● In one classroom, students were encouraged to mark the text with pencils.
● One classroom used text fags to highlight previously discussed vocabulary terms in the story.
Student Writing Materials
Treatment
Control
● Four classrooms had students working in dedicated journals during independent practice. ● One classroom put whiteboards in students’ hands for phonics practice. Three other educators used whiteboards for modeling or guided practice.
● Students had journals in both classrooms. ● In one classroom, students used text fags to direct attention to their text evidence, writing their thesis statement on the fag.
Tech Available in the Classroom to Instructors
Treatment
Control
● None of the RISE teachers were observed using computers, slides, or any tech during their interventions.
● Both LLI classrooms had a smartboard and used it to display examples, guided practice, and exemplar or blank exit tickets.
Any of the following had a major negative impact on one or more students: ● Classroom distractions or disruptions (e.g., fre drill, phones ringing, lights fickering, students being pulled for interventions, etc.) ● Persistent of-task conversations creating a noisy work environment Treatment Control ● Not observed ● Not observed ELA Inventory Visual resources were abundant in both classroom types. RISE teachers tended to have more reminders immediately available for students whereas LLI teachers left that day’s anchor charts and examples on their smartboards with fewer permanent visual resources on the walls. ELA Structures Observed Treatment Control ● All observed classrooms followed a gradual release lesson model. ● Teachers clearly stated and modeled the day’s objective before moving into independent practice. ● Both classrooms reviewed an inventory of vocabulary words on a smartboard. ● Both classrooms followed a gradual release lesson model. ● One classroom had a visual resource to
LXD Research -RISE and RISE UP Winter 2022-Spring 2023 Report
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