Analysis of Data

At the conclusion of my Case Study, I analyzed data I collected by looking at the five main data sources. During this data collection phase, I have identified two important findings with regard to repeated readings and improved fluency. The following is the data collected through observations, student journals, student surveys, R-CBM and MAZE probes from AIMSweb, and The Six-Minute Solution reading sheets.

During the AIMSweb probes, all of the students had an increase in fluency scores on both the R-CBM and the MAZE probes (see Table 1). The R-CBM scores are the most important because the students have to read a passage fluently and correctly to increase scores. The students A-F are the lowest and least fluent readers in the study. The majority of the errors in the beginning were all phonetic errors. The students had continued added (looked-ed) and dropped endings (run from runs) on words. By the last probe, the majority of the errors were unknown words (words beyond second-grade level). On the MAZE probes, the fluent reading increased over time based on self-checking while reading.

R-CBM Scoring:

Benchmark:     116

Approaching:  83 – 115

Falling Far Below: >82

Student Baseline

Probe #4

Probe

#6

Probe

#21

Probe

#25

Probe

#19

3/2/15 3/6/15 3/13/15 3/20/15 3/26/15
A 39 54 55 55 57
B 34 61 66 45 60
C 74 91 84 89 88
D 51 54 79 68 62
E 49 63 63 65 67
F 49 56 62 97 88
G 82 102 108 92 90
H 84 86 88 78 96

Maze Scoring:

Benchmark:     15

Approaching:  9 – 15

Falling Far Below: >9

Student Baseline

Probe #4

Probe

#24

Probe

#18

Probe

#5

Probe

#17

3/2/15 3/6/15 3/13/15 3/20/15 3/26/15
A 9 10 12 7 10
B 11 13 13 10 13
C 13 20 21 22 19
D 14 16 11 10 16
E 13 18 16 17 16
F 14 15 17 14 17
G 11 15 13 13 16
H 11 17 17 16 16

Table 1

During the use of the Six-Minute Solution the students all had increased word counts on the AIMSweb. The students relied on self-checking to increase reading scores. While students read, myself and another teacher monitored each reader over the four-week period. We were able to discuss errors and phonetic use when approaching new and or unknown words. Using the Six-Minute Solution, students improved reading times and scores from the first cold read to the last hot read each week. While the scores are not important, the ability to self-check was. Students made a conscious effort to read for fluency not for time and score.

During student observations, students were observed during the AIMSweb Probes, and the use of The Six-Minute Solution. At the beginning of the study students thought it was a race to see who could get a better score. When they were told the score was irrelevant and the fluency of the reading was the important part of the program the reading quantity went down, and errors decreased (see Table 2). The students were shown errors, and the words were discussed.

  • Student A Using The Six-Minute Solution
    • Week 1
      • Did not read with inflection
      • Skipped words
      • Dropped and added endings
      • Cannot answer questions about reading
      • Looses place while reading
    • Week 2
      • Low amount of reading with inflection
      • Lower rate of skipped words
      • Less dropped and added endings
      • Follows along with finger while reading
    • Week 3
      • Reads loud and with some inflection
      • No skipped words
      • Lower amount of dropped endings, no added endings
      • Follows along with finger
    • Week 4
      • Reads loud with inflection
      • No skipped words
      • Re-reads for fluency
      • No dropped endings
      • Follows along with finger
      • Can answer questions about story
  • Student B Using The Six-Minute Solution
    • Week 1
      • Does not read with inflection
      • Skipped sentences
      • Multiple dropped and added endings
      • Cannot answer questions about reading
      • Looses place frequently while reading
    • Week 2
      • Low amount of reading with inflection
      • Skipped words not sentences
      • Lower amount of dropped and added endings
      • Slightly lower rate of losing place
    • Week 3
      • Reads with some inflection
      • Fewer skipped words
      • Lower amount of dropped endings, no added endings
      • Follows along with finger while reading
      • Understand of what was read
    • Week 4
      • Reads loud with inflection
      • Lower amount of skipped words
      • Re-reads for fluency
      • Low amount of dropped endings
      • Follows along with finger
      • Can answer questions about story
  • Student C Using The Six-Minute Solution
    • Week 1
      • Did not read with inflection
      • Several skipped words
      • Multiple dropped and added endings
      • Cannot answer questions about reading
      • Looses place while reading
    • Week 2
      • Low amount of reading with inflection
      • Lower rate of skipped words
      • Less dropped and added endings
      • Beginning to use finger to follow reading
    • Week 3
      • Reads with some inflection
      • No skipped words
      • Re-checks reading for understanding
      • Can answer some questions about reading
      • Lower amount of dropped endings, no added endings
      • Follows along with finger
    • Week 4
      • Reads loud with inflection
      • No skipped words
      • Re-reads for fluency
      • No dropped endings
      • Follows along with finger
      • Can answer questions about story
  • Student D Using The Six-Minute solution
    • Week 1
      • Does not read with inflection
      • Several skipped words
      • Dropped and added endings
      • Cannot answer questions about reading
      • Uses finger to follow reading
    • Week 2
      • Does not read with inflection
      • Lower rate of skipped words
      • Less dropped and added endings
      • Cannot answer questions about reading
      • Follows along with finger while reading
    • Week 3
      • Reads with some inflection
      • No skipped words
      • Lower amount of dropped endings, no added endings
      • Can answer some questions about reading
      • Follows along with finger
    • Week 4
      • Reads loud with inflection
      • No skipped words
      • Re-reads for fluency
      • No added endings
      • Follows along with finger
      • Can answer questions about story
  • Student E Using The Six-Minute Solution
    • Week 1
      • Did not read with inflection
      • Several skipped words
      • Dropped and added endings
      • Can answer some questions about reading
      • Uses finger while reading to keep place
    • Week 2
      • Low amount of reading with inflection
      • Lower rate of skipped words
      • Less dropped and added endings
      • Follows along with finger while reading
    • Week 3
      • Reads loud and with some inflection
      • No skipped words
      • Re-reads for fluency
      • Lower amount of added endings
      • Follows along with finger
    • Week 4
      • Reads loud with inflection
      • No skipped words
      • Re-reads for fluency
      • No dropped or added endings
      • Follows along with finger
      • Can answer questions about story
  • Student F Using The Six-Minute Solution
    • Week 1
      • Reads with some inflection
      • Low amount of skipped words
      • Dropped and added endings
      • Cannot answer questions about reading
      • Looses place while reading
    • Week 2
      • Reading with some inflection
      • Lower rate of skipped words
      • Less dropped and added endings
      • Follows along with finger while reading
    • Week 3
      • Reads loud and with some inflection
      • No skipped words
      • Re-checks self for fluency
      • Lower amount of dropped endings, no added endings
      • Follows along with finger
      • Can answer some questions about reading
    • Week 4
      • Reads loud with some inflection
      • No skipped words
      • Re-reads for fluency
      • No dropped or added endings
      • Follows along with finger
      • Can answer questions about story
  • Student G Using The Six-Minute Solution
    • Week 1
      • Reads with some inflection
      • No skipped words
      • Few Dropped and added endings
      • Can answer some questions about reading
      • Uses finger to keep place while reading
    • Week 2
      • Reads with some inflection
      • No skipped words
      • No dropped and added endings
      • Follows along with finger while reading
      • Can answer questions about reading
    • Week 3
      • Reads loud and with inflection
      • No skipped words
      • No dropped and added endings
      • Follows along with finger
      • Can retell story and find main idea and supporting details
    • Week 4
      • Reads loud with inflection
      • No skipped words
      • Re-reads for fluency
      • No dropped endings
      • Follows along with finger
      • Can answer questions about story and ask questions for more information
  • Student H Using The Six-Minute Solution
    • Week 1
      • Reads with inflection
      • No skipped words
      • Few Dropped endings
      • Can answer questions about reading
      • Uses finger to keep place while reading
    • Week 2
      • Reads loud with inflection
      • No skipped words
      • No dropped endings
      • Follows along with finger while reading
      • Can answer questions about reading
    • Week 3
      • Reads loud and with inflection
      • No skipped words
      • No dropped or added endings
      • Uses finger to keep place and re-check reading
      • Can retell story and find main idea and supporting details
    • Week 4
      • Reads loud and with inflection
      • No skipped words
      • Re-reads for fluency
      • No dropped endings
      • Follows along with finger
      • Can answer all questions about story
Student Errors WK 1 Errors WK 2 Errors WK 3 Errors WK 4
A 12 8 3 2
B 11 9 3 2
C 8 4 2 2
D 9 5 3 1
E 7 4 3 2
F 7 3 2 1
G 6 4 2 1
H 6 3 1 1

Table 2

When the majority of the students realized they were adding and dropping endings on words, and adding words that didn’t fit, the fluency began to increase. By the third week, students were self-correcting and re-reading so the sentence would make sense. Students A through F had the worst reading skills of the subject group. Through observations and journal entries, all students became aware of their reading ability and fluency.

The Student Journals all showed that the students believed the Six-Minute Solution helped them increase fluency by making them re-read and re-check words while they read to help them increase understanding while they read. The students also like the process of using the Six-Minute Solution.

  • Five of eight students said using the Six-Minute Solution helped them to read and understand other books, and they also felt they were reading at a higher level than where they started.
  • Seven of eight students believed that using The Six-Minute Solution helped them to read R-CBM probes and increase scores based on fluent reading.
  • Five of eight students believed that The Six-Minute Solution helped them increase their MAZE scores because they would re-read to ensure understanding.
  • All eight subjects believed they were reading more fluently because they would go back and check understanding when they became lost or lost understanding.
  • All students believed that using The Six-Minute Solution helped them to self correct dropped and added endings while reading both the R-CBM and the MAZE.
  • All eight students believed The Six Minute Solution have helped them to improve their reading.

By the end of week four the most common errors (added endings, dropped endings, and skipped words) were reduced by 80%. The fluent rate of reading was up 72% over week one reading. The total outcome of the implementation of The Six-Minute Solution was increased fluency, improved self-correction, and improved comprehension.

During the student survey, students showed high levels of engagement, and positive attitudes toward the process of the Six-Minute Solution. All students were engaged in the process and provided me with great information.

  • I like to read – 100% of the students said yes, they liked to read
    • One student said they did not at the beginning, but after using The Six-Minute Solution they like to read now
  • I feel I am a good reader – 87% of the students said yes
    • Seven students said they thought they were good readers before the program, and feel they are better now
  • I practice reading at home – 75% of the students said they practice everyday, 25% said sometimes
  • I like practicing reading in groups – 100% said yes, they like reading alone, but reading to someone else was more fun
  • I like The Six-Minute Solution – 100% said yes. All students thought it was fun and looked forward to it everyday
  • What part of The Six-Minute Solution do you like best – 75% said reading with a partner, 25% said graphing word count
  • The Six-Minute Solution is helping me be a better reader – 100% of the students said yes
  • What would you change about the Six-Minute Solution
    • Four students wanted to change partners often
    • Two students want to read the whole passage with no time, and then count errors
    • Two students want to try harder passages
    • Three students want to read other things than the prescribed reading sheets
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Reflection WK 10

I am happy with my findings and the way the data turned out. I learned a lot from reading the other posts, the stress, the frustration, and the happiness. It seems like everyone had success in data gathering. I also saw that a lot of us realize that our kids can make good conscious decisions. Regardless the study, the students are the ones that will benefit from these projects. It may not be this group, but future groups will, and we as teachers have found new ways to teach and have kids benefit from it.

How do I explain my data? What did I learn from my data?

I have a lot of quantitative data that transition well into qualitative data. I am able to look at the probe scores and see that students overtime improved by the numbers, and when compared to my notes I see that the rate of errors decreased. The beginning errors were added and dropped endings and skipped words. Those errors decreased and fluent reading became the outcome. Using the Six-Minute Solution and daily discussions on errors seemed to enable to students to check themselves, something that wasn’t the norm prior.

The student journals show me the students are aware of their reading, and conscious of their reading to improve scores. It was like a game, and once they understood the rules, they played better.

I learned that the students did perform better and also believed they performed better using the Six-Minute Solution. They became aware of their reading, and also aware of their understanding. By the third week, students were conscious of their fluency, and worked to read every word, this huge considering they were skipping or saying what they thought and not making sense of what they read. Students were concerned with the passage making sense and re-reading to make that happen. This tells me that the skills learned using the Six-Minute Solution worked when reading other passages.

Raw Data

During this data collection phase, I have identified two important findings with regard to repeated readings and improved fluency. The following is the data collected through observations, student journals, student surveys, R-CBM and MAZE probes from AIMSweb, and The Six-Minute Solution reading sheets.

AIMSweb R-CBM and MAZE probes, and The Six-Minute Solution fluency program

R-CBM Scoring:

Benchmark:     116

Approaching:  83 – 115

Falling Far Below: >82

Student Baseline

Probe #4

Probe

#6

Probe

#21

Probe

#25

Probe

#19

3/2/15 3/6/15 3/13/15 3/20/15 3/26/15
A 39 54 55 55 57
B 34 61 66 45 60
C 74 91 84 89 88
D 51 54 79 68 62
E 49 63 63 65 67
F 49 56 62 97 88
G 82 102 108 92 90
H 84 86 88 78 96

Maze Scoring:

Benchmark:     15

Approaching:  9 – 15

Falling Far Below: >9

Student Baseline

Probe #4

Probe

#24

Probe

#18

Probe

#5

Probe

#17

3/2/15 3/6/15 3/13/15 3/20/15 3/26/15
A 9 10 12 7 10
B 11 13 13 10 13
C 13 20 21 22 19
D 14 16 11 10 16
E 13 18 16 17 16
F 14 15 17 14 17
G 11 15 13 13 16
H 11 17 17 16 16

All of the students had an increase in fluency scores on both the R-CBM and the MAZE probes. The R-CBM scores are the most important because the students have to read a passage fluently and correctly to increase scores. The students A-F are the lowest and least fluent readers in the study. The majority of the errors in the beginning were all phonetic errors. The students had continued added (looked-ed) and dropped endings (run from runs) on words. By the last probe, the majority of the errors were unknown words (words beyond second-grade level). On the MAZE probes, the fluent reading increased over time based on self-checking while reading.

The students all had increased word counts while using the Six-Minute Solution. The students relied on self-checking to increase reading scores. While students read, myself and another teacher monitored each reader over the four-week period. We were able to discuss errors and phonetic use when approaching new and or unknown words. Using the Six-Minute Solution, students improved reading times and scores from the first cold read to the last hot read each week. While the scores are not important, the ability to self-check was. Students made a conscious effort to read for fluency not for time and score.

Student Observation and Student Journals From The Six-Minute Solution

 

All students were observed during the AIMSweb Probes, and the use of The Six-Minute Solution. At the beginning of the study students thought it was a race to see who could get a better score. When they were told the score was irrelevant and the fluency of the reading was the important part of the program the reading quantity went down, and errors decreased. The students were shown errors, and the words were discussed. When the majority of the students realized they were adding and dropping endings on words, and adding words that didn’t fit, the fluency began to increase. By the third week, students were self-correcting and re-reading to have the sentence make sense. Students A through F had the worst reading skills of the subject group. Through observations and journal entries, all students became aware of their reading ability and fluency.

  • Student A Using The Six-Minute Solution
    • Week 1
      • Did not read with inflection
      • Skipped words
      • Dropped and added endings
      • Cannot answer questions about reading
      • Looses place while reading
    • Week 2
      • Low amount of reading with inflection
      • Lower rate of skipped words
      • Less dropped and added endings
      • Follows along with finger while reading
    • Week 3
      • Reads loud and with some inflection
      • No skipped words
      • Lower amount of dropped endings, no added endings
      • Follows along with finger
    • Week 4
      • Reads loud with inflection
      • No skipped words
      • Re-reads for fluency
      • No dropped endings
      • Follows along with finger
      • Can answer questions about story
  • Student B Using The Six-Minute Solution
    • Week 1
      • Does not read with inflection
      • Skipped sentences
      • Multiple dropped and added endings
      • Cannot answer questions about reading
      • Looses place frequently while reading
    • Week 2
      • Low amount of reading with inflection
      • Skipped words not sentences
      • Lower amount of dropped and added endings
      • Slightly lower rate of losing place
    • Week 3
      • Reads with some inflection
      • Fewer skipped words
      • Lower amount of dropped endings, no added endings
      • Follows along with finger while reading
      • Understand of what was read
    • Week 4
      • Reads loud with inflection
      • Lower amount of skipped words
      • Re-reads for fluency
      • Low amount of dropped endings
      • Follows along with finger
      • Can answer questions about story
  • Student C Using The Six-Minute Solution
    • Week 1
      • Did not read with inflection
      • Several skipped words
      • Multiple dropped and added endings
      • Cannot answer questions about reading
      • Looses place while reading
    • Week 2
      • Low amount of reading with inflection
      • Lower rate of skipped words
      • Less dropped and added endings
      • Beginning to use finger to follow reading
    • Week 3
      • Reads with some inflection
      • No skipped words
      • Re-checks reading for understanding
      • Can answer some questions about reading
      • Lower amount of dropped endings, no added endings
      • Follows along with finger
    • Week 4
      • Reads loud with inflection
      • No skipped words
      • Re-reads for fluency
      • No dropped endings
      • Follows along with finger
      • Can answer questions about story
  • Student D Using The Six-Minute solution
    • Week 1
      • Does not read with inflection
      • Several skipped words
      • Dropped and added endings
      • Cannot answer questions about reading
      • Uses finger to follow reading
    • Week 2
      • Does not read with inflection
      • Lower rate of skipped words
      • Less dropped and added endings
      • Cannot answer questions about reading
      • Follows along with finger while reading
    • Week 3
      • Reads with some inflection
      • No skipped words
      • Lower amount of dropped endings, no added endings
      • Can answer some questions about reading
      • Follows along with finger
    • Week 4
      • Reads loud with inflection
      • No skipped words
      • Re-reads for fluency
      • No added endings
      • Follows along with finger
      • Can answer questions about story
  • Student E Using The Six-Minute Solution
    • Week 1
      • Did not read with inflection
      • Several skipped words
      • Dropped and added endings
      • Can answer some questions about reading
      • Uses finger while reading to keep place
    • Week 2
      • Low amount of reading with inflection
      • Lower rate of skipped words
      • Less dropped and added endings
      • Follows along with finger while reading
    • Week 3
      • Reads loud and with some inflection
      • No skipped words
      • Re-reads for fluency
      • Lower amount of added endings
      • Follows along with finger
    • Week 4
      • Reads loud with inflection
      • No skipped words
      • Re-reads for fluency
      • No dropped or added endings
      • Follows along with finger
      • Can answer questions about story
  • Student F Using The Six-Minute Solution
    • Week 1
      • Reads with some inflection
      • Low amount of skipped words
      • Dropped and added endings
      • Cannot answer questions about reading
      • Looses place while reading
    • Week 2
      • Reading with some inflection
      • Lower rate of skipped words
      • Less dropped and added endings
      • Follows along with finger while reading
    • Week 3
      • Reads loud and with some inflection
      • No skipped words
      • Re-checks self for fluency
      • Lower amount of dropped endings, no added endings
      • Follows along with finger
      • Can answer some questions about reading
    • Week 4
      • Reads loud with some inflection
      • No skipped words
      • Re-reads for fluency
      • No dropped or added endings
      • Follows along with finger
      • Can answer questions about story
  • Student G Using The Six-Minute Solution
    • Week 1
      • Reads with some inflection
      • No skipped words
      • Few Dropped and added endings
      • Can answer some questions about reading
      • Uses finger to keep place while reading
    • Week 2
      • Reads with some inflection
      • No skipped words
      • No dropped and added endings
      • Follows along with finger while reading
      • Can answer questions about reading
    • Week 3
      • Reads loud and with inflection
      • No skipped words
      • No dropped and added endings
      • Follows along with finger
      • Can retell story and find main idea and supporting details
    • Week 4
      • Reads loud with inflection
      • No skipped words
      • Re-reads for fluency
      • No dropped endings
      • Follows along with finger
      • Can answer questions about story and ask questions for more information
  • Student H Using The Six-Minute Solution
    • Week 1
      • Reads with inflection
      • No skipped words
      • Few Dropped endings
      • Can answer questions about reading
      • Uses finger to keep place while reading
    • Week 2
      • Reads loud with inflection
      • No skipped words
      • No dropped endings
      • Follows along with finger while reading
      • Can answer questions about reading
    • Week 3
      • Reads loud and with inflection
      • No skipped words
      • No dropped or added endings
      • Uses finger to keep place and re-check reading
      • Can retell story and find main idea and supporting details
    • Week 4
      • Reads loud and with inflection
      • No skipped words
      • Re-reads for fluency
      • No dropped endings
      • Follows along with finger
      • Can answer all questions about story

The Student Journals all showed that the students believed the Six-Minute Solution helped them increase fluency by making them re-read and re-check words while they read to help them increase understanding while they read. The students also like the process of using the Six-Minute Solution.

  1. Five of eight students said using the Six-Minute Solution helped them to read and understand other books, and they also felt they were reading at a higher level than where they started.
  2. Seven of eight students believed that using The Six-Minute Solution helped them to read R-CBM probes and increase scores based on fluent reading.
  3. Five of eight students believed that The Six-Minute Solution helped them increase their MAZE scores because they would re-read to ensure understanding.
  4. All eight subjects believed they were reading more fluently because they would go back and check understanding when they became lost or lost understanding.
  5. All students believed that using The Six-Minute Solution helped them to self correct dropped and added endings while reading both the R-CBM and the MAZE.
  6. All eight students believed The Six Minute Solution have helped them to improve their reading.

The Six-Minute Solution

The students started this program like it was a race. When I sat with them and discussed errors and fluency they began to understand the point of the program. The more I talked with them and talked about what they read, how they read it, and what the meaning was, the more of an understanding they began to have. After the first week, the students started to be self-conscious about how they were reading, and the point of the graphing at the end.

  1. Students found the graphing at the end a positive as to how they read and the quality of their reading.
  2. The graphing became a self-competition for the students to beat their previous score and have fewer errors.
  3. By week three almost all students believed they could read better, felt more confident in the fluency, and used the program for its benefits of fluency.
  4. The score became less of a goal as the actual reading and understanding.
  5. The use of the program made the students aware of how they were reading and how they could self correct their errors to become more fluent.

By the end of week four the most common errors (added endings, dropped endings, and skipped words) were reduced by 80%. The fluent rate of reading was up 72% over week one reading. The total outcome of the implementation of The Six-Minute Solution was increased fluency, improved self-correction, and improved comprehension.

Student Survey

 

  1. I like to read – 100% of the students said yes, they liked to read
    1. One student said they did not at the beginning, but after using The Six-Minute Solution they like to read now
  2. I feel I am a good reader – 87% of the students said yes
    1. Seven students said they thought they were good readers before the program, and feel they are better now
  3. I practice reading at home – 75% of the students said they practice everyday, 25% said sometimes
  4. I like practicing reading in groups – 100% said yes, they like reading alone, but reading to someone else was more fun
  5. I like The Six-Minute Solution – 100% said yes. All students thought it was fun and looked forward to it everyday
  6. What part of The Six-Minute Solution do you like best – 75% said reading with a partner, 25% said graphing word count
  7. The Six-Minute Solution is helping me be a better reader – 100% of the students said yes
  8. What would you change about the Six-Minute Solution
    1. Four students wanted to change partners often
    2. Two students want to read the whole passage with no time, and then count errors
    3. Two students want to try harder passages
    4. Three students want to read other things than the prescribed reading sheets

Reflection WK 9

The numbers tell me a lot, but they don’t tell me the actual learning I am seeing in the classroom. It seems we have had a lot of positive growth through the group this past two weeks. I am happy with mine, and where my kids are going with this.

The fact that I can listen to the kids and compare my notes day after day, and week after week tell me more than the numbers alone. I have seen growth in my two lowest students. It is not grade level jumping growth, but when they can read more than 50 words in a minute and read each word correctly with no errors and tell me what they read, that is more improvement than I have seen all school year!  The data tells me across the board, my kids are thinking when they read, they are predicting, but correcting errors and reading to understand.  The actual fluency is increasing and they are conscious of what they are doing.

How will I analyze my data? Why am I making these choices?

I will analyze my data based on how my students read, how they handle unknown words, and how they self correct. These three choices they make while they read, if done correctly, will improve their scores on both the R-CBM and the MAZE.

So far while using the Six-Minute Solution my students have improved on their fluency because they are conscious of what they are reading and how they read it. I have two students that have a hard time with reading and having it make sense. The rest see the connection of “I only have one minute, I need to pay attention”

The scores on my R-CBM and MAZE have shown improvement in the last two weeks. These improvements are larger than the standard monthly probes. This tells me that the use of The Six-Minute Solution is helping them increase fluency more so than just daily reading in class. I think it is the timed part, and it is a competition to see who has more words right with fewer errors. Also the weekly journal shows that students feel they are doing better reading after using the Six-Minute Solution.

The last two days of my observations have shown my readers have checked themselves with dropped endings and added endings (looked-ed). This was a huge part of the errors and reasons the scores went down in the past.

The analysis I am using is how has fluency improved, not the percent read, or quantity read, but the quality of the reading over time. I have to follow the numbers but they don’t tell me the quality, and that is what shows improvement.

Reflection Week 8

It seems like everyone had a good week on data collection. I am happy with my start, and feel good about where my class is in the process. I didn’t have any students complain, everyone was excited, and I liked the data I got out of it. There is not much to tell yet from what I have, I need more information to compare to. I did see an increase in comprehension, this is not part of the study, but in my initial research gathering, there were papers that said that. This also gave me an opportunity to really listen to my kids, and see how they process information.

I like that I had growth on both reading and the assessments. I also like that the errors decreased over time. This tells me they are paying more attention. I am really happy with my data so far.

What is my initial data telling me? What revisions in my data collection plan do I need to make?

Lets start with revisions, At this point; I do need to make one revision. I need to change One students reading sheet to the next level. She maxed out on the second day. She will be bumped from 1.5 to 2.0.

On to the data! The baseline R-CBM and MAZE went well. On the R-CBM six students tested at falling far below, while two tested at approaching. On the MAZE all students tested at approaching. When the weekly probe was given, all students showed a gain on the R-CBM. All students also showed a gain on the MAZE, however on the student journal, all but one student said it was easier to read. The real tell for this piece of data comes at the end when we see how many points the student progressed over time.

R-CBM Scoring:

Benchmark:        116

Approaching:     83 – 115

Falling Far Below: >82

Student Baseline

Probe #4

Probe

#6

Probe

#21

Probe

#25

Probe

#19

3/2/15 3/6/15 3/13/15 3/20/15 3/27/15
A 39 54
B 34 61
C 74 91
D 51 54
E 49 63
F 49 56
G 82 102
H 84 86

Maze Scoring:

Benchmark:        15

Approaching:     9 – 15

Falling Far Below: >9

Student Baseline

Probe #4

Probe

#24

Probe

#18

Probe

#5

Probe

#17

3/2/15 3/6/15 3/13/15 3/20/15 3/27/15
A 9 10
B 11 13
C 13 20
D 14 16
E 13 18
F 14 15
G 11 15
H 11 17

For the Six-Minute Solution, The data is pretty cool!

Student Beginning End Change
A 66 97 31
B 88 98 10
C 118 121 3
D 60 81 21
E 97 119 22
F 87 120 33
G 115 138 23
H 98 121 23

This data shows total words read on Monday and Friday. The change is the increase or decrease between the two. All students had an increase in their reading. Student C only had a gain of three, but that is because the sheet only went to 121. She will be bumped from a 1.5 to a 2.0. All the rest of the students had great progress. For the first week, this is good data for me, it shows growth, and shows that repeated reading increases fluency.

Student Beginning End
A 4 1
B 2 1
C 3 0
D 1 0
E 5 2
F 3 0
G 5 1
H 3 0

This data shows the error count on Monday and then on Friday. It shows the students errors went down over the week, when compared to total words read it shows increased fluency with less errors. This tells me that seeing their errors after they read the students make the corrections going forward.

My Observations were effective for me as well. I watched my students when the read the Six-Minute Solution and when the worked on the Maze. My observations were very different for the two. When the students read for the Six-Minute Solution, they tried to read fast, made errors, but self corrected. The self-corrections are not counted and are not part of the scoring practice. When the students took the MAZE, they read slower, processed the words and reread the sentence after the choices made. The goal going forward is to get them to read, make a choice, and keep reading, but with more speed. My observations also allowed me to hear the students drop endings on the R-CBM, daily reading, and the MAZE. I also seen them add and delete words, all of which did not affect the integrity of the passage. The errors allow me to get a more in-depth look into how they read, and how they process information.

The student journals gave me insight into how the kids feel about how they did and how they are doing in both the testing, and the reading. All the students felt that the Six Minute Solution was helping them read better. This was not only for the R-CBM and MAZE but also in general. The students feel they are better readers. The students also like the scores on the R-CBM and the MAZE. They were all happy that they had an increase in both assessments. The students also all believe they can improve scores by reading more.

So far all of this tells me we are off to a good start. My kids are excited to do it, the data gathering process was fairly easy, and I learned some new things about my kids.

Reflection Week 7

I read a lot of good blogs this weekend; one thing that stuck was the human side of any study. Our subjects are human, and it is important to remember that we need to respect their privacy and the integrity of these studies. With that said, I am ready to go!!!!

I can’t wait for tomorrow, it will be fun, it will be a challenge, and it will be interesting! I have done surveys, and even calculated data, but this is a whole new level for me.

I told my students to get a good night sleep. We are going to hit this hard and fast.

Good luck to everyone starting tomorrow!