Case Study Students pass benchmark tests to graduate after Actively Learn intervention by Donna Brown, Curriculum and Instructional Coach Clear Creek ISD September 15, 2015

50% of struggling readers change from failing to passing state exam after one month of Actively Learn Case written by Donna Brown, Curriculum and Instructional Coach Clear Creek ISD September 15, 2015

Summary CHALLENGE 35 students would not be able to start high school without passing the STAAR reading test

INTERVENTION The students of Actively Learn for one month

THE RESULTS 17 of the 35 struggling students who used Actively Learn passed the state test after the intervention.

THE FUTURE Actively Learn is being rolled out for all students across ELA, Social Studies, Science, and Special Ed.

The State Testing Parameters Each year, students in Texas must pass the STAAR (State of Texas Assessment of Academic Readiness) Test in 8th grade to be promoted to 9th grade. Students that fail after the first administration in March are required to have intervention classes to prepare them for the second administration that takes place in May.

The Challenge: will 35 students graduate to high school? A large majority (about 88%) of the students at Creekside Intermediate (CIS), passed the STAAR test in March. For the students that had failed, difficulty with reading did not just appear on this one test. They are usually reluctant readers that have had many tutorials and interventions during their school career. The results arrived in mid-April and the rush to put interventions in place began. At CIS, 35 students (12% of 8th graders) had failed. These students had four weeks to prepare for the second administration of the test. At stake was the ability to graduate to 9th grade and begin their high school careers.

The Intervention: Actively Learn

At CIS, the team wanted to take a different approach from what they had done in the past: using “test like” materials to teach students reading strategies and fluency. The team started looking for a new way to engage the students in reading. Page 1 of 2

The team interviewed students on their perception of the STAAR test and reading. Unsurprisingly, students hated the “Test Prep” and were not reading books. They checked out books from the library but never finished them because as low level readers, they got lost in the text. The students did express when teachers used technology they were more willing to complete their work. The Learning Tech Coach suggested taking a look at digital reading solutions. The team decided that Actively Learn would meet the goals for instruction as well as facilitate the missing engagement piece for struggling readers. In Actively Learn, students picked the texts they wished to read. The teachers wrote questions, notes, and added links, supporting a close reading approach that aligned to the STAAR tests. For one class period, the students read independently and the next period they read in small groups with five other students in a shared text, with direct instruction on testing strategies.

The Results: 50% of failing students pass with Actively Learn On the May retest, 17 more students passed (50% of the re-takers). The students also demonstrated different behaviors. They were finding it easier to read by having the notes and questions to help guide their thinking. Students also authentically discussed texts and tried to read stories such as “The Tell-Tale Heart” or “The Most Dangerous Game.” The football draft and the Baltimore riots were in the national news. Students read articles, answered questions, and shared their thinking on these events. Reading became not something done for a test but a way to enrich their lives; they read with a purpose.

“ The students also demonstrated different behaviors.

They were finding it easier to read by having the notes and questions to help guide their thinking… Reading became not something done for a test but a way to enrich their lives; they read with a purpose.

”

The Future: expanding Actively Learn to every student As a result of the success with Actively Learn, teachers started using it in their regular classrooms in May. Word began to spread. This year, during the second week of school, students were issued their technology device. Within 15 minutes of a new class period, one teacher created her class in Actively Learn, (“Universal Spy Readers”) students created profiles, selected a book, and began to read. They were excited and engaged in learning. ELA teachers are looking forward to using Actively Learn to support genre-based units and higher engagement. Science teachers will share articles of research to support lab experiences. Social Studies teachers will use it to examine primary sources that can be difficult. Special Ed is using Actively Learn to help make students part of a more inclusive classroom environment. Teachers are looking forward to using Actively Learn to build stronger readers and thinkers.



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