Lilly's hard work and determination throughout her use of theSystem 44program has taken her on a journey from academic struggle to confidence and accomplishment. At the beginning of sixth grade, Lilly was continuing to work on decoding skills and was enrolled in the intensive literacy intervention program,System 44. Over the next two years, Lilly worked hard both at school and at home to fully complete theSystem 44program, and her reading achievement scores reflected her efforts. Impressively, Lilly’s scores on the Track My Progress reading comprehension test soared from the 20^thpercentile prior to using theSystem 44program to the 53^rdpercentile afterSystem 44enrollment, indicating grade-level proficiency for reading skills aligned to common core state standards. Additionally, Lilly’s Oral Reading Fluency increased from a 38 to 67 words correct per minute (WCPM). The additional targeted practice throughSystem 44helped increase her automaticity and fluency in both word-level reading and in reading connected text.

By the end of seventh grade, Lilly had achieved a 28% increase in HMHReading InventoryLexile scores, from 752L to 962L, and increased from a “Basic” to a “Proficient” performance level. With the help of her teachers andSystem 44, Lilly achieved accelerated growth in reading comprehension and began her eighth-grade year prepared to meet its rigorous expectations.

Lilly had mastered thefoundational skills of readingbut still felt that trying to get through a book from cover to cover was difficult. To further support her reading comprehension growth, Lilly was placed inRead 180during eighth grade. Lilly enjoyed the subject matter inRead 180表达,她欣赏内容的toward older kids, and she particularly liked learning about endangered species.

After one year ofRead 180instruction, Lilly again showed accelerated growth in reading comprehension compared to her initially same-scoring peers. On Track My Progress reading tests, Lilly scored better than 53% of her peers after completingSystem 44but better than 61% of her peers after completingRead 180. By the end of eighth grade, Lilly had achieved a further 8% increase inReading InventoryLexile scores, from 962L to 1043L, demonstrating reading comprehension growth on track with College and Career Readiness goals. Lilly’s confidence in reading soared, and she recognized the outcomes of her efforts, saying, “I have become a better reader by doing the practice and putting time in practice.”

Lilly is no longer a struggling student as a high school student and reports, “Homework doesn’t seem that hard now.” Lilly finds it challenging to make time for everything, but in addition to enjoying biology, lacrosse, and hanging out with friends, when she reads for fun, Lilly has a new love for dystopian novels. The possibilities of her future are now endless, and she would like to use her creativity and pursue a career in the creative arts.