Lexia Program Evaluation

Final Report

Janet G. Donald
MEDT 8480
University of West Georgia
Purpose of Evaluation

The purpose of the program evaluation was to determine

whether the teachers have been implementing the Lexia
Core 5 program for the ELL students with fidelity and if it
has produced the expected results.
Evaluation Questions
Qualitative Data:
How effectively has Lexia been utilized within student’s weekly
schedules?
What components of Lexia have been utilized to support
students?
What challenges have occurred during the utilization and
implementation of Lexia?

Quantitative Data:
What percentage of students met the advised minutes per
week?
What percentage of students have increased their baseline from
above, on or below grade level ?
Participants

The participants for this program evaluation were a sample of the

general education classroom teachers, EL teachers utilizing the
program, and EL students. Eleven teachers were sent surveys but
only 9 participated.
 1st grade teacher
 2nd grade teachers
 3rd grade teachers
 Six ELL teachers
 357 active and monitored EL students
Data Collection

The data collected and analyzed were a mixed method of qualitative

and quantitative data.
 A three question survey was administered that included two
multiple choice and one open ended question and were sent to
participants via email through Survey Monkey
 Data was retrieved from the Lexia website to analyze 357 student’s
weekly usage
 Surveys were sent to eleven teachers and nine participated
Results
Use of Results

 Meet with administration to discuss replacing IStation reading with

Lexia for ELL students to make more time available
 Offer students before school computer time
 Incentives for students who use program at home and meet usage
 Request parent liaison and administration to send home a letter to
parents encouraging them to connect to Comcast $10 per month
internet
Results
Use of Results

 Incorporate skill builders into centers for EL students

 Incorporate skill builders into lesson plan
 Offer students before school tutoring using skill builders
 Incentives for students who use who complete skill builders as
homework or classwork
 Results
Q3: What challenges have occurred during the utilization and implementation of Lexia?
 Time constraints
 The program itself has been very helpful in individualizing each student’s needs. However,
the challenge comes from the time constraints within the classroom. The classroom teacher
has her own lessons, assignments, assessments, and online programs that she must use
with her students as well. There simply isn’t enough time in the day for every student to
meet their weekly minutes consistently. Also, most students don’t have the appropriate
technology at home to complete what they couldn’t do at school.
 I have not had the time to meet with students independently to work on skill builders
assignments.
 Lack of time for students to access Lexia and no cooperation from parents to make an
effort.
 Time! Also if I don't show up teachers won't do the program with the kids.
 Not enough time and availability of technology.
 Having enough technology is a big issue
 The students have technical issues at time.
Use of Results

 Meet with administration to discuss replacing IStation reading with

Lexia for ELL students to make more time available
 EL teachers incorporate skill builders into lesson plan
 Offer students before school tutoring and/or computer time
 Incentives for students who use program at home
 Request parent liaison and administration to send home a letter to
parents encouraging them to connect to Comcast $10 per month
internet
Results
The results show 357 students
were active on Lexia, yet only
107 or 30 percent of those
students consistently met their
usage. The school has a 27
percent transient rate with
equal 13 percent entrance and
withdrawal rates. This may
have affected the data results
due to new non-speakers
being enrolled but not using
the program yet and withdrawn
students not being deleted.
Use of Results

 Increase staff professional development and one on one classroom

teacher training
 Promote student usage at home
 Send home parent letters offering before school computer lab time
 Delay enrolling newcomer non-English speakers and new students for
two weeks until the EL or classroom teacher is able to train students
on program
 Visit to the treasure box on Friday for those who complete usage and
unit goals for the week
Results
The results of the Lexia data show
79 percent of the 357 EL students
were below grade level, 21 percent
were on grade level, and zero
students were above grade level
their initial assessment the first week
of December 2018. March 31, 2019,
67 percent of students were below
grade level, 33 percent were on
grade level and no students were
above grade level. In four months,
the students moving from below
grade level to on grade level
improved 22 percent.
Use of Results
 Support students who need one on one direction every week
 Print and utilize the skill builders as center work and as homework every
week
 Visit to the treasure box on Friday for those who complete time and unit
goals for the week
 Offer before school computer time and one on one instruction
 Request tutors to work with the students on Lexia
Lessons Learned
 The teachers are overwhelmed by the amount of technology programs required for their students.
 Lexia is a program the school is piloting and implementation started in December during the end of
semester testing and beginning of Access testing, so the usage was not consistent, nor were the
direct instruction or skill builders.
 Teachers need to implement all aspects of the program, one on one direct instruction and skill
builders, for student’s to be successful .
 The administrators of Lexia should wait to enroll new students until they are acclimated to the school
and will start the program, so it does not effect usage data.
 New non-English speakers should not be enrolled until the IEL teacher can work one on one to guide
those students through the program.
 Request notification of EL students who withdrawal immediately so data is accurate.
 Administration made the decision to pilot the program but are not supporting the EL teachers and
placing all the responsibility on them to figure out how to make the program successful