Catapult Learning and the University of Oregon's Center on Teaching and Learning Partner to Create the Institute for Scaling Evidence Based Education

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Institute to Focus Initially on Early Literacy Intervention

Catapult Learning, a leading provider of instructional intervention, professional development programs, special education and behavioral health services, and the Center on Teaching and Learning (CTL), a world-class research center of the University of Oregon College of Education that uses scientific evidence and research-based practices to advance teaching and student learning, today announced a partnership to establish the Institute for Scaling Evidence-Based Education (the Institute). The partnership, which initially calls for Catapult Learning to provide professional development for CTL’s Enhanced Core Reading Instruction (ECRI) program nationally, plans to cover the full suite of evidence-based programs and services developed by CTL.

The Institute for Scaling Evidence-Based Education is the essence of a public-private partnership. CTL, one of the nation’s leading educational R&D centers, is contributing its best-in-class programs, and Catapult, one of the nation’s largest educational service providers, is contributing its ability to implement services in thousands of schools simultaneously. The objective of the Institute is to maximize the reach and impact of the programming developed at CTL.

“We formed the Institute for Scaling Evidence-Based Education with Catapult Learning because we want to promote broader access for students to the most proven intervention tools available,” said Hank Fien, PhD, current director of the Center on Teaching and Learning. “Having Catapult Learning as an exclusive partner of professional development for ECRI significantly impacts the reach of our supplemental literacy curriculum. We carefully selected Catapult because of the company’s unwavering dedication to serve students, teachers and districts with top quality instructional programs and professional development. This partnership uniquely positions us to take ECRI to the next level and positively influence literacy learning for K-2 students.”

“By partnering with CTL to form the Institute for Scaling Evidence-Based Education, we underscore our commitment to delivering programs that are scientifically proven to generate positive outcomes for struggling students,” said Jeffrey Cohen, CEO of Catapult Learning. “Initially, this partnership will expand professional learning solutions to help schools optimize CTL’s nationally recognized Enhanced Core Reading Instruction. We look forward to expanding the scope of the Institute and deepening our collaboration with one of the nation’s premier research universities.”

Aligned with College and Career Readiness Standards, ECRI is a multi-tiered program featuring a series of teaching routines designed to increase the efficiency and effectiveness of reading instruction. The program centers on explicit and systematic instruction and relies on teacher models, multiple and varied practice opportunities, and careful review sequences. Instructional routines may be used in conjunction with any core reading program and teachers benefit from professional development offerings detailing the instructional elements.

Rigorous evaluations on ECRI have demonstrated statistically significant and substantive impacts on the reading achievement of at-risk readers in first grade. Additionally, The National Center on Intensive Intervention reviewed the ECRI and granted a rating of “convincing evidence” in the areas of participants, study design, fidelity of implementation, targeted outcome measures and broad outcome measures.

What students learn through Enhanced Core Reading Instruction can be measured through Dynamic Indicators of Basic Early Literacy Skills, a testing system better known as DIBELS. Developed at the University of Oregon, it is a nationally-normed and recognized assessment. DIBELS scores are predictive of how well students will read by the time they reach third grade.  

By joining forces to bring ECRI to more elementary schools throughout the U.S., Catapult Learning and the Center on Teaching and Learning will help make a measurable difference in student reading achievement for generations of students.

About Catapult Learning
Catapult Learning, Inc. provides solutions that generate demonstrable academic achievement and better life outcomes for students, regardless of the learning obstacles and other challenges they face. The company’s team of over 5,000 educators and behavior analysts work to achieve sustained academic and behavioral gains, and build teacher and leadership capacity through evidence-based programs that include instructional intervention, professional development, special education and behavioral health services. Founded in 1976 and headquartered in Camden, New Jersey, Catapult Learning partners with more than 500 school districts nationwide. Catapult Learning is accredited by AdvancED. catapultlearning.com

About Center on Teaching and Learning
Center on Teaching and Learning (CTL), one of the largest research centers at the University of Oregon (UO), was established in 2000 as part of the College of Education. Over the last decade, CTL has been awarded 75+ state and federal research grants. CTL is committed to conducting rigorous research on the design, delivery and efficacy of curriculum, instruction, and assessment as individual elements used in schools, especially in the primary, elementary, and middle school grades. CTL’s mission is to conduct, translate, and disseminate research that focuses on the solutions to serious but practical problems in school systems.

CTL is the official home to DIBELS and the UO DIBELS Data System
(DDS). The DDS, through its support of DIBELS and other student performance measures (e.g., easyCBM in reading and math), has served approximately 20% of all U.S. public schools (K–3). CTL also actively develops and thoroughly tests instructional programs, learning games, and education technology to enhance student learning across a range of academic subjects.

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Jennifer Leckstrom
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