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









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









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.



  1. rockislandtechie · March 7, 2015

    Your last two sentences say it all: you’re starting off well, kids are excited and motivated, and you’re seeing them differently through this process; pretty awesome! I’m a bit clueless about the two tests, but I understood the last two tables – words read and errors, sounds like students are learning through this process but also seeing tangible results from their efforts can also be motivating for them! Good luck with week 2!


    • jnyboy1131 · March 8, 2015

      Thank you!! This has been a lot of fun for me and the kids. Everyone is excited to do this, and if nothing else, there is more practice for the kids than they would normaly have.


  2. kmlovett · March 9, 2015

    I too find it very insightful in listening to students read. The omissions and miscues really give an insight into what is happening in their brains. It is pretty impressive that the students thought they were becoming better readers because of this new strategy. Do you think they will continue to think this strategy helps them as time passes by?


    • jnyboy1131 · March 15, 2015

      I do, it is a challenge for them, they compare themselves to each other and that kind of competition is healthy.


  3. hmdavis2013 · March 9, 2015

    What a great week! How wonderful to see the improvement. Are the tests on the same reading, or are they different things they read on Monday and then on Friday? Not that it really matters, but I was just curious. – Also, sorry I didn’t get here to comment before you did your reflection.


    • jnyboy1131 · March 15, 2015

      They read the same passage all week, during that time I get to listen to them and help correct errors for a better read the next day. At the end of the week the students are tested on a separate passage.


  4. ahayden2007 · March 9, 2015

    I love numbers, especially in research when they show a positive gain and several of your students showed a huge gain. There are always many aspects to explain why, but for now it is exciting to align it to your intervention. May the excitement, enthusiasm, and positive results continue for week 2.


    • jnyboy1131 · March 15, 2015

      Thank you, I agree about the numbers, they can tell a story all by themselves.


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