Goal: The goal is of this action research project is to determine the effectiveness of iStation on increasing student reading ability. The planned outcome of this research is to determine if the program is worth the time we spend on it, if it is truly increasing student reading ability and understanding and whether this translates to increased achievement on reading assessments.
Activities: All students in grades Kindergarten through 5th grade will complete a reading assessment in the iStation program the first week of every month. How the student does on this assessment will determine their Tier level. Tier 1 students are not required to spend any time on the program the rest of the month. Tier 2 students are required to complete thirty minutes twice a week on the program completing the reading intervention. Tier 3 students are required to complete forty-five minutes, three times a week on the program completing the reading intervention. Each month I will look at the data (of each of the 50 students in my sample) presented by the iStation. After receiving TAKS scores at the end of the year, I will compare the results of the TAKS test and compare them to the data given by iStation to determine the accurateness of iStation data as well as the effectiveness of the program.
Resources:
· iStation program
· Access to iStation data for each student
· TAKS Test results for each student
Timeline:
Sept 13-17 – Students complete initial reading assessment in iStation
Sept 20- Oct 1 – Students follow their individual intervention plan in the program
Oct 1-5 – All students complete 2nd reading assessment in iStation
Oct 5-29 – Students follow their individual intervention plan in the program
Nov 1-5 – All students complete 3rd reading assessment in iStation
Nov 8 - Print and analyze data and reports for my sample students
Nov 8 – Dec 3 - Students follow their individual intervention plan in the program
Dec 6-10 – All Students complete 4th reading assessment in iStation
Dec 13-17 - Students follow their individual intervention plan in the program
Jan 3-7 – All students complete 5th reading assessment in iStation
Jan 10 - Print and analyze data and reports for my sample students
Jan 10-28 - Students follow their individual intervention plan in the program
Jan 31- Feb 4 – All students complete 6th reading assessment in iStation
Feb 7 - Print and analyze data and reports for my sample students
Feb 7-25 - Students follow their individual intervention plan in the program
Feb 28 – Mar 4 – All students complete 7th reading assessment in iStation
Mar 7 - Print and analyze data and reports for my sample students
Mar 7 – Apr 1 - Students follow their individual intervention plan in the program
Apr 5 – 5th Grade Reading TAKS
Apr 6 – May 17 – 5th Grade At Risk students continue reading intervention plan in program
Apr 5 – Apr 25 – 3rd and 4th grade continue reading intervention plan in program
Apr 26-27 – 3rd and 4th grade Reading TAKS
May 18 – 5th Grade Reading TAKS Retest
June 1 – Evaluate TAKS data, Print and analyze data and reports for my sample students, Compare TAKS data and iStation data
Persons responsible for implementation:
· Classroom teachers responsible for administering monthly iStation assessment
· Classroom teachers responsible for having students complete their required intervention on the program each week
· Students responsible for completing their intervention program to the best of their ability each week
· Principal/TEA responsible for supplying TAKS results data
· iStation program responsible for supplying iStation data
· I am responsible for selecting the students in my sample
· I am responsible for printing, analyzing, and comparing all data
· I am responsible for determining results of the research and concluding to proposed change
Process for monitoring the achievement of goals: At the end of this study, at the end of this current school year, I will be able to evaluate the achievement of my goals based on the results of the sample students TAKS data (from one 3rd grade classroom- Mrs. Minor- and one 5th grade classroom) as well as the overall TAKS achievement of our school. Data from the iStation program showing student growth and achievement will be helpful as well although I feel the data is skewed unless there is something concrete to compare it with, which will be the TAKS test scores. Students passing rate and commended rate will be noted as well as their passing rate and commended rate from the previous year. What level the student is reading on will also be noted in determining the overall effectiveness of the iStation program. I will be able to determine whether the iStation program increased student reading achievement and whether it should be recommended for use again next year, therefore whether it was “worth our time” or not.
Assessment instrument(s) to evaluate the effectiveness of the action research study: The effectiveness of this action research study will be visible based on the iStation review given at the end of the study. If the program did in deed increase student reading achievement and was shown to have worked based on TAKS data then a positive recommendation will be given. Adversely, if not enough growth was shown and TAKS data shows that then a negative review will be given. Of course either review will be presented with all the data collected during my action research study. Overall, effectiveness of this action research study will be clear if I am able to come to a conclusion and give a data backed positive or negative review that hopefully the district will use in their decision for what to do for the 2011-2012 school year.
No comments:
Post a Comment