Post on 23-Feb-2016
description
Project Based Learning Collaborative Partnership
National Professional Development School Conference 2013 New Orleans, LA
Angela Coleman, M.Ed., Special Education Teacher/NETScope School LiaisonSue Spencer, PhD, Winthrop University Faculty-in-Residence
Brian Edmond, M.Ed., Assistant Principal
The Effects Of Reading A-Z Leveled Reading Program On Student
Achievement
A Little About Us
Chester Park School of Inquiry• 435 students in grades PreK-5• 48 faculty members/17 teachers• Title I School:
90% free/reduced meals• 75% African American students• 21% Caucasian students• 2% Two or more races• 1% Hispanic• 1% Asian
Winthrop University• 4 year liberal arts core• 5,000 undergraduate
students • 1,000 graduate students• 286 faculty• COE teaching certification
programs– ECED PK-3– ELEM 2-6– Middle Level Ed. 5-8– Physical Education K-12
Reading A-Z Project Discussion
1. The Problem: School Report Card2. Project description 3. Implementing A-Z/Raz-Kids in a special
education resource classroom4. A-Z/Raz-Kids data from two intervention
classrooms
A-Z Project Description• A-Z Reading Computer Assisted learning is being used in 17
classrooms at CPESI• Funded by a $1700 NetSCOPE mini-grant• Professional development webinar was provided
by A-Z• Faculty held organizational meetings with administration to
discuss implementation and leveling • A start date was set and implementation began• Data is collected each nine weeks • Data being presented is for two nine week periods (September-
January)
• Online curriculum resources for grades K-6, special education, intervention reading, and ESL
• Books are developmentally aligned, available on 27 levels, multiple languages, and gradually get more difficult
• Leveling Charts correlated with major benchmarks http://www.readinga-z.com/book/leveled-books.php• Incorporate best practices in reading:
– phonetics, vocabulary, fluency, comprehension, formative/summative assessments, and is
– correlated with most major standardized assessments/benchmarks.
• Raz Kids component for skill maintenance
What is Reading A-Z?
Using Reading A-Z/Raz Kids in Special Education Classroom
• Wide range of fiction and nonfiction books• Nonfiction books include many topics which can be matched
to current science and social studies topics• Complete lesson plans, graphic organizers, worksheets, and
paper quizzes are available for each book• Includes comprehension skills packets to help teachers
reteach comprehension skills• http://www.readinga-z.com/book.php?id=220
• Can be used along with Reading A-Z or separately
• Can find many of the same books on Raz-Kids• Provides audio assisted and independent
reading formats with supports to increase comprehension and fluency skills
• http://www.raz-kids.com
What is Raz-Kids
• Students made brochures about the solar system based on a rubric
Extending the Lessons
Graphic Organizers
• Graphic organizers to support the development of comprehension skills
• http://www.readinga-z.com/more/graphic_org.html
Graphic Organizers
Questions??
• Students were selected to go to intervention classes 5 days a week based on MAP scores
• Students independently used Raz-Kids 4 days a week, 30 minutes each day
• Intervention teachers taught specific skills on Friday of each week
• Skills identified by using Raz-Kids Teacher Reports
Raz Kids in the Intervention Classroom
Data: Dominie Individual Progress
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 530
10
20
30
40
50
60 Individual Domine Growth
Pre-test 8.3 average reading level Post-test 9.2 average reading level
Data: MAP Scores
1
2
178 179 180 181 182 183 184 185 186 187
180
186
Average MAP Reading Scores
1-Fall 2012
2- Winter 2013
Data: MAP Scores
Teacher Perception DataQuestion Response
How often do your students use Raz-Kids
Once a week 2-3 times per week
> 3 times per week
36% 29% 36%
How long do Student usually read on Raz-Kids
< 10 Minutes
10-15 Minutes
20-30Minutes
> 30 Minutes
7% 36% 43% 14%
How often do you use data reports on Raz-Kids
Frequently Often Almost Never Never
0% 54% 38% 8%
Would you like to Raz-Kids again next school year?
Yes No I don’t know
86% 7% 7%
Question Response 1 Response 2 Response 3
Teacher Perception DataQuestion ResponsesHas using Raz-Kids reading program had a positive effect on students’ reading comprehension skills?
Yes No
93% 7%
Has using the Raz-Kids reading program had a positive effect on students’ reading fluency?
Yes No
86% 14%
How would you characterize the reading skills of students participating in the Raz-Kids reading program?
No change since beginning
Improvement of at least 1 reading
level
Improvement of at least 2 reading
levels
35% 64% 0%
My students who are participating in the Raz-Kids reading program:
Are motivated to read more after
Raz-KidsAre motivated
about the sameI don’t see any real difference
50% 36% 14%
Student Log In Screen
• In addition to CPESI two partner schools in the same complex are also using the program
• Collect and analyze student data from the three schools to determine any effect on reading performance
• Based upon student performance data a decision will be made on whether to continue using Reading A-Z and Raz-Kids
Future Directions
Project Based Learning Collaborative Partnership
Brian Edmond, M.Ed., Assistant Principal Angela Coleman, M.Ed., Special Education Teacher/NETScope
School LiaisonSue Spencer, PhD, Winthrop University Faculty-in-Residence
Questions ?
BooksBooks
Books
• Reads the stories aloud to students• Students take quizzes to test comprehension of
stories• Students can go back to reread the stories and
retake quizzes• http://www.raz-kids.com/main/Assign
Books
Quizzes
• Cover a variety of reading comprehension skills
• Teachers can track progression with skills
Quizzes
Teacher ReportsTeacher Reports
Student Incentive ProgramStudent Incentive Program: Raz-Rockets