Page 32 - S44 Compendium

Implementation
241L
First SRI Administration (Fall 2010)
Final SRI Administration (Winter 2011)
218L
214L
213L
Gain: 105L
Gain: 101L
Gain: 75L
Gain: 111L
140L
139L
113L
102L
116L
124L
69L
30
FAYETTEVILLE PUBLIC SCHOOLS, AR
STUDY PROFILE
Evaluation Period: 2010–2011
Grades: 3–11
Assessment: Scholastic Reading Inventory (SRI) Participants: N=152
Implementation: 90 minutes daily (Stand-Alone or Integrated With READ 180 )
OVERVIEW
Nestled in the Ozark Mountains, Fayetteville Public Schools (FPS) enrolls 8,400 students, including both children of employees of the University of Arkansas and immigrant families who work in the city’s burgeoning poultry industry. Seventy-three percent of students are Caucasian, 11% are African American, 9% are Hispanic, 4% are Asian/Paci c Islander, 1% are American Indian/Alaskan Native, and 2% are multiracial. Currently, more than 43 languages are spoken by district students.
During the 2010–2011 school year, FPS piloted System 44 with general education students, English language learners (ELL), and students with disabilities in Grades 3–11 in eight elementary schools, one K–7 school, two middle schools, two junior high schools, and one high school. Placement criteria included results from the Augmented Benchmark Examinations, Northwest Evaluation Association Measures of Academic Progress (MAP), SRI, SPI, and teacher recommendations. System 44 was implemented during a 90-minute reading block. During that time, System 44 was used as a stand-alone program or integrated into an existing READ 180 program.
RESULTS
SRI Lexile (L) data was analyzed for 152 System 44 students in Grades 3–11 who had both fall 2010 and winter 2011 scores. Results demonstrated that System 44 students improved,
on average, from a pretest score of 113L to a midyear score
of 218L, resulting in a statistically signi cant gain of 105L. Moreover, signi cant Lexile growth was evidenced at all school levels (Graph 1). Further analysis showed that students who completed a greater number of System 44 software topics averaged greater Lexile gains than those students who completed fewer topics (Graph 2). Students completing 60 or more topics averaged a gain of 124L, nearly twice the gain of students completing fewer than 40 topics (gain of 69L).
Improved reading skills
on SRI after one semester of
System 44.
GRAPH 1
Fayetteville Public Schools System 44 Students, Grades 3–11 (N=152) Performance on SRI, 2010–2011
250 225 200 175 150 125 100
75 50 25
0
All Students
(N=152)
Middle Grades 6–7 (n=27)
Jr. High/High Grades 8–11 (n=14)
Elementary Grades 3–5 (n=111)
Note. The 2010–2011 gains were statistically signi cant for all students (t=8.81, p=.00), the elementary students (t=7.48, p=.00), the middle school students (t=4.13, p=.99), and the junior high/high school students (t=2.30, p=.04).
GRAPH 2
Fayetteville Public Schools System 44 Students, Grades 3–11 (N=152) Change in SRI Lexile Score as a Function of
System 44 Software Usage, 2010–2011 130
120 110 100
90 80 70 60
Fewer Than 40 Topics Completed (n=46)
40–59 Topics Completed (n=49)
60 or More Topics Completed (n=57)
Change in SRI Lexile Score SRI Lexile Score