Read to Lead Inc

Filing Period

Jul 1, 2012 to Jun 30, 2013

Signed

Oct 17, 2013

Return Version

2012v2.1

Gross Receipts

$4,438,208

Mission

Major Activities

Activity 2

Curriculum development: classroom, inc. Has the answer to the question, "how can i improve my students' academic skills while also preparing them to meet the demands of today's workforce?" our computer simulations reflect authentic workplaces. They help young people acquire cross-curricular competencies as they meet typical challenges of a day at work. Students' decision-making career role is extended through a variety of other activities in which they apply standards-aligned skills.our program has always stressed workplace readiness, collaborative problem-solving, the deep comprehension of informational text, and content-area literacy, it exemplifies key undderpinnings of the common core standards. Visit our website for more information on how classroom, inc. Addresses ccs's anchor standards in reading, writing, speaking & listening, and language, as well as literacy in the content areas and mathematical practice. Our curriculum materials include teacher handbooks, student workbooks and handbooks, computer-based workplace simulations, non-fiction libraries, customized lesson plans, website resources, assessment materials, and manipulative kits to support the implementation of our programs.while other programs struggle to address the common core state standards (ccss), classroom, inc. Is ahead of the game. We have always emphasized key ccss objectives: academic rigor, workplace readiness, and collaborative problem solving. That is why classroom, inc. Was awarded the competitive next generation learning challenges grant by the bill and melinda gates and hewlett foundations to build a new module directly linked to the ccss in reading. Using funds from this grant, we developed and tested a brand new simulation module featuring deeper instructional feedback, "stealth assessment" - to test students without them being aware of it - common core state standards alignment, an exciting new look and feel, and gaming elements students know and love.we also piloted an online financial-literacy performance assessment to test students' knowledge of personal finance before and after using our finance center simulation.

Activity 3

Research and assessment:from its beginnings, classroom, inc. Has conducted research to assess the impact of its program on students and to provide regular feedback to improve its evolving program. Our commitment to making a real difference in the lives of students is firmly embedded in the requirement for objective outcomes data. We use this data to assess how well we are meeting the critical goal of improving students' academic achievement. We have worked with university scholars and evaluation firms to be sure our perspective is broadened and our research is sound.our internal research is conducted and analyzed by staff members who have substantial expertise in educational research and statistics. Director of research mary schearer has a ph.d. In psychology; and classroom, inc. Senior education advisor jane canner has a doctorate in educational psychology. Together they have significant experience in managing research and student testing programs and in conducting and interpreting outcome studies.the collective findings of ci's internal research, as well as studies conducted by metis associates, inc., indiana university's center for innovation in assessment, and the university of pittsburgh's learning research and development center, reveal improvements in students' academic performance and applied learning related to reading and mathematics performance. In addition, ci and external studies of multiple school-year and summer programs over the years, researchers have documented improvements in students' problem solving, collaboration, and technology skills, as well as in their career readiness and ethical reasoning.a major new independent study based on research over the last four summers (2008-2011) conducted by metis associates shows that summer school students enrolled in the program offered by classroom, inc., a national leader in helping low-achieving students succeed academically, made significant gains in reading and math. On average, students gained three months in reading and seven months in math after just four to five weeks of using classroom, inc. In large and diverse classes where students are achieving at different levels, it is important for teachers to regularly monitor how students are doing in real-time - and adjust instruction if needed. In 2012, we introduced online reading and math tests that go along with our program, tests that show teachers in real time what students are learning - as well as what they still need to learn.

Filer

EIN

13-3666846