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EXPANDED LEARNING SOLUTION PLAN RESULT
ExL enrolled children demonstrate accelerated progress to achieve grade-level performance in reading and math.
RESULTS NAZ Expanded Learning February 19, 2014 EXPANDED LEARNING - - PowerPoint PPT Presentation
RESULTS NAZ Expanded Learning February 19, 2014 EXPANDED LEARNING - - PowerPoint PPT Presentation
RESULTS NAZ Expanded Learning February 19, 2014 EXPANDED LEARNING SOLUTION PLAN RESULT ExL enrolled children demonstrate accelerated progress to achieve grade-level performance in reading and math. WHY EXAMINE PROGRESS MONITORING RESULTS?
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WHY EXAMINE PROGRESS MONITORING RESULTS?
NAZ Implemented progress monitoring is a strong indicator of performance on the MCAs.
- 83% of NAZ scholars not proficient on the Reading Progress
Monitoring assessments were also not proficient on the MCA Reading assessment.
- 91% of NAZ scholars not proficient on the Math Progress Monitoring
assessments were also not proficient on the MCA Math assessment.
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PROGRESS MONITORING TIMELINE
Fall 2013 Spring 2014 Summer 2014 Fall 2014
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SUMMER 2014 READING AND MATH PERFORMANCE
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SUMMER 2014: GROWTH IN READING SKILLS
20 (12 %) 118 (70%) 30 (18%) 10 20 30 40 50 60 70 80 90 100 Losing Ground Maintaining Ground Gaining Ground
% of Scholars
Change in Reading Performance Level Summer 2014 (n=168)
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SUMMER READING GROWTH FOR AT-RISK SCHOLARS
13% of scholars got
- n track in reading
- ver the summer
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SUMMER 2014: GROWTH IN MATH SKILLS
28% of scholars got
- n track in math
- ver the summer
27 (15%) 95 (54%) 53 (30%) 10 20 30 40 50 60 Losing Ground Maintaining Ground Gaining Ground
% of Scholars
Change in Math Performance Level Summer 2014 (n=175)
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ACADEMIC YEAR READING AND MATH PERFORMANCE AND ANALYSIS OF IMPACTS
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SCHOLAR CHANGE IN READING PERFORMANCE LEVEL
16 (5%) 213 (70%) 76 (25%) 10 20 30 40 50 60 70 80 90 100 Losing Ground Maintaining Ground Gaining Ground % of Scholars
Change in Reading Performance Level Spring to Fall 2014
(n=305)
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SCHOLAR CHANGE IN MATH PERFORMANCE LEVEL
10 20 30 40 50 60 Losing Ground Maintaining Ground Gaining Ground
% of Scholars
Change in Math Performance Level Spring to Fall 2014
(n=268)
105 (39%) 26 (10%) 137 (51%)
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WHAT’S WORKING?
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SCHOLARS SHOWING UP AT PROGRAMS
10 20 30 40 50 60 70 80 Losing Ground (n=17) Maintaining (n=90) Gaining Ground (n=71) Average # of Days Attended
Performance Level Change in Math by Average # of Days Attended (n=178)
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TIME SPENT IN FOCUSED READING INSTRUCTION
100 200 300 400 500 600 Losing Ground (n=22) Maintaining (n=63) Gaining Ground (n=7) Avg # Lexia Minutes Completed
Performance Level Change in Reading by Average Lexia Completion (n=92)
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WHAT ARE WE STILL BUILDING?
43% 46% 11% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% % of EAIs in Implementation Phase
Implementation Stages of Essential Active Ingredients in ExL Solution Plan
Design Initial implementation Full Implementation
Design Stage: NAZ and its Partners are in the process of designing and planning for implementation. Initial Implementation: NAZ and its Partners are beginning to implement the EAI, but are not yet expecting to see significant outcomes. Full Implementation: NAZ and its Partners are fully implementing all elements of the EAI with the expectation that outcomes are a reflection of how well Scholars and families are responding to the intervention.
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WHAT CAN WE DO BETTER?
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ENROLLING SCHOLARS INTO PROGRAMS
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ONCE ENROLLED, INCREASING ATTENDANCE AT PROGRAMS
10 20 30 40 50 60 70 80 90 100 Program 1 Program 2 Program 3 Program 4
Average % Attendance
Attendance Rate per Program as Shown in NAZ Connect, Fall 2014
*Note: This graph represents our best depiction of attendance, given data available in NAZ Connect. As our programs work to improve data entry fidelity we will be able to more confidently depict accurate representations of program activity.
No attendance data was available for Program 5.
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ENGAGEMENT IN READING INSTRUCTION
Average Independent Reading Minutes Completed per Week NDA Recommended Dosage of Independent Reading from Solution Plan 180 All Scholars Independent Reading
Average Lexia Use per Week 22 Average Small Reading Group Particpation Minutes per Week NDA Recommended Dosage of Individualized Instruction from Solution Plan 60 Recommended Dosage of Small Group Reading Instruction from Solution Plan 60 Lexia (Individualized Instruction) Small Group Reading Scholars Below Grade Level
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ENGAGEMENT IN MATH INSTRUCTION
Average Independent Math Skills Practice per Week (Data only available for IXL use) 17* Average 1:1 Math Instruction Minutes per Week NDA Recommended Dosage of Individualized Instruction from Solution Plan 120 Recommended Dosage of Small Group Reading Instruction from Solution Plan 60
*This is the average # of minutes per week across programs. For individual programs, average minutes per week varied as follows: 6, 13, 33 minutes/week.
All Scholars Scholars Below Grade Level Independent Mathematics Skills Practice at the Student’s Individual Level One-on-one Tutoring on Specific Math Skills
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KEY QUESTIONS
What can ExL programs and NAZ do better to improve:
- Attendance?
- Scholar Enthusiasm?
- Parent Reinforcement?
- Scholar engagement in focused instruction at
programs?
- Data fidelity?