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

Reading Action Research TeamReading Action Research Team

Plan

Do

Study

Act

John F. Kennedy High School

Cedar Rapids, Iowa

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

AssessCurrentSituation

AnalyzeCauses

TestImprovementTheory

StudyResults

StandardizeImprovement

PlanContinualImprovement

PlanPlan

Do

Study

Act

DefineSystem

PDSA Cycle –

Plan

Do

Study

Act

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.

DefineSystem

Define the System – Data Gathering Plan

DefineSystem

• 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

AnalyzeCauses


StudyResults



PlanPlan

Do

Study

Act

DefineSystem


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


2003 / 2004 40th Percentile & Below - Reading2003 / 2004 40th Percentile & Below - Reading

Grade 2003 2004

9th No. of Students 100 94% of Enrolled 20% 21%




Total 339 309

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



StudyResults



PlanPlan

Do

Study

Act

DefineSystem


AnalyzeCauses

Analyze CausesCause & 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

AnalyzeCauses

Analyze CausesResearch-based ideas on how to change instruction to bring about better learning results

• 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

AnalyzeCauses

StudyResults



Plan

DoDo

Study

Act

DefineSystem


AnalyzeCauses

TestImprovement

Theory

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

TestImprovement

Theory


Implementation NotesThrough 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

TestImprovement

Theory


Implementation NotesThis 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.

TestImprovement

Theory



Plan

Do

StudyStudy

Act

DefineSystem


AnalyzeCauses


StudyResults

Study the Results

• The following slides contain four graphs illustrating the results of the 2005 ITED tests.

StudyResults

2005 Rankings for Reading2005 Rankings for Reading

Grade / Number of Students

Number / % Below 40th

Number /% 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%

Reading Results 20052004Grade# Non-

Proficient

2005Score

Improved

2005Score

Lowered

NoTest

Results

2005New to40% or

RemainedOnList

2005 NewTotal of 40% or

8th90

51 23 16 45 51(28)

96

9th93

58 15 20 33 35(20)

68

10th88

50 12 26 16 25(13)

41

11th

5730 14 13 43 34

(20)77

328 189 64 75 137 145(81)

282

11th Grade Reading Comprehension

9.1

90.9

23.5

76.5

5.9

94.1

35.4

64.6

4.7

95.3

0

10

20

30

40

50

60

70

80

90

100

All (451) F/R (81) Non F/R (370) IEP (65) Non IEP (386)

% Non-proficient % Proficient

11th Grade Reading Comprehension

9.1

90.9

23.1

76.9

0

100

8.4

91.6

0

10

20

30

40

50

60

70

80

90

100

Asian (11) Black (26) Hisp. (9) White (405)

% Non-proficient % Proficient

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.

StudyResults

PlanContinual

Improvement

Plan

Do

Study

ActAct

DefineSystem


AnalyzeCauses


StudyResults


Standardize Improvement

• Have not reached this portion of the improvement cycle


Plan

Do

Study

ActAct

DefineSystem


AnalyzeCauses


StudyResults


PlanContinual

Improvement

Plan ContinualImprovement

• Have not reached this portion of the improvement cycle

PlanContinual

Improvement

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

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