Student+Samples

__Student Samples & Reflections__
 * Here is an example of my origional timed PowerPoint with random phrases. [[file:Phrases 1.pptx]]
 * This ended up being the template for my modified project. I didn't like the random phrases because the students could not flow smoothly from slide to slide. I thought that it would be more meaningful to use passages that we were using for fluency.
 * Here is an example of the data form for one week of the origional timed PowerPoint with random phrases.[[file:Running Records.xlsx]]
 * Here is an exapmle of a completed data form for one week of the origional timed PowerPoint with random phrases. [[file:Running Records Complete Example.xlsx]]


 * Here is an example of my fluency passages put into timed PowerPoint slides. [[file:R - A New Life.pptx]] "R" is the reading level in my card index. "A New Life" is the story title. The students read their fluency passages the first day of the week, and worked with the passage in a phrased PowerPoint that increased speed each day for 3 days. Then they did a final reading of their fluency passages. You will see their results below.
 * Here is an example of how I kept data for each fluency passage and phrases reading. [[file:R - A New Life.xlsx]] This was a great way for me to keep records because each phrase was typed in, and I could just make notes in the boxes under the correct reading number. You could do this in any number of ways, but this worked best for me!
 * Here is an example of a completed data sheet for the fluency passage, "A New Life", read by student #7. [[file:R - A New Life Completed.xlsx]]
 * As you can see, she has significantly improved from her first reading to her last reading. A question would be: Is the increase because of the technology integration or because of the phrasing strategy that was used.


 * Each round of the project, the students read a passage, did the three reading of the phrasing PowerPoint, and did a final fluency reading of the same passage. Below are the results of increases before and during the project. As you can see, there is significantly greater amount of increase during the project than there was before the project!
 * Student # 7:
 * Before the project:
 * Week starting January 3rd: 1st Reading = 106 and 2nd Reading = 121; Difference = 15
 * Week starting January 12th: 1st Reading = 135 and 2nd Reading = 135; Difference = 0
 * Week starting January 19th: 1st Reading = 109 and 2nd Reading = 125; Difference = 16
 * During the project:
 * Week starting January 25th: 1st Reading = 87 and 2nd Reading = 138; Difference = 51
 * Week starting January 31st: 1st Reading = 136 and 2nd Reading = 167; Difference = 31
 * Week starting February 14th: 1st Reading = 121 and 2nd Reading = 153; Difference = 32
 * Week starting February 22nd: 1st Reading = 104 and 2nd Reading = 138; Difference = 34
 * Week starting March 7th: 1st Reading = 125 and 2nd Reading = 158; Difference = 33
 * Student # 6:
 * Before the project:
 * Week starting January 3rd: 1st Reading = 140 and 2nd Reading = 152; Difference = 12
 * Week starting January 12th: 1st Reading = 153 and 2nd Reading = 154; Difference = 1
 * Week starting January 19th: 1st Reading = 134 and 2nd Reading = 141; Difference = 7
 * During the project:
 * Week starting January 25th: 1st Reading = 135 and 2nd Reading = 152; Difference = 17
 * Week starting January 31st: 1st Reading = 124 and 2nd Reading = 158; Difference = 34
 * Week starting February 14th: 1st Reading = 126 and 2nd Reading = 145; Difference = 19
 * Week starting February 22nd: 1st Reading = 111 and 2nd Reading = 131; Difference = 20
 * Week starting March 7th: 1st Reading = 134 and 2nd Reading = 160; Difference = 26
 * Student # 10:
 * Before the project:
 * Week starting January 3rd: 1st Reading = 134 and 2nd Reading = 144; Difference = 10
 * Week starting January 12th: 1st Reading = 148 and 2nd Reading = 151; Difference = 3
 * Week starting January 19th: 1st Reading = 154 and 2nd Reading = 159; Difference = 5
 * During the project:
 * Week starting January 25th: 1st Reading = 158 and 2nd Reading = 184; Difference = 26
 * Week starting January 31st: 1st Reading = 120 and 2nd Reading = 173; Difference = 53
 * Week starting February 14th: 1st Reading = 119 and 2nd Reading = 159; Difference = 40
 * Week starting February 22nd: 1st Reading = 120 and 2nd Reading = 161; Difference = 41
 * Week starting March 7th: 1st Reading = 133 and 2nd Reading = 167; Difference = 34
 * Student # 11:
 * Before the project:
 * Week starting January 3rd: 1st Reading = 110 and 2nd Reading = 127; Difference = 17
 * Week starting January 12th: 1st Reading = 114 and 2nd Reading = 122; Difference = 8
 * Week starting January 19th: 1st Reading = 132 and 2nd Reading = 143; Difference = 11
 * During the project:
 * Week starting January 25th: 1st Reading = 93 and 2nd Reading = 133; Difference = 40
 * Week starting January 31st: 1st Reading = 97 and 2nd Reading = 132; Difference = 35
 * Week starting February 14th: 1st Reading = 86 and 2nd Reading = 122; Difference = 36
 * Week starting February 22nd: 1st Reading = 86 and 2nd Reading = 128; Difference = 42
 * Week starting March 7th: 1st Reading = 111 and 2nd Reading = 145; Difference = 34
 * Student # 99:
 * Before the project:
 * Week starting January 3rd: 1st Reading = 110 and 2nd Reading = 130; Difference = 20
 * Week starting January 12th: 1st Reading = 157 and 2nd Reading = 159; Difference = 2
 * Week starting January 19th: 1st Reading = 131 and 2nd Reading = 142; Difference = 11
 * During the project:
 * Week starting January 25th: 1st Reading = 133 and 2nd Reading = 169; Difference = 36
 * Week starting January 31st: 1st Reading = 135 and 2nd Reading = 170; Difference = 35
 * Week starting February 14th: 1st Reading = 120 and 2nd Reading = 151; Difference = 31
 * Week starting February 22nd: 1st Reading = 129 and 2nd Reading = 180; Difference = 51
 * Week starting March 7th: 1st Reading = 148 and 2nd Reading = 193; Difference = 45

> > > > >
 * Each week, I gave an assessment to see how the students were improving in overall fluency. Below are the results for each of the students. I am not sure that my project had a dramatic effect on overall fluency. I think this could be because it became a more cumbersome activity than I had planned, so the students didn't get enough time on the PowerPoints on a regular basis. Only one of the students fell below the desired fluency rate, and she was moved into an intensive group for futher interventions. She had been in an intensive group prior to January and was moved out because we felt she might be able to maintain her level; however, that turned out to not be the case.
 * __**Student # 7 DIBELS Data**__
 * **__Student # 6 DIBELS Data__**
 * **__Student # 10 DIBELS Data__**
 * **__Student # 11 DIBELS Data__**
 * **__Student # 99 DIBELS Data__**