Online testing works for LES

The technology push at Libby Elementary School is paying off.

Big time.

With a technology budget that was bolstered by a $306,310 Striving Readers grant and  contributions from the Parent Council  totaling $7,700, the school now has 425 computers for its 600-plus students.

“We’re very excited,” Principal Ron Goodman said. “Through Striving Readers and our Parent Council, we now have a 1-to-1 ratio of students to computers in grades two through five.”

In April 2012, Libby School District received the Striving Readers grant. And while Libby Elementary has been using the technology purchased through that grant, it is now truly realizing the benefits of those technological advances.

Libby Elementary is in the second year of the the testing program, a computer-based program that has replaced the DIBELS testing program the school used previously. The new program gives instantaneous grading results, a huge benefit for both teachers and students.

“The results are instantaneous,” said Assistant Principal Scott Beagle.  “Right after our kids take it they see their own results. It’s become a big deal for them to keep wanting to do better.”

Just like Mikey in the old Life cereal television commercial, the outcome was somewhat surprising.

“What’s happening, is the kids are taking ownership of wanting to do better in this test,” Beagle said. “And they’re taking pride in their scores. I think that’s the biggest part that we’ve instilled in them.”

Test scores are improving in all three categories: benchmark, strategic and intensive.

Last May, only 58 percent of second-graders were at benchmark, meaning only about half were testing where they should be. During that same period, 16 percent were strategic, or slightly behind, while 26 percent of those students were intensive or severely behind. Moving forward to the most recent January reporting, those 2013 second-graders — now third-graders — respective scores have increased to 79 percent benchmark, 14 percent strategic and only seven percent intensive. And, according to Beagle, similar results are occurring across all grade levels.

“Our third-graders in the fall tested at 62 percent proficient,” Beagle said. “Then in the winter testing, they’re up to 79 percent.  Obviously, in the fall they’re just walking through the door. They haven’t done anything for awhile and just getting into the flow of things. If you look, there was significant growth. We have a very rigorous curriculum. I think the professional development we have done with Striving Readers is proving very worthwhile.”

Most students are tested monthly for their reading, comprehension, spelling, vocabulary and text fluency. Students who lag behind are tested every two weeks, as they work to improve their skills.

“It’s proven, reading is the basis for all learning,” Beagle said. “Next year, I understand they want to begin a math program, too.”

Other results reveal, among last fall’s kindergarteners, only 43 percent of those students reached benchmark. When tested in January, 80 percent of those students were at benchmark.

Certainly, there are a couple of factors here, Goodman said, including a familiarity with computers.

“Some of those kindergarteners may not have even used a computer before this year,” Goodman said. “Yes, there is some familiarity, but they’re also learning. The scores show it.”

Those kindergarteners of last spring  — now first-graders — are among those making the biggest progress.

First-grade teacher Kyle Hannah said he’s seen first-hand the advantages of the new ISIP testing program.

“It’s wonderful,” Hannah said. “It’s a program that allows us to see growth instantly. The kids get excited when they see their scores go up. It’s a great motivational tool.”

Like Hannah, Beagle said the results have been encouraging.

“We were talking to other Striving Reader schools,” Beagle said. “We didn’t know what to expect. We were using DIBELS, which is reader fluency. DIBELS was very time-consuming. And it took so long to get the feedback, the results. So, we were testing everyone and waiting to get test results back. We don’t have to wait with ISIP. The benefits are instantaneous, all computer-based. And we get immediate results. Also, as students improve, the testing gets more difficult.”

Beagle also is quick to give students’ credit for improving scores.

“The biggest part of this is if (our students) don’t try (their) best, this test means nothing to us,” Beagle said. “We tell them we need an honest effort out of you. And, I think that’s what we’re getting out of these kids. I think that’s why we’re seeing our scores going up every month. These kids are wanting to be successful, and they’re trying as hard as they can on these tests.”

The results have captured the attention of the district’s top educator.

“My view is it’s a good assessment tool.” Maki said. “It’s user-friendly, and it gives quick feedback. We’re used to waiting two to three months for results.”