Parent Engagement

Randomized controlled trial study conducted?

Children's Learning Institute

Mission

The AERO Reading Program is a comprehensive school-based literacy solution that integrates student assessment data, individualized learning plans, research-backed curricula, and focused small group lessons. The goal of the AERO program is to ensure every child receives the support needed to reach their academic potential.

Program Description

The AERO program consists of online assessments and progress monitoring tools and over 200 lessons across three levels. The AERO program uses online assessments to create and implement individualized instructional plans that are delivered in small groups of students (two to three students at a time). The AERO program includes curriculum-based measures that help AERO Instructors know which skills to focus on during the sessions and monitor students' mastery of taught concepts to make instructional adjustments. AERO's curriculum and assessment resources are housed on the Children Learning Institute's (CLI) online platform, CLI Engage, which allows the majority of the award gift to be allocated to instructional support for students and professional development for AERO implementation.

 

Type of service
Tutoring Program
Year Started
2010
Headquarter Location (City, State)
Houston, TX
States of Operation
Texas
Operation Locations
Houston, Victoria
Most recent number of students served
350
Subject Offered
Early Literacy,
Reading
Grade Levels
Kindergarten,
1st Grade,
2nd Grade
Languages Offered
English
Setting
During School
Out of School
Delivery Mode
Blended
In-Person
Virtual
Student-Tutor Ratio
1:1 or 1:3
Number of Sessions Per Week
3-4
Number of Minutes Per Session
45
Number of Weeks Per Program
10
Does your program engage with parents?
Yes
Family Engagement Description

Currently developing a family engagement component to supplement the AERO program.

Organization Type
Nonprofit
Customer Type
District, Parent, School, Student
Type of Tutor
Paraprofessional, Teacher, Tutoring Staff
Randomized controlled trial (RCT) study conducted?
Yes
RCT Citation

Denton, C. A., Fletcher, J. M., Taylor, W. P., Barth, A. E., & Vaughn, S. (2014). An experimental evaluation of guided reading and explicit interventions for primary-grade students at-risk for reading difficulties. Journal of Research on Educational Effectiveness, 7(3), 268-293.
Denton, C. A., Nimon, K., Mathes, P. G., Swanson, E. A., Kethley, C., Kurz, T. B., & Shih, M. (2010). Effectiveness of a supplemental early reading intervention scaled up in multiple schools. Exceptional Children, 76(4), 394-416.
Solari, E. J., Denton, C. A., & Haring, C. (2017). How to reach first-grade struggling readers: An integrated instructional approach. Teaching Exceptional Children, 49(3), 149-159.

RCT effect size
.33 to .91
Quasi-experimental (QED) study conducted?
No
Contact Name
Victoria Moss

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The inclusion of an organization's information in the Tutoring Database does not indicate that Brown University, the Annenberg Institute for School Reform at Brown University, the National Student Support Accelerator, or any individual associated with these entities endorse or support that organization. The National Student Support Accelerator includes all tutoring programs it is aware of in the Tutoring Database. In contrast, the Accelerator uses the following inclusion criteria for academic intervention materials. To be included, interventions must: 1) have a randomized control trial or quasi-experimental study, 2) that produced an effect size of +0.20 or greater OR 3) have particularly high-quality instructional materials but do not yet have RCT or QES research.