Page 44 - S44 Compendium

Implementation • Independent Measure
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MURRIETA VALLEY UNIFIED SCHOOL DISTRICT, CA
STUDY PROFILE
Evaluation Period: 2010–2011
Grades: 4–8
Assessment: California Standards Test of English Language Arts (CST ELA), Scholastic Phonics Inventory (SPI)
Participants: N=293
Implementation: 60 minutes daily (Stand-Alone)
OVERVIEW
Murrieta Valley Uni ed School District (MVUSD) is located in Murrieta, California, on the southwestern edge of Riverside County. MVUSD serves approximately 22,000 students across 18 schools from Grades K through 12. The majority
of MVUSD students are either Caucasian (48%) or Hispanic (33%). Other ethnicities represented include African American (5%), Asian (4%), and Filipino (4%). Four percent are English language learners (ELL) and 11% are students with disabilities. Approximately one-quarter of all students in the district are eligible for free or reduced-price meals.
During the 2010–2011 school year, students from 11 schools in MVUSD were selected to participate in a randomized controlled trial study based on a two-tiered screening process. Tier 1 consisted of students who performed below the 50th percentile on the California Standards Test of English Language Arts (CST ELA) and who scored below 600 Lexile (L) measures on SRI. Tier 2 consisted of students who met Tier 1 criteria and also demonstrated foundational reading de ciencies (Beginning or Developing Decoder) on SPI. Students who
met Tier 2 criteria were placed into System 44 classrooms where they were expected to receive 60 minutes of System 44 instruction daily.
System 44 gold standard study reveals signi cant improvement on word reading uency and comprehension.
RESULTS
SPI and CST ELA data were collected and analyzed for students who used the program during the 2010–2011 school year. SPI results demonstrated that System 44 students signi cantly outperformed control group students
in reading uency (Graph 1). Results from the CST ELA showed a signi cant increase in the percentage of students who achieved pro ciency for both the System 44 and control group students; however, System 44 students improved from 11% Pro cient in 2010 to 41% Pro cient in 2011, whereas control group students improved from 12% Pro cient to 32% Pro cient (Graph 2).
Additional analyses indicated that software dosage was signi cantly related to reading outcomes (Graph 3). Speci cally, students who completed 100 or more topics out of a total of 160 System 44 topics made signi cantly higher gains than students who completed fewer than 100 topics on Woodcock- Johnson III (WJ III) Word Identi cation (p < .05), SPI Sight Word Fluency (p < .001), SPI Nonword Fluency (p < .001), and SPI Total Fluency (p < .001).