Data from 78 students were collected, including the iLs Measure of Functional Abilities (MFA), NWEA assessments, district or school-specific math and reading scores. All schools reported strong gains with a variety of students.
The students completed 20 to 40 hours of iLs over the 2015 winter/spring semester. Start dates, testing schedules, snow days and staff changes were all factors in the number of the iLs sessions each school was able to complete.
Schools were creative in their implementation of iLs, conducting sessions during pullout time, one-on-one therapy, physical education class and in the general or special education classroom. Therapists, aides, teachers and parent volunteers all implemented the program with the students.
The Measure of Foundational Abilities (MFA) measures change in five categories: balance, gross & fine motor control, sensory, social/emotional, auditory/language and attention/organization. (There is an optional sixth category of sleep.) Lower scores denote a reduction in symptoms, i.e., improvement. Better results were seen in schools where there was time for the full iLs program; lower scores were typical of situations where only a partial program was completed.