1. Reading Action Research Team
Plan
Study Do
John F. Kennedy High School
Cedar Rapids, Iowa

2. Project Statement:
To improve reading comprehension as measured by ITED tests and other in-class reading comprehension assessments
Iowa Test of Educational Development
Jamestown Timed Reading
Reading interest
Reading strategy surveys

3. PDSA Cycle – Plan Do Study Act Act Plan Do Study Define System Plan
Continual
Improvement
Standardize
Improvement
Act
Assess
Current
Situation
Plan
Study
Study
Results Do
Test
Improvement
Theory
Analyze
Causes

4. Define the System – Description of the System
Students who scored below proficiency on reading were frequently not identified and were not getting any remedial help.
The only option for those identified as struggling readers was special education.

5. Define the System – Data Gathering Plan
Skills are assessed weekly through the Jamestown curriculum
Using clues to find meaning
Making inferences
Identifying the main idea
Differentiating between fact and opinion
Understanding the relationship between cause and effect
Putting events in sequential order
Recalling facts
Basic comprehension

6. Act Plan Do Study Define System Plan Continual Improvement Standardize
Assess
Current
Situation
Plan
Study
Study
Results Do
Test
Improvement
Theory
Analyze
Causes

7. Assess the Current Situation
2003 & 2004 ITED reading comprehension scores will establish the baseline to allow school staff to identify students scoring below the 40th percentile and in need of specialized reading instruction

8. 2003 / 2004 40th Percentile & Below - Reading
Grade
2003
2004
9th
No. of Students
100 94
% of Enrolled
20%
21%
10th
115 88
24%
11th 77 57
17%
14%
12th 47 70
12%
18%
Total
339
309

9. Assess the Current Situation Special Causes of Variation
Patterning
Deficient test-taking skills
Lack positive attitude and motivation
Low vocabulary skills
Lack comprehension strategies
Lower reading level than that of the test

10. Act Plan Do Study Define System Plan Continual Improvement Standardize
Assess
Current
Situation
Plan
Study
Study
Results Do
Test
Improvement
Theory
Analyze
Causes

11. Analyze Causes Cause & Effect of Learning Problems
Assessments / reading assignments often too long / too difficult to sustain focus / effort
Students do not feel successful or able to be successful and often put forth minimal effort; “why try?” mentality or learned helplessness
Text is written at too high a reading level
Test format is difficult to understand
Remediation at the middle school level may be inconsistent

12. Analyze Causes Research-based ideas on how to change instruction to bring about better learning results
Analyze
Causes
Provide opportunities for teacher training in reading strategies
Provide opportunities for teacher training in student test-taking strategies
Provide specialized reading and test taking instruction through remediation courses for students testing below 40% on ITEDs
Collect, compile, and analyze data to monitor and track student progress

13. Act Plan Do Study Define System Plan Continual Improvement Standardize
Assess
Current
Situation
Plan
Study
Study
Results Do
Test
Improvement
Theory
Analyze
Causes

14. Test Improvement Theory
Implementation of:
Reading Skills courses – offered on alternate days for grades 9, 10 & 11
LA Success courses – daily for grades 9 & 10
Brown Bag lunches for faculty to explore various reading strategies
Four faculty members attending Secondary Reading Program at GWAEA

15. Test Improvement Theory Implementation Notes
Through Jamestown curriculum, the following skills are assessed weekly:
Using clues in the reading to find the meaning of unfamiliar vocabulary
Making inferences
Identifying the main idea
Differentiation between fact & opinion
Understanding the relationship between cause & effect
Putting events in sequential order
Recalling facts and basic comprehension

16. Test Improvement Theory Implementation Notes
This data is gathered for the teachers and administration of the school district as well as for the parents and students of these courses. With the annual ITED scores, this data is used to analyze success of course curriculum materials, progress of student development and helps staff adjust program to student needs.

17. Act Plan Do Study Define System Plan Continual Improvement Standardize
Assess
Current
Situation
Plan
Study
Study
Results Do
Test
Improvement
Theory
Analyze
Causes

18. Study
Results
Study the Results
The following slides contain four graphs illustrating the results of the 2005 ITED tests.

19. 2005 Rankings for Reading 9 / 474 97 / 20% 108 / 23% 10 / 452 85 / 19%
Grade /
Number of Students
Number /
% Below 40th
% Above 90th
9 / 474
97 / 20%
108 / 23%
10 / 452
85 / 19%
112 / 25%
11 / 451
59 / 13%
129 / 29%
12 / 403
77 / 19%
107 / 27%

20. Reading Results 2005 8th 90 51 23 16 45 (28) 96 9th 93 58 15 20 33 35
2004
Grade
# Non-Proficient
2005
Score
Improved
Lowered No
Test
Results
New to
40% or 
Remained On
List
2005 New
Total of 40% or 
8th 90 51 23 16 45
(28) 96
9th 93 58 15 20 33 35
(20) 68
10th 88 50 12 26 25
(13) 41
11th 57 30 14 13 43 34 77
328
189 64 75
137
145
(81)
282

21. 11th Grade Reading Comprehension

22. 11th Grade Reading Comprehension

23. Study
Results
Study the Results
The Reading Action Research Team is currently analyzing the data as collected from the 2005 ITEDs as well as fall and winter class assessments.

24. Act Plan Do Study Define System Plan Continual Improvement Standardize
Assess
Current
Situation
Plan
Study
Study
Results Do
Test
Improvement
Theory
Analyze
Causes

25. Standardize Improvement
Have not reached this portion of the improvement cycle

26. Act Plan Do Study Define System Standardize Improvement Assess Current
Continual
Improvement
Define
System
Standardize
Improvement
Act
Assess
Current
Situation
Plan
Study
Study
Results Do
Test
Improvement
Theory
Analyze
Causes

27. Plan Continual Improvement
Have not reached this portion of the improvement cycle