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Project Based Learning Collaborative Partnership

The Effects Of Reading A-Z Leveled Reading Program On Student Achievement. Project Based Learning Collaborative Partnership . National Professional Development School Conference 2013 New Orleans, LA Angela Coleman, M.Ed., Special Education Teacher/ NETScope School Liaison

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Project Based Learning Collaborative Partnership

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  1. The Effects Of Reading A-Z Leveled Reading Program On Student Achievement 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

  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 • The Problem: School Report Card • Project description • Implementing A-Z/Raz-Kids in a special education resource classroom • 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. What is Reading A-Z? • 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

  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. What is Raz-Kids • 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

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

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

  10. Questions??

  11. Raz Kids in the Intervention Classroom • 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

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

  13. Data: MAP Scores Data: MAP Scores

  14. Teacher Perception Data

  15. Teacher Perception Data

  16. Student Log In Screen Future Directions • 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

  17. Questions ? 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

  18. Books Books

  19. Books 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

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

  21. Teacher Reports Teacher Reports

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

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