Frequently Asked Questions

EBLI is used by preschool through high school teachers. Training K-2nd teacher first is effective as students out with the strategies as they*re learning to read and don*t have to *undo* strategies later that are less effective. Often schools want teachers trained in older grades to catch up the students who have *fallen through the cracks*. Who you choose to train depends on your goal(s).

We recommend training 3-6 teachers initially to implement an EBLI pilot for 3-6 months. Once you see how EBLI improves your student*s reading, then train other staff. This model works very well as it provides and opportunity to increase awareness of EBLI in your school, follow the impact EBLI has on student*s progress, and get some teachers proficient in EBLI so they can assist/mentor others who are trained later.

We require that schools provide consulting for their trained staff. Consulting ensures that trainees are on the right track with the strategies and provides support in their own setting with their students. Also, training practice is in a 1:1 situation and consulting provides trainees with whole class implementation modeling and refining.

Schools must purchase one day of consulting per teacher for up to 3 teachers in a building. After that, at least one consulting day per every 3 teachers. For example, if 6 teachers are trained, you*d need a minimum of 4 consulting days. If teachers are in different buildings in a district, you may need more days.

The first consulting day is typically within 4 weeks of the end of training. The next consultation is every 4-6 weeks after the 1st so staff have an opportunity to process and practice what they learned. Typically an average of teachers can be seen each consulting day depending on how the day is set up.

The first visit, an EBLI consultant will come into the classrooms and model strategies with the whole class, small groups, or individuals depending on the teacher*s instructional setting. Time is scheduled in for teachers to ask questions beforehand and debrief after each modeling session. The instruction is typically 30-60 minutes. The next consultation, teachers are encouraged to co-teach EBLI with the consultant or teach with input during the lesson as needed to help refine their practice.

We encourage all EBLI trained teachers to observe in every class during consulting. Most schools provide subs so all EBLI trained staff can benefit from the entire day of consulting.

We do offer informational sessions for those who want to know more about what EBLI is and how it works. These sessions include participants using some of the strategies themselves to get a good feel for the strategies and how they will work with students.

Training is only provided by EBLI staff. However, after teachers have practices EBLI with students, we encourage them to support and mentor other EBLI trained staff. Some districts have hired teachers as the *EBLI expert* in the district to oversee the implementation and support other EBLI trained staff.

The most common useage of EBLI in high schools include the following: Individual instruction (usually by a parapro) Classroom instruction Special Education instruction ACT prep Mentor class (high school student learn EBLI and teach elementary students) Most schools have found individual instruction with a paraprofessional to be the most efficient intervention. A large number of students can be serviced with minimal cost. Often, high school students feel very vulnerable if reading is a struggle so classes for *struggling readers* have not worked. However, whole class instruction in general Language Arts classes are effective. ACT prep (2 hour group classes) is available and provided by EBLI staff. Some schools have had great success with credit classes for high schoolers who learn EBLI and use it to teach elementary students once a week during the class.

Many schools provide EBLI training for their Title I paraprofessionals to use small group and 1:1 intervention. This model is EXTREMELY effective and popular.

Many schools are doing RTI and using EBLI utilizing their Title I and Special Education teachers as well as classroom staff. Most of these interventions are small group with some 1:1.

Most schools have a plethora of assessment measures they are currently using; any assessment measure for reading, including MEAP and other state tests, will relect progress from EBLI instruction. For *new* EBLI schools, we recommend testing students receiving EBLI instruction as well as a control group using a standardized measure. At Ounce of Preveniton Reading Center, we use the Woodcock Diagnostic Reading Battery. Most schools have some version of the Woodcock they can utilize. Criterian measures such as a 1 minute timed fluency, spelling assessment, or comprehension assessment can compliment a standardized measure. In every case, pre and post testing and using a control group is recommended.