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Scholastic Reading Inventory

Aligns to 21st Century Community Learning Centers Criteria

The following chart details how Scholastic Reading Inventory (SRI) can support the development of a 21st Century Community Learning Centers (21st CCLC) program. The criteria are drawn from the federal 21st Century Community Learning Centers Non-Regulatory Guidance (February 2003).

Key Criteria for 21st CCLC Programs 1. Activities that provide remedial education and academic enrichment to improve academic achievement Scholastic Reading Inventory Scholastic Reading Inventory is a computer-adaptive assessment designed to measure how well readers read literature and expository text of varying difficulties. The test is geared toward students at all reading levels, because it self-adjusts in response to the student's reading ability. No prior knowledge is necessary to take the test. SRI uses the Lexile Framework for Reading, a highly accurate system that assesses students' reading comprehension levels and text on the same scale. SRI can be used to place remedial students at the best level in the reading program so they can read successfully and improve their academic achievement. The Student Action Report gives recommendations on how to differentiate instruction to meet remedial student needs. Auto-Alerts and the Intervention Grouping Report let teachers know which students may require additional support. The Targeted Reading Report helps teachers find books at the appropriate level for instructional planning. Students in grades 1-12 take SRI tests throughout the year. The Growth Report and the Student Yearly Progress Indicator give teachers data to track each student's achievement gains over time. Teachers can use the data to identify students who are showing little growth so that intervention may be taken. SRI provides each student with a Recommended Reading List, based on his or her reading level and interests. As students independently read engaging leveled books that are available from their list, they practice and develop their reading comprehension, vocabulary, and fluency skills leading to increased reading proficiency.

October 2003


Scholastic Reading Inventory Alignment to 21st CCLC

Key Criteria for 21st CCLC Programs 2. Activities for limited English proficient students that emphasize language skills and academic achievement Scholastic Reading Inventory SRI provides teachers with information they can use to help limited English proficient students increase their reading achievement. SRI measures the students' reading levels, matches them to appropriate text, and generates progress reports. Students are given up to 30 titles on an individualized Recommended Reading List, which is based on interests and reading level. As they read leveled books from the list that are appropriately challenging, they increase their reading skills. A School-to-Home Letter, available in Spanish and English, describes the assessment, gives test results, and lists suggestions on how to support the child's reading development. A Spanish print version of the assessment is available for use with students receiving instruction or maintaining reading comprehension in their primary language. 3. Activities involving telecommunications and technology education programs SRI effectively integrates technology into the 21st CCLC program through its interactive computer-based assessment. No prior knowledge is required before assessment, and students at all levels of reading proficiency can effectively take the self-adjusting tests. Test results allow students to be matched to books and experience reading success. SRI software generates 15 reports that teachers can use to positively impact a student's education and reading achievement. The data provided aids diagnosis, instructional planning, and progress monitoring. 4. Activities to promote parental involvement and family literacy SRI provides effective means for involving parents in their children's reading program and promoting family literacy. A School-to-Home Letter, available in Spanish and English, describes the program to parents and caregivers, provides test results, and gives suggestions on ways to help them support their child's reading efforts. Test results and progress reports are shared with caregivers during conference times or sent home. Caregivers support reading at home by reading aloud the leveled books students choose. Each child receives an individualized reading list that caregivers can use to encourage their children to read independently. Adult literacy titles are available for older readers who are measured in the lower Lexile levels. SRI provides valuable progress reports to track learning gains for all family members participating in the 21st CCLC reading program.

October 2003


Scholastic Reading Inventory Alignment to 21st CCLC

Key Criteria for 21st CCLC Programs 5. Programs that provide assistance to students who have been truant, suspended, or expelled to allow the students to improve their academic achievement Scholastic Reading Inventory SRI addresses the problems of students who are trapped in a cycle of failure by providing them with many opportunities to experience success from the start. SRI provides a personalized Recommended Reading List that contains books in each child's interest areas and reading level. Through test results and reports, teachers are able to effectively differentiate instruction and assist struggling students in improving their reading confidence. The combined benefits of the SRI program help at-risk students improve their academic achievement. The Lexile Framework for Reading, developed by MetaMetrics, Inc., is the result of nearly two decades of research by measurement and testing scientists at Duke University, the University of Chicago, Stanford University, and the University of North Carolina-Chapel Hill. Through a series of grants from the National Institute of Child Health and Human Development, the team successfully tested the Lexile Framework with over 500,000 students. The leveled books that students read from their Recommended Reading List allow them to practice these essential elements of reading as identified by the National Reading Panel: Fluency Vocabulary Comprehension

6. Programs and activities that follow principles of effectiveness by being based on: Assessment of objective data regarding need for beforeand after-school programs Established set of performance measures aimed at ensuring the availability of high-quality academic enrichment opportunities If appropriate, scientifically based research that provides evidence hat the program or activity will help students meet state and local achievement standards 7. The eligible entity has experience or promise of success in providing educational and related activities that will complement and enhance the academic performance, achievement, and positive youth development of the students.

SRI has been the subject of four scientific validation studies. The SRI research ranges from a norming study with a sample of 512,224 students to an analysis of gender, race, and ethnic differences among 19,000 fourth through ninth grade students. High correlations with many standardized tests, such as the Stanford Achievement Test and the North Carolina End-of-Grade Tests of Reading Comprehension, strongly validate SRI as a measure of reading comprehension. (A Technical Guide for SRI that contains full details on the validation studies is available.) SRI uses Lexile measures to match students to books so they can read without frustration or boredom. Each student receives a Recommended Reading List of books that are appropriately challenging. When students enjoy reading, they are motivated to read more. Studies have shown that the more people read, the better readers they become. In addition, the progress reports generated by the SRI software give students important feedback on their growth in reading proficiency. Feedback is a valuable motivating factor in learning.

October 2003


Scholastic Reading Inventory Alignment to 21st CCLC

Key Criteria for 21st CCLC Programs 8. To sustain a quality program, staff delivering academic support and enrichment services should be provided ongoing training and learning opportunities. Scholastic Reading Inventory Scholastic Reading Inventory offers educators a variety of professional development solutions: On-site, Hands-on Software Training. Educators learn how to effectively assess student reading using SRI and examine reports that help them monitor reading growth and meet accountability criteria. Scholastic Red. Provides facilitated online and in-person courses that help teachers apply scientifically based reading research to improve teaching and learning.

(Please contact a Scholastic representative for more information about these professional development opportunities.)

9. Academic activities are aligned with the school's curriculum in the core subject areas.

SRI complements any reading curriculum. It can be administered throughout the year to monitor student progress and gauge the effectiveness of a school's reading program. Tests results help teachers improve their plans for instruction and match their students to books through Lexile measures. Leveled books are available so students can practice developing skills in fluency, vocabulary, and comprehension. Nonfiction books can be integrated into the science and history curricula. SRI also gives students testtaking practice.

10. Program was developed and will be carried out in active collaboration with the schools the students attend.

Scholastic will collaborate with a district to customize a plan for the implementation of SRI for a 21st CCLC program. Assessments can be conducted as needed and when convenient to accommodate student needs and learning center scheduling requirements. Choice of books from each student's individualized Recommended Reading List can be coordinated with school curricula. Scholastic is committed to ensuring the sustainability of SRI beyond the period funded by a 21st CCLC grant. Student licenses can be reused from year to year, and SRI can be administered at any time for no extra charge. SRI can be effectively integrated with other school and district activities that are being funded from sources other than 21st CCLC. The federal funding programs for which SRI meets selected criteria include: Title I, Part A ­ Improving Basic Programs Title I, Part B-1 ­ Reading First Title II, Part D ­ Enhancing Education Through Technology Title III ­ English Language Acquisition Title V, Part A ­ Innovative Programs Individuals with Disabilities Education Act

11. The program includes a plan for how the community learning center will continue after funding under this part ends.

October 2003


Scholastic Reading Inventory Alignment to 21st CCLC

Key Criteria for 21st CCLC Programs 12. The program or activity shall undergo a periodic evaluation to assess its progress toward achieving its goal of providing high-quality opportunities for academic enrichment. Scholastic Reading Inventory Program coordinators use SRI data to evaluate the progress of 21st CCLC activities and determine the effectiveness of the program at raising reading achievement. Staff members administer SRI assessments to students at the start of program participation and throughout the year to measure reading levels and provide progress data. Results are given by the student's Lexile measure, percentile rank, normal curve equivalent, performance standards, grade level standard, and stanine. All student data generated by SRI is tracked and monitored and can be used to guide instruction. SRI's data export capability allows the disaggregation of data into subgroups, such as gender, ethnicity, and economically disadvantaged. Teachers can easily use the assessment instrument to generate 15 reports on learning gains and student performance. Reports include: Growth Report, which measures reading progress during a specified time period by comparing student scores for any two testing sessions Student Yearly Progress Indicator, which monitors student progress over time and compares the student's performance against grade-level proficiency ranges. This report helps teachers and administrators assess overall performance Proficiency Report, which compares the performance standards of a group or class against those of all students in the grade and school

October 2003



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