Phonological-Orthographic Substitution Evaluation ©
Carol A. Sullivan, M.S
Roy F. Sullivan, Ph.D.
Rebecca F. Kooper, Au.D.
Questions and inquiries:
email: support@p-o-s-e.net
phone: (516) 248-POSE (7673)
NEWS / TRENDS
NEWS / TRENDS
P-O-S-E(c) RTI Study:
Mineola U.F.S.D.
Grade 3 2012-13 (n=196).
For the academic year (2012-2013), the P-O-S-E© program was fully implemented at our licensed beta site Mineola, U.F.S.D., Nassau County, Long Island, New York. The initial target population consisted of 196 Grade 3 students distributed in ten classes with a sizeable Spanish and Portuguese speaking ESL population. Grade 3 students received a baseline P-O-S-E© assessment. when indicated by test outcome, P-O-S-E© remedial vowel training was implemented through ESL, Reading, Special Education, Speech-Language Pathology and General Education teachers. Finally, an end-of-year P-O-S-E© RTI assessment was given.
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Mineola Union Free School District (NY) The New York State District Report Card Accountability and Overview Report 2012–13. A detailed report of demographics and educational outcomes for the POB school district through academic year 2012-2013.
Summary outcome for P-O-S-E(c) Baseline and RTI assessments Grade 3, Mineola U.F.S.D., 2012-13, 191 student data pairs; graphic comparison, comprehensive descriptive statistics, ANOVA.
Chart A shows the number of students in each of the ten Grade 3 classes present for both Baseline (beginning of school year) and RTI (end of school year) P-O-S-E© testing. Remediation was determined by the P-O-S-E© intervention priority levels on the baseline test. The average number of paired student scores across the ten classes was 19.6 students.
Chart B illustrates the Baseline and RTI mean percent P-O-S-E© error scores for each class, Baseline (red) and RTI (green). The mean baseline P-O-S-E(c) error rate for the ten classes was 16.3%, reduced to 9.5% at the end-of-academic year RTI measurement.
Chart C illustrates the Baseline and RTI median percent P-O-S-E© error scores for each class, Baseline (red) and RTI (green). The average medein error reduction was 6.4% ranging from 10.4% (Class 6) to 2.5% (Class 8).
Chart D presents the Baseline and RTI P-O-S-E© Semi-Inter-Quartile Range for each of the ten classes
Chart E: Baseline and RTI P-O-S-E Percent Maximum Error
Chart F: Baseline and RTI P-O-S-E© P-O-S-E Percent Minimum Error
Chart G: Baseline and RTI P-O-S-E # Students with High Intervention Priority Short Vowels
Chart H: Baseline and RTI P-O-S-E # Students with Mid- Intervention Priority Short Vowels
Chart I: Baseline and RTI P-O-S-E # Students with Both High & Mid- Intervention Priority Short Vowels
Chart J: Baseline and RTI P-O-S-E # Students with High (No Mid-) Intervention Priority Short Vowels
Chart K: Baseline and RTI P-O-S-E # Students with Mid- (No High) Intervention Priority Short Vowels
Chart L presents the number of students identified on the P-O-S-E baseline as having either high- or mid-intervention level errors on short vowels (red) compared the number of students in the same categories, RTI post intervention (green). The average number of students exiting these interventional categories post-intervention was 5, ranging from 11 students (Class 4) to one student (Classes 2, 3).
Chart M: Baseline and RTI P-O-S-E # Students with High Intervention Priority Silent /e/ Vowels
Chart N: Baseline and RTI P-O-S-E # Students with Mid- Intervention Priority Silent /e/ Vowels
Chart O: Baseline and RTI P-O-S-E # Students with High OR Mid- Intervention Priority Silent /e/ Vowels
Chart P: Baseline and RTI P-O-S-E # Students with Both High OR Mid- Intervention Priority Short Vowels & Silent /e/ Vowels
Grade 3 achieved the unprecendented highest percentage meeting proficiency standards on the New York State English Language Arts (ELA) score, revised to Common Core State Standards (CCSS), among all grades 3-8. While the RTI evaluation documented significant grade level improvement in short vowel proficiency, a causal relationship with ELA scores may only be inferred. The impact of other factors, such as heightened academic focus during the P-O-S-E(c) project, cannot be rule out. This chart presents ELA outcomes for academic years 2011 - 2013.
The fact that in 2013, Grade 3 produced the highest in-district performance levels in NY ELA scores among all grades, 3 through 8 must be interpreted in light of subsequently analyzed data suggesting that the NYS ELA for Grade 3, 2014 is both invalid and unreliable as an index of literacy.
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