Phase 5: Documenting Project Outcomes and recommending revisions
Summary Data
As stated in previous phases, the identified issue is poor reading fluency. Our objectives were to use an iPad app called Read With Me to increase test scores. The app does an excellent job of creating assessments and data. Our assessment goal was 90 words per minute on the first read and 100 words per minute on the second read with the goal of 100 percent accuracy.
Below is data collected prior to using the app on the iPad. As you can see, only Reese reached 90 words on the first read and no students achieved 100 words on the second read. This is a reading from a passage at the same grade level from the student text.
As stated in previous phases, the identified issue is poor reading fluency. Our objectives were to use an iPad app called Read With Me to increase test scores. The app does an excellent job of creating assessments and data. Our assessment goal was 90 words per minute on the first read and 100 words per minute on the second read with the goal of 100 percent accuracy.
Below is data collected prior to using the app on the iPad. As you can see, only Reese reached 90 words on the first read and no students achieved 100 words on the second read. This is a reading from a passage at the same grade level from the student text.
The chart below shows that all students in the final assessment read more than 100 words and that 2 students reached an advanced level.
The chart also shows common words missed. In the word cloud, the larger the word, the more people missed the word.
Below are progress reports for each student as well as a chart that illustrates growth for all students in correct words per minute. (CWPM)
Below are progress reports for each student as well as a chart that illustrates growth for all students in correct words per minute. (CWPM)
Data Interpretation
The data above clearly shows that using the Read With Me app significantly increased the amount of words read, amount of words read correctly and accuracy. Jake and Reese met both outcomes reading 90 words correct the first time and reading more than 100 words correct the second time. By the third read, all four students reached the goal of 100 words correct in a minute. While only two students met the outcome after the second read, all four students showed major improvement throughout the project. The CWPM Charts on the left show just how significant the improvement was between the students. While none of the students met the outcome of 100% accuracy, I feel that it is important to show that their accuracy was always in the 90 percentile and improved every time. It is also important to note that Kevin read 26 more words the second time and Reese read 38 more words. As long accuracy improves, this shows that students were more comfortable with both the app and the reading passage.
The data above clearly shows that using the Read With Me app significantly increased the amount of words read, amount of words read correctly and accuracy. Jake and Reese met both outcomes reading 90 words correct the first time and reading more than 100 words correct the second time. By the third read, all four students reached the goal of 100 words correct in a minute. While only two students met the outcome after the second read, all four students showed major improvement throughout the project. The CWPM Charts on the left show just how significant the improvement was between the students. While none of the students met the outcome of 100% accuracy, I feel that it is important to show that their accuracy was always in the 90 percentile and improved every time. It is also important to note that Kevin read 26 more words the second time and Reese read 38 more words. As long accuracy improves, this shows that students were more comfortable with both the app and the reading passage.
Recommendations
Part 1
After seeing the results, I feel that the more the students use the app, we may need to increase reading level. The recommended level was provided by their reading intervention teacher and classroom teacher. I also would revise my outcome to reading accuracy being about 95 percent. I would also like to see the students use the app without the teacher to see if there would be any technical issues. Below is feedback from the Reading Intervention teacher at Sunset Elementary as well as the four students involved.
Part 1
After seeing the results, I feel that the more the students use the app, we may need to increase reading level. The recommended level was provided by their reading intervention teacher and classroom teacher. I also would revise my outcome to reading accuracy being about 95 percent. I would also like to see the students use the app without the teacher to see if there would be any technical issues. Below is feedback from the Reading Intervention teacher at Sunset Elementary as well as the four students involved.
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Part 2
With the use of this project, I hope to get my entire school using this app to improve reading fluency skills at Sunset. As I previously stated, improving reading fluency is a school wide initiative and a documented SLO (Student Learning Objective). Teachers will be able to access my website, follow the phases provided to implement the app on their own. I will also provide support as the school E-coach. Our school currently has 4 iPad carts with 30 iPads for a total of 120 iPads for teachers to share. In order to download the app, I had to get the app approve by the school district, so now the application is approved and available for download throughout the county. I would like to be able to provide professional development and support to the county if we can successfully implement it at the school level.
With the use of this project, I hope to get my entire school using this app to improve reading fluency skills at Sunset. As I previously stated, improving reading fluency is a school wide initiative and a documented SLO (Student Learning Objective). Teachers will be able to access my website, follow the phases provided to implement the app on their own. I will also provide support as the school E-coach. Our school currently has 4 iPad carts with 30 iPads for a total of 120 iPads for teachers to share. In order to download the app, I had to get the app approve by the school district, so now the application is approved and available for download throughout the county. I would like to be able to provide professional development and support to the county if we can successfully implement it at the school level.
Part 3
Two big questions that surrounds this project are would the results continue to be successful and how would the app hold up versus the traditional method over a longer period of time. This would be an easy research project for teachers to conduct across grade level, reading level and school wide. I would suggest starting with a test group between two classrooms in the same grade. They should have one teacher continue traditional fluency checks with face to face reading from a text. Then have the other teacher perform the same fluency checks using the iPad app and compare if the results vary. If the results are similar, the app is still useful as it allows the students to read the passage on their own and have the teacher assess them at different time. It also allows the students to view their readings. The assessments are very clean and clear and also make it easy to communicate results with parents at home. Below is a screenshot of what the parents see when they receive an email.
Two big questions that surrounds this project are would the results continue to be successful and how would the app hold up versus the traditional method over a longer period of time. This would be an easy research project for teachers to conduct across grade level, reading level and school wide. I would suggest starting with a test group between two classrooms in the same grade. They should have one teacher continue traditional fluency checks with face to face reading from a text. Then have the other teacher perform the same fluency checks using the iPad app and compare if the results vary. If the results are similar, the app is still useful as it allows the students to read the passage on their own and have the teacher assess them at different time. It also allows the students to view their readings. The assessments are very clean and clear and also make it easy to communicate results with parents at home. Below is a screenshot of what the parents see when they receive an email.
Conclusion
In conclusion, the data shows that this solution was successful in increasing reading fluency skills with a small group of 5th graders. On every assessment statistic, the data showed improved. The initial comparison from the first read of a passage using the traditional method to the first read of a similar passage on the same grade level showed that the readers score higher using the iPad app. The improvement from the first to second read was much greater using the iPad app. From observation and interviews, students were excited to use the iPads and enjoyed being recorded. We had a chance to watch each video after the fluency check and the students enjoyed discussing their errors and how they could improve. I also look forward to hearing back from parents when they receive the assessment reports. Two parents have shared that they are going to download the app and practice at home. Teachers will be able to give them token codes or QR codes to download assessments.
Moving forward, it my intention to recommend this app to teachers in my school. It will be interesting to see how others will respond to changing methods. Having the reading intervention teacher and one 5th grade teacher supporting the iPad app should make it easier to convince others. I also look forward to investigating other forms of technology to improve learning at my school.
In conclusion, the data shows that this solution was successful in increasing reading fluency skills with a small group of 5th graders. On every assessment statistic, the data showed improved. The initial comparison from the first read of a passage using the traditional method to the first read of a similar passage on the same grade level showed that the readers score higher using the iPad app. The improvement from the first to second read was much greater using the iPad app. From observation and interviews, students were excited to use the iPads and enjoyed being recorded. We had a chance to watch each video after the fluency check and the students enjoyed discussing their errors and how they could improve. I also look forward to hearing back from parents when they receive the assessment reports. Two parents have shared that they are going to download the app and practice at home. Teachers will be able to give them token codes or QR codes to download assessments.
Moving forward, it my intention to recommend this app to teachers in my school. It will be interesting to see how others will respond to changing methods. Having the reading intervention teacher and one 5th grade teacher supporting the iPad app should make it easier to convince others. I also look forward to investigating other forms of technology to improve learning at my school.