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DATA POINTS RELATED TO
CLSD EVIDENCE-BASED DOCUMENTATION FORM LINKED HERE
On Demand Tutoring with
Live Help		On Demand Tutoring with
Review Center		 Reading Fluency Practice with
Paper Reading		High Impact Tutoring with
GROW
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ReadingWritingTarget Grades:Recommended Practices from What Works Clearinghouse:
Educator's Practice Guides 		Proposed Activity or InterventionEvidence Rating
(Level 1-4 as per ies.ed.gov) 		Instantly connects students with tutors who support them in studying for tests, completing assignments, and exploring new topics. Unlimited help is available for all subjects and in multiple languages—anytime, anywhere.

(Tier 1)		Allows students to upload any kind of written work—from essays to lab reports and résumés. Tutors review their work asynchronously and provide feedback on style, grammar, plagiarism, and adherence to rubrics.

(Tier 1)		Based on the Science of Reading and rooted in literacy improvement, students record themselves reading aloud and generate real-time feedback and fluency metrics for readers, tutors, and teachers alike.

Export data from Paper Reading to bring to P/T conferences as well as IEP, 504, or ELL Progress meetings.

(Tier 1)		GROW High-Impact Tutoring Programs are ideal for students who need an additional layer of support to accelerate learning; standards-aligned lessons that paraellel the classroom pacing guide are delivered by qualified, consistent, content-competent tutors paired with student small groups (1-4 students) in acadence of 2-3 sessions/week (90 minute total) for a program length of 8-12 weeks.

(Tier 2)
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3-12How High-Quality, Small-Group Tutoring Can Accelerate LearningIndividualized Student InstructionLevel 1/ StrongLive Help = Your Teacher Assistant After a teacher instructs in whole group and assigns an application/practice, students can access available tutors in LH for one-on-one support as needed while the teacher rotates through the classroom small groups.To determine each students' reading proficiency level (fluency, etc.), teacher leverages Paper Reading to assess and then create class reading groups accordingly.GROW tutors provide targeted, small group lessons that supplement classroom/whole group instruction for identified students and include daily, weekly, and 4-week progress monitoring data collection and feedback loops to amplify all Tier 1 instrucitonal interventions.
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K-3Foundational Skills to Support Reading for Understanding in K-3: Educator's Practice GuideTeach Foundational Skills to Support Reading for UnderstandingLevels 1-4
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K-3Recommendation 1Teach students academic language skills: the use of inferential language and vocabulary knowledge.Level 4/ MinimalLive Help= Teacher Assistant; During in class skill practice/classwork, students can access LH for one-on-one support as needed while teacher rotates through classroom/small groups.Parents can support their students reading practice at home through easy, equitable access to a diverse content library in Paper Reading.For students with persistent reading skill challenges, consider recommending them for a GROW HIT Program for targeted, sustained support through small group instruction aligned to state standards and district/school pacing.
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K-3Recommendation 2Develop awareness of the segments of sounds in speech and how they link to letters.Level 1/ StrongWhen a teacher notes that specific students may need extended support/pracice on specific reading assignments both in and outside of class, the teacher can leverage Teacher Assign to schedule the student for addtitional one-on-one support with a Live Help tutor.By reading out loud regularly, students can build fluency, elevate their own voices, and set themselves up for lifelong achievement.For students with persistent reading skill challenges, consider recommending them for a GROW HIT Program for targeted, sustained support through small group instruction aligned to state standards and district/school pacing.
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K-3Recommendation 3Teach students to decode words, analyze word parts, and write and recognize words.Level 1/ StrongFor additional practice support with decoding words both during class and for homework, students can hop on Live Help.Teachers can assign students a reading passage aligned to reading level either from our curated library- filtering by grade level, word count, content area and more- or upload a teacher selected passage; students read aloud and record themselves; Paper Reading houses the recordings and captures the related fluency data; teachers can choose to listen to recordings and have data at their fingertips, saving valuable in-class instrucitonal time. Teachers can assign students particular passages in Paper Reading to read/record for homework/additional practice.For students with persistent reading skill challenges, consider recommending them for a GROW HIT Program for targeted, sustained support through small group instruction aligned to state standards and district/school pacing.
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K-3Recommendation 4 Ensure that each student reads connected text every day to support reading accuracy, fluency, and comprehension.Level 2/ ModerateTo ensure and track that students read content-related texts daily, teachers can schedule students into tutor sessions in Live Help, upload the related reading assignment, and effortlessly track engagement and completion.Leveraging our curated library of passages that cross content areas, teachers can ensure that students read realted text daily. Teachers can also upload additonal content passages.For students with persistent reading skill challenges, consider recommending them for a GROW HIT Program for targeted, sustained support through small group instruction aligned to state standards and district/school pacing.
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K-5Teaching Elementary Students to Be Effective Writers: Educator's Practice GuideTeach effective writing skills and process.Levels 1-4
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K-5Recommendation 1Provide daily time for students to write.Level 4/ MinimalFor in class warm-up/bell-ringer or class activity, teachers can assign students a related writing prompt; if student has challenges getting started, encourage them to utilize Live Help option for support/ during brainstorming phase.Using our Teacher Assign tool, teachers can then assign students to a Review Center submission requirement for the in-class writing piece, thus ensuring students receive timely, detailed feedback without costing teacher time to provide.Use library of reading passages as exemplars for specific writing purposes/audiences/stylesFor students with persistent writing skill challenges, consider recommending them for a GROW HIT Program for targeted, sustained support through small group instruction aligned to state standards and district/school pacing.
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1-5Recommendation 2Teach students to use the writing process for a variety of purposes.Level 1/ StrongUse library of reading passages as exemplars for specific writing purposes/audiences/stylesFor students with persistent writing skill challenges, consider recommending them for a GROW HIT Program for targeted, sustained support through small group instruction aligned to state standards and district/school pacing.
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K-5Recommendation 3Teach students to become fluent with handwriting, spelling, sentence construction, typing, and word processing.Level 2/ ModerateUse our Pulse Tool to generate standards-aligned formative assessments for quick checks of skill progress with spelling and sentence construction; receive immediate score feedback to help inform instructional pacing, student grouping, and more.Use library of reading passages as exemplars for specific writing purposes/audiences/stylesFor students with persistent writing skill challenges, consider recommending them for a GROW HIT Program for targeted, sustained support through small group instruction aligned to state standards and district/school pacing.
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2-5Recommendation 4Create an engaged community of writers.Level 4/ MinimalConsider recommending individualized tutor support in Live Help whenever a student feels stuck or uninspired in the planning/brainstorming phase of the writing process.Peer editing is an essential part of the writing process. With RC, students can first receive feedback on their writing from an expert and then leverage and incorporate this feedback during peer editing exchanges in preparation for second drafts.Use library of reading passages as exemplars for specific writing purposes/audiences/stylesFor students with persistent writing skill challenges, consider recommending them for a GROW HIT Program for targeted, sustained support through small group instruction aligned to state standards and district/school pacing.
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6-12Teaching Secondary Students to Write Effectively: Educator's Practice GuideTeach the Effective Writing Process.Levels 1-4
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6-12Recommendation 1Explicitly teach appropriate writing strategies using a Model-Practice-Reflect instructional cycle.Level 1/ StrongConsider recommending individualized tutor support in Live Help whenever a student feels stuck or uninspired in the planning/brainstorming phase of the writing process.Peer editing is an essential part of the writing process. With RC, students can first receive feedback on their writing from an expert and then leverage and incorporate this feedback during peer editing exchanges in preparation for second drafts.Use library of reading passages as exemplars for specific writing purposes/audiences/stylesFor students with persistent writing skill challenges, consider recommending them for a GROW HIT Program for targeted, sustained support through small group instruction aligned to state standards and district/school pacing.
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6-12Recommendation 2Integrate writing and reading to emphasize key writing featuresLevel 2/ ModerateWhen students are working on second or final drafts but feel stuck, encourage them to utilize the one-on-one help available on demand with Live HelpTo provide draft feedback on integrated writingUse library of reading passages as exemplars for specific writing purposes/audiences/stylesFor students with persistent writing skill challenges, consider recommending them for a GROW HIT Program for targeted, sustained support through small group instruction aligned to state standards and district/school pacing.
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6-12Recommendation 3Use assessments of student writing to inform instruction and feedbackLevel 4/ MinimalWhen students are working on second or final drafts but feel stuck, encourage them to utilize the one-on-one help available on demand with Live HelpFor next day feedback on responses to in-class writing prompts, teachers can assign students to a RC submission in class that is then utilized by both the teacher and student for next draft work the following day(s).Use library of reading passages as exemplars for specific writing purposes/audiences/stylesEvery session ends with exit tickets/regular formative assessments of writing progress
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K-8; ELLTeaching Academic Content and Literacy to English Learners in Elementary and Middle School: Educator's Practice GuideTeach academic content and literacy to ELL students in elementary and middle schoolLevels 1-4
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K-8; ELLRecommendation 1Teach a set of academic vocabulary words intensively across several days using a variety of instructional activities.Level 1/ StrongUse our Pulse Tool to generate practice questions related to academic vocabulary across content areas; receive immediate score feedback to help inform instructional pacing, student grouping, and more.

When students continue to struggle with the meaning and applicaiton of academic vocabulary, schedule them for additional practice with a tutor in Live Help		Emerging bilingual students can reinforce vocabulary and practice reading in English; Teacher assigns a decodable text to students considered "ELL". Teacher highlights specific vocabulary they want the students to go over first, Teacher provides a model reading recording for students to listen to (for inflection, speed, tone, etc.), then students record themselves reading the same text.

Can Export data from Paper Reading and take to ESL (and/or IEP or 504 meetings) and use in P/T conferences		For ELL/MLL students with persistent skill challenges, consider recommending them for a GROW HIT Program for targeted, sustained support through small group instruction aligned to state standards and district/school pacing.
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K-8; ELLRecommendation 2Integrate oral and written English language instruction into content area teaching.Level 1/ StrongELL students can receive additional practice support both in and out of class using Live Help Non-ELA teachers may be more likely to provide writing-centric assignments such as lab reports if reminded that students can have these assessed via Review Center when submitted with a rubric. Use Paper Reading to first guage fluency, then leverage Teacher Assign to provide specific next steps for personalized practiceFor students with persistent writing skill challenges, consider recommending them for a GROW HIT Program for targeted, sustained support through small group instruction aligned to state standards and district/school pacing.
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K-8; ELLRecommendation 3Provide regular, structured opportunities to develop written language skills.Level 4/ MinimalDuring independent writing skills practice, while teacher rotates for individual check-ins, students can connect with a tutor in Live HelpLet our trained tutors help you help more ELL students improve their writing skills by submitting their short answers, essays, lab reports, and more to Review Center to receive next day feedback on grammar, style, and mechanics.Parents can support their students reading practice at home through easy, equitable access to a diverse content library in Paper Reading.Every session ends with exit tickets/regular formative assessments of writing progress
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K-8; ELLRecommendation 4Provide small-group instructional intervention to students struggling in areas of literacy and English language developmentLevel 2/ ModerateLive Help= Teacher Assistant; During in class skill practice/classwork, students can access LH for one-on-one support as needed while teacher rotates through classroom/small groups.Leverage the detailed feedback provided by tutors in Review Center as basis for small group instructional focus.For struggling readers, use Paper Reading to first guage fluency, and then leverage Teacher Assign to provide specific next steps for personalized practiceFor students with persistent writing skill challenges, consider recommending them for a GROW HIT Program for targeted, sustained support through small group instruction aligned to state standards and district/school pacing.
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