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.
Approaching: 83 – 115
Falling Far Below: >82
Approaching: 9 – 15
Falling Far Below: >9
For the Six-Minute Solution, The data is pretty cool!
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.
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.