Page | 0 EFFECTIVENESS EVIDENCE FRAMEWORK FOR ENGAGE WITH LITERATURE AND CONTENT Language skills are vital to success in school and in life. A failure to develop adequate language skills can have profound consequences on academic, social, and career success. At the same time, large numbers of students arrive at high school with significant language deficits. Research has shown that a growing portion of students in high school cannot read at grade level. Schools, teachers, and ultimately, students, need effective tools to change this and achieve language proficiency. Engage with Literature and Content, offered by Vista Higher Learning is designed as a solution to this challenge. Engage offers a comprehensive, standards-based high school literacy program designed to empower students to develop language skills and prepare students for college and career. The federally legislated Every Student Succeeds Act (ESSA) mandates that products used to provide instruction and services to students must be supported by proof of effectiveness consistent with the guidance provided by the U.S. Department of Education. This document provides ESSA Level 4 evidence demonstrating the effectiveness of Engage with Literature and Content. ESSA Compliant Level 4 Evidence SEG Measurement An ESSA Level 4 Evidence Effectiveness Research Study
Page | 1 EFFECTIVENESS EVIDENCE FRAMEWORK FOR ENGAGE WITH LITERATURE AND CONTENT Contents Introduction ................................................................................................................... 3 The SEED™ EPectiveness Evidence Framework for Engage ............................................... 4 Engage Description ........................................................................................................ 5 Statement of the Problem/Purpose of the Solution........................................................... 5 Targeted Outcomes ........................................................................................................ 6 Claims ........................................................................................................................... 6 Rationale ....................................................................................................................... 7 Engage EPectiveness Evidence Framework (Claims-Instruction-Standards-Research Linkages) ....................................................................................................................... 9 Engage Validation Procedures ...................................................................................... 24 Appendix A: Research Background ................................................................................ 26 Appendix B: ESSA Level 1/Level 2 EPectiveness Evidence Study for Engage .................... 27 Current Status ............................................................................................................. 28 Overview...................................................................................................................... 28 Background/Context .................................................................................................... 29 The Importance of EPective Language Skills............................................................... 29 Demonstrating EPectiveness..................................................................................... 30 The Intervention ........................................................................................................... 30 Research Questions ..................................................................................................... 30 Data Collection and Measurement................................................................................ 31 Assessment ............................................................................................................. 31
Page | 2 Study Population and Sampling..................................................................................... 32 Creating Matched Samples ....................................................................................... 32 Comparability of Intervention and Comparison Groups .............................................. 33 Attrition .................................................................................................................... 33 Final Analysis Sample ............................................................................................... 33 Analysis of Study Questions.......................................................................................... 34 Question 1: Determining the Impact of Engage Instruction on Intervention Group Annual Growth in Language Skills ......................................................................................... 34 Language Skills Growth Following Engage Instruction ................................................ 34 Question 2: Comparison of Treatment and Comparison Group Language Skills Growth ... 35 Findings/Conclusions (TBA) .......................................................................................... 36 References .................................................................................................................. 37 Appendix C: SEED™ Model Background White Paper....................................................... 39 Appendix D: (Extracted) WIDA ELD Standards (Grades 9-12) ........................................... 49 Appendix E: Engage Instructional Components (Strategies, Materials, Activities) ............ 56 Appendix F: Research Supporting Engage Claims .......................................................... 59
Page | 3 EFFECTIVENESS EVIDENCE FRAMEWORK FOR ENGAGE WITH LITERATURE AND CONTENT Introduction • The importance of evidence in educational decisions is undeniable. Evidence of product e7ectiveness is crucial to states and schools evaluating products and services for adoption and ultimately for providing an education to students that is based on evidence of e7ectiveness. Educational solution providers need to conduct product e7ectiveness research. School decision-makers expect to see proof of e7ectiveness and a clear link between product use and the achievement of outcomes. This aligns with the federal mandate from the Every Student Succeeds Act (ESSA, 2020), which insists on rigorous proof before purchase. • SEED™: A claims-based model. This is a summary of the SEED process used to collect the evidence supporting the use of Engage. SEED is a useful and e7icient approach for gathering and documenting ESSA Level 4 evidence. It is a claims-based framework for collecting and documenting evidence: The product claims are identified through an analysis of the product purpose, rationale for use, targeted outcomes, and other information reflecting on the claims made. The framework provides a comprehensive identification of product claims for the educational solution of interest and specifies the evidence supporting the claims. This approach, deeply rooted in the long tradition of reasoning and scientific inquiry, o7ers a robust method for assessing the e7ectiveness of educational solutions. This was the impetus for creation of the SEED approach to e7ectiveness research. • ESSA evidence. In 2015, the federal government passed the Every Student Succeeds Act (ESSA) mandating that Title I schools must conduct e7ectiveness research before using federal funds to purchase an educational product or service. Four levels of evidence were identified for ESSA: • Level 1: Strong Evidence. A well-executed experimental study of the intervention, showing positive e7ects on a student outcome. • Level 2: Moderate Evidence. A well-executed quasi-experimental study of the intervention, showing positive e7ects on a student outcome. • Level 3: Promising Evidence. A well-executed correlational study of the intervention, with statistical controls for selection bias on the intervention, showing positive e7ects on a student outcome.
Page | 4 • Level 4: Demonstrates a Rationale. A well-specified logic model, informed by research suggesting how the intervention is likely to improve relevant outcomes. A Level 1, 2, or 3 study of the intervention, is planned or is underway elsewhere. This document presents ESSA Level 4 Evidence obtained from a study conducted by SEG Measurement (SEG) on behalf of Vista Higher Learning (VHL) for VHL’s Engage Program. Evidence supporting the use of Engage for grades 6−12 is provided. Level 4 evidence is central to building an argument for the e7ectiveness of Engage. It defines the claims made for Engage and provides supporting evidence from the Engage instructional strategies, materials, and activities as well as the WIDA standards and current research supporting Engage claims of e7ectiveness. The SEED E3ectiveness Evidence Framework for Engage The Level 4 evidence framework is an ideal starting place for building an evidence base. There is no single correct way to create a Level 4 evidence framework. At minimum it should describe the product, delineate the underlying logic or rationale, and identify the intended outcomes and claims. The framework should also present the linkage between the outcomes and the product instructional components producing those outcomes and the linkage between the product instructional components, accepted standards, and existing research. The e7ectiveness evidence framework completed for the Engage Level 4 E7ectiveness Study is provided below.
Page | 5 Engage with Literature and Content ESSA Level 4 Evidence: E/ectiveness Evidence Framework Product Name: Engage with Literature and Content Product Version/ Date: V.1 Sep 2024 Product Website: www.vistahigherlearning.com Number of Current Users: 4,200 Intended Audience: EL, Struggling Readers Subject Areas Covered: EL, LA, MA, SC, SS Grade Levels Targeted: 6-12 Company Name: Vista Higher Learning Engage Description Engage with Literature and Content is a comprehensive, evidence-based, standards-aligned high school literacy program based in the Science of Reading (SoR) and designed to empower students to become strong readers and confident writers. Engage supports students with college and career readiness, with purposeful support for multilingual learners. Engage develops language and literacy skills through engaging literary texts and content-driven lessons that connect to students’ everyday lives. Statement of the Problem/Purpose of the Solution Language skills are vital to success in school and in life. A failure to develop adequate language skills can have profound consequences on academic, social, and career success. Large numbers of students arrive at high school with significant language deficits. Research has shown that a growing portion of students in high school cannot read at grade level. In fact, according to a study by the Alliance for Excellent Education, one in four secondary students was unable to read and understand textbook content. The Nation’s Report Card reveals that one-third of secondary students in the US score below a basic level in reading (NAEP 2019, 2022). These language deficits put high school students at academic risk. Schools, teachers, and ultimately, students, need e7ective tools to change this and achieve language proficiency.
Page | 6 This is a particularly complicated challenge for secondary students; the process is complex and requires a consideration of the intricacies of reading as an ongoing developmental process. For striving readers and multilingual students especially, literacy encompasses much more than reading, as students traverse language domains (including listening, speaking, and writing). Thus, the research underpinning these unique needs is also part of the foundation. Engage with Literature and Content is designed as a solution to this problem, o7ering a comprehensive, standards-based high school literacy program designed to empower students to develop language skills and prepare students for college and career. Targeted Outcomes 1. Proficiency in reading and vocabulary 2. Proficiency in listening 3. Proficiency in speaking (oral language) 4. Proficiency in writing and grammar 5. E7ective use of grade level academic language (language arts, social studies, science, math, career pathways) 6. Engagement and motivation to learn 7. E7ective exploration of career pathways Claims Engage with Literature and Content is designed to support high school students in achieving the following educational outcomes. 1. High school students receiving instruction using Engage build proficiency in reading and vocabulary. 2. High school students receiving instruction using Engage build proficiency in listening. 3. High school students receiving instruction using Engage build proficiency in speaking (oral language). 4. High school students receiving instruction using Engage build proficiency in writing and grammar. 8. High school students receiving instruction using Engage can e7ectively use grade-level appropriate academic language (language arts, social studies, science, math). 5. High school students receiving instruction using Engage are engaged and motivated to learn. 6. High school students receiving instruction using Engage e7ectively explore career pathways.
Page | 7 Rationale The challenge. Large numbers of students arrive at high school with significant language deficits. Research has shown that a growing portion of students in high school cannot read at grade level. In fact, according to a study by the Alliance for Excellent Education, one in four secondary students was unable to read and understand textbook content. The Nation’s Report Card reveals that one-third of secondary students in the US score below a basic level in reading (NAEP 2019, 2022). Research shows that students unable to read fluently by the end of third grade have a nearly five times greater rate of dropping out of high school. These language deficits put high school students at significant academic risk. Educators and, ultimately, students, need e7ective tools to change this and achieve language proficiency. This is a particularly complex challenge for secondary students; the process is complex and requires consideration of the intricacies of reading as an ongoing developmental process. For striving readers and multilingual students especially, literacy encompasses much more than reading, as students traverse language domains (including listening, speaking, and writing). Thus, the research underpinning these unique needs is also part of the foundation. The solution. Engage with Literature and Content is an engaging solution grounded in current research and pedagogy and aligned to nationally accepted standards developed to address deficits among high school students. The program is based on scientifically proven research and pedagogy in literacy and language, providing instructional strategies, materials, and activities aligned with this research. Deep attention to literacy development and the science behind it are the foundation of the program. Engage is steeped in the Science of Reading (SoR), as it pertains to readers in high school, including the five pillars of literacy. Research indicates that a role remains for sound-symbol phonological awareness and phonics and this is reflected in the Program. As students encounter unfamiliar multisyllabic words, they use not only morphology, but graphophonemic strategies to pronounce new vocabulary (Hougen 2015; CDE 2022). A continued focus on vocabulary development, fluency, and text comprehension remains vital for academic success. Research-driven driven strategies, materials, and activities aligned to targeted literacy outcomes are included and address digital and discipline-specific literacies, as well as language specific to career and technical education. Each academic content area requires its own development of vocabulary, knowledge of syntax, and useful comprehension strategies for fluency and understanding to grow. To address these language and content needs, the strategies, materials, and activities ae aligned to academic content and language development standards. The research-based and standards aligned strategies, materials, and activities drive the lessons in each unit, building rigor toward achievement. Beyond schoolbased academic literacy, adolescents often rely on out-of-school literacies that are brought to the classroom setting. These skills are recognized within the Engage instructional framework and are capitalized on as academic assets (Gonzales, Moll & Amanti 2005; Moll 2019).
Page | 8 Students from a wide range of abilities and backgrounds all possess the talent necessary to become strong in literacy. Engage provides the supports necessary to aid and accelerate the process. Engage with Literature and Content is built on specialized knowledge specifically designed for working with learners by building on the assets they bring into the classroom and addressing the unique academic challenges they face. All lessons contain di7erentiation and o7er sca7olds and opportunities for augmentation. Strong literacy development requires multicomponent strategies that move beyond isolated skills to cognitively challenging and engaging literacy activities that promote growth. Engagement is key when working with students who need added literacy supports. The interactive learning opportunities, sca7olding, and support in Engage allow teachers to successfully prepare all students for college and career readiness while addressing the unique academic challenges faced by striving readers and culturally and linguistically diverse learners.
Page | 9 Engage E3ectiveness Evidence Framework (Claims-Instruction-StandardsResearch Linkages) Claims Engage Instruction (Strategies, Activities, and Materials) Standards Research Claim 1: High school students receiving instruction using Engage build proficiency in reading and vocabulary. 1. Provide sca.olded instruction. 2. Provide di.erentiated instruction. 3. Provide instructional routines and rituals (to increase student engagement and motivation). 4. Provide instruction that integrates language and literacy interaction in the classroom. 5. Provide advance organizers and activate prior knowledge. • Explore and Learn • Engage with the Theme video • What You Bring and From Your Perspective • In This Unit 6. Provide reading instruction (based in SoR). • Anchor Reading (comprehension and fluency) • Literary and informational readings (graphophonemic and comprehension) 1. ELD-LA 9-12 Interpret language arts narratives. 2. ELD-LA 9-12 Interpret informational texts. 3. ELD-LA 9-12 Interpret language arts arguments. 4. ELD-MA 9-12 Interpret mathematical explanations. 5. ELD-MA 9-12 Interpret mathematics arguments. 6. ELD-SC 9-12 Interpret scientific explanations. 1. American Institutes for Research, Center for English Language Learners. (2018 English learners and close reading: Providing sca2olding for writing. https://air.org/resource/english-learnersand-close-reading-providing-scaDoldingwriting 2. Bruner, J.S. (1977). The process of education. Harvard University Press. 3. González, N., Moll, L., Amanti, C. (Eds.). (2005). ). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Lawrence Erlbaum . 4. Connecticut Department of Education. (April 2022). The science of reading: A literature review. https://portal.ct.gov/- /media/sde/academic-oDice/readingleadership-implementation-council/thescience-of-reading--a-literature-reviewapril-2022-update.pdf
Page | 10 7. Provide career and technical education integrated with reading skills (vocabulary). • Rate the Reading, Summarize, and Synthesize sections • Analyze the Reading 8. Provide grammar and vocabulary instruction. • Grammar instruction • Grammar Tutorials • Build Vocabulary and Expand Vocabulary • Map It! 9. Provide audio, video, and written examples for modeling. • Study Group video • Video Virtual Chat • Audio Recording • Students watch an authentic short film • Student Writing Model 10. Provide multiple opportunities for assessment. • Systematically Inspect the Text questions • Assess units • Reflect on the Unit • Assessment Program • Assessment with progress monitoring and proficiency assessment • Gradebook with analytics and dashboards to track student progress and mastery • Activities with corrective feedback 7. ELD-SC 9-12 Interpret scientific arguments. 8. ELD-SS 9-12 Interpret social studies explanations. 9. ELD-SS 9-12 Interpret social studies arguments. 10. ELD-SI 4-12 Interpret and construct social and instructional narratives. 11. ELD-SI 4-12 Interpret and construct social and instructional informational communication. 12. ELD-SI 4-12 Interpret and construct social and instructional explanations. 13. ELD-SI 4-12 -Interpret and construct social and instructional arguments. 5. Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97–110). Guilford Press. 6. Hattan, C., & Lupo, S. M. (2020). Rethinking the role of knowledge in the literacy classroom. Reading Research Quarterly, 55(S1). 7. Hougen, M. (2015, May). Evidence-Based Reading Instruction for Adolescents. Ceeder.org. University of Florida Ceedar Center. https://ceedar.education.ufl.edu/wpcontent/uploads/2015/05/IC-13_FINAL_0526-15.pdf 8. Krashen, S. (1982). Principles and practice in second language acquisition. PrenticeHall. 9. Moll, L. C. (2019). Elaborating funds of knowledge: community oriented practices in international contexts. Literacy Research: Theory, Method, and Practice, 68(1), 130–138. 10. National Center for Education Statistics. (2019; 2022). National assessment of educational progress. U.S. Department of Education .
Page | 11 11. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. 12. Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2020). Reading during adolescence: Why adolescents choose (or do not choose). Journal of Adolescent & Adult Literacy, 64(2), 157–166. Claim 2: High school students receiving instruction using Engage build proficiency in listening. 1. Provide sca.olded instruction. 2. Provide di.erentiated instruction. 3. Provide instructional routines and rituals (to increase student engagement and motivation). 4. Provide instruction that integrates language and literacy interaction in the classroom. 5. Provide advance organizers and activate prior knowledge. • Explore and Learn • Engage with the Theme video • What You Bring and From Your Perspective • In This Unit 6. Provide speaking and listening instruction (group and dyad discussion and online interaction). • Study Group discussion • Pair and group work • Independent, partner, and small group communication • Study Group video • Provide online listening passages to develop listening skills. 1. ELD-LA 9-12 Interpret language arts narratives. 2. ELD-LA 9-12 Interpret informational texts. 3. ELD-LA 9-12 Interpret language arts arguments. 4. ELD-MA 9-12 Interpret mathematical explanations. 5. ELD-MA 9-12 Interpret mathematics arguments. 6. ELD-SC 9-12 Interpret scientific explanations. 7. ELD-SC 9-12 Interpret scientific arguments. 1. American Institutes for Research, Center for English Language Learners. (2018). English learners and close reading: Providing sca2olding for writing. https://air.org/resource/english-learnersand close-reading-providing-scaDoldingwriting 2. Bondie, R. S., Dahnke, C., & Zusho, A. (2019). How does changing “one-size-fitsall” to diDerentiated instruction aDect teaching? Review of Research in Education, 43(1), 336–362. 3. González, N., Moll, L., Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Lawrence Erlbaum. 4. Connecticut Department of Education. (April 2022). The science of reading: A literature review. https://portal.ct.gov/- /media/sde/academic-oDice/readingleadership-implementation-council/thescience-of-reading--a-literature-reviewapril-2022-update.pdf
Page | 12 7. Provide grammar and vocabulary instruction. • Grammar instruction • Grammar Tutorials • Build Vocabulary and Expand Vocabulary • Map It! 8. Provide audio, video, and written examples for modeling. • Study Group video • Video Virtual Chat • Audio recording • Students watch an authentic short film • Student Writing Model 9. Provide multiple opportunities for assessment. • Systematically Inspect the Text questions • Assess units • Reflect on the Unit • Assessment Program • Assessment with progress monitoring and proficiency assessment • Gradebook with analytics and dashboards to track student progress and mastery • Activities with corrective feedback 8. ELD-SS 9-12 Interpret social studies explanations. 9. ELD-SS 9-12 Interpret social studies arguments. 10. ELD-SI 4-12 Interpret and construct social and instructional narratives. 11. ELD-SI 4-12 Interpret and construct social and instructional informational communication. 12. ELD-SI 4-12 Interpret and construct social and instructional explanations. 13. ELD-SI 4-12 -Interpret and construct social and instructional arguments. 5. Hattan, C., & Lupo, S. M. (2020 Rethinking the role of knowledge in the literacy classroom. Reading Research Quarterly, 55(S1). 6. Hougen, M. (2015, May). Evidence-based reading instruction for adolescents. University of Florida Ceedar Center. https://ceedar.education.ufl.edu/wpcontent/uploads/2015/05/IC-13_FINAL_0526-15.pd f 7. Krashen, S. (1982). Principles and practice in second language acquisition. PrenticeHall. 8. Moll, L. C. (2019). Elaborating funds of knowledge: Community oriented practices in international contexts. Literacy Research: Theory, Method, and Practice, 68(1), 130–138. 9. National Center for Education Statistics. (2019; 2022). National assessment of educational progress. U.S. Department of Education. 10. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. 11. Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2020). Reading during adolescence: Why adolescents choose (or do not choose). Journal of Adolescent & Adult Literacy, 64(2), 157–166.
Page | 13 Claim 3: High school students receiving instruction using Engage build proficiency in writing and grammar. 1. Provide sca.olded instruction. 2. Provide di.erentiated instruction. 3. Provide instructional routines and rituals (to increase student engagement and motivation). 4. Provide instruction that integrates language and literacy interaction in the classroom. 5. Provide advance organizers and activate prior knowledge. • Explore and Learn • Engage with the Theme video • What You Bring and From Your Perspective • In This Unit • Writing activities • Writing Prompt • Process writing steps 6. Provide grammar and vocabulary instruction. • Grammar instruction • Grammar Tutorials • Build Vocabulary and Expand Vocabulary • Map It! 7. Provide audio, video, and written examples for modeling. • Study Group video • Video Virtual Chat • Audio Recording • Students watch an authentic short film • Student Writing Model 8. Provide multiple opportunities for assessment. 1. ELD-SI 4-12 Interpret and construct social and instructional narratives. 2. ELD-SI 4-12 Interpret and construct social and instructional informational communication. 3. ELD-SI 4-12 Interpret and construct social and instructional explanations. 4. ELD-SI 4-12 Interpret and construct social and instructional arguments. 5. ELD-LA 9-12 Construct language arts narratives. 6. ELD-LA 9-12 Construct informational texts in language arts. 7. ELD-LA 9-12 Argue Construct language arts arguments. 8. ELD-MA 9-12 Construct mathematical explanations. 1. American Institutes for Research, Center for English Language Learners. (2018). English learners and close reading: Providing sca2olding for writing. https://air.org/resource/english-learners-nd close-reading-providing-scaDolding-writing 2. Bruner, J.S. (1977). The process of education. Harvard University Press. 3. González, N., Moll, L., Amanti, C. (Eds.). (2005 Funds of knowledge: Theorizing practices in households, communities, and classrooms. Lawrence Erlbaum. 4. Connecticut Department of Education. (April 2022). The science of reading: A literature review. https://portal.ct.gov/- /media/sde/academic-oDice/readingleadership-implementation-council/thescience-of-reading--a-literature-reviewapril-2022-update.pdf 5. Wang, X. (2024). Research on post-reading writing in the teaching of senior high school English based on core literacy. Education Reform and Development, 6(4), 181–182. 6. Hattan, C., & Lupo, S. M. (2020). “Rethinking the Role of Knowledge in the Literacy Classroom.” Reading Research Quarterly, 55(S1). 7. Krashen, S. (1982). Principles and practice in second language acquisition. PrenticeHall.
Page | 14 • Systematically Inspect the Text questions • Assess units • Reflect on the Unit • Assessment Program • Assessment with progress monitoring and proficiency assessment • Gradebook with analytics and dashboards to track student progress and mastery • Activities with corrective feedback 9. ELD-MA 9-12 Construct mathematics arguments. 10. ELD-SC 9-12 Construct scientific explanations. 11. ELD-SC 9-12- Construct scientific arguments. 12. ELD-SS 9-12 Construct social studies explanations. 13. ELD-SS 9-12 Construct social studies arguments. 8. Moll, L. C. (2019). Elaborating funds of knowledge: Community oriented practices in international contexts. Literacy Research: Theory, Method, and Practice, 68(1), 130–138. 9. National Center for Education Statistics. (2019; 2022). National assessment of educational progress. U.S. Department of Education. 10. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. Claim 4: High school students receiving instruction using Engage build proficiency in speaking. 1. Provide sca.olded instruction. 2. Provide di.erentiated instruction. 3. Provide instructional routines and rituals (to increase student engagement and motivation). 4. Provide instruction that integrates language and literacy interaction in the classroom. 5. Provide advance organizers and activate prior knowledge. • Explore and Learn • Engage with the Theme video • What You Bring and From Your Perspective • In This Unit 1. ELD-SI 4-12 Interpret and construct social and instructional narratives. 2. ELD-SI 4-12 Interpret and construct social and instructional informational communication. 3. ELD-SI 4-12 Interpret and construct social and instructional explanations. 1. American Institutes for Research, Center for English Language Learners. (2018). English learners and close reading: Providing sca2olding for writing. https://air.org/resource/english-learnersand close-reading-providing-scaDoldingwriting 2. Bruner, J.S. (1977). The process of education. Harvard University Press. 3. González, N., Moll, L., Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Lawrence Erlbaum.
Page | 15 6. Provide speaking and listening instruction (group and dyad discussion and online interaction). • Study Group discussion • Pair and group work • Independent, partner, and small group communication • Study Group video • Provide online listening passages to develop listening skills 7. Provide grammar and vocabulary instruction. • Grammar instruction • Grammar Tutorials • Build Vocabulary and Expand Vocabulary • Map It! 8. Provide audio, video, and written examples for modeling. • Study Group video • Video Virtual Chat • Audio Recording • Students watch an authentic short film • Student Writing Model 9. Provide multiple opportunities for assessment. • Systematically Inspect the Text questions • Assess units • Reflect on the Unit • Assessment Program • Assessment with progress monitoring and proficiency assessment 4. ELD-SI 4-12 Interpret and construct social and instructional arguments. 5. ELD-LA 9-12 - Construct language arts narratives. 6. ELD-LA 9-12 Construct informational texts in language arts. 7. ELD-LA 9-12 Construct language arts arguments. 8. ELD-MA 9-12 Construct mathematical explanations. 9. ELD-MA 9-12 - Construct mathematics arguments. 10. ELD-SC 9-12 Construct scientific explanations. 11. ELD-SC 9-12 - Construct scientific arguments. 4. Connecticut Department of Education. (April 2022). The science of reading: A literature review. https://portal.ct.gov/- /media/sde/academic-oDice/readingleadership-implementation-council/thescience-of-reading--a-literature-reviewapril-2022-update.pdf 5. Hattan, C., & Lupo, S. M. (2020). Rethinking the role of knowledge in the literacy classroom. Reading Research Quarterly, 55(S1). 6. Ferris, D. R., & Hedgcock, J. S. (2014). Teaching L2 composition: Purpose, process, and practice (3rd ed.). Routledge. 7. Krashen, S. (1982). Principles and practice in second language acquisition. PrenticeHall. 8. Moll, L. C. (2019). Elaborating funds of knowledge: Community oriented practices in international contexts. Literacy Research: Theory, Method, and Practice, 68(1), 130–138. 9. National Center for Education Statistics. (2019; 2022). National assessment of educational progress. U.S. Department of Education. 10. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Page | 16 • Gradebook with analytics and dashboards to track student progress and mastery • Activities with corrective feedback 12. ELD-SS 9-12 Construct social studies explanations. 13. ELD-SS 9-12 Construct social studies arguments. Claim 5: High school students receiving instruction using Engage can eBectively use grade level appropriate academic language for grade level content (language arts, social studies, science, math). 1. Provide sca.olded instruction. 2. Provide di.erentiated instruction. 3. Provide instructional routines and rituals (to increase student engagement and motivation). 4. Provide instruction that integrates language and literacy interaction in the classroom. 5. Provide advance organizers and activate prior knowledge. • Explore and Learn • Engage with the Theme video • What You Bring and From Your Perspective • In This Unit 6. Provide reading instruction. • Anchor Reading • Literary and informational readings 7. Provide career and technical education integrated with reading skills. • Rate the Reading, Summarize, and Synthesize sections • Analyze the Reading 1. ELD-LA 9-12 Interpret language arts narratives. 2. ELD-LA 9-12 Interpret informational texts. 3. ELD-LA 9-12 Interpret language arts arguments. 4. ELD-LA 9-12 Construct language arts narratives. 5. ELD-LA 9-12 Construct informational texts in language arts. 6. ELD-LA 9-12 Construct language arts arguments. 7. ELD-MA 9-12 Interpret mathematical explanations. 1. American Institutes for Research, Center for English Language Learners. (2018). English learners and close reading: Providing sca2olding for writing. https://air.org/resource/english-learnersand close-reading-providing-scaDoldingwriting 2. Sousa, D. A., & Tomlinson, C. A. (2018). Di2erentiation and the brain: How neuroscience supports the learner-friendly classroom (2nd ed.). Solution Tree Press. 3. Ferris, D. R., & Hedgcock, J. S. (2014). Teaching L2 composition: Purpose, process, and practice (3rd ed.). Routledge. 4. Klingner, J. K., Boelé, A. A., & B. A. (2018). Strategy instruction shifts during student and teacher interactions based on text discussions. Reading Research Quarterly, 53(2), 175–195. 5. Snow, C. (2018). Simple and not-so-simple views of reading. Remedial and Special Education, 39(5), 317–323.
Page | 17 8. Provide writing instruction. • Writing activities • Writing Prompt • Process writing steps 9. Provide speaking and listening instruction (group and dyad discussion and online interaction). • Study Group discussion • Pair and group work • Independent, partner, and small group communication • Study Group video • Provide online listening passages to develop listening skills 10. Provide grammar and vocabulary instruction. • Grammar instruction • Grammar Tutorials • Build Vocabulary and Expand Vocabulary • Map It! 11. Provide audio, video, and written examples for modeling. • Study Group video • Video Virtual Chat • Audio Recording • Students watch an authentic short film • Student Writing Model 12. Provide multiple opportunities for assessment. • Systematically Inspect the Text questions • Assess units • Reflect on the Unit • Assessment Program 8. ELD-MA 9-12 Interpret mathematics arguments. 9. ELD-MA 9-12 Construct mathematical explanations. 10. ELD-MA 9-12 Construct mathematics arguments. 11. ELD-SC 9-12 Interpret scientific explanations. 12. ELD-SC 9-12 Interpret scientific arguments. 13. ELD-SC 9-12 Explain Expressive Construct scientific explanations. 14. ELD-SC 9-12 Construct scientific arguments. 15. ELD-SS 9-12 Interpret social studies explanations. 16. ELD-SS 9-12 Interpret social studies arguments. 6. Hattan, C., & Lupo, S. M. (2020). Rethinking the role of knowledge in the literacy classroom. Reading Research Quarterly, 55(S1). 7. Hougen, M. (2015, May). Evidence-based reading instruction for adolescents. University of Florida Ceedar Center. https://ceedar.education.ufl.edu/wpcontent/uploads/2015/05/IC-13_FINAL_0526-15.pdf 8. Krashen, S. (1982). Principles and practice in second language acquisition. PrenticeHall. 9. Moll, L. C. (2019). Elaborating funds of knowledge: Community oriented practices in international contexts. Literacy Research: Theory, Method, and Practice, 68(1), 130–138. 10. National Center for Education Statistics. (2019; 2022). National assessment of educational progress. U.S. Department of Education. 11. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. 12. Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2020). Reading during adolescence: Why adolescents choose (or do not choose). Journal of Adolescent & Adult Literacy, 64(2), 157–166.
Page | 18 • Assessment with progress monitoring and proficiency assessment • Gradebook with analytics and dashboards to track student progress and mastery • Activities with corrective feedback 17. ELD-SS 9-12 Construct social studies explanations. 18. ELD-SS 9-12 Construct social studies arguments. Claim 6: High school students receiving instruction using Engage are engaged and motivated to learn. 1. Provide sca.olded instruction. 2. Provide di.erentiated instruction. 3. Provide instructional routines and rituals (to increase student engagement and motivation). 4. Provide instruction that integrates language and literacy interaction in the classroom. 5. Provide advance organizers and activate prior knowledge. • Explore and Learn • Engage with the Theme video • What You Bring and From Your Perspective • In This Unit 6. Provide reading instruction. • Anchor Reading • Literary and informational readings 7. Provide career and technical education integrated with reading skills. • Rate the Reading, Summarize, and Synthesize sections • Analyze the Reading 8. Provide writing instruction. • Writing activities 1. ELD-LA 9-12 Interpret language arts narratives. 2. ELD-LA 9-12 Interpret informational texts. 3. ELD-LA 9-12 Interpret language arts arguments. 4. ELD-LA 9-12 Construct language arts narratives. 5. ELD-LA 9-12 Construct informational texts in language arts. 6. ELD-LA 9-12 Construct language arts arguments. 7. ELD-MA 9-12 Interpret mathematical explanations. 1. American Institutes for Research, Center for English Language Learners. (2018). English learners and close reading: Providing sca2olding for writing. https://air.org/resource/english-learnersand close-reading-providing-scaDoldingwriting 2. Sousa, D. A., & Tomlinson, C. A. (2018). Di2erentiation and the brain: How neuroscience supports the learner-friendly classroom (2nd ed.). Solution Tree Press. 3. Ferris, D. R., & Hedgcock, J. S. (2014). Teaching L2 composition: Purpose, process, and practice (3rd ed.). Routledge. 4. Klingner, J. K., Boelé, A. A., & B. A. (2018). Strategy instruction shifts during student and teacher interactions based on text discussions. Reading Research Quarterly, 53(2), 175–195. 5. Snow, C. (2018). Simple and not-so-simple views of reading. Remedial and Special Education, 39(5), 317–323.
Page | 19 • Writing Prompt • Process writing steps 9. Provide speaking and listening instruction (group and dyad discussion and online interaction). • Study Group discussion • Pair and group work • Independent, partner, and small group communication • Study Group video • Provide online listening passages to develop listening skills 10. Provide grammar and vocabulary instruction. • Grammar instruction • Grammar Tutorials • Build Vocabulary and Expand Vocabulary • Map It! 11. Provide audio, video, and written examples for modeling. • Study Group video • Video Virtual Chat • Audio Recording • Students watch an authentic short film • Student Writing Model 12. Provide multiple opportunities for assessment. • Systematically Inspect the Text questions • Assess units • Reflect on the Unit • Assessment Program 8. ELD-MA 9-12 Interpret mathematics arguments. 9. ELD-MA 9-12 Construct mathematical explanations. 10. ELD-MA 9-12 Construct mathematics arguments. 11. ELD-SC 9-12 Interpret scientific explanations. 12. ELD-SC 9-12 Interpret scientific arguments. 13. ELD-SC 9-12 Explain Expressive Construct scientific explanations. 14. ELD-SC 9-12 Construct scientific arguments. 15. ELD-SS 9-12 Interpret social studies explanations. 16. ELD-SS 9-12 Interpret social studies arguments. 6. Hattan, C., & Lupo, S. M. (2020). Rethinking the role of knowledge in the literacy classroom. Reading Research Quarterly, 55(S1). 7. Hougen, M. (2015, May). Evidence-based reading instruction for adolescents. University of Florida Ceedar Center. https://ceedar.education.ufl.edu/wpcontent/uploads/2015/05/IC-13_FINAL_0526-15.pd f 8. Krashen, S. (1982). Principles and practice in second language acquisition. PrenticeHall. 9. Moll, L. C. (2019). Elaborating funds of knowledge: Community oriented practices in international contexts. Literacy Research: Theory, Method, and Practice, 68(1), 130–138. 10. National Center for Education Statistics. (2019; 2022 National assessment of educational progress. U.S. Department of Education. 11. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. 12. Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2020). Reading during adolescence: Why adolescents choose (or do not choose). Journal of Adolescent & Adult Literacy, 64(2), 157–166.
Page | 20 • Assessment with progress monitoring and proficiency assessment • Gradebook with analytics and dashboards to track student progress and mastery • Activities with corrective feedback 17. ELD-SS 9-12 Construct social studies explanations. 18. ELD-SS 9-12 Construct social studies arguments. Claim 7: High school students receiving instruction using Engage eBectively explore career pathways. 1. Provide sca.olded instruction. 2. Provide di.erentiated instruction. 3. Provide instructional routines and rituals (to increase student engagement and motivation). 4. Provide instruction that integrates language and literacy interaction in the classroom. 5. Provide advance organizers and activate prior knowledge. • Explore and Learn • Engage with the Theme video • What You Bring and From Your Perspective • In This Unit 6. Provide reading instruction. • Anchor Reading • Literary and informational readings 7. Provide career and technical education integrated with reading skills. • Rate the Reading, Summarize, and Synthesize sections • Analyze the Reading 8. Provide writing instruction. • Writing activities 1. ELD-SI 4-12 Interpret and construct social and instructional narratives. 2. ELD-SI 4-12 Interpret and construct social and instructional informational communication. 3. ELD-SI 4-12 Interpret and construct social and instructional explanations. 4. ELD-SI 4-12 Interpret and construct social and instructional arguments. 5. ELD-LA 9-12 Interpret language arts narratives. 6. ELD-LA 9-12 Interpret informational texts. 1. American Institutes for Research, Center for English Language Learners. (2018). English learners and close reading: Providing sca2olding for writing. https://air.org/resource/english-learnersand close-reading-providing-scaDoldingwriting 2. Sousa, D. A., & Tomlinson, C. A. (2018). Di2erentiation and the brain: How neuroscience supports the learner-friendly classroom (2nd ed.). Solution Tree Press 3. Ferris, D. R., & Hedgcock, J. S. (2014). Teaching L2 composition: Purpose, process, and practice (3rd ed.). Routledge. 4. Klingner, J. K., Boelé, A. A., & B. A. (2018). Strategy instruction shifts during student and teacher interactions based on text discussions. Reading Research Quarterly, 53(2), 175-195. 5. Snow, C. (2018). Simple and not-so-simple views of reading. Remedial and Special Education, 39(5), 317–323.
Page | 21 • Writing Prompt • Process writing steps 9. Provide speaking and listening instruction (group and dyad discussion and online interaction). • Study Group discussion • Pair and group work • Independent, partner, and small group communication • Study Group video • Provide online listening passages to develop listening skills 10. Provide grammar and vocabulary instruction. • Grammar instruction • Grammar Tutorials • Build Vocabulary and Expand Vocabulary • Map It! 11. Provide audio, video, and written examples for modeling. • Study Group video • Video Virtual Chat • Audio Recording • Students watch an authentic short film • Student Writing Model 12. Provide multiple opportunities for assessment. • Systematically Inspect the Text questions • Assess units • Reflect on the Unit • Assessment Program 7. ELD-LA 9-12 Interpret language arts arguments. 8. ELD-LA 9-12 Construct language arts narratives. 9. ELD-LA 9-12 Construct informational texts in language arts. 10. ELD-LA 9-12 Construct language arts arguments. 11. ELD-MA 9-12 Interpret mathematical explanations. 12. ELD-MA 9-12 Interpret mathematics arguments. 13. ELD-MA 9-12 Construct mathematical explanations. 14. ELD-MA 9-12 Construct mathematics arguments. 15. ELD-SC 9-12 Interpret scientific explanations. 6. Hattan, C., & Lupo, S. M. (2020). Rethinking the role of knowledge in the literacy classroom. Reading Research Quarterly, 55(S1). 7. Hougen, M. (2015, May). Evidence-based reading instruction for adolescents. University of Florida Ceedar Center. https://ceedar.education.ufl.edu/wpcontent/uploads/2015/05/IC-13_FINAL_0526-15.pdf 8. Krashen, S. (1982). Principles and practice in second language acquisition. PrenticeHall. 9. Moll, L. C. (2019). Elaborating funds of knowledge: Community oriented practices in international contexts. Literacy Research: Theory, Method, and Practice, 68(1), 130–138. 10. National Center for Education Statistics. (2019; 2022). National assessment of educational progress. U.S. Department of Education. 11. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. 12. Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2020). Reading during adolescence: Why adolescents choose (or do not choose). Journal of Adolescent & Adult Literacy, 64(2), 157–166.
Page | 22 • Assessment with progress monitoring and proficiency assessment • Gradebook with analytics and dashboards to track student progress and mastery • Activities with corrective feedback 16. ELD-SC 9-12 Interpret scientific arguments. 17. ELD-SC 9-12 Construct scientific explanations. 18. ELD-SC 9-12 Construct scientific arguments. 19. ELD-SS 9-12 Interpret social studies explanations. 20. ELD-SS 9-12 Interpret social studies arguments. 21. ELD-SS 9-12 Construct social studies explanations. 22. ELD-SS 9-12 Construct social studies arguments.
Page | 23 Engage Validation Procedures The Engage claims were reviewed against the product instructional components, WIDA ELD Standards, and prior research to identify elements in each of those three groups that align with the Engage product claims to substantiate evidence of the ePectiveness of Engage. Claims-Product Instructional Components Alignment. The claims were reviewed against the list of Engage instructional strategies, materials, and activities included in Engage. Each claim was reviewed against the list of product instructional components— derived from a comprehensive review of the product—and product descriptive materials. The claims and product instructional materials were reviewed, and preliminary linkages were established, where the content and skills for each overlapped for the two alignment documents. Following this initial alignment, the proposed linkages between the claims and Engage instructional components were reviewed independently by two education professionals with training and experience working with multilingual learner (ML) populations, with a range of experiences, including training ML educators, creating ML instructional programs, creating and implementing ML assessment programs, and conducting research with ML populations in K–12. The following steps were completed by the reviewers: 1. Each reviewer was oriented to the Engage program, and the purpose and procedures to be used for the review. 2. Each reviewer was asked to familiarize themselves with the Engage program materials and its instructional components, and the claims made about the outcomes resulting from product use. The reviewers were also asked to familiarize themselves with the WIDA ELD standards for the appropriate grade levels. 3. Once familiar with the materials to be reviewed, each reviewer was asked to review the list of claims-standards alignments. Reviewers first considered the claimsstandards links. To facilitate their review, they were asked to review each proposed product instructional component alleged to be aligned to the claim and answer the following questions: a. Does the standard cited as linked to the claim align with the content or skill targeted by the product claim?
Page | 24 b. Does the knowledge or skill identified by the standard support the claim made by the product? The standard need not fully reflect the claim, but should reflect an important part of the claim. 4. After reviewing the alignment of each standard proposed, reviewers were asked to address the following question: Are there other standards that were not included in the draft alignments that you feel align with the knowledge or skill targeted by the claim that you would add to the list of standards aligned to the claim? 5. Any alignment additions, deletions, or changes were noted and at the conclusion of the reviews, suggestions from the reviewers were resolved through collaborative discussion between the reviewers. The final set of alignments were entered and documented within the SEED evidence framework. 6. Once the review for the claims-Engage-WIDA-standards alignments were completed, the reviewers completed a similar process for the claims-product instructional components alignments and finally for the claims-research alignments. The final set of alignments for these materials were entered and documented within the SEED evidence framework.
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