The second (Settings) and third (Program Implementation) sections provide additional descriptions of the context that frames the evaluation of the SOI Program. Thus, the developers and providers of the SOI Program declare that participating schools can expect the following results. Thus, the evaluation focuses heavily on the impact of the SOI Program on students in participating schools.
Captain Robert Gray Elementary School is one of the first three schools to pilot the SOI program in 1997-98. Warrenton is the largest school in the SOI pilot program, with 697 students in grades K-8. Generally, this training was directed to SOI specialists and technicians designated to staff the SOI Learning Centers at each of the schools.
The classroom teachers were mixed in their reactions to and evaluation of the SOI classroom modules. The specialists and technicians were frustrated by the level of commitment to the SOI program and the level of implementation of the classroom modules by some of the teachers. The classroom teachers were generous in their praise of the school's specialists and technicians for their commitment to the SOI program and for their support.
Case study data were therefore collected on 13 students from 11 STI schools, including interviews with teachers and parents, and observations of the students (refer to Appendix 9 for a full description of the case study visits and observations). For comparison, each figure also shows the current year's (1998-99) result for each STI school's corresponding comparison school. Readers will recall that matched comparison schools were selected using variables such as school size and location, school SES ranking, and prior school performance on state assessments in reading/literature and math at grades 3 and 5.) Also in each figure, Oregon's statewide averages are presented. for the previous two school years (`97 and '98) and this year's group average for the 19 SOI schools and their corresponding peers. For 1999, 12 of 19 STI schools improved their own previous year's performance; 14 of 18 comparison schools improved their own previous year's performance.
Six of 19 SOI schools showed a stable or improving trend in Grade 3 reading scores over the three years reported. In 1999, only 2 of 18 STI schools outperformed their appropriate comparison school on the state assessment for Grade 3 reading/literature. In 1998, 8 current STI schools scored above the state average; 6 comparison schools scored above the state average.
For the current year, 5 SOI schools scored above the group average (all SOI and comparison schools); 6 comparison schools scored above the group average.
For the current year, 5 SOI schools scored above the group average (all SOI and comparison schools); 6 comparison schools scored above the group average
For the current year, 8 SOI schools scored above the group average (all SOI and
Three-Year Trends in Statewide Average Grade 3 Math Scores for 19 Schools SOI 54 BEST COPY AVAILABLE. Three-year trends in mean reading scores on the 5th grade assessment for 19 schools SOI 56 BESTCOPYAVAIL&. In 1999, only 5 of 18 SOI schools scored better than their respective comparison schools on the 5th grade state reading/literacy test.
In 1998, 6 current SOI schools scored above the state average; 8 comparison schools scored above the state average. For the current year, 5 SOI schools scored above the group average (all SOI and comparison schools); 10 comparison schools scored above the group average. In 1999, only 5 of 18 SOI schools did better than their comparison schools on the state assessment for 5th grade math.
In 1998, seven current SOI schools scored above the state average; Five comparison schools scored above the state average.
For the current year, 4 SOI schools scored above the group average (all SOI and
Of the 3 schools participating in the SOI program for a second year, one (Adrian) showed significant improvement in Grade 5 reading/literature over the previous 2 years; a shown improvement on the previous year, to return to just above the 1997 average (Vale); and a demonstrated steady improvement over the three-year score (Gray). Of the 3 schools participating in the SOI program for a second year, one (Adrian) showed a very significant improvement in Grade 5 mathematics over the previous 2 years; a shown improvement on the previous year to return to just below the 1997 average (Vale); and a demonstrated improvement over the previous two years' scores, which had been stable (grey). The evaluation of the SOI program included a comparative analysis of the rates at which students are referred for assessment to special education.
Both SOI and matched comparison schools were requested to provide data on the number of students referred for special education assessment for the two years prior to the SOI program and for each month of the current school year (1998-99). In other words, analysis of variance for the two groups of schools showed no effect of the STI program on referral rates for special education assessment in 1998-99. At the end of the school year, these percentages improved slightly in favor of the STI curriculum modules.
Both STI and matched comparison schools were requested to provide data on the number of students referred to the school office for unacceptable behavior for the two years prior to the STI program and for each month of the current school year (1998-99). In other words, analysis of variance showed no effect of the STI program on disciplinary referral rates for the two groups of schools in the current school year. There are scattered anecdotal reports of improvements in behavior for some children as a result of the STI program.
The evaluation of the SOI program included a comparative analysis of the number of students receiving English as a second language (ESL) in SOI and comparison schools, and the time it took students to transfer to ESL programs (an indicator of the degree to which students study English). English language acquisition). Is there a significant difference in attendance rates between schools experiencing the SOI program and similar schools not participating in the SOI pilot program? The evaluation of the SOI program included a comparative analysis of the attendance rates reported by SOI and comparison schools over time.
Interestingly, of the three SOI schools participating for the second year, one experienced an increase in school attendance (Vale), a trend that continued the trend of the previous two years, and two experienced a decrease in school attendance, which returned to the level of two years ago (Adrian and Grey). There is little anecdotal evidence of the impact of the SOI program on student attendance at the schools at this point in the evaluation.
SOI SCHOOL
Number of students entering and leaving ESL/LEP programs for each SOI and
Furthermore, 3 focus group sessions were held in April 1999 for the STI Specialists and Technicians and 2 focus group sessions were held around the same time for selected classroom teachers from each of the 19 schools. Finally, a teacher satisfaction survey was distributed to all teachers in the STI schools at two time points (December 1998-January 1999 and May and 193 teachers responded to the two administrations. Is there a significant difference in students' academic achievement in mathematics and reading/literature between schools experiencing the STI program and comparison schools not participating in the Program.
Several of the SOI schools and the comparison schools showed progress over their previous year's performance on the state assessments in reading/literature and. At this time, the claim of improved academic performance in schools participating in the SOI program is not supported. Is there a significant difference in the level of referrals for special education assessments between schools experiencing the SOI program and comparison schools not participating in the program.
There have also been unreliable reports of additional students identified through participation in the SOI program as needing some type of special educational intervention. Is there a significant difference in rates of behavioral referrals between schools exposed to the SOI program and comparison schools not participating in the program. There are scattered anecdotal reports from SOI experts and technicians of improved behavior in learning centers and anecdotal reports of improved behavior on the field.
Currently, the claim that schools participating in the SOI program will experience a reduction in misconduct referrals is not supported. Is there a significant difference in language acquisition rates for ESL students between schools that have an SOI program and a comparison. The net change in the number of students participating in ESL programs for both SOI and comparison schools varied considerably, primarily as a function of each school's geographic location.
The vast majority of ESL students attending the SOI and comparison schools who leave an ESL program do so because of annual migration patterns of their families or changes in life situations. Is there a significant difference in student attendance rates between schools experiencing the STI program and comparison schools not experiencing the.
Is there a significant difference in student attendance rates between schools experiencing the SOI Program and comparison schools that do not participate in the
What is your perception of your colleagues' views on the SOI program at your school. We have many children who come with no skills, period, much less educational process. we couldn't have the problems with 75%. There is a division of subordinate/superior classes. we have) started so many programs this year, school teachers are very taxed.
It should be part of the SOI people's job to look at the modules. The classification was too long and involved. some need better teacher guides; does not allow for different teaching styles or. changes to accommodate classroom dynamics; most of them [are enjoyed by students]; no proof of this [useful for learning]; only if you work with them one-on-one [the learning disabled]. frustrating otherwise; no evidence of this [conduct]; with all of the state's benchmark requirements, this loss of time to meet these goals worries me – especially since I am teaching in a benchmark year. we have no data to show if it helps. The student was in the SOI Lab with many other students for an end-of-year party.
The student was not involved in SOI activities in the classroom; In the fall of 1998 he was referred to the SOI Lab. The SOI Specialist found that the student would probably complete the training in the SOI Lab before the end of the school year.
