Page 26 - S44 Compendium

Implementation
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PATCHOGUE-MEDFORD SCHOOL DISTRICT, NY
STUDY PROFILE
Evaluation Period: 2011–2012
Grade: 3
Assessment: Scholastic Reading Inventory (SRI), Scholastic Phonics Inventory (SPI)
Participants: N=229
Implementation: 40 to 80 minutes daily (Stand-Alone)
OVERVIEW
Patchogue-Medford School District enrolls approximately 8,700 students in Grades PreK–12. The majority of students are Caucasian (64%), 28% are Hispanic, 5% are African American, 2% are Asian, and 1% are Other. Twenty-six percent of students are eligible for free or reduced-price meals. In Grade 4 English, 53% of students are meeting standards, and in Grade 8 English, 44% of students are meeting standards.
During the 2011–2012 school year, 229 third-grade students in Patchogue-Medford School District were selected to participate in a study of System 44’s effectiveness. Students who were placed into the System 44 classrooms at Patchogue-Medford were expected to receive 40–80 minutes of instruction daily.
With System 44 instruction, third-grade students make signi cant gains in decoding and uency.
RESULTS
SPI and SRI data were collected and analyzed for students
who used the program during the 2011–2012 school year.
SPI and SRI outcomes showed positive gains for the System
44 students on measures of decoding and uency. Analysis of SPI Decoding Status showed that the percentage of System
44 students identi ed as Developing Decoder or Advancing Decoder increased from the rst SPI assessment to the last; whereas, the percentage of students identi ed as Pre-Decoder or Beginning Decoder decreased (Graph 1). System 44 students also made signi cant gains in SPI Total Fluency moving from the 26th percentile on the rst SPI assessment to the 45th percentile on the last. On SRI, System 44 students demonstrated signi cant gains in their Lexile (L) scores from pretest to
posttest (184L), with an average of nearly one-third of students exceeding their individual growth targets.
When both SPI and SRI outcomes were considered as a function of System 44 software progress, students who completed more topics demonstrated greater gains. For SPI Fluency, students completing more software topics demonstrated higher initial uency scores, as well as signi cantly greater gains in uency across the school year (Graph 2). For SRI, students completing 50+ software topics demonstrated signi cantly greater Lexile gains across the school year than students completing fewer than 50 software topics (Graph 3).