Regular progress testing, administered every 4 to 6 weeks enables teachers, students and parents to determine whether the student is growing in skills. The results, whether measured as grade level gains, percentage gains or as the number of correct responses, provide this information. Many districts require locally-developed informal tests to make meaningful comparisons district wide. This is a Sampling of test scores. You're welcome to read a more thorough examination of test scores (505Kb PDF).
Click any of the links below to view that states test scores
Submitted by Terry Martin, Kindergarten Teacher at South Allegheny Early Childhood Center in the South Allegheny School District.
| 2002 - Without Sonday System | 2003 - With Sonday System | 2004 - With Sonday System |
|---|---|---|
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Submitted by Donna Maeda, Special Education Teacher in the Elementary Resource Room for Grades 4-6 at Kapalama Elementary School, Honolulu, Hawaii.
| Student | IOTA Reading | CRST Spelling | ||||
|---|---|---|---|---|---|---|
| Pretest | Post-test | Gain | Pretest | Post-test | Gain | |
| 1 | 70% | 81% | 11% | 48% | 93% | 45% |
| 2 | 45% | 91% | 46% | 6% | 90% | 84% |
| 3 | 53% | 89% | 36% | 42% | 96% | 54% |
| 4 | 94% | 100% | 6% | 81% | 96% | 15% |
| 5 | 62% | 100% | 38% | 60% | ||
| 6 | 40% | 89% | 49% | 48% | 93% | 45% |
| 7 | 60%** | 81% | 21% | 39%** | 66% | 27% |
| * Post-test administered in 2nd quarter. All other post-tests were administered during the 4th quarter. ** Pretest administered in 2nd quarter. All other pretests were administered during the 1st quarter |
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| Student | IOTA Reading | CRST Spelling | ||||||
|---|---|---|---|---|---|---|---|---|
| Q1 | Q2 | Q3 | Q4 | Q1 | Q2 | Q3 | Q4 | |
| 1 | 70% | 79% | 81% | 48% | 81% | 93% | ||
| 2 | 45% | 53% | 81% | 91% | 6% | 39% | 78% | 90% |
| 3 | 53% | 72% | 89% | 89% | 42% | 75% | 90% | 96% |
| 4 | 96% | 100% | 81% | 96% | ||||
| 5 | 62% | 92% | 94% | 100% | 60% | 84% | 99% | |
| 6 | 40% | 66% | 79% | 89% | 48% | 75% | 93% | 93% |
| 7 | 60% | 81% | 39% | 66% | ||||
I spoke to my Vice Principal this morning… She was really impressed with the results also. She had been seeing the results piece meal as each student's IEP came up, but it was really impressive seeing it in chart form.
Mahalo, Donna
Submitted by Kristin Gulsvig, a Special Education Teacher at Maplewood Middle School.
Ms. Gulsvig worked with one paraprofessional and a trained volunteer who administered timed reading tests using district-approved measures. Classroom population consisted of students with learning disabilities, Attention Deficit Disorder, speech and language deficits, central auditory processing problems, extreme behavior, chemical dependency, a wide range of cognitive ability and hearing impairment.
| Grade / Time Spent on Reading | Gain in Scores | |
|---|---|---|
| 6th Grade 100 minutes daily |
Before Sonday System Average yearly gain per student from grades 1-5 |
.22 |
| With Sonday System Average 1-year gain per student |
1.27 | |
| 7th Grade 60 minutes daily |
Before Sonday System Average yearly gain per student from grades 1-6 |
.19 |
| With Sonday System Average 1-year gain per student |
1.08 | |
| 8th Grade 60 minutes daily |
Before Sonday System Average yearly gain per student from grades 1-7 |
.33 |
| With Sonday System Average 1-year gain per student |
2.50 | |
Submitted by Kim Hill, a teacher at Heart of the Earth.
IOTA single word reading test. Pretest in Sept, Post-test in March. The IOTA test is an informal test to measure the ability to read single words. It is untimed, measures progress and it is valuable for error analysis.
| Grade | Students per Group | Number of Session (per week) | Gain in Scores | |
|---|---|---|---|---|
| Grade 2 | 5 | 5 | Before Sonday System Average yearly gain per student |
.88 |
| With Sonday System Average gain September-March |
1.18 | |||
| Grade 3 | 7 | 5 | Before Sonday System Average yearly gain per Student |
.95 |
| With Sonday System Average gain September-March |
1.47 | |||
Submitted by Shawn Evenson, Project Director at Hans Christian Anderson Elementary, from the summer school program of June & July, 2000.
This multicultural, inner city school includes Hispanic, Pacific Rim, Caucasian, African America, East Indian and Native American students. More than 40 students, grades 3-6, were pre-tested; 23 were still available for post-testing. Students received small group instruction with the Sonday System, 30-40 minutes each day, 4 times a week for 5 weeks with 4-8 in a group.
Submitted from New York City Public Schools - Region 7. The data consists of Pre and Post Test results in 4 categories:
The following data represents 4 months of instruction with special education (Learning Disabled, Emotional and Behavioral Disorder, and Speech Impaired) students. The instruction took place the last four months of the 2001-2002 school year. Twenty-five (25) teachers and educational assistants received 12 hours of initial training plus 4 hours of ongoing, sustained professional development coaching sessions in the classroom, equaling 16 hours of training.
124 students in 4 schools received instruction. Individual scores and complete data is available upon request.
| Test Type | School | |||
|---|---|---|---|---|
| School A | School B | School C | School D | |
| Reading |  |
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| Spelling |  |
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| Vowel Sound |  |
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| Consonant Sound |  |
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Catawba County Schools Remediation Results 2000-2001 Sonday System.
| Level | Number of Students | ||
|---|---|---|---|
| Beginning of Year | Middle of Year | End of Year | |
| (E) Emergent Readers | 26 | 7 | 2 |
| (PP)Pre-Primer readers | 38 | 11 | 5 |
| (P) Primer readers | 15 | 19 | 5 |
| (1) Grade 1 readers | 9 | 34 | 30 |
| (2) Grade 2 readers | 1 | 15 | 36 |
| (3) Grade 3 readers | 0 | 2 | 7 |
| (4) Grade 4 readers | 0 | 1 | 2 |
| Level | Number of Students | |
|---|---|---|
| Pre Sonday System | Post Sonday System | |
| Emergent | 100 | 8 |
| PrePrimer | 26 | 23 |
| Primer | 13 | 15 |
| First | 22 | 59 |
| Second | 3 | 42 |
| Third | 0 | 16 |
| Fourth | 0 | 1 |
| Second and Third Grade Students Using Sonday System (50-80 sessions) | ||
Submitted by Reba Walden, Alice Rullman, Kim Conrad, Criss Ervin, Supervisors at Catawba Schools in Hickory, NC
Second and third grade students worked with the Sonday System for one semester. Note that most students were in emergent, pre-primer or primer groups in September but the largest number of student by January had shifted to primer, 1st and 2nd grade reading levels. District approved tests were used.
| Reading Levels | Number of Students | |
|---|---|---|
| September 2000 | January 2001 | |
| 4th Grade | 0 | 1 |
| 3rd Grade | 0 | 2 |
| 2nd Grade | 1 | 15 |
| 1st Grade | 9 | 34 |
| Primer | 15 | 19 |
| Pre-primer | 38 | 11 |
| Emergent | 26 | 7 |
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