“The students in my class are anywhere from one-to-four grade levels below in reading and/or writing. Due to that, a lot of students in my classes say, ‘I don’t like reading,’ or even ‘I can’t read,’ because they’ve never really been good at it.”—Cassondra Kauppi
Does this scenario sound familiar? Are your students struggling with reading and writing, falling significantly behind their peers? Are they discouraged when it comes to reading, believing they can’t be good readers? If so, then McGraw-Hill Education has a language arts intervention program that can help your students overcome these obstacles: SRA FLEX Literacy.
Unlike other reading intervention programs, FLEX Literacy uses a three-prong approach to learning: The Digital Experience, computer-based learning; The Print Experience, small group, teacher-led instruction; and The Project Experience, students’ collaborative learning with their peers. Leveraging all three classroom experiences, students are able to receive more individualized instruction, while still reaping the benefits of group discussion and collaboration.
Cassondra Kauppi, a literacy intervention teacher at Deer Park Middle School in Deer Park, WA, implemented FLEX Literacy in her classroom and couldn’t have been more pleased with her students’ results. FLEX Literacy offers two assessments to help educator’s measure student progress: Lexile, assessment of reading comprehension, and Fluency, an oral reading assessment.
After just 12 weeks of working with FLEX Literacy, students grew an average 120 Lexile points, and after 27 weeks, the average growth jumped to 167 points. Through the Fluency assessment, her students averaged an increase of reading 23 more words per minute by week 27. Overall, Kauppi’s students on average achieved 200% of their expected growth in Lexile scores, and 135% in Fluency.
And the improvements didn’t stop with their academics. Kauppi noted that her students’ behaviors changed as they spent more time with FLEX Literacy. The consistency of the program decreased classroom problems and negative behavior as students followed the FLEX Literacy routine, transitioning seamlessly from digital to print to project learning. And, individual instruction notifications, allowed Kauppi to provide greater personalized instruction on the more challenging lessons – decreasing potential incidents of students acting out due to a lack of understanding. And overall, FLEX Literacy is providing students with a positive environment for learning and the ability to succeed not just in her class, but in all classes.
Kauppi described FLEX Literacy as giving her students “belief in their reading ability that they never had before.” FLEX Literacy worked for in her classroom and it can work in yours too! To learn more about FLEX Literacy, please visit www.flexliteracy.com.