AERO Start-Up Guide

The AERO Reading Curriculum is derived from the Reading RULES! curriculum, a comprehensive reading intervention program developed originally for delivery to students using print-based materials. Both programs are grounded in over 30 years of scientific research about effective instruction for students in the early grades who are experiencing difficulties learning to read.

At the core of these curricula is the empirically validated framework known as the simple view of reading (Gough & Tunmer, 1986). This framework posits that reading comprehension is the product of word recognition and language comprehension. Within each component, there are multiple subcomponents that together form the foundation for skilled reading and reading comprehension. Thus, effective reading instruction addresses skills within both components (Donegan & Wanzek, 2021; Foorman et al., 2016; National Reading Panel [NRP], 2000).

Extensive evidence also supports the notion that effective reading instruction is explicit and systematic (Foorman et al., 2016; Gersten et al., 2009; NRP, 2000; Vaughn et al., 2012; Swanson et al., 1999). In particular, explicit and systematic instruction:

1. orients students to the lesson objective,
2. sequences topics and activities so that they build on prior knowledge and provide the right level of challenge,
3. breaks down complex tasks into small, manageable steps,
4. includes teacher modeling with explanations,
5. offers frequent opportunities for students to respond and receive feedback, and
6. incorporates scaffolding that can be gradually reduced to support students’ acquisition of new skills and knowledge.

Other characteristics associated with effective instruction include the application of skills and strategies in meaningful text reading (Foorman et al., 2016) and adaptation of instruction based on student data (Coyne et al., 2013). By including all of these elements of effective reading instruction, AERO has been designed to maximize its support for students in achieving their reading goals.

AERO offers a comprehensive and structured approach to reading intervention, containing 78 units categorized into nine levels based on the specific skills addressed in each unit. Within each of the 78 units there are 2-4 lessons designed to be implemented within 20 minutes. Each lesson contains 4-7 activities focused on developing students’ phonological awareness, phonics skills, spelling, decoding, word recognition, reading fluency, vocabulary, or comprehension. The activities within each lesson are carefully and systematically sequenced across lessons and units to ensure students develop the skills necessary to read independently. Further, each activity is highly scripted to ensure that instruction is explicit and offers frequent opportunities for students to respond and receive feedback.

The AERO Reading Curriculum was specifically created for online delivery on CLI Engage. To facilitate delivery, four types of materials are provided:

1. lesson pages with comprehensive instructions and scripts to guide delivery of lessons,
2. assessment materials for the administration of AERO assessments,
3. teacher demonstration materials (i.e., posters, cards, and books teachers show students during lessons), and
4. student materials (i.e., interactives and e-books for individual student work).

The lessons pages are designed to be easy to navigate, and the required materials are easily accessible via this AERO Materials Website. There is also a training course available on CLI Engage that introduces the curriculum. This course outlines best practices for effective reading instruction and provides detailed directions for how to implement the activities within the curriculum.

Teachers need to use multiple devices to deliver the AERO Reading Curriculum. At least three devices are recommended:

1. a teacher computer/laptop used by the teacher to view the AERO Lesson page with instructions for what to do and say during the lesson,
2. a teacher tablet used by the teacher to show Teacher Demonstration Materials to students during the lesson, and to show assessment materials to students, and
3. a student tablet used by the student to access e-books and/or interactives from the Student Materials page for the lesson (Note: A separate tablet is needed for each student in the group).

To begin delivering AERO lessons, log into CLI Engage on the teacher computer/laptop. On the CLI Engage dashboard, use the arrow to expand the section called “Activities and Materials” and select “AERO Reading Curriculum.” On the homepage for the AERO Reading Curriculum, select a level and a unit from that level. (Note: For information about which unit in the AERO Reading Curriculum to begin a student review the AERO Placement Test information on the AERO Assessment System page.)

The Unit Planner page shows the lessons that are in that unit, and the activities that are in each lesson. If it is time to administer a Mastery Check or Placement Check, directions and a link to the assessment will be provided on the Unit Planner page as well.

The Unit Planner page provides three different links for each lesson: a “Start Lesson” button to open the instructional activities, and links to allow teachers to easily review in advance the Student Materials and the Teacher Demonstration Materials for any lesson.

Once “Start Lesson” is selected, the Lesson Page provides the teacher with a full view of the activities in the lesson. Within each activity, the activity sections include all the instructions teachers need to lead the activity. The script for the teacher appears in bold font and tells the teacher what to say while delivering the activity. There are also sections for Objective, Materials, Scaffolding, Learning Domain and Subdomain, as well as the aligned standards for the lesson.

From the AERO Materials Website, teachers open the Teacher Demonstration Materials in a slide show format that includes all the materials needed for the activities in the lesson. The slides/materials appear in the order they are used in the lesson. The arrows can be used to navigate between slides, or specific materials can be selected from the home screen.

Also from the AERO Materials Website, the Student Materials are presented to students on their own devices, which teachers hand out at the point in the lesson when students need them. On the student materials page, the student materials appear in the order they are used in the lesson. When selected, the student material will open in a new tab. Students can return to the materials page by closing the tab.

The AERO Reading Curriculum is accompanied by three types of online assessments: Placement Test, Mastery Checks, and Placement Checks. To access these assessments, log into CLI Engage, expand the “Screening, Progress Monitoring, and Observation” section, and select “AERO Assessments.”

The AERO Placement Test is administered one time to each student prior to beginning the curriculum. During the Placement Test, the student attempts to independently read increasingly challenging lists of decodable words. Placement Test results provide the teacher with information on which unit in the curriculum is the appropriate starting point for the student.

An AERO Mastery Check occurs approximately every two units. Mastery Checks are a way to monitor students’ progress and ensure proficiency of skills taught in the previous units before moving to the next unit. Each Mastery Check has four skill areas in which students are assessed: letter sound knowledge, decoding words, sight word recognition, and sentence reading. Mastery Check results help inform teachers’ instructional decisions as teachers are prompted to proceed to the next unit, complete a Review Activity, or complete a Reteach Lesson based on student’s performance.

An AERO Placement Check is given to students if they demonstrate mastery on the Mastery Check at the end of a level. Placement Checks are shorter versions of the Placement Test and are designed to assess the student’s current decoding skills. Placement Check results provide the teacher with the unit in the curriculum that aligns with the student’s current skills. Teachers are encouraged to move students ahead in the curriculum (e.g., skip units) based on their Placement Check results.

All the materials that students look at during the AERO assessment process should be opened on the teacher tablet or the student tablet using the AERO Materials Website. For assessment administration directions and to score students, teachers use the teacher computer/laptop and go to the AERO Assessments area from their CLI Engage dashboard.

To access all the AERO assessments, log into CLI Engage, expand the “Screening, Progress Monitoring, and Observation” section, and select “AERO Assessments.” AERO assessments are organized into 12 different Waves. To access the assessment you want, you will need to choose the appropriate Wave as follows:

• Placement Test: Wave 1
• Placement Check Assessments: Wave 2
• Mastery Check Assessments: Waves 3 – 11
• Optional Placement Test (for the end of the school year and/or when exiting the program): Wave 12

The Words on Target Videos are a fun way to boost vocabulary learning! These short, engaging videos link movements to vocabulary words, making learning active and joyful. They can be used as “brain breaks” – short breaks from the curriculum that allow students to move around – that work to promote learning. Each video has a simple pattern: first, watch our friendly characters, Tio and Coco, show a move. Then, join in and do the moves together. Finally, it’s your students’ turn to shine as they try the moves on their own. These videos teach the meanings of words that appear in the AERO curriculum; they can be used to reinforce learning for students receiving AERO tutoring, but they can also be used effectively on their own, by teachers and students who are not using AERO. Teachers can use the same video multiple times to reinforce learning. You can access these videos on the Words on Target Videos page.

Coyne, M. D., Simmons, D. C., Hagan-Burke, S., Simmons, L. E., Kwok, O. M., Kim, M., Fogarty, M., Oslund, E. L., Taylor, A. B., Capozzoli-Oldham, A., & Rawlinson, D. M. (2013). Adjusting beginning reading intervention based on student performance: An experimental evaluation. Exceptional Children, 80(1), 25-44. https://doi.org/10.1177/001440291308000101

Donegan, R. E., & Wanzek, J. (2021). Effects of reading interventions implemented for upper elementary struggling readers: A look at recent research. Reading and Writing, 34(8), 1943-1977. https://doi.org/10.1007/s11145-021-10123-y

Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., Furgeson, J., Hayes, L., Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & Wissel, S. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE 2016-4008). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/practiceguide/21

Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S., and Tilly, W.D. (2009). Assisting students struggling with reading: Response to Intervention and multi-tier intervention for reading in the primary grades. A practice guide. (NCEE 2009-4045). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/practiceguide/3

Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6-10. https://doi.org/10.1177/074193258600700104

National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development, National Institutes of Health. https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf

Swanson, H. L., Hoskyn, M., & Lee, C. (1999). Interventions for students with learning disabilities: A meta-analysis of treatment outcomes. Guilford Press.

Vaughn, S., Wanzek, J., Murray, C. S., & Roberts, G. (2012). Intensive interventions for students struggling in reading and mathematics: A practice guide. Center on Instruction. https://eric.ed.gov/?id=ED531907