4 STUDIES IN ACHIEVEMENT - Pearson Education€¦ · 4 STUDIES IN ACHIEVEMENT iLit has shown...

4 STUDIES IN ACHIEVEMENTiLit has shown exciting results in its first year of implementation.

Built upon a proven, research-based instructional model, iLit has

engaged struggling readers across the country. Students enrolled

in iLit have shown remarkable gains in overall reading ability, and

have demonstrated the type of reading habits needed to be ready

for college and careers.

This document highlights results from 4 key districts. All data is

derived from Pearson’s GRADETM assessment or from performance

tasks completed during the iLit course.

Pearson’s iLit uses the GRADE exam as an independent measure of reading growth. GRADE is a norm-referenced reading assessment that provides an overall read level (Grade Level Equivalent), individual grade-level-equivalent scores on reading comprehension and vocabulary development, and scores on listening comprehension. GRADE is one of the most highly respected reading diagnostics available. In fact, GRADE earned the highest-level endorsement from the National Center on Response to Intervention (NCRTI).

REAL WORLD RESULTS • iLit

Beginning and End of Year Scores on GRADE Assessment

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

Student 11

ChangeEnd of Year GLEBeginning of Year GLE

6.4 11.6 3.7

6.2 8.1 1.9

6.4 8.8 2.4

4.4 8.1 3.7

7.2 10.6 3.4

7.6 12.8 5.2

6.6 8.1 1.5

7.4 11.8 4.4

8.3 10.6 2.3

4.3 7.7 3.4

6.6 8.1 1.5

Student 12

Student 13

Student 14

Student 15

Student 16

Student 17

Student 18

Student 19

Student 20

Student 21

7.8 11 3.2

6.6 12.9 6.3

6.8 12.8 6

8 12.8 4.8

8 11.8 3.8

5.6 7.5 1.9

4 7.3 3.3

8 11 3

8.3 12.8 4.5

4.5 7.7 3.2

REAL WORLD RESULTS • iLit Page 2

This district was at a crossroads with their reading intervention program at middle and high school. They had made a large investment in a popular reading program, but teachers and students had begun to experience fatigue with the program. To shake things up, the district implemented iLit in a 9th grade classroom. After a year of use, many students were able to move into an on-level reading program.

REAL WORLD RESULTS

Case One: Urban District, MidwestAchievement: 3.9 Years of Reading Growth in 1 School Year


REAL WORLD RESULTS

In order to get better at reading, there is one thing a student needs to do above all else: READ. According to the iLit teacher in this district, many students in her class claimed to have never finished a book in their life. That changed once they started iLit. On average, the class read 150,000 words in 15-minute independent reading sessions across 12 weeks.

200,000

0

1 2 3 4 5 6 7 8 9 10 11 12 13

50,000

100,000

150,000

READING COUNT

WOR

DS R

EAD

WEEK

Case One: Urban District, MidwestAchievement: Class-Wide Engagement with Daily Independent Reading

3.5 books read per student during independent reading.


Students at this high school also performed remarkably well on adaptive Language Arts assignments. These weekly activities diagnose each student’s areas of weakness in spelling and grammar, and then create a personalized lesson to improve performance. After students have completed the practice plan, the app tests their understanding with an assessment. After thirteen weeks, over 70% of students scored above an 86 on their assessments.

26%70–85

70%86–100

3%BELOW 70

Case One: Urban District, MidwestAchievement: Mastery of Grammar and Spelling

REAL WORLD RESULTS

70% of students scored above an 86% on grammar and spelling assessments.


This large district needed a solution for their intermediate English Language Learners, who weren’t making the gains needed to enter a mainstream class. The district had recently rolled out a tablet program for students, and was looking for a reading intervention program that would take full advantage of mobile technology.

Before using iLit, these students were reading at a 4th grade level. After only 10 weeks of using the program, 160 English Language Learners made an average of 1.15 years of reading growth. Projected yearlong growth for these students is 3.4 years.

REAL WORLD RESULTS

7

4

1 2 103 4 5 6 7 8 9

5

6

READING GROWTH

READ

ING

GRAD

E-LE

VEL

WEEK

1.15 years of growth in 10 weeks

Case Two: Urban District with High ELL Population, FloridaAchievement: 1.15 Years of Reading Growth in 10 Weeks


iLit includes the supports needed to make texts accessible for English Learners Language Learners. These tools include translation support in seven languages, embedded ELL notes, text-to-speech audio support, academic vocabulary support, a visual dictionary, and nonfiction texts with accompanying visuals at Lexile® level 100.

Virtually every writing activity in iLit is text-based. Because students in this district had the support they needed to understand text, they were able to show steady gains in their writing scores. iLit uses Pearson’s Knowledge Technologies Intelligent Essay Assessor to provide reliable scoring and feedback on student writing. This tool assigns a score based on a 4-point rubric, with 4 being the highest.

REAL WORLD RESULTS

4

0

1 2 3

1

2

3

WEEKLY PARAGRAPH

SCOR

E

WEEK

Case Two: Urban District with High ELL Population, FloridaAchievement: Improved Writing Scores


Reading growth in iLit is measured by students’ comprehension of increasingly complex texts read each week during Work Time. In keeping with the emerging expectations of the new Common Core State Standards assessments, comprehension is measured through scores on objective Reading Checkpoint assessments, Summary Writing, and Critical Response tasks. After 4 weeks of use, students in this district showed significant growth. According to data derived from performance tasks, the average growth has been 1.6 years.

REAL WORLD RESULTS

12

Targets

10th

9th

8th

4

1 2 43

6

8

10

COMPREHENSION GROWTH

READ

ING

GRAD

E-LE

VEL

WEEK

Case Two: Urban District with High ELL Population, FloridaAchievement: Improved Scores on Performance Tasks

1.6 years of growth in 4 weeks


This district was looking for a program that would best serve their students with special needs. They needed a program that personalized instruction, and allowed for frequent and easy monitoring of student performance. After some research, the district determined that iLit’s adaptive assignments, large, multilevel student library, and integration of formative and benchmark assessments would best meet their needs. They began using iLit midway through the school year.

Based on the iLit growth measurement formula, which measures a student’s ability to comprehend increasingly complex texts, students were reading at an average GLE of 5.76 when they began iLit. After approximately 2.5 units of instruction, the average GLE was 8.65.

REAL WORLD RESULTS

Scores on Reading ComprehensionPerformance Tasks

Reading GainsEnd of YearGLE

Beginning of YearGLE

5.76 8.65 2.89

Case Three: Special Education Students, New JerseyAchievement: 2.89 Years of Reading Growth


Every single iLit student in the district received a personalized lesson plan for vocabulary, grammar, and spelling.iLit uses quick interactive surveys to introduce key vocabulary terms before students encounter them in a grade-level anchor text. Teachers then work with students to unlock the meaning of the word, using context clues and word parts. Key vocabulary terms are then revisited with an adaptive study plan. iLit uses diagnostic information to create vocabulary practice activities, then checks study knowledge with an assessment.

REAL WORLD RESULTS

11%60–69

18%70–79

39%90–100

6%BELOW 50

24%80–89

Case Three: Special Education Students, New JerseyAchievement: Mastery of Grade-Level Vocabulary

Almost 2/3 of the students scored

ABOVE 80%

on Vocabulary Assessments


After 13 weeks of use, students in this district read an average of 288,719 words. This calculates to about 1,444 total pages of text, or just over 7 books. No matter their ability or interest, students were able to find a text at their reading level in iLit’s 600-title library. Students then followed along as the teacher read aloud an on-level anchor text, stopping periodically to model the skills needed to unlock meaning. Finally, students read interactive texts at their level and applied the skills modeled by the teacher.

REAL WORLD RESULTS

300,000

250,000

0

1 2 3 4 5 6 7 8 9 10 11 12 13

50,000

100,000

150,000

200,000

READING COUNT

WOR

DS R

EAD

WEEK

Case Three: Special Education Students, New JerseyAchievement: 7 Books Read in 13 Weeks

288,719average words read per student


This district was looking for an engaging reading program for at-risk students enrolled in summer school. Time was limited, and they needed a solution that would instantly engage students and encourage regular attendance. The district used iLit for just over 5 weeks and saw promising growth.

Average Improvement in Reading Comprehension: 1.35 years

Average Improvement in Vocabulary: 2.17 years

Average Improvement in Listening Comprehension: 3.37 Stanine points (this translates to 4 years or more)

Average Improvement in Overall Score: 1.83 years

Florida Summer School ProgramAchievement: Significant Gains After 1 Month

REAL WORLD RESULTS


REAL WORLD RESULTS

NAME READING COMP VOCABULARY LISTENING COMP OVERALL SCORE

Student 1

* Listening Comp scores are Stanines–1 is lowest, 9 is highest All other scores are GLEs (Grade Level Equivalent)

Student 2

Student 3

Student 4

Student 5

Student 6

Change

Average

Post-Pre-

6.7 10.4

7 11.2

13 13

10.8 12.9

13

13 12.9

4.8

6.4

7

8.2

9

6.97

7.9

6.4 7.9

7.9

10

8.3

12.8

9.13

1

2

3

3

2

3

2.33

2

4

8

6

8

8

6.00

5.6

6.8

9

8.3

12

12.8

9.08

8.8

9.8

11

12.8

10.2

12.9

10.92

3.1

1.5

1.5

3

0.1

3.8

2.17

1

2

5

3

6

5

3.67

3.2

3

2

4.5

-1.8

0.1

1.83

11.2

10.58 11.93

3.7

4.2

0

2.1

-1.8

-0.1

1.35

*

According to GRADE results, students made significant gains in Reading Comprehension, Vocabulary and Listening Comprehension after just one month.

Case 4: Florida Summer School ProgramAchievement: 1.83 Years of Growth in 5 Weeks


REAL WORLD RESULTS

Summary writing is a strong performance-based indicator of reading comprehension. In iLit, students write a summary every week to demonstrate their comprehension of increasingly complex texts that are served up to them for independent practice. A score of 1 indicates that the students have a low level of comprehension. A score of 2 indicates that students do comprehend many of the main ideas of the text they have just read, but are missing some key ideas. A score of 3 indicates that the students have a strong level of comprehension of what they have just read and have captured the majority of the main ideas. A score of 4 is challenging to attain, indicating that students have captured all of the main ideas in the text. These summer school students scored exceptionally well in summary writing, with 54% percent of all summaries receiving a score of 3 or 4.

46%2 Points

SUMMARY WRITING:

8%4 Points

46%3 Points

0%

1 2 3 4

1 Points

1 : Low comprehension of text2 : Partial comprehension of text; missing some key ideas

3 : Strong comprehension, missing some supporting details.4 : Excellent comprehension of text

Case 4: Florida Summer School ProgramAchievement: Significant Gains After 1 Month

4 STUDIES IN ACHIEVEMENT - Pearson Education€¦ · 4 STUDIES IN ACHIEVEMENT iLit has shown...

Documents

Transcript of 4 STUDIES IN ACHIEVEMENT - Pearson Education€¦ · 4 STUDIES IN ACHIEVEMENT iLit has shown...