CASE STUDIES RESULTS DATA

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UCASE STUDIES – DATA- RESULTS

UTABLE OF CONTENT

SCHOOL / DISTRICT LOCATION GRADES PAGE

Nation’s report card 1

Using MaxScholar as a reading intervention program (introduction to studies) 3

PS 6 West Farms School Bronx, NY PK – 5P

thP 5

PS 75 Emily Dickinson School Manhattan, NY K – 5P

thP 6

P.S. 100 Glen Morris Queens, NY PK – 5P

thP 7

PS 25 Eubie Blake School Brooklyn, NY PK – 5 P

thP 8

PS 163 Alfred E Smith School Manhattan, NY PK – 5P

thP 9

North Miami Middle School Miami, FL 6 P

thP – 8P

thP 10

IS 51 Edwin Markham Intermediate School Staten Island, NY 6 P

thP – 8P

thP 11

Matthew Gilbert Middle Jacksonville, FL 6 P

thP – 8P

thP 12

P.S. 35 Clove Valley Staten Island, NY K – 5 P

thP 13

Mastery Charter School: Frederick Douglass Philadelphia, PA K – 8P

thP 14

P.S. / I.S. 295 Queens, NY PK – 8 P

THP 16

P.S. 251 Queens, NY PK – 5 P

thP 20

P.S. 100 Glen Morris Queens, NY PK – 5P

thP 24

Matthew W. Gilbert HS VS. Northwestern HS Jacksonville, FL 9 P

thP – 12 P

thP 25

1

2015 Results (latest available)

Nation’s Report Card

2

General Education Students MAXSCHOLAR

Using MaxScholar as a reading intervention program

improves literacy rate in different schools.

Background of Studies

It is well-known that students who are not reading by 3rd grade have a greater chance of lagging

behind their peers. As they move up in grade level, the gap becomes wider. Despite many efforts at

improving the reading skills of these students, there has been no significant improvement in 4th grade

reading scores across the country as reported by the National Assessment of Educational Progress.

(NAEP)

In attempting to analyze the reasons behind the failure of improvement, one should look at the work

of Dr. Joseph Torgeson, Florida State University.

3

General Education Students MAXSCHOLAR

His research suggests that those students who start 1st grade without an adequate base of phonics and

phonemic awareness never catch up to their peers. This problem is extremely prevalent in the lower

socio-economic students, especially those who are English Language Learners and do not speak English

at home.

One area of potential problem in most reading programs used in schools is that they lack a strong

phonics component, meaning the “average” student does not receive an adequate foundation in

phonics.

History of MaxScholar

The MaxScholar Reading Intervention Program is based on the observations that students who are

behind in reading, no matter what the cause, will learn the best with programs that are explicit,

systematic, and multi-sensory. Students must also be provided extensive drill and practice. MaxScholar

is an Orton-Gillingham Phonics program, in electronic format, which meets those standards.

Case studies

In the following pages, a number of case studies conducted in different schools can be found:

4

The Study Based on the hypothesis that many Elementary School students who are

significantly behind in their reading skills will benefit most from a

phonics/phonemic awareness program that is implemented with fidelity, PS 6

(Bronx) undertook a one academic year study to see if a phonics-based program

in electronic format worked better than what had previously been used in the

school.

The Fountas & Pinnell Benchmark Assessment Systems are accurate and reliable

tools to identify the instructional and independent reading levels of all students

and document student progress. This school uses The Fountas & Pinnell

Assessments to monitor their students throughout the academic year. The

students included in this study were all in the second grade in general education

classes. None of them had IEPs or were on RTI programs.

78 students in four classroom groups participated in this study. The students

worked on their program for 60 minutes three times each week for the entire

school year. The results of the students were provided in June 2016.

Results

Comments Low performing Elementary School students can reach grade level or at least

show significant academic improvement using an Orton-Gillingham approach in

an electronic format with frequent lessons.

Study 1- PS 6 West Farms School

State:

New York

County:

Bronx

School:

PS 6

West Farms School

Grades Served

PK, 1, 2, 3, 4, 5, SE

Race & Ethnicity:

Hispanic 70%

Black 27%

Asian 1%

White 0%

ELL’s 12%

Students chronically

Absent 45%

Minority Rate:

100%

Free or Reduced

Price Lunch:

96%

Entire school

performance on

State ELA testing:

11% met standards

Study Inclusion

Requirements:

78 students in 2nd

grade, all of whom

were below grade

level in F & P

assessments at the

beginning of the academic

year

5

The Study PS 75 (Manhattan) undertook a one academic year study using a phonics-based

program in electronic format for students in K through 5th grade. Students at

this school traditionally have not performed will on State ELA testing. In

addition, most of the students started the school year not reading at grade level.

Of the 441 students who participated in the study, 61% were considered General

Education students, while 39% were Special Needs (IEP, ELL, or IEP/ELL). The

program was implemented in all grades by teachers who received extensive

Professional Development in the use of the program. The students worked on

their program for 60 minutes daily for the entire school year.

The Developmental Reading Assessment (DRA) is an individually administered

assessment of a child’s reading capabilities. The DRA test is traditionally

administered on a semi-annual basis. The test measures nine categories of

reading behavior and six types of errors. This was the basis of evaluation.

Results

Comments

Elementary School students can reach grade level or at least show significant

academic improvement using an Orton-Gillingham approach. This type of

program can help many students if it is implemented properly.

Study 2- PS 75 Emily Dickinson School

State:

New York

County:

Manhattan

School:

PS 75

Emily Dickinson School

Grades Served

K, 1, 2, 3, 4, 5, SE

Race & Ethnicity:

Hispanic 53%

Black 25%

Asian 3%

White 17%

ELL’s 14%

Special Needs 28%

Free or Reduced

Price Lunch:

63%

Entire school

performance on

NY State ELA testing:

32% met standards

Study Inclusion

Requirements:

441 students in

K through 5th grade

6

The Study PS 100 (Queens) undertook a one academic year study using a phonics-based

program in electronic format for 850 students in K through 5th grade. Students

at this school traditionally have not performed will on State ELA testing. In

addition, most of the students started the school year not reading at grade level.

The program was implemented in all grades by teachers who received extensive

Professional Development in the use of the program. The students worked on

their program for 60 minutes daily for the entire school year.

The Fountas & Pinnell Benchmark Assessment Systems are accurate and reliable

tools to identify the instructional and independent reading levels of all students

and document student progress. This school uses The Fountas & Pinnell

Assessments to monitor their students throughout the academic year.

Results

Comments

Elementary School students can reach grade level or at least show significant

academic improvement using an Orton-Gillingham approach. This type of

program can help many students if it is implemented properly.

Study 3- PS 100 Glen Morris School

State:

New York

County:

Queens

School:

PS 100

Glen Morris School

Grades Served

preK, K, 1, 2, 3, 4, 5, SE

Race & Ethnicity:

Hispanic 19%

Black 7%

Asian 49%

White 4%

ELL’s 8%

Special Needs 22%

Free or Reduced

Price Lunch:

79%

Entire school

performance on

NY State ELA testing:

35% met standards

Study Inclusion

Requirements:

441 students in

K through 5th grade

7

The Study Based on the hypothesis that many Elementary School students who are

significantly behind in their reading skills will benefit most from a

phonics/phonemic awareness program that is implemented with fidelity, PS 25

(Brooklyn) undertook a one academic year study to see if a phonics-based

program in electronic format for students in Pre-K through 5th grade worked

better than what had previously been used in the school. 114 students in 11

classroom groups participated in this study. The students worked on their

program for 60 minutes daily for the entire school year. The results of the

students were provided in June 2016.

The Fountas & Pinnell Benchmark Assessment Systems are accurate and reliable

tools to identify the instructional and independent reading levels of all students

and document student progress. This school uses The Fountas & Pinnell

Assessments to monitor their students throughout the academic year.

Results

Comments

Elementary School students can reach grade level or at least show significant

academic improvement using an Orton-Gillingham approach in an electronic

format. The younger students all reached grade level suggesting that early

intervention can make significant differences in these students.

Study 4- PS 25 Eubie Blake School

State:

New York

County:

Brooklyn

School:

PS 25

Eubie Blake School

Grades Served

PK, 1, 2, 3, 4, 5, SE

Race & Ethnicity:

Hispanic 24%

Black 71%

Asian 2%

White 1%

ELL’s 10%

Students chronically

Absent 39%

Minority Rate:

100%

Free or Reduced

Price Lunch:

98%

Entire school

performance on

NY State ELA testing:

11% met standards

Study Inclusion

Requirements:

114 students in

Pre-K through

5th grade

8

The Study

Many Elementary School students who are significantly behind in their reading

skills will benefit most from a phonics/phonemic awareness program that is

implemented with fidelity. PS 163 (Manhattan) undertook a one academic year

study using a phonics-based program in electronic format for students in K

through 2nd grade whom the faculty felt needed special attention. 15 students

in 7 classroom groups participated in this study. The students worked on their

program for 60 minutes twice weekly before school for the entire school year.

The Fountas & Pinnell Benchmark Assessment Systems are accurate and reliable

tools to identify the instructional and independent reading levels of all students

and document student progress. This school uses The Fountas & Pinnell

Assessments to monitor their students throughout the academic year.

Results

Comments

Elementary School students can reach grade level or at least show significant

academic improvement using an Orton-Gillingham approach. This type of

program can help many students if it is implemented properly.

Study 5- PS 163 Alfred E Smith School

State:

New York

County:

Manhattan

School:

PS 163

Alfred E Smith School

Grades Served

PK, K, 1, 2, 3, 4, 5, SE

Race & Ethnicity:

Hispanic 46%

Black 17%

Asian 6%

White 27%

ELL’s 7%

Special Needs 39%

Free or Reduced

Price Lunch:

56%

Entire school

performance on

NY State ELA testing:

51% met standards

Study Inclusion

Requirements:

15 students in

K through 2nd

grade

9

The Study

Based on the hypothesis that many Middle School students who are significantly

behind in their reading skills will benefit most from a phonics/phonemic

awareness program that is implemented with fidelity, North Miami Middle

School undertook a one academic year study to compare whether a phonics-

based program worked better than a more typical reading program. Both

programs were in electronic format.

The Florida Standards in Mathematics and English Language Arts (ELA) were

approved by the Florida State Board of Education in February 2014 and were

implemented in grades K–12 in the 2014–2015 school year. All Florida schools

teach the Florida Standards, and students are assessed through the computer-

based statewide Florida Standards Assessments (FSA) each year. The students in

this study were all in Level 1 (Inadequate) or Level 2 (Below Satisfactory) in ELA

on the assessment administered in 2015. The FSA defines “Learning Gains” for

each Level and Grade.

136 students in two evenly divided groups participated in the study. 68 students

used the iReady program and 68 the MaxScholar program. The students worked

on their program for 50 minutes each day for the entire school year. The results

of the students were provided only as the total number of students in each

group that made learning gains.

Results

Comments

Low performing Middle School students can make more improvement with the

use of a phonics-based reading intervention program with teachers who have

been educated in how to use these methods and materials than with a more

“conventional” reading program without a strong phonics component.

Study 6- North Miami Middle School

State:

Florida

County:

Miami-Dade

District:

Miami-Dade County

Public Schools

School:

North Miami

Middle School

Grades Served

6, 7, 8

Race & Ethnicity:

Hispanic 10%

Black 88%

Asian 0.4%

White 0.2%

Minority Rate:

100%

Free or Reduced

Price Lunch:

96%

Study Inclusion

Requirements:

136 students in 7th

grade, all of whom

had scored Level 1

or Level 2 in reading

on state achieve-

ment tests

10

The Study Based on the hypothesis that many Middle School (Intermediate) students who

are significantly behind in their reading skills will benefit most from a reading

intervention program that integrates the research-based strategies of selective

highlighting, vocabulary, outlining, summarization, open-ended responses, and

reading comprehension that is implemented with fidelity. IS 51 (Staten Island)

undertook a one academic year study to see if such a reading intervention

program, available in electronic format, would make a difference in a group of

6th and 7th grade students. 442 6th grade students in 7 classroom groups and 26

7th grade students in 2 groups participated in this study. (Scores from testing in

September 2015 and May 2016 for only 332 of the 6th graders were available.

Those students became the basis for this study.) Of importance is the fact that

48% of the 6th grade students were classified as having disabilities, and 100% of

the 7th graders had disabilities. It was not specified the types of disabilities. The

students worked on their program for 60 minutes three times weekly for the

entire school year. There were extrinsic rewards associated with this school.

The results of the students were provided for analysis in June 2016.

Degrees of Reading Power (DRP) is an assessment test that evaluates reading

comprehension. Syntax, semantics, and other basic linguistic skills are

addressed. This assessment vehicle is frequently used in Middle Schools.

Results

Comments

The 6th grade students at this school showed some improvement in their reading

comprehension ability, but the 7th grade students did not budge. There was an

unusually large percentage of students with disabilities (not better defined) of

46% of 6th graders and 100% of 7th graders. Perhaps those students who did not

show improvement should have started with the Phonics program to build a

stronger foundation in reading skills, something they never mastered in the

lower grades.

Study 7- IS 51 Edwin Markham Intermediate School

State:

New York

County:

Staten Island

School:

IS 51

Edwin Markham

Intermediate School

Grades Served

6, 7, 8, SE

Race & Ethnicity:

Hispanic 46%

Black 22%

Asian 6%

White 25%

Students chronically

Absent 25%

Minority Rate:

75%

Free or Reduced

Price Lunch:

71%

Entire school

performance on

NY State ELA testing:

23% met standards

Study Inclusion

Requirements:

442 6th

grade

students & 26

7th grade students

11

Matthew Gilbert Middle School is a Differentiated Accountability schools facing closure this school year if the school letter grade of a “C” or higher is not met. The school has been struggling for the past 3 years to raise the grade with the primary focus to increase reading student achievement levels.

Students that have participated in MaxScholar since returning from Winter Break so in January 2018, the data reflects student LEXILE growth of more than 90%.

Achieve 3000Average Lexile Increase/ Decrease

MaxScholar Students

Post 2016-2017 to December 2017 -25

Post 2016-2017 to January 2018 108

12

State: New York

County: Staten Island

School: PS 35 Clove Valley School

Grades Served K, 1, 2, 3, 4, 5, SE

Race & Ethnicity: Hispanic 19% Black 11% Asian 9% White 57%

ELL’s 3% Special Needs 20%

Free or Reduced Price Lunch: 46%

0

20

40

60

80

100

120

Knew Letters Knew their Sounds

Sep-17 Feb-1816%

Kindergarten Readiness PS 35 (Staten Island) after 100 days of usage

32%

100% 100%

13

Low PA5.7

3.5

2

4

6

1

3

5

K

Ave. PA

Grade level corresponding to age 1 2 3 4 5

Growth in word reading ability of children who begin first grade in the bottom 20% in Phoneme Awareness and Letter Knowledge (Torgesen & Mathes, 2000)

Rea

ding

gra

de le

vel

Low Average

These data suggest that if students do not have the necessary background in phonics, they will always lag behind.

14

Mastery Charter School: Frederick Douglass

0

20

40

60

80

100

120

Knew Letters Knew Sounds

Sep-17Apr-18

16% 16%

100% 100%

87 students, all of whom were Special Ed or on RTI programs

This suggests that all the students now have the necessary background in phonics to learn to read.

After 6 months of using MaxScholar

15

16

MaxReading assessments

17

MaxReading continued

18

MaxWords results

19

Scantron Performance Series 2017-2018 P.S. 251 Queens

The students in the green rectangle are the students who used MaxScholar.

They showed the most improvement. 20

21

22

23

CLASS GRADE AVG YR Growth per

class 11 K 5.72 12 K 4.68 13 K 3.37 14 K 4.25 15 K 3.68 16 K 3.76 17 K 2.58 101 1 5.37 102 1 5.87 103 1 4.82 104 1 4.24 105 1 3.69 106 1 1.75 201 2 4 202 2 6.51 203 2 4.91 204 2 3.3 205 2 4.08 206 2 3.33 301 3 3.03 302 3 2.8 303 3 4.03 304 3 3.24 305 3 2.41 401 4 3.74 402 4 2.69 403 4 3.32 404 4 3.37 405 4 4.3 406 4 2.08 501 5 2.75 502 5 4.16 503 5 4.64 504 5 4.46 505 5 3.73 506 5 3.3 24

ELA Gains in Turnaround High Schools

0

5

10

15

20

25

30

35

40

2016 ELA Gains 2017 ELA Gains 2018 ELA Gains

Matthew W. Gilbert HS and Northwestern HS Jacksonville, FL

Similar demographics Urban Schools Gilbert used MaxScholar. Northwestern did not.

Gilbert HS Northwestern HS

25

Miami-Dade County Public Schools High School Students

76

78

80

82

84

86

88

90

92

94

2013-2014 2014-2015 2015-2016 2016-2017

6 area high schools in Miami-Dade Country Public Schools

Percentage of Students Who Made Learning Gains

282 students

323 students 462 students

423 students

26