The research study was approved by the school district in mid-September, which coincided with massive teacher shortages throughout the schools. Shortly after the teachers were trained on RISE, the category 4 hurricane Ian hit the Florida county. A few weeks later in early November, category 1 hurricane Nicole inficted signifcant damage and closed the schools for multiple days. With Thanksgiving break and winter break just weeks later, measuring the impact of RISE between January and May would more accurately refect its efectiveness. This period also coincided with the study’s weekly implementation log collection, providing the researchers with better insight into implementation and instructional patterns to triangulate with quantitative results. Information about the Fall to Winter results were shared with the school district and Scholastic in March 2023 and are available Upon request. Correlation between Lesson Achievement and Literacy Scores Fourteen RISE instructors provided weekly logs documenting their implementation of the program. Each group’s fnal lesson number in May 2023 was recorded and merged with the student literacy score data. A correlation between each student group’s lesson number and their EOY scale score was analyzed, controlling for students BOY scale scores. FastBridge Analytic Approach During the spring semester of 2023, RISE students were asked to participate in a biweekly FastBridge assessment. As expected, most students who took FastBridge had between six to eight time periods (Figure 1). Of the 2779 total responses recorded, 187 responses were redundant (i.e., the same participant responded more than once within the same week). To account for this redundancy, the highest scores for a participant for any given week were included in the fnal data set, and the redundant responses were excluded from analysis. When there is a relatively small sample (45 students in the treatment group) and students have multiple timepoints across the study period, a Repeated Measures ANOVA helps determine whether the trends of scores over time are signifcantly diferent between groups and what kind of pattern or trajectory of growth is shown. Missingness by Participant Of the 378 individual participants (60 RISE students, and 318 comparison students), students varied in their level of participation. To determine the level of within-student missingness, we counted the number of weeks in which each student participated to establish a cutof for students who did not sufciently participate in the longitudinal assessment to be included in the fnal data set. Teachers were requested to evaluate their students at least once every 2 weeks during the 18 week period, with the exception of the spring break week (i.e., Week 10) and state testing (i.e., Weeks 15-18). Students ranged
LXD Research -RISE and RISE UP Winter 2022-Spring 2023 Report
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