Stories Behind Reading Data

Congratulations, teachers!  School is finally over, or almost over anyway.

I collected reading data but I wasn't quite sure how effective Read Live (Read Naturally) has been on the students' growth due to some initial problems.  1) There were only 10 seats available in my classroom whereas  more than 10 students with immediate or somewhat concerned in reading.  2) There were only 6 computers in the classroom that can be used at a time.  A total of 14 students have experienced Read Live throughout a year or partial time period.  My mentor mentioned, "Students' progress can be seen if they practice more than 3 times throughout a year."

So I narrowed down five students:

1. the fall MAP reading sore range from 150 to 180.  These are the ones who did Read Live at least 3 times in a week throughout a year.  
2. Their oral reading fluency range was from 25 to 92 in September DIBELS.   
3. STAR test (Renaissance Learning) identified their grade level equivalency from 0.7 (below first grade) to 2.6 (second grade sixth month).  

	MAP Growth (RIT)	DIBELS Growth (wpm)	STAR Growth (GE)
Student 1	4	4	0.2
Student 2	12	31	1.4
Student 3	29	12	0.9
Student 4	8	10	0.7
Student 5	10	-14	0.7

                     Average Growth                  10.6                           8.6                               0.76

Then, I compared with 9 students who practiced shorter time periods than previous group.

                     Average Growth                  4.3                             9.6                               0.75

As you can see, there is no significance between two groups in DIBELS and STAR, however, MAP average growth (10.6 v.s. 4.3) is outstanding in the first group (Year Round Read Live group).  Consistent use of Read Live appeared to be successful!

Also, I noticed that RIT growth seems like corresponding with STAR growth.  For instance, Student 3's MAP growth is 29 and Grade Level Equivalency leaped to 0.9 (A whole one grade level).    As another example, take a look at Student 1. MAP growth is 4 and GE growth is only 2 month worth.  Student 1's oral reading fluency could've been way more than four words in a minute, if he had more opportunities and with an adult listened to him out side of school day.  Although there are many factors that contributed these students' growth, it was evident the family support and communication made a huge difference between two students. Data urges to build the stronger home school connection that invite more family involvement for struggling readers in addition to teachers' best practices.

In closing, I determine to use the screening tools to set up individual goals and plans.  With consistent monitoring and intervention tools for tier 2 and tier 3, I can expect reasonable and reachable growth.  I would like to promote "The Power of Reading" to all families and the community members by sharing good fit books, book talks, book report, theater, discussion, etc in regular bases.  There should be more people, more time, more conversations, more opportunities so that children will be empowered.  They will feel they are cared for.  They will, at a certain point, ultimately comprehend reasons why and how reading enriches their lives.   Data told me stories like that.  Have a great summer, everyone!