportunities for students to connect with all nonfiction text that is relevant to their content-area classes, including science, social studies, and life skills. Anchor Videos support students’ ability to build background knowledge and access increasingly challenging text.
The wide variety of compelling texts, including high-quality fiction and nonfiction, provides students with daily opportunities for modeled and independent reading in order to help develop their decoding skills and reading fluency. Through explicit, daily instruction in the 44Book, students move from applying foundational reading skills to building comprehension of increasingly complex text. All Modules are designed to include three readings that increase in text complexity within each Module, as well as over the course of the program. In addition, each Module includes two Stretch texts that provide students with the opportunity to engage with complex, grade-level text. The 44Book is composed of diverse text types, including Nonfiction (80 percent), Primary Sources, Infographics, Opinion, Blogs, Fiction, Poems, Graphic Novels, and more. These diverse text types help students develop visual and media literacies and support them in their content-area classes.
The Student Library offers students age-appropriate, relevant books they can read with success, and the Decodable Digest provides further opportunities to practice decoding and improve automaticity. With over 9,000 words of decodable text passages, the Decodable Digest is comprised of 60 percent nonfiction text presented in graphic formats and reflects diverse interests and personal experiences. These passages are at least 75 percent decodable, and are designed in graphic novel format to engage reluctant readers and build in complexity as students progress through the program.
Research & Expert Opinion
System 44 Delivers
System 44’s program-wide emphasis on nonfiction builds academic vocabulary and content-area knowledge. In the Software, academic vocabulary is developed through explicit instruction in the Smart Zone. To support students’ vocabulary development, images are provided for over 2,000 words. For words that are difficult to image, such as concept words and verbs, there are additional supports including sound effects and video. In the Success Strand, students encounter high-leverage academic and content-area vocabulary that is defined for them. Anchor Videos provide background knowledge that helps students build mental models for unknown words.
Through daily reading, writing, and speaking activities, the 44Book exposes students to higher-level text and high-leverage vocabulary. Explicit instruction in academic vocabulary helps students develop and apply content-area word knowledge. Every direct instruction lesson in the 44Book includes instructional routines for preteaching vocabulary words that students will encounter in the lesson and the Software. New words are introduced in small, manageable amounts as well as in groups that share a sound-spelling or morphological pattern. Students will also encounter these words in their readings.
Resources for Differentiated Instruction (RDI) includes resources for further word-study instruction. Every Code and Word Strategies lesson in RDI has five target words and multiple additional words to continuously expand students’ vocabulary.
Research & Expert Opinion
System 44 Delivers
In System 44, students write every day. Each 44Book Module includes writing tasks focused around the writing skills at the heart of the CCSS: informational/explanatory and argument writing. Scaffolded writing tasks build in complexity as students progress through the Modules, working their way toward writing evidence-based paragraphs with independence. Scaffolds such as prewriting steps, embedded grammar practice, and sentence frames support developing writers in organizing and writing well-developed ideas. As students progress through the 44Book, these writing scaffolds decrease.
Each Module culminates in a performance-based task. Students produce a range of writing types synthesizing what they have read and apply that knowledge to a research question. Students engage in multiple steps to complete the project, including collaborating with peers to brainstorm ideas, gathering evidence, and practicing and refining writing and presentation skills that are critical for college and career readiness.
Summary writing in the Software reinforces the writing skills students practice in the 44Book. The instructional Software’s Writing Strand provides students with independent practice in writing summaries around the content of the Success Passages, helping students to build comprehension and writing fluency. Writing prompts and scaffolds such as sentence frames echo those that students encounter through teacher-mediated practice in the 44Book, thereby increasing students’ competence and confidence in writing.
Innovative use of personalized technology is a central component of System 44’s instructional approach. Research-based principles of motivation, engagement, cognition, and learning inform System 44’s adaptive technology, providing struggling readers with a highly motivating and personalized learning environment. Throughout the program, care is taken to address the individualized needs of challenged, often disenfranchised, readers. While the benefits of System 44’s technology extend to educators, the following section will focus on the benefits for students.
Research & Expert Opinion
System 44 Delivers
System 44’s research-based Software combines learning theories, pedagogical principles, and integrated media technology in a unique way. The Software uses adaptive technology to customize and scaffold individual skill practice and application in phoneme manipulation, word recognition, vocabulary, spelling, comprehension, writing, and fluency. Throughout the program’s sequence, the Software offers consistent and targeted support and feedback with nonjudgmental and individualized coaching. Background videos in the Software help students build mental models of new concepts before reading an informational passage.
Personalized learning in System 44 is driven by the proven FASTT (Fluency and Automaticity through Systematic Teaching with Technology) algorithm, which helps students manage their acquisition of new information and then carefully synthesizes this information as long-term memory in the brain. As students work independently on the computer, the System 44 Software is automatically and continuously collecting student performance data, which feeds multiple reports that teachers use to inform Small-Group differentiated instruction.
Research & Expert Opinion
Research Principle: Building Intrinsic Motivation
Research Principle: Setting Goals and Mindset
Research Principle: Sustaining Attention
System 44 Delivers
System 44 includes personalized learning technology that is designed to increase students’ intrinsic motivation, as well as their ability to read. System 44 provides multiple opportunities for students to take ownership over their learning by setting goals and carefully tracking their mastery of lesson content. The Gradual Release Model, used throughout the program, leads to ownership over learning as responsibility for performing a new skill is gradually transferred from teacher to student.
The new Student Dashboard allows students to track their overall progress while motivating and supporting them to build executive function skills. Before beginning instruction, students are reminded of their current progress in the Software. From the Dashboard, students can explore items of interest, including their total number of words mastered and unlocked Success videos. The Dashboard’s on-screen graphics encourage students to celebrate their successes and keep working toward their goals. Digital stickers enable students to track their progress on the My Software Tracking Log. For example, red stickers celebrate a Fast-Track, which denotes when students demonstrate mastery of content, allowing them to move quickly past a Software topic.
Once in the Software, on-screen mentors sustain the learner’s engagement and interest by scaffolding, encouraging, and reinforcing his or her efforts, offering individualized corrective feedback according to the student’s performance. In the Success Strand, students experience and celebrate their achievements by watching exciting videos that build mental models for reading. In Success, students also read high-interest, engaging passages that include the phonics exemplars, sight words, and multisyllabic words they have been studying.
System 44 leverages the power of technology to motivate students and provide structured engagement opportunities. Students who are not drawn to print media but voluntarily spend hours on the computer can use a tool they value to master skills they need. The on-screen host provides feedback and encouragement that is private, nonjudgmental, and respectful of students, and the endless patience of the computer cannot be overemphasized as students have opportunities to try, try again. Students who need extra support with a particular skill will encounter multiple opportunities to practice with fresh content.
The Student Digital Portfolio, accessible via SAM™, now includes a goal-setting tool to help teachers and students evaluate progress toward yearly academic and behavioral goals. Tracking academic goals increases students’ intrinsic motivation, classroom engagement, and the desire to continue to succeed. Students can also track and monitor their own progress through the use of additional print materials such as the System 44 Self-Monitoring Chart, available as a resource.
System 44 Paperbacks, Audiobooks, eBooks, and Anchor Media are high interest, age appropriate, relevant to students’ lives, and able to generate and sustain student interest. Throughout, reading materials are carefully matched to students’ current reading levels as they progress through the program, ensuring that they experience success while being appropriately challenged. In addition to providing titles matched to students’ current level of performance, each Module of the 44Book includes a fiction and nonfiction Stretch text that exposes students to more challenging, grade-level text.
Research & Expert Opinion
Research Principle: Developing Metacognitive Strategies
Research Principle: Optimizing Brain Activity
Research Principle: Focusing on Meaning
Research Principle: Maximizing Memory and Learning
Research Principle: Providing Multisensory Learning Experiences
System 44 Delivers
System 44 teacher-led instruction and adaptive Software scaffold students in developing metacognitive understanding of the English language’s finite system of 44 sounds and 26 letters. Students in System 44 apply metacognitive strategies as they learn how the system can help them tackle the deep orthography of the English language, how English is structured, and what it all means to them as readers.
System 44 provides explicit, research-based instruction that has been shown to enhance brain function in learners. Throughout the program, new material is presented in ways that help the learner process meaning and integrate the new concepts with previous knowledge. For example, sound-spelling patterns are introduced in multiple contexts with multiple examples. The Software presents words organized according to sound-spelling patterns, accompanied by pictures and sentences that illustrate their meaning. In The Code Strand, the use of images and animation helps anchor word meanings as the pronouncer demonstrates correct articulation of sounds and words.
System 44 Software uses proven techniques for transferring information in short-term memory to stable, automatic, learned elements in long-term memory. These techniques include introducing new words and concepts in small sets, with multiple exposures at spaced intervals. The Software’s FASTT model is designed to facilitate transfer from effortful practice in short-term memory to long-term memory by introducing manageable sets of items, providing repeated exposures, spacing review, and shortening response time. FASTT algorithm expands recall by interspersing new elements with a gradually increasing number of known elements during practice.
System 44’s multisensory instructional approach gives students daily opportunities to view, listen, speak/record, and write about what they are learning. The multisensory approach in System 44 includes videos, images and graphics, sounds, Audiobooks, several different types of print components, and manipulatives, thus offering multiple ways for all learners to access and learn the content. Students have many opportunities to use visual, aural, kinesthetic, and tactile modalities, including visual and tactile experiences with mouth positions and building words on the computer and with letter tiles.
System 44 uses personalized learning technology to deliver individualized, explicit instruction and provide unparalleled access to data and instructional planning. Through adaptive technology and a comprehensive assessment system, the program efficiently screens, places, and monitors student progress throughout the year. The Software engages students in monitoring their own learning while supplying educators with clear, actionable information to guide instructional decision making. Educators will benefit from the comprehensive supports, including professional development resources. With its built-in academic and behavioral intervention supports, System 44 fits seamlessly into a Multi-Tiered Systems of Support (MTSS) framework.
Research & Expert Opinion
System 44 Delivers
System 44 contains a suite of tools to efficiently screen, place, and monitor students’ progress through the program. To ensure that students are placed in the program at the appropriate level, System 44 includes the HMH Phonics Inventory®. This is a computerized, research-based, and validated assessment that should be administered to any student who receives a Lexile measure (L) between BR and 400L–600L on the HMH Reading Inventory®. In cases where elementary students score above 400L or secondary students score above 600L on the Reading Inventory, placement into READ 180 is recommended. Used together, these resources help build capacity while maximizing student growth potential.
Using various discrimination tasks, the Phonics Inventory determines whether or not the root cause of reading difficulty is an inability to decode and identifies the appropriate point of entry for each student in the program’s continuum of phonics instruction. The Phonics Inventory also provides important information to teachers to inform direct, data-driven instruction in Small-Group differentiated rotations. The Phonics Inventory is highly reliable and validated against the Test of Word Reading Efficiency (TOWRE) and Woodcock-Johnson® III; it can be group administered in approximately 10 minutes. Through ongoing assessments, the Reading Inventory and Phonics Inventory can be used throughout the year to continue monitoring student progress and differentiating instruction as needed.
Additional tools and resources, such as the educator Dashboards, help develop and maximize human capital. Accessible anywhere an Internet connection is available, the new Teacher Dashboard highlights the most important student performance data and allows teachers to use data to plan and differentiate instruction. Teachers have access to daily customizable lesson plans, and an at-a-glance summary of each day’s lesson, thereby ensuring they are delivering targeted instruction at the class, group, and student levels. The Report Scheduler allows teachers to schedule best practice reports on a customizable schedule. In addition to using data-snapshots to monitor class performance, teachers can also opt in to be notified when students meet specified performance thresholds or alerted when implementation factors like time-on-task require their attention.
In SAM, educators can access nine actionable reports about student progress, such as the Screening and Placement Report and Student Mastery Report, to determine the response to intervention for each student. In addition, these reports link to relevant resources for differentiating instruction. The System 44 Software helps teachers identify holes in students’ knowledge so that these skills can be reinforced through direct instruction. In-person training services, teacher resources, and instructional manuals further support teachers as they continue to monitor student progress from placement through the end of the school year.
System 44’s diagnostic assessment and reporting tools also provide students with individualized pacing and a sense of ownership over their learning. Fast-Track assessments in the Software check mastery of skills, accelerating students to the next appropriate instructional level to maximize success and instructional time.
Research & Expert Opinion
System 44 Delivers
System 44 provides comprehensive supports for teachers, leaders, and families, which in turn empowers them to better support our most challenged readers. System 44’s educator Dashboards empower leaders and build capacity of effective teachers by making the most important data transparent. In addition to freeing the teacher from many time-consuming tasks, System 44 provides the teacher with key actionable data, which helps drive differentiated instruction. The Software also continually collects data about student performance and provides continuous corrective feedback to the student, freeing the teacher to focus on targeted direct instruction.
With the new Dashboards, educators have anytime/anywhere access to the most important implementation and student performance data to help drive instructional decision making and planning. The Teacher and Leadership Dashboards highlight key implementation metrics, such as time-on-task, which are key to overall programmatic results. With the Teacher Dashboard, data is made actionable with the algorithmic Groupinator, which assigns students to groups based on skill or progress in the Software. In addition to Data Snapshots and Notifications, the Teacher Dashboard provides additional point-of-use professional development resources, such as short videos of model lessons and differentiated lessons tied to that day’s instruction.
The System 44 44Book Teacher’s Edition assists teachers in scaffolding direct instruction for students during Small-Group lessons. Resources for Differentiated Instruction (RDI) provide differentiated instruction lessons to reteach or reinforce skills that require additional attention according to student needs. System 44 includes a suite of professional development resources. Teacher resources and instructional manuals support teachers in tailoring instruction and creating learning environments for multiple purposes. In-person training and ongoing coaching services are also available to maximize successful implementation.
In recognition of the importance of family and community engagement, the System 44 Family Portal was developed to support the diversity of System 44 students’ family members and caregivers. The Family Portal, which is available in Spanish and English, includes a variety of information and resources to support phonics instruction at home for all families, including those with special education students and English language learners. Visit hmhco.com/system44.
Research & Expert Opinion
System 44 Delivers
System 44 is designed with the recognition that behavioral issues and academic difficulties are often intertwined. System 44 helps educators address the principles of Multi-Tiered Systems of Support (MTSS) by addressing both Response to Intervention (RTI) criteria and Positive Behavior Intervention & Supports (PBIS) criteria in order to meet the needs of the whole child. The program includes embedded supports and procedures for increasing student engagement, promoting positive behaviors, and motivating students to succeed.
In System 44, all new resources and tools built in to instruction, planning, and data management are designed to support both academic and behavioral interventions. The MTSS resources found in the Resources for Differentiated Instruction (RDI) book and 44Book Teacher’s Edition help teachers personalize the level of academic and behavioral intervention. Teachers explicitly teach behavioral expectations for all rotations in the first three weeks. Aligned rubrics allow both teachers and students to effectively evaluate and monitor behavior through shared goals and expectations. Structured lessons for each day of Small Group allow teachers to introduce and strategically reinforce behavior and expectations throughout the year. Introducing the MTSS framework and tools early prevents academic and behavioral difficulties from becoming long-term challenges.
The new System 44 Individualized Learning Plan (ILP), accessible via the Student Achievement Manager (SAM) and the Teacher Dashboard, provides teachers with a quick and simple way to set and monitor academic and behavior goals for each student. Via SAM, teachers can set academic goals for Decoding, Spelling, Fluency, and Independent Reading and align those goals to Individual Education Plans (IEPs). Data for these goals are collected through Student Software performance and teacher input. Teachers can also create customized benchmarks that align to their school’s grading periods or IEP marking periods. The ILP Data Snapshots on the Teacher Dashboard provide an at-a-glance view to how an individual student is tracking toward his or her academic and behavioral goals within a benchmarked time frame. When conferencing with students, teachers have the ability to adjust benchmarks toward cumulative academic and behavioral goals for each student within the SAM Student Digital Portfolio.
The 44Book instructional routines help teachers actively engage students and set clear behavioral expectations for the classroom, thereby bolstering their students’ level of motivation. In addition, each lesson in the 44Book provides implementation tools to consistently support behavior and build positive classroom culture. Using the “My Tools” tab within their 44Book, students are also empowered to record and monitor their behavioral progress using rubrics. Furthermore, RDI contains a variety of supplemental lessons for individual and Small-Group instruction that support the implementation of System 44 within an MTSS framework.
System 44 is designed to meet the needs of diverse learners in Grades 3 through 12 and beyond. The program targets students who are reading at basic or below-basic levels, yet vary in terms of age, language background, socioeconomic status, demographic background, special education classification, and disability type. While challenged readers may struggle for multiple reasons, this paper addresses three student populations that System 44 is specifically designed to support: Older Struggling Readers, Students with Disabilities, and English Learners.
Research & Expert Opinion
System 44 Delivers
System 44 uses adaptive technology to deliver a personalized learning progression via five instructional Strands. Students can learn at their own pace as they move through The Code, Word Strategies, Sight Words, Success, and the new Writing Strands. System 44 is aligned with the core principles of Universal Design for Learning (UDL), a set of principles that promotes the creation of flexible goals, methods, materials, and assessments to accommodate all learners’ differences. Harnessing the power of FASTT technology, the Software provides instruction and practice in each of the five learning Strands according to each student’s ability, adapting along the way. Students have the ability to fast-track through topics in which they demonstrate mastery, or receive new material when additional practice is needed.
Differentiated and individualized instruction are achieved by the integration of multiple assessments, multiple entry points, adaptive computer technology, and targeted instructional materials and strategies. In addition to the individualized instruction students receive through the Software, teachers have access to various resources to deliver targeted instruction as well. Through the Teacher Dashboard, the new algorithmic Groupinator® automatically recommends skills and strategies for each group based on student assessment data. Teachers can thus create learning environments for multiple purposes to meet the needs of individual students.
The new 44Book ensures all System 44 students receive direct instruction in phonics, decoding, reading, and writing skills. With enough content to cover a year of instruction, the new 44Book’s eight Modules expose students to higher-level text and high-leverage vocabulary along with daily opportunities for reading, writing, and speaking. Composed of 80 percent nonfiction texts, the texts are highly engaging and age appropriate for older struggling readers. The nonfiction texts include Stretch texts designed to expose these students to grade-level text. The new 44Book provides a clear instructional path for teachers in Small-Group differentiated instruction, including instruction in phonics, word study, comprehension, writing, and performance-based assessments. In addition, Resources for Differentiating Instruction (RDI) provides word-based routines for teachers to use to support older, struggling learners. For example, the suffix, prefix, and roots routines are helpful in teaching challenged readers how to unlock the meaning of grade-level academic vocabulary.
In order to engage and motivate older struggling readers, System 44 Student Library titles feature high-interest, age-appropriate topics and offer students a wide array of choice. Readings in all System 44 print materials reflect ethnic, cultural, and linguistic diversity and focus on engaging topics, such as careers, music, heroes, relationships, health, and family. This wide range of Library titles ensures that students have the opportunity to read about topics that are relevant to their interests and personal experiences. Audiobooks and eBooks offer challenged readers the opportunity to develop good reading skills and habits while enjoying natural voice narrations of the System 44 Student Library books.
Research & Expert Opinion
System 44 Delivers
Throughout System 44, program materials reflect a consideration for the needs of students with disabilities. Endorsed by the Council of Administrators of Special Education (CASE), System 44 supports readers who have unique learning challenges and those who have been identified as in need of special education services.
While all learners can benefit from the program’s diagnostic instruction in phonics, multiple entry points, and opportunities for Fast-Track acceleration in the Software, students with disabilities will particularly benefit from the new Individualized Education Programs (IEP) supports. With System 44, teachers and parents can use point-of-use data and reports, such as the new Individual Learning Plan, to measure student progress toward annual academic and behavioral IEP goals. Furthermore, multiple print and digital resources, including customizable rubrics, support the implementation of academic and behavioral interventions within an MTSS or PBIS framework.
The System 44 Software aligns with the core principles of Universal Design for Learning (UDL), providing multiple means of presentation, expression, and engagement with media that includes closed-captioning for hearing-impaired students. Multisensory instructional resources, including visual, auditory, tactile, and kinesthetic resources, help teachers differentiate instruction for students with disabilities. In addition, closed-captioning is available for all Success videos.
To expand upon the existing supports for students with disabilities, the new System 44 Family Portal provides ample resources for the parents and caregivers of these students. A wide variety of information and resources, such as IEP supports, helps improve the programmatic outcomes of students with disabilities. To learn more, visit hmhco.com/system44.
Research & Expert Opinion
System 44 Delivers
Throughout System 44, program materials reflect a consideration for the needs of English learners. All English learners can benefit from the program’s diagnostic instruction in phonics that addresses students’ individual needs through the placement test, multiple entry points, and opportunities for Fast-Track acceleration in the Software. English learners will particularly benefit from the vocabulary supports incorporated throughout the program, including images for over 2,000 words. For words that are difficult to image, such as concept words and verbs, there are additional supports including sound effects and videos.
In the Success Strand, students begin by watching an anchor video that builds background knowledge and helps them to build mental models of text. Sound & Articulation videos help teachers model correct academic pronunciation of all sound-spellings taught in the program. For Spanish speakers, home language supports allow students to click on any word during the Software instruction and receive a translation in Spanish.
English learners are able to apply and practice their learned skills in System 44’s decodable texts that provide frequent opportunities to experience success reading decodable and sight words in varied contexts. In the 44Book, students benefit by watching anchor media at the beginning of each Module that helps build background knowledge of the content addressed in the Module. Teachers also begin by frontloading academic vocabulary before engaging in the Module readings that include the targeted words. Picture cues and context sentences in the Software and Decodable Digest, explicit vocabulary instruction in teacher-led lessons, are all designed to support English learners. Like native English speakers, English learners are able to apply and practice their learned skills with audiobooks and independent reading books that are leveled so that students can experience frequent success with reading.
System 44 students come from diverse families who require different kinds of supports as they accompany students on the path to college and career. The new System 44 Family Portal includes a wide variety of information and resources, including tips and videos to support phonics instruction at home for all families, including those of students who are English language learners. All content on the Family Portal, including resources, tips, and video excerpts, is available in Spanish and English.
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