cornerstone of lessons at this level, which speaks to the strong emphasis on vocabulary and phonemic awareness built into the program. In stark contrast, RISE/Up teachers, like their counterparts, heavily depended on Short Read Cards, a program equivalent to the trade book. Comprehension cards were fairly popular amongst both programs. One resource that struggled to fnd footing with educators was the Overview Cards. In twelve weeks, there were only ten recorded instances of their use. Additionally, RISE educators reported using the Picture Sorting Cards only six times throughout the twelve-week log collection window. Rethinking the function and utility of these items could increase their impact on interventions. Conclusion We analyzed student growth over time using winter and spring scores from Renaissance Star Reading, Cambium F.A.S.T., FastBridge progress monitoring, and all available student-level demographic variables. Students’ literacy scores and benchmark levels improved from winter 2022 to spring 2023. Both the RISE and comparison groups showed strong growth in overall scale scores from MOY-EOY (the growth was similar between groups). We next reported the change in percentages of RISE students at various benchmark levels from MOY-EOY. For each grade assessed (Grades 1-5), there were fewer students who performed at the Below Benchmark or At Need for Urgent Intervention level and more who advanced to the At/Near or Above Benchmark level. When comparing RISE students to similar students who did not have RISE at their schools, both groups made similar progress on Star and FAST for grades 1-3, and 3-5 combined. Considering it was the frst year using RISE, this similar growth 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. Implementing new tools often improves in the second and third year of use, so monitoring the efcacy of RISE for a multi-year study is recommended. In addition, the fnal lesson number signifcantly predicted FAST EOY Scale Score after controlling for BOY scale score among grade 3-5 students. Finally, FastBridge was taken by a proportion of the treatment and comparison school students every two weeks during the year's second half. Although both groups showed strong increases in FastBridge reading fuency scores, growth was signifcantly greater for RISE students than the comparison students. In sum, this study showed promising results despite the relatively small sample size and the contextual challenges that delayed the start of RISE implementation.
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LXD Research -RISE and RISE UP Winter 2022-Spring 2023 Report
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