When asked why the students preferred the content of books, teachers responded with: “the texts were interesting,” “students loved getting a new book,” and “the content is engaging and fun for them.” Teachers said the students enjoyed class discussions because “it allowed them to share their understanding and also learn what their classmates understood from the text.” In addition, more than 90 percent of teachers agreed that RISE/Up helps improve student engagement, vocabulary, fluency, comprehension, sense of belonging, and re-engagement (See Figure 5).
Figure 5. Teacher Survey ( N = 14) RISE/Up Interventionists/Teachers Perceptions of the Program Teachers Agreed that RISE Helped Their Students With:
Conclusion A third-party research firm, LXD Research, analyzed student growth over time using winter and spring scores from Renaissance Star Reading, Renaissance STAR Early Literacy, FAST ELA, FastBridge CBMreading, and all available student- level demographic variables. The key results and conclusions of this evaluation are as follows: • RISE/Up students outgained comparison students on the Fastbridge CBMReading assessment by 14 points in just three months. This advantage was statistically significant ( p = .002). • While grades 1, 2, and 3 RISE/UP students outgained the comparison group, the results were not statistically significant. • Teacher perceptions of RISE/Up were generally favorable, especially about student engagement and achievement. • This study provides ESSA “Promising” or Tier 3 evidence of the efficacy of RISE/Up in improving student achievement in reading for students in grades 1 to 5. Considering it was the first year using RISE/UP, the growth seen in this paper speaks to the product’s ease of use and potential to support students who had been showing resistance or lack of progress with the school’s other tools in the intervention toolkit.
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