Interventions

Project LISTO will be implemented (a) across rural (46 or 66%) and non-rural schools (24 or 34%) with 560 teachers in Texas who are representative of those serving large numbers of needs middle school (11,200) students, including economically challenged students and EL student populations; (b) with treatment science classes compared to control/comparison science classes; (c) to determine the degree of impact of innovations on economically challenged and EL students’ science achievement and reading/writing literacy skills; and (d) to facilitate scalability across a broad geographic region by using technology to bring the innovations to a variety of settings and populations. 

Each campus is randomly-assigned to one of the following roles: (a) control/typical: fifth-grade participating science teachers continue “business as usual” as LISTO learns more about district typical science instruction, or (b) treatment/enhanced: fifth-grade participating science teachers implement literacy-infused science curriculum as LISTO observes enhanced science instruction. Between control and treatment together, the project includes 35 districts, 67 campuses, and 122 teachers. 

LISTO research design. The LISTO research design incorporates two levels: student and teacher.

LISTO innovations by level. Level 1 (teacher) includes virtual professional development (VPD), virtual observations (VOBS), and real-time virtual mentoring and coaching (VMC)—all to support and enhance teachers' instruction. Level 2 (student) includes 80 minutes a day of LISTO curriculum (Content-Area Reading in Science for Economically Challenged and EL Advancement—CRISELA, Technology Infusion for English Literacy Advancement in Science—TIELAS, and Written and Academic Vocabulary in English in Science—WAVES), Family Involvement in Science (FIS), and science role models/mentors.