GOALS 2000 QUARTERLY REPORT

 

LEA:   Jefferson County  E-58                Project Name: Skills on the Go! 

Project Contact:  David Goff     Date of Report: January 17, 2001

 

Please answer the following questions in as much detail as possible.

You may use attachments.

 

1.      Using specifics, compare your timeline and benchmarks in the grant to what is actually occurring in your project.

 

“Skills on the Go” is almost on schedule in the area of Reading Comprehension. We got a few days behind because of a series of snow days which resulted in early dismissal before the holidays (three days) followed by a late return to school from the holidays (five days).  We have caught up on our testing and the results follow later in this report.

 

Unfortunately, due to delays in receiving materials, we remain behind our projected timeline in the Accelerated Math program.  The STAR programs are in place and are proving to be a great tool for our teachers. We are still unable to obtain the data cable for the card reader for the Accelerated Math program. Without the cable, the program is very unwieldy and not at all user friendly. We have laboriously begun the implementation without the cable, and the pace should increase when we are able to use the card scanner, which is such an important part of the program as designed.

 

In summary, though we are slightly behind schedule in Accelerated Math, we are progressing well and will have no problem meeting the goals and objectives of the project.   

 

                       

2.       What progress have you made toward reaching the objectives and goals that you set in your proposal?

 

The major goal of the project is to increase our TCAP scores in Language Arts and Math, so we are not ready to give an actual report on whether that goal has been accomplished until the end of the project. However, the project is predicated on the assumption that measurable results should take place in the course of the year and should be demonstrable using the STAR assessments. As Accelerated Math has not yet been implemented, we cannot yet assess it’s effectiveness, but we have clearly positive results already from the Reading comprehension portion of the project.

 

STAR Reading reports indicate positive growth in Reading Comprehension for those students who are actively participating in the Accelerated Reader program according to the guidelines set by School Renaissance Institute (New name for Accelerated Reader company). The supposition on which this program functions is that sustained reading in the Zone of Proximal Development (ZPD) will result in improved reading comprehension. This seems to be holding true at Talbott Elementary. The class which has earned the most “points” in Accelerated Reader is Peggy Britt’s 3rd grade class. (See table below.)  In evaluating Mrs. Britt’s STAR Reading scores we find some fascinating results. In the 0.2 rear that has been tested one would logically assume a reading growth of 0.2 growth in grade equivalent reading development. Mrs. Britt’s class showed a growth three times the expected at 0.6 Grade Equivalent growth (GE) and 0.6 Independent Reading Level Growth (IRL). It should be noted that 18 out of 23 students are reading and testing on books that are within a .5 range of their ZPD.

 

The correlation seems to hold that those with higher point values (indicating greater activity in reading and testing) have higher GE and IRL scores, but there is one notable exception. Mrs. McBride’s 4th grade class is 3rd in the school with 400 points, but they have shown NEGATIVE growth with a –0.1 GE and a 0.0 IRL.  Analyzing the results led to the discovery that only one out of 20 students in that close was reading in or near the ZPD. These fourth grade students (with the exception of the one mentioned before) have been reading at the 2.7 level or below, and well below their own ZPD.  I have consulted with Mrs. McBride and her students will be instructed to read within their ZPD range and the results will be evaluated again in a few weeks to see if positive growth is indicated.

 

Class                Grade               AR Pts.            GE                   IRL

 

Britt                  3                      740.0               0.6                   0.6

 

Moates             5                      467.8               0.4                   0.5

 

McBride            4                      400.0               -0.1                  0.0

 

Tyrell                4                      322.3               0.5                   0.3

 

MacLennan            5                      116.4               0.26                 0.1

 

Gill                   3                        79.6               0.28                 -0.2

 

Mohn               2                        64.3               0.2                   0.2

 

Bunch               2                        39.2               0.2                   0.2                  

 

The program has just been implemented to establish baseline data for First Grade. Growth results will follow in succeeding reports.

 

 

 

 

 

 

 

3.  What progress has been made toward the National Goal or Goals as you presented in

     your proposal?

 

As noted above, due to delays in obtaining necessary hardware, the project has been limited in the implementation of Accelerated Math.  Therefore, no math improvement can be justified at this time.  Implementation has begun on a limited basis without the scanner and will be in full swing when the scanner cable allows full integration of the program as designed.

 

The summary report from the STAR Reading Program indicated as a baseline that 58.6% of this year’s third graders, 47.2% of this year’s fourth graders, and 50 % of this year’s fifth graders scored at or below the 49th percentile and were reading below grade level.  Those numbers have changed. STAR now indicates that 55.5% of 1sst graders are below the 49th percentile, as are 50.0% of 2nd graders, 53.5 % of 3rd graders, 56.7% of 4th graders and 48.8 % of 5th graders. This shows a net growth of 5.1% for 3rd graders and 1.2% for 5th graders, and a loss of 9.5% for 4th graders. It also establishes baseline data for grades one and two to be evaluated next quarter.

 

3.                  At this point, how is the Goals 2000 funding positively affecting the education of the children in your county?

 

The Goals 2000 Funding has provided our county with some excellent tools for enhancing the education of our children. Results to date seem to indicate that net improvement in test scores can be obtained as a result of this project.

 

4.                  Describe some great happenings concerning your project.  Please send any articles or documentation to us for our files

 

Last year our all time high score on Accelerated Reader, 206 points, was broken by a third grader with 250.5 points. Already this year our top student has 235.4 and will undoubtedly set a new school record! 

 

Students and teachers are excited about our new programs and are regularly using them. Our Principal and the Test Improvement Committee are hoping to see significant improvements in reading and math skills on this years Terra Nova test.  Most importantly,  our students are motivated and enjoy taking the tests and participating in the learning activities.