[Applause] just this past week Elon Musk announced
just this past week Elon Musk announced
just this past week Elon Musk announced the formation of a new company called
the formation of a new company called
the formation of a new company called neuro-link designed to put artificial
neuro-link designed to put artificial
neuro-link designed to put artificial intelligence into our brains my talk is
intelligence into our brains my talk is
intelligence into our brains my talk is somewhat similar to that in that I’m
somewhat similar to that in that I’m
somewhat similar to that in that I’m going to talk about using technology to
going to talk about using technology to
going to talk about using technology to improve human cognitive function but I’m
improve human cognitive function but I’m
improve human cognitive function but I’m not talking about in putting anything
not talking about in putting anything
not talking about in putting anything into a child’s brain except for
into a child’s brain except for
into a child’s brain except for knowledge skills and capacity so this
knowledge skills and capacity so this
knowledge skills and capacity so this talk is a little less invasive than what
talk is a little less invasive than what
talk is a little less invasive than what Elon is considering and perhaps a little
Elon is considering and perhaps a little
Elon is considering and perhaps a little less cyber board-like I would like to
less cyber board-like I would like to
less cyber board-like I would like to nominate the invention of the written
nominate the invention of the written
nominate the invention of the written word of reading and writing as possibly
word of reading and writing as possibly
word of reading and writing as possibly one of the greatest achievements in
one of the greatest achievements in
one of the greatest achievements in human history it is truly amazing that
human history it is truly amazing that
human history it is truly amazing that the human brain can turn abstract
the human brain can turn abstract
the human brain can turn abstract squiggles on a page into a meaningful
squiggles on a page into a meaningful
squiggles on a page into a meaningful form of communication when you look at
form of communication when you look at
form of communication when you look at my handwriting here our brain is able to
my handwriting here our brain is able to
my handwriting here our brain is able to look at the you and truly the you and
look at the you and truly the you and
look at the you and truly the you and human they they’re actually not even
human they they’re actually not even
human they they’re actually not even close to the same shape the way I write
close to the same shape the way I write
close to the same shape the way I write and our brain through an intricate
and our brain through an intricate
and our brain through an intricate process of cognitive activities is able
process of cognitive activities is able
process of cognitive activities is able to determine that those are both the
to determine that those are both the
to determine that those are both the letter U
letter U
letter U likewise towards the bottom of my scroll
likewise towards the bottom of my scroll
likewise towards the bottom of my scroll my Oh in into my Oh inform my oh and
my Oh in into my Oh inform my oh and
my Oh in into my Oh inform my oh and communication are dramatically different
communication are dramatically different
communication are dramatically different shapes how is it possible that the human
shapes how is it possible that the human
shapes how is it possible that the human brain can do this turn it into a
brain can do this turn it into a
brain can do this turn it into a meaningful form of communication reading
meaningful form of communication reading
meaningful form of communication reading one could argue it’s one of the most
one could argue it’s one of the most
one could argue it’s one of the most important skills in disruption it is
important skills in disruption it is
important skills in disruption it is actually necessary to be able to read to
actually necessary to be able to read to
actually necessary to be able to read to be a disruptor in a technological world
be a disruptor in a technological world
be a disruptor in a technological world reading connects our ideas to other
reading connects our ideas to other
reading connects our ideas to other people’s ideas it gives us access to
people’s ideas it gives us access to
people’s ideas it gives us access to education to income to health and helps
education to income to health and helps
education to income to health and helps us explore the boundaries of what it
us explore the boundaries of what it
us explore the boundaries of what it means to be human
means to be human
means to be human how this happens is incredible we are
how this happens is incredible we are
how this happens is incredible we are born we are pre-wired to speak
born we are pre-wired to speak
born we are pre-wired to speak we are not pre-wired to read what has to
we are not pre-wired to read what has to
we are not pre-wired to read what has to happen for us to read is we develop
happen for us to read is we develop
happen for us to read is we develop neural systems brain networks that
neural systems brain networks that
neural systems brain networks that enable this to happen
enable this to happen
enable this to happen visual auditory memory attention
visual auditory memory attention
visual auditory memory attention decision-making organization speed all
decision-making organization speed all
decision-making organization speed all have to develop together in this miracle
have to develop together in this miracle
have to develop together in this miracle of neuroplasticity that the human brain
of neuroplasticity that the human brain
of neuroplasticity that the human brain through experience through repetition
through experience through repetition
through experience through repetition through repetition through repetition
through repetition through repetition
through repetition through repetition builds neural networks and in so doing
builds neural networks and in so doing
builds neural networks and in so doing we create a reading machine the problem
we create a reading machine the problem
we create a reading machine the problem is that one in five of us fails to learn
is that one in five of us fails to learn
is that one in five of us fails to learn to become good readers it is a
to become good readers it is a
to become good readers it is a staggering number of illiterate humans
staggering number of illiterate humans
staggering number of illiterate humans despite attempts in school exposure to
despite attempts in school exposure to
despite attempts in school exposure to the alphabet exposure to phonics one in
the alphabet exposure to phonics one in
the alphabet exposure to phonics one in five of us does not learn how to read
five of us does not learn how to read
five of us does not learn how to read this population includes children with
this population includes children with
this population includes children with language based learning difficulties
language based learning difficulties
language based learning difficulties such as dyslexia to which I will refer
such as dyslexia to which I will refer
such as dyslexia to which I will refer in a bit people who grow up in
in a bit people who grow up in
in a bit people who grow up in impoverished environments where the
impoverished environments where the
impoverished environments where the amount of language and discourse in
amount of language and discourse in
amount of language and discourse in reading and vocabulary is minimal and
reading and vocabulary is minimal and
reading and vocabulary is minimal and people who grow up in traumatic
people who grow up in traumatic
people who grow up in traumatic situations where survival is the goal
situations where survival is the goal
situations where survival is the goal rather than anything as grandiose as
rather than anything as grandiose as
rather than anything as grandiose as reading when we look at the neuro images
reading when we look at the neuro images
reading when we look at the neuro images of brains in these three populations we
of brains in these three populations we
of brains in these three populations we realize that the system’s the neuro
realize that the system’s the neuro
realize that the system’s the neuro plastic systems have not developed
plastic systems have not developed
plastic systems have not developed properly the cost is enormous to the
properly the cost is enormous to the
properly the cost is enormous to the individual who does not learn how to
individual who does not learn how to
individual who does not learn how to read she or he becomes pounded with the
read she or he becomes pounded with the
read she or he becomes pounded with the message that your slow or lazy or dumb
message that your slow or lazy or dumb
message that your slow or lazy or dumb because you can’t read and one begins to
because you can’t read and one begins to
because you can’t read and one begins to believe that for our schools special
believe that for our schools special
believe that for our schools special education is incredibly expensive
education is incredibly expensive
education is incredibly expensive the amount of individual educational
the amount of individual educational
the amount of individual educational planning required small group maybe even
planning required small group maybe even
planning required small group maybe even tutorial classes highly trained teachers
tutorial classes highly trained teachers
tutorial classes highly trained teachers best efforts have only been largely
best efforts have only been largely
best efforts have only been largely successful and to society when we look
successful and to society when we look
successful and to society when we look at the cost of illiteracy our prisons
at the cost of illiteracy our prisons
at the cost of illiteracy our prisons are full of people who cannot read do
are full of people who cannot read do
are full of people who cannot read do not read and particularly in
not read and particularly in
not read and particularly in incarcerated youth estimates are the
incarcerated youth estimates are the
incarcerated youth estimates are the numbers as high as 70 to 80% of young
numbers as high as 70 to 80% of young
numbers as high as 70 to 80% of young people in prison are illiterate we began
people in prison are illiterate we began
people in prison are illiterate we began to look at this issue at the school I
to look at this issue at the school I
to look at this issue at the school I run the Carroll School in Lincoln
run the Carroll School in Lincoln
run the Carroll School in Lincoln Massachusetts we wanted to understand if
Massachusetts we wanted to understand if
Massachusetts we wanted to understand if we could do better if we could disrupt
we could do better if we could disrupt
we could do better if we could disrupt traditional approaches to reading
traditional approaches to reading
traditional approaches to reading instruction looking at the neuro images
instruction looking at the neuro images
instruction looking at the neuro images of brains of dyslexics trying to read we
of brains of dyslexics trying to read we
of brains of dyslexics trying to read we realize the activation patterns are not
realize the activation patterns are not
realize the activation patterns are not typical you can see this on an fMRI
typical you can see this on an fMRI
typical you can see this on an fMRI there are cognitive processes that we
there are cognitive processes that we
there are cognitive processes that we can identify as the culprits why is this
can identify as the culprits why is this
can identify as the culprits why is this not a good reading machine why does this
not a good reading machine why does this
not a good reading machine why does this brain not learn how to read possibly
brain not learn how to read possibly
brain not learn how to read possibly because of deficits in reaction time
because of deficits in reaction time
because of deficits in reaction time which I’ll talk about in a bit or
which I’ll talk about in a bit or
which I’ll talk about in a bit or processing speed how much information
processing speed how much information
processing speed how much information can a brain take in and make sense of
can a brain take in and make sense of
can a brain take in and make sense of looking at my scribble is that a no is
looking at my scribble is that a no is
looking at my scribble is that a no is that a no back and forth back and forth
that a no back and forth back and forth
that a no back and forth back and forth back and forth constant decision-making
back and forth constant decision-making
back and forth constant decision-making looking at executive functions such as
looking at executive functions such as
looking at executive functions such as organization and planning and
organization and planning and
organization and planning and decision-making looking at a variety of
decision-making looking at a variety of
decision-making looking at a variety of memory factors working memory and
memory factors working memory and
memory factors working memory and short-term memory we hypothesized that
short-term memory we hypothesized that
short-term memory we hypothesized that we could build a better approach to
we could build a better approach to
we could build a better approach to addressing illiteracy than common
addressing illiteracy than common
addressing illiteracy than common practice and we began doing that we
practice and we began doing that we
practice and we began doing that we looked at the population of children at
looked at the population of children at
looked at the population of children at the Carroll School 414 beautifully
the Carroll School 414 beautifully
the Carroll School 414 beautifully diagnosed children with language based
diagnosed children with language based
diagnosed children with language based learning difficulties such as dyslexia
learning difficulties such as dyslexia
learning difficulties such as dyslexia these children have incredible gifts
these children have incredible gifts
these children have incredible gifts superpowers dyslexic advantages in many
superpowers dyslexic advantages in many
superpowers dyslexic advantages in many many
many
many areas to become the inventors and
areas to become the inventors and
areas to become the inventors and creators and designers of our world but
creators and designers of our world but
creators and designers of our world but their brains are not good reading
their brains are not good reading
their brains are not good reading machines and reading gives access so we
machines and reading gives access so we
machines and reading gives access so we started looking at the cognitive profile
started looking at the cognitive profile
started looking at the cognitive profile of these children and realized there
of these children and realized there
of these children and realized there were some commonalities there were some
were some commonalities there were some
were some commonalities there were some neural systems that did not develop we
neural systems that did not develop we
neural systems that did not develop we wondered if we could encourage or
wondered if we could encourage or
wondered if we could encourage or stimulate a neuro plastic response in
stimulate a neuro plastic response in
stimulate a neuro plastic response in dyslexic children we looked at the
dyslexic children we looked at the
dyslexic children we looked at the profile of our students 60% of them had
profile of our students 60% of them had
profile of our students 60% of them had a significant deficit in a skill called
a significant deficit in a skill called
a significant deficit in a skill called reaction time reaction time is this in
reaction time reaction time is this in
reaction time reaction time is this in front of a computer screen child sees
front of a computer screen child sees
front of a computer screen child sees the stimulus come up on the screen hit
the stimulus come up on the screen hit
the stimulus come up on the screen hit the spacebar hit the spacebar every time
the spacebar hit the spacebar every time
the spacebar hit the spacebar every time you see any stimulus at all hit the
you see any stimulus at all hit the
you see any stimulus at all hit the spacebar then the task can become more
spacebar then the task can become more
spacebar then the task can become more complicated anytime you see a red circle
complicated anytime you see a red circle
complicated anytime you see a red circle hit the spacebar see a red square do not
hit the spacebar see a red square do not
hit the spacebar see a red square do not hit the spacebar red triangle don’t hit
hit the spacebar red triangle don’t hit
hit the spacebar red triangle don’t hit the spacebar red circle hit the spacebar
the spacebar red circle hit the spacebar
the spacebar red circle hit the spacebar blue circle don’t hit the spacebar 60%
blue circle don’t hit the spacebar 60%
blue circle don’t hit the spacebar 60% of our children are very poor at this
of our children are very poor at this
of our children are very poor at this task is that a coincidence that in a
task is that a coincidence that in a
task is that a coincidence that in a population of children with dyslexia we
population of children with dyslexia we
population of children with dyslexia we would have this high level of reaction
would have this high level of reaction
would have this high level of reaction time difficulty we thought it was not a
time difficulty we thought it was not a
time difficulty we thought it was not a coincidence
coincidence
coincidence we thought there was probably a
we thought there was probably a
we thought there was probably a correlation so again pursuing our
correlation so again pursuing our
correlation so again pursuing our hypothesis could we build a technology
hypothesis could we build a technology
hypothesis could we build a technology that addressed the lack of neuro plastic
that addressed the lack of neuro plastic
that addressed the lack of neuro plastic development of this particular neural
development of this particular neural
development of this particular neural channel reaction time is a fascinating
channel reaction time is a fascinating
channel reaction time is a fascinating topic when talking about reading for two
topic when talking about reading for two
topic when talking about reading for two reasons one reaction time is not a
reasons one reaction time is not a
reasons one reaction time is not a linguistic task almost all interventions
linguistic task almost all interventions
linguistic task almost all interventions designed to help children learn how to
designed to help children learn how to
designed to help children learn how to read have been linguistically based
read have been linguistically based
read have been linguistically based through history we were pursuing the
through history we were pursuing the
through history we were pursuing the thought that maybe this non-linguistic
thought that maybe this non-linguistic
thought that maybe this non-linguistic tasks really a decision-making task was
tasks really a decision-making task was
tasks really a decision-making task was highly related to oral reading fluency
highly related to oral reading fluency
highly related to oral reading fluency the second thing that is fascinating
the second thing that is fascinating
the second thing that is fascinating about reaction time is it’s almost
about reaction time is it’s almost
about reaction time is it’s almost perfectly
perfectly
perfectly correlated with oral reading fluency so
correlated with oral reading fluency so
correlated with oral reading fluency so if one has had exposure to the alphabet
if one has had exposure to the alphabet
if one has had exposure to the alphabet and to phonics and to elementary school
and to phonics and to elementary school
and to phonics and to elementary school instruction and one has good reaction
instruction and one has good reaction
instruction and one has good reaction time scores one is most likely to have
time scores one is most likely to have
time scores one is most likely to have excellent oral reading fluency how many
excellent oral reading fluency how many
excellent oral reading fluency how many words can a child read correctly in a
words can a child read correctly in a
words can a child read correctly in a paragraph in a minute
paragraph in a minute
paragraph in a minute conversely if one has horrible reaction
conversely if one has horrible reaction
conversely if one has horrible reaction time scores it’s most likely ones going
time scores it’s most likely ones going
time scores it’s most likely ones going to be a poor or a reader so we pursue
to be a poor or a reader so we pursue
to be a poor or a reader so we pursue this hypothesis we developed a product
this hypothesis we developed a product
this hypothesis we developed a product called targeted cognitive intervention
called targeted cognitive intervention
called targeted cognitive intervention or TCI what it does is it assesses a
or TCI what it does is it assesses a
or TCI what it does is it assesses a child’s cognitive profile where’s she’s
child’s cognitive profile where’s she’s
child’s cognitive profile where’s she’s strong where she weak
strong where she weak
strong where she weak where’s his profile like the Alps and
where’s his profile like the Alps and
where’s his profile like the Alps and based on the profile the platform will
based on the profile the platform will
based on the profile the platform will assign activities will basically
assign activities will basically
assign activities will basically individualize and send curriculum to
individualize and send curriculum to
individualize and send curriculum to each individual based on the profile
each individual based on the profile
each individual based on the profile what we’re trying to do is encourage the
what we’re trying to do is encourage the
what we’re trying to do is encourage the appropriate neuroplastic response what
appropriate neuroplastic response what
appropriate neuroplastic response what we realized is that doing this was like
we realized is that doing this was like
we realized is that doing this was like going to physical therapy children did
going to physical therapy children did
going to physical therapy children did not love having us poke at what their
not love having us poke at what their
not love having us poke at what their weakest at so like physical therapy you
weakest at so like physical therapy you
weakest at so like physical therapy you go there to strengthen a component of
go there to strengthen a component of
go there to strengthen a component of your body that isn’t working properly we
your body that isn’t working properly we
your body that isn’t working properly we were poking at what children were not so
were poking at what children were not so
were poking at what children were not so good at cognitively so we realized we
good at cognitively so we realized we
good at cognitively so we realized we had to try to make this fun so we
had to try to make this fun so we
had to try to make this fun so we borrowed games that are out there in the
borrowed games that are out there in the
borrowed games that are out there in the open market such as whack-a-mole
open market such as whack-a-mole
open market such as whack-a-mole whack-a-mole is a reaction time task
whack-a-mole is a reaction time task
whack-a-mole is a reaction time task every time you see the blue mole get
every time you see the blue mole get
every time you see the blue mole get your clicker on it and click and that
your clicker on it and click and that
your clicker on it and click and that can get harder and harder and harder
can get harder and harder and harder
can get harder and harder and harder more complicated with more variables
more complicated with more variables
more complicated with more variables over time here’s what TCI does seamless
over time here’s what TCI does seamless
over time here’s what TCI does seamless affordable scalable transportable and as
affordable scalable transportable and as
affordable scalable transportable and as I’ll show you in a second effective step
I’ll show you in a second effective step
I’ll show you in a second effective step one assess the child’s profile where are
one assess the child’s profile where are
one assess the child’s profile where are the strengths where the weaknesses
the strengths where the weaknesses
the strengths where the weaknesses second in somewhat of a recommendation
second in somewhat of a recommendation
second in somewhat of a recommendation engine concept although the designers
engine concept although the designers
engine concept although the designers tell me that’s not exactly what it is
tell me that’s not exactly what it is
tell me that’s not exactly what it is based on your profile if you have weak
based on your profile if you have weak
based on your profile if you have weak reaction time scores it will deliver to
reaction time scores it will deliver to
reaction time scores it will deliver to you
you
you reaction time curriculum all
reaction time curriculum all
reaction time curriculum all computer-based all cloud-based then the
computer-based all cloud-based then the
computer-based all cloud-based then the child will engage in the activities
child will engage in the activities
child will engage in the activities we’ve been using six weeks per school
we’ve been using six weeks per school
we’ve been using six weeks per school year five days a week forty minutes per
year five days a week forty minutes per
year five days a week forty minutes per session and the children interact with
session and the children interact with
session and the children interact with what they most need to learn the
what they most need to learn the
what they most need to learn the cognitive network they most need to
cognitive network they most need to
cognitive network they most need to develop as the child does well the
develop as the child does well the
develop as the child does well the technology makes the tasks harder as a
technology makes the tasks harder as a
technology makes the tasks harder as a child struggles the technology moves the
child struggles the technology moves the
child struggles the technology moves the challenge to a lower level making sure
challenge to a lower level making sure
challenge to a lower level making sure that children’s stay in the flow zone
that children’s stay in the flow zone
that children’s stay in the flow zone then every day the platform updates the
then every day the platform updates the
then every day the platform updates the data and shares that with the teacher
data and shares that with the teacher
data and shares that with the teacher every morning at 1:00 a.m. new data on
every morning at 1:00 a.m. new data on
every morning at 1:00 a.m. new data on student performance because this is like
student performance because this is like
student performance because this is like physical therapy because this is a
physical therapy because this is a
physical therapy because this is a little bit painful very often teachers
little bit painful very often teachers
little bit painful very often teachers share those data with their students so
share those data with their students so
share those data with their students so the children can see that their efforts
the children can see that their efforts
the children can see that their efforts are paying off that they are making
are paying off that they are making
are paying off that they are making progress that they are moving in a good
progress that they are moving in a good
progress that they are moving in a good direction
direction
direction now reaction time is not something you
now reaction time is not something you
now reaction time is not something you can go to the family picnic and brag
can go to the family picnic and brag
can go to the family picnic and brag about Johnny has fantastic reaction time
about Johnny has fantastic reaction time
about Johnny has fantastic reaction time there has to be some sort of a socially
there has to be some sort of a socially
there has to be some sort of a socially valid correlate to this work and that’s
valid correlate to this work and that’s
valid correlate to this work and that’s the fifth skill that the platform
the fifth skill that the platform
the fifth skill that the platform delivers to the educational process
delivers to the educational process
delivers to the educational process which is it correlates the child’s work
which is it correlates the child’s work
which is it correlates the child’s work in reaction time in this case to
in reaction time in this case to
in reaction time in this case to academic outcomes we have been doing
academic outcomes we have been doing
academic outcomes we have been doing this work for six years
this work for six years
this work for six years we’ve only had the technology platform
we’ve only had the technology platform
we’ve only had the technology platform for this year the 2016-2017 school year
for this year the 2016-2017 school year
for this year the 2016-2017 school year we used to do this in the old fashioned
we used to do this in the old fashioned
we used to do this in the old fashioned way
way
way labour-intensive too much demand on the
labour-intensive too much demand on the
labour-intensive too much demand on the teachers data collection was tiresome
teachers data collection was tiresome
teachers data collection was tiresome and statistical analysis was done by
and statistical analysis was done by
and statistical analysis was done by hand the platform does all this work for
hand the platform does all this work for
hand the platform does all this work for us now however when we started six years
us now however when we started six years
us now however when we started six years ago we looked at a group of 55 children
ago we looked at a group of 55 children
ago we looked at a group of 55 children who on the Left bar up here 65% of them
who on the Left bar up here 65% of them
who on the Left bar up here 65% of them had multiple cognitive weaknesses that’s
had multiple cognitive weaknesses that’s
had multiple cognitive weaknesses that’s the red on the right-hand bar the green
the red on the right-hand bar the green
the red on the right-hand bar the green is how many children had no measurable
is how many children had no measurable
is how many children had no measurable cognitive weaknesses in this area and
cognitive weaknesses in this area and
cognitive weaknesses in this area and there were very few of them they did
there were very few of them they did
there were very few of them they did their TCI work six weeks five days a
their TCI work six weeks five days a
their TCI work six weeks five days a week forty minutes a day the middle bars
week forty minutes a day the middle bars
week forty minutes a day the middle bars what that same group of children looked
what that same group of children looked
what that same group of children looked like in seventh grade so we start to see
like in seventh grade so we start to see
like in seventh grade so we start to see the red diminish we start to see the
the red diminish we start to see the
the red diminish we start to see the green increase fewer kids with multiple
green increase fewer kids with multiple
green increase fewer kids with multiple problems more kids with no measurable
problems more kids with no measurable
problems more kids with no measurable problems and on the right is what they
problems and on the right is what they
problems and on the right is what they look like in eighth grade after they had
look like in eighth grade after they had
look like in eighth grade after they had done another round with TC I do TC I
done another round with TC I do TC I
done another round with TC I do TC I each year so we started to believe that
each year so we started to believe that
each year so we started to believe that this was having a dramatic impact on
this was having a dramatic impact on
this was having a dramatic impact on their cognitive skills did it have
their cognitive skills did it have
their cognitive skills did it have dramatic impact on something that
dramatic impact on something that
dramatic impact on something that society cares about such as academic
society cares about such as academic
society cares about such as academic outcome this chart shows four different
outcome this chart shows four different
outcome this chart shows four different groups of children who have received the
groups of children who have received the
groups of children who have received the very best that Carroll school knows how
very best that Carroll school knows how
very best that Carroll school knows how to offer small group instruction
to offer small group instruction
to offer small group instruction intensive tutorial focus areas where
intensive tutorial focus areas where
intensive tutorial focus areas where they are weakest academically highly
they are weakest academically highly
they are weakest academically highly trained teachers groups one and two are
trained teachers groups one and two are
trained teachers groups one and two are showing a positive trajectory as they
showing a positive trajectory as they
showing a positive trajectory as they move from fifth sixth seventh to eighth
move from fifth sixth seventh to eighth
move from fifth sixth seventh to eighth grade which is remarkable given that
grade which is remarkable given that
grade which is remarkable given that they haven’t done that prior to coming
they haven’t done that prior to coming
they haven’t done that prior to coming to our school both those groups were
to our school both those groups were
to our school both those groups were growing at roughly a rate of two
growing at roughly a rate of two
growing at roughly a rate of two percentiles per year so if for example a
percentiles per year so if for example a
percentiles per year so if for example a child was ten percentiles below mean at
child was ten percentiles below mean at
child was ten percentiles below mean at the beginning it would take about five
the beginning it would take about five
the beginning it would take about five years to close the gap to catch up to
years to close the gap to catch up to
years to close the gap to catch up to classmates to peers
classmates to peers
classmates to peers not bad you can tell that groups three
not bad you can tell that groups three
not bad you can tell that groups three and four have a dramatically more
and four have a dramatically more
and four have a dramatically more positive trajectory in those lines the
positive trajectory in those lines the
positive trajectory in those lines the only difference between groups one and
only difference between groups one and
only difference between groups one and two and three and four is the amount of
two and three and four is the amount of
two and three and four is the amount of TCI they had the amount of targeted
TCI they had the amount of targeted
TCI they had the amount of targeted cognitive intervention in concert with
cognitive intervention in concert with
cognitive intervention in concert with good phonics instruction group three is
good phonics instruction group three is
good phonics instruction group three is growing at a rate of five point three
growing at a rate of five point three
growing at a rate of five point three percent aisles per year the child was 10
percent aisles per year the child was 10
percent aisles per year the child was 10 percent I was behind about two years to
percent I was behind about two years to
percent I was behind about two years to catch up group four is growing at 7%
catch up group four is growing at 7%
catch up group four is growing at 7% Isles per year less than two years to
Isles per year less than two years to
Isles per year less than two years to catch up they three and four receive TCI
catch up they three and four receive TCI
catch up they three and four receive TCI earlier and more often than groups one
earlier and more often than groups one
earlier and more often than groups one and two we are excited about this
and two we are excited about this
and two we are excited about this disruption this is taking a school
disruption this is taking a school
disruption this is taking a school that’s been successful for nearly 50
that’s been successful for nearly 50
that’s been successful for nearly 50 years and through the asking ourselves
years and through the asking ourselves
years and through the asking ourselves tough questions we’ve come up with
tough questions we’ve come up with
tough questions we’ve come up with something as having significantly better
something as having significantly better
something as having significantly better outcomes for children we want to share
outcomes for children we want to share
outcomes for children we want to share TCI with the world our goal is to get
TCI with the world our goal is to get
TCI with the world our goal is to get this out to as many children adults in
this out to as many children adults in
this out to as many children adults in this country and others as possible
this country and others as possible
this country and others as possible we’re currently conducting research with
we’re currently conducting research with
we’re currently conducting research with the neuro scientists at MIT hopefully in
the neuro scientists at MIT hopefully in
the neuro scientists at MIT hopefully in a peer review published article will be
a peer review published article will be
a peer review published article will be out soon we are conducting pilots in
out soon we are conducting pilots in
out soon we are conducting pilots in other Boston area schools next year and
other Boston area schools next year and
other Boston area schools next year and hope that pilots will go worldwide our
hope that pilots will go worldwide our
hope that pilots will go worldwide our goal with TCI
goal with TCI
goal with TCI is a scalable transportable effective
is a scalable transportable effective
is a scalable transportable effective and scalable intervention to address a
and scalable intervention to address a
and scalable intervention to address a massive literacy problem in our country
massive literacy problem in our country
massive literacy problem in our country 55 million children 20% of school-age
55 million children 20% of school-age
55 million children 20% of school-age children fail to gain literacy skills
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