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In
an analysis of EL students at Olive Elementary after the first year of
implementation (2006-07), students made significant progress on the
California Standards Test (CST) following instruction. Thirty-seven
percent (37%) of this subgroup also performed at the basic and
proficient levels after instruction compared to only 3% before
instruction. Further, the EL subgroup met its Adequate Yearly Progress
(AYP) target. As a whole, the school improved its performance index
for reading (API) from 628 to 688, an 60-point increase and more than
six times its target growth required by the state. This was the largest
API gain in the state of California when compared to similar schools.
Olive Elementary continued the model over the next two school years and
significantly increased its API growth during this
3-year span. In the two years prior to implementing the model
(2004-06), Olive’s API growth was -2. In the three years since
partnering with Lindamood-Bell (2006-09), the school’s API has
increased 139 points. In 2008-09, Olive met all school-wide criteria
for both API and AYP targets for English Language Arts, including all
subgroups meeting their targets.
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