Lindamood-Bell Learning Processes information as an approved Ohio school turnaround provider for professional development. Workshops and onsite support for teacher and educational leaders for response to intervention (RTI) for school improvement, turnaround, and transformation. http://www.lindamoodbell.com/turnaround

1. Lindamood-Bell, an Approved Provider Ohio’s School Improvement Initiative
Lindamood-Bell can help with school improvement efforts. We have successfully partnered
with districts to transform even the lowest performing schools and are already a preferred
provider in Colorado and Tennessee, one of the states funded under the federal Race to the Top
initiative.
Our formula for success in school improvement is based on two critical research-based facts.
First, there needs to be a body of evidence regarding the science behind the approaches used to
teach all children to read, comprehend, and do mathematics. The second is creating a
professional learning community that prepares leaders and teachers to do exactly that – explicitly
teach reading, comprehension and math, all within a world class Response to Intervention (RtI)
framework.
School leaders collaborate with us to establish professional learning communities that effectively
change teacher and student outcomes. Our successful school partnerships provide onsite,
ongoing professional development for teachers, leaders, and the systems necessary for
sustainable change.
For the state of Ohio, Lindamood-Bell is an approved external provider for school improvement
and can assist districts in their turnaround or transformation initiatives. The positive reform we
have achieved elsewhere can be replicated in Ohio. We believe our approach is the most in sync
with the education reforms outlined in the American Recovery and Reinvestment Act (ARRA).
Lindamood-Bell’s School Improvement 5-Key Features
Lindamood-Bell’s school partnerships and professional development services are well suited to
substantiate or complement school plans for a turnaround or transformational model.
1. Prioritized Extensive Professional Development: To achieve a true transformation at
schools, using all or part of current staff, the first step is to build staff competencies in the
primary area that will change student learning profiles. No other component of reform in
school will generate as much positive outcomes for students as changing the professional
development for increasing the language and cognitive processing skills for children,
granting the school the “early wins” needed to demonstrate immediate progress. Until
that variable is addressed, any changes in increasing student performance will be
comparatively negligible. We offer a level of professional development unlike any other
provider. Our goal is to provide embedded and aggressive staff development so all staff
can acquire the necessary competencies to improve student achievement with quality and
fidelity. In addition to interactive on-site workshops, our full-time, on-site specialists
collaborate daily with school leadership and instructional staff over an entire school year
(or more, if necessary). Contrast this with provider plans that only offer brief monthly or
quarterly visits with limited time to provide any quality coaching and support. With

2. Lindamood-Bell, a professional learning community facilitator will be fully dedicated to
the initiative.
2. Building Capacity: The highest priority of our partnerships is to build capacity on a
school-wide level that will ensure long-term success on a large scale. To this end, we
collaborate with schools to identify key instructional leaders who will participate in a
rigorous certification process. Our goal is to develop in-house expertise in our model and
programs to meet the needs of all students. We have many proven examples of this
process. In Pueblo City Schools, one of our long-standing partnerships, staff we have
certified in the elementary schools have sustained program quality and fidelity each year
for the past 12 years. In 2008-09, we certified or re-certified 47 instructional leaders
across the district who have ownership of the initiative.
3. High Quality Instruction: Our process-based instructional approach is unmatched by
any provider. Our partnerships ensure students know how to learn, rather than skipping
to a focus only on what to learn. In contrast, many provider plans primarily focus on
standards-based undifferentiated instruction, or simply promote a standard scope and
sequence curriculum. While standards and curriculum are important, many students lack
the necessary skills to learn to their potential. Further, well-intentioned efforts to
transform a school’s culture, leadership, curriculum, and professional development
practices will fail students if the core issues are not directly addressed. This phenomenon
has historically plagued struggling schools. We feel the initiative at hand allows schools
to side step this common pitfall, allowing schools to more aggressively address the “root
causes” of low achievement.
4. Evidence of Effectiveness in Other States: We have over a decade of research and
results working comprehensively with over 80 schools across America. Our district-wide
partnership in Pueblo, Colorado was independently evaluated in 2006 in the American
Educational Research Journal, which found that Pueblo “went by the book in producing
large scale change with much success.” The model was also recognized for its
comprehensive reform components, all of which are generally regarded as necessary for
effective turnaround efforts. We have produced dramatic increases in student
achievement, primarily with students with disabilities and also with students who speak
English as a second language.
5. Data-driven Instruction: While this is a common buzzword with all providers, we
provide an unchallenged depth of differential diagnostics, differentiated instruction and
accountability. We provide comprehensive, cohort data analyses to help leaders and
teachers make the best instructional decisions possible. Further, our paradigm for the
science of reading helps teachers truly understand various data points, which is necessary
to best meet the needs for all students.

3. Additional information about Lindamood-Bell’s school improvement efforts can be found
along with research and informative videos online at:
http://www.LindamoodBell.com/turnaround.
• State of Ohio approved external partner for school improvement.
• State of Tennessee approved Race to the Top provider.
• State of Colorado approved turnaround provider.
• Accredited by AdvancED.
• Accredited with Better Business Bureau (BBB).
• Professional Development Workshop Continuing Education Units (CEUs) through
IACET, The International Association for Continuing Education and Training.
• Professional Development Workshop Post-graduate credits through University of
California Los Angeles (UCLA) Extension.
Please contact Lindamood-Bell School Services to schedule an on-site presentation to discuss
your school/district’s specific needs. Our experience and proven results make Lindamood-Bell
uniquely prepared to assist school leaders with their turnaround / transformation initiatives.