1. Project Based Learning Project Based Learning Collaborative Partnership National Professional Development School Conference 2013 New Orleans, LA Angela Coleman, M.Ed., Special Education Teacher/NETScope School Liaison Sue 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

2. 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

3. Reading A-Z Project Discussion 1. The Problem: School Report CardThe Problem: School Report Card 2.Project description 3.Implementing A-Z/Raz-Kids in a special education resource classroom 4.A-Z/Raz-Kids data from two intervention classrooms

4. 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)

5. 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 difficultavailable on 27 levels 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?

6. 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

7. 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

8. Students made brochures about the solar system based on a rubric Extending the Lessons

9. Graphic Organizers Graphic organizers to support the development of comprehension skills http://www.readinga-z.com/more/graphic_org.html Graphic Organizers

10. Questions??

11. 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

12. Data: Dominie Individual Progress Pre-test 8.3 average reading level Post-test 9.2 average reading level

13. Data: MAP Scores

14. Teacher Perception Data QuestionResponse 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 20-30 Minutes > 30 Minutes 7%36%43%14% How often do you use data reports on Raz-Kids FrequentlyOften Almost Never Never 0%54%38%8% Would you like to Raz-Kids again next school year? YesNoI don’t know 86%7%

15. QuestionResponse 1Response 2Response 3 Teacher Perception Data QuestionResponses Has using Raz-Kids reading program had a positive effect on students’ reading comprehension skills? YesNo 93%7% Has using the Raz-Kids reading program had a positive effect on students’ reading fluency? YesNo 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-Kids Are motivated about the same I don’t see any real difference 50%36%14%

16. 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

17. Project Based Learning Project Based Learning Collaborative Partnership Brian Edmond, M.Ed., Assistant Principal Angela Coleman, M.Ed., Special Education Teacher/NETScope School Liaison Sue Spencer, PhD, Winthrop University Faculty-in-Residence Questions ?

18. Books

19. 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

20. Quizzes Cover a variety of reading comprehension skills Teachers can track progression with skills Quizzes

21. Teacher Reports

22. Student Incentive Program Student Incentive Program: Raz-Rockets