Grant Proposal

Reading Fluency

Reading Fluency: The development of an in school curriculum which allows students to increase literacy skills through the use of advanced technology.

Jaclyn Bober & Emily Clarke K361 Assistive Technology Karl Swenson November 13, 2008

1 Reading Fluency

Abstract: The purpose of the reading fluency project is to help students that are struggling in reading. This will include students who have learning disabilities in reading, cognitive disorders as well as non-identified students who may need extra support in reading. The time spent in the program will depend on each individual students needs. This program will provide technology based individual instruction for students. The instruction will benefit students through individualized educational plans and through the use of various programs created to support literacy development. The materials chosen for this program will use interactive computer software, leveled readers, small group reading instruction, and individualized literacy growth plans. The program will use both audio and visual supports and will work to reach the various learning styles of students. Instructors will be able to evaluate the students progress through their interactions with the software, their peers, and the students ability to apply their knowledge to their in class assignments.

Need for the Project: According to National Center of Educational Statistics, in the 2003-2004 school year close to three million students were receiving services for specific learning disabilities. In the 1991-1992 school year there were only one million students less than a decade earlier. As the educational world is changing, so are the needs of the students. As educators, we have come to realize that students are not a part of a class unit, but they represent a unique individual that has their own strengths and challenges. All students have different needs and different developmental rates. After many studies and observations, researchers have noticed the high rate of students who have difficulty reading fluently. In an attempt to use early intervention and prevent students from

2 Reading Fluency falling behind their peers, a program has been created to develop students reading fluency skills through instruction and technology.

Wiggle Works, a program created by Scholastic, Inc has been established to meet the needs of early readers, special education students, English Language Learners, and any student who is struggling in reading (2008). Schultz (2008) states, “Wiggle Works combines today’s best thinking about how children learn to read and write with the power of software to create an innovative model for instruction” (p. 6). The combination of technology and traditional reading strategies is essential to learning in this day and age. In a study about literacy development with the use of technology, it is stated; “Almost every aspect of modern life is affected in some way by technology. Many people utilize technology from dawn to dusk to communicate; make decisions; reflect, gain, synthesize, evaluate or distribute information, among many other functions” (Whitney, 2007). As one can see, by preparing students to read through the means of technology, this program is not only meeting the needs of students reading fluency skills, it is also opening doors to various technological and communication skills.

Aside from building skills in current readers, the purpose and need for this program is to take an early intervention approach. This includes working with students who may be red flagged by staff members as “at-risk” readers. Due to the fragile nature of these students reading, software and literacy programs must carefully be chosen. According to Santoro and Bishop (2006), early intervention and proper program/technology decisions can provide enough additional instruction to allow at-risk students to maintain their appropriate grade level. Using a program like Wiggle Works, the materials are able to target students at all levels, including students who do not use

3 Reading Fluency English as their native language. Wiggle Works scaffolds learning and prepares students for what is next to come in their educational journey (Shultz, 2008).

For schools that have researched and used Wiggle Works, they have found that it has helped student immensely. In a study completed by Ross et al. (2001), students not only became more fluent readers, they also took a step forward in the technology world. Many educational institution are moving towards technology based learning and assessment. The students who participated in this study not only got the literacy benefits, but they also learned to use technological skills to better their reading abilities. The data collected, supported the fact that Wiggle Works contributes to the acquisition of computer skills which are essential to computer based learning (p. 13). The students were willing and able to use technology as a means of learning.

Purpose for the Project: The purpose of this proposal is to develop an early intervention literacy program for challenged readers. This program is designed to respond to the individual needs of the struggling readers in elementary schools. The students that participate in this project are identified and non-identified for reading services.

Impact of the Project: The reading fluency project anticipates that it will increase reading fluency as well as literacy development throughout the time that it is implemented. The project will work with a wide variety of students that range from students that are identified with special needs to student that

4 Reading Fluency are not identified. All students who participate in the program will benefit from the extra support that the project will provide.

When educators see challenges at an early age, they have the opportunity to apply early intervention strategies. As many know, it is much more effective to build positive skills at young age, prior to poor habits being formed. The impact of this program will be to start students on the right track for learning. Less reading difficulties will be anticipated when the students are taught positive reading skills at a young age.

Contribution of the Project: This program will integrate a literacy program into the elementary school setting. It will allow a large group of students to take part in an interactive, guided reading program. The program will use the computer as well as a large variety of books to increase the reading levels of students who may benefit from its extra support.

Description of the Project: The reading fluency project will use the literacy program Wiggle Works produced by Scholastic Inc. This literacy program consists of eighty-four different leveled books, each with six copies. These books also come in audio form on CD-ROMs, two teacher’s guides, eighty-four teaching/lesson plans, as well as two classroom posters. All of these materials will allow this program to work with a large variety of students depending on their levels of reading. It will also allow plenty of materials for students (in and out of school) as well as instructional materials for teachers.

5 Reading Fluency The first step in developing this reading fluency project will consist of getting to know Wiggle Works. The staff that will be working with students will have ample training and time to get to know the materials. This will include using the software, reviewing the lesson plans as well as reviewing the leveled reading books. This may also include time set aside for students to see the materials and teachers to observe their interactions. Once the materials have been reviewed and a general idea of how to use the software has been established the instruction of the reading fluency project may begin.

When selecting students to be a part of this program, staff will be looking for young students that have been “red flagged” for reading, students who have an existing Individualized Education Plan (IEP) and older students who are referred to the program. It should be noted that the student does not have to be identified with special needs to participate in this program This includes students that may have sever reading deficits or students that need a little extra support. In its first year, the program will take on a limited number of students. Once the staff has chosen its participants, they will obtain parental permission as well as host a parent information night.

Once the literacy program begins, each student will be trained in the software and assessed for leveling purposes. Assessment will include running records, group exercises and independent reading observations. When analyzing the data collected, each student will have an individualized plan for reading which will work with their existing IEP (if applicable), and a meeting with the general education teacher, a staff member, and the students guardian will be established. All parties must agree on the goal in order to continue with the program.

6 Reading Fluency As the students work through the activities, they will be assessed and monitored for progress on a consistent basis. If goals and objectives are not being met between assessments, a staff member and general education teacher will sit down to review the current plan and possible changes which will aid the progress towards the overall goal. If a change is proposed, the student’s parent/guardian(s) will be informed. Furthermore, the student’s parent/guardian(s) will receive updated data on their student, as it is collected every other Friday. All monitored progress will be turned into an annual progress report which will be released to the governing school board, in order to prove its achievement.

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Timeline: Development of Program

Aug. Sept.

Introduce Program to Faculty and Staff

X

X

Workshop on Using Material Selection of Students— Initial Assessment

X

X

Oct.

Nov. Dec. Jan.

Feb.

Mar.

April

May

X

Parental Consent and Involvement Implementation of Program

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Students Assessment and Progress Monitor

X

X

X

X

X

X

X

X

X

Annual Yearly Progress Report

Description of Timeline: Emily and Jaclyn will first introduce and provide training in the program for staff members, and all other professionals who will directly or indirectly be involved with the program. This will involve sessions in why the program has been created, criteria to refer and select students, how the program will work, and how it will benefit students. Following the workshop for staff, the initial selections of students will happen. Staff members will have the opportunity to refer specific students, students who have reading difficulties documented in their IEP’ s will be reviewed, as well as students who have been red flagged by a staff members. Once the students are selected, a parent/guardian night will be held and consent will be obtained.

X

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Once students have parental or guardian consent, they are then able to partake in the project. During this time they will be given an educational growth plan for reading, and they will be placed in reading levels. The students will be assessed every other Friday, and all progress will be tracked by the staff members working with the student. Parent/guardian(s) will receive progress reports and at the end of the year all of the student’s data will be put into one report to show the annual progress.

Quality of Personnel:

Jaclyn Bober, one of the founders of this project, is a graduate of the Indiana University School of Education. Specifically, she is a graduate of the Teaching All Learners (TAL) program, which is a duel program for elementary special education and elementary education teachers. From Jaclyn’s resume, one can see that she has had experience in high needs classrooms, both in the rural, suburban and urban settings. This has included various types of learning styles, socioeconomic classes, age groups, and types of instructional settings. She has brought an open mind, up to date methodology and a dedication to all learners and this project.

Emily Clarke, the co-founder of this project is also a graduate from the Teaching All Learners (TAL) program at Indiana University. She believes that working with children who have exceptional needs is a priority in education. She has extensive experience in creating academic lessons as well as adaptive programs for children. She is a significant contributor to local organizations like Habitat for Humanity which reflects her dedication and love for helping

9 Reading Fluency people and ability to organize groups of people. She is committed to this project and working collaboratively with all other participants in order to benefit the most students possible.

Monitoring Achievement of Objectives: Due to the fact that this program will be in its first year, there is a need for constant monitoring of student progress. With that said, all of the student involved will be formally or informally assessed every other Friday, or bi weekly. This information will be taken into consideration when reviewing student’s goals and objectives as well as the progress of the program as a whole. Parents will then receive the information collected and are encouraged to ask questions and participate in this process. Administration, staff, and parents have the right to ask for more comprehensive progress reports if needed at any time.

10 Reading Fluency Budget: Expense Dell Computers T3400 375W (2@ $962.00 each) Shipping and Handling (2 @ $75.00 each) Wiggle Works (1 @ $2,550.00 each) Shipping and Handling (1 @ $229.50) Student Workstation (2 @ $55.09 each) Project Grand Total Grant Allotment

Total $1,924.00 $ 150.00 $ 2,550.00 $229.50 $110.18 $4,963.68 $ 5,000.00

Budget Justification: The two largest expenses for this project are computers for the software portion of the program, and the materials to run the program. The computers are standard Dell workstations which two desks have been purchased for. Each desk will have a computer on it, and will give individual students and small groups of student’s ample room to work on the computer. As stated previously, the Wiggle Works package comes with eighty-four books, each with six copies. Along with the paperback books, there are audio copies of the books and software programs to run on the computers. As the program continues to grow, there are enough books and resources to service enough students for two full classes. Furthermore, extended packages of books at specific grade levels are available for purchase from Scholastic Inc. if needed in the future.

11 Reading Fluency Summary/Conclusion: •

This is a program which is meant for all struggling readers, identified for special needs and non-identified.

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Helps to aid in early intervention.

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Program has room to grow over time.

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Parents, staff, and students are all involved.

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Student progress is monitored constantly, charted and evaluated.

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Program produces a yearly progress report for all to see (individual student names confidential).

12 Reading Fluency References:

Bishop, M., & Santoro, L. (2006). Evaluating Beginning Reading Software for At-Risk Learners. Psychology in the Schools, 43(1), 57-70. (ERIC Document Reproduction Service No. EJ761859) Retrieved from ERIC database.

Ross, J., Hogaboam-Gray, A., & Hannay, L. (2001). Collateral Benefits of an Interactive Literacy Program for Grade 1 and 2 Students. Journal of Research on Computing in Education, 33(3), 219-34. (ERIC Document Reproduction Service No. EJ635436) Retrieved from ERIC database.

Shultz, Lynn (2008). Research foundation & evidence of effectiveness for Wiggle Works. Effectiveness Report, 155561, Retrieved November 17, 2008, from http://teacher.scholastic.com/products/wiggleworks/pdfs/WWValid.Study.pdf

US Department of Education, (2008). Fast facts. Retrieved November 18, 2008, from National Center for Educational Statistics Web site: http://nces.ed.gov/fastfacts/display.asp?id=64

Whitney, J. (2007). The Use of Technology in Literacy Instruction: Implications for Teaching Students from Low Socioeconomic Backgrounds. HBSK 4072, Section 3, Fall 2007. Online Submission, (ERIC Document Reproduction Service No. ED498986) Retrieved from ERIC database.

Jaclyn M. Bober

13 Reading Fluency 2708 E. 10th St. Apt 19, Bloomington, IN 47408, 630-862-6773, [email protected] Objective To obtain a challenging position working with students who have various special needs. Education Indiana University, School of Education, Bloomington, Indiana Bachelors of Science in Education, Cumulative GPA 3.83/4.00 Major GPA 4.00/4.00 Credentials Initial Practitioner in Mild Interventions Primary, Mild Interventions Intermediate,

Expected Licensure: June 2009

Elementary Primary, Elementary Intermediate Teaching Experience South Elementary School, Martinsville, Indiana

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Instructed students with Cognitive Disabilities in reading and mathematics Implemented alternative means of instruction for students with Autism

Observed the execution of special education laws in the classroom Brookside Elementary School, Indianapolis, Indiana

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September 2008December 2008

January 2008May 2008

Facilitated small group reading instruction Taught a social studies unit to thirty fifth graders Utilized classroom management skills Collected and interpreted data for a Curriculum Based Assessment (CBA) Binford/Rogers Elementary School, Bloomington, Indiana

September 2007December 2007

Designed hands-on math and science units for a multiage first and second grade class Participated in co-teaching a science unit on matter Guided students through a new math curriculum St. Charles Day School, Bloomington, Indiana

September 2006December 2006

Worked with pre-school students on adaptive life skills Observed structure of parochial school

Work Experience Indiana University School of Education Library, Bloomington, Indiana

August 2006-Present

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Assist members of the community, students and faculty with finding appropriate education materials

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Developed and taught lessons in swimming and water safety for children with Autism

Cooperating with employees from all satellite libraries in the Indiana University Library system City of Bloomington Parks and Recreation, Bloomington, Indiana May 2008August 2008 Supervised large groups of children in open water Certified lifeguard with American Red Cross CRP, First Aid, AED and Bloodborne Pathogen training

14 Reading Fluency Activities & Honors Deans Advisory Council

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April 2007- Present

Serve as a student voice for the Dean of the School of Education Plan and organize community volunteer events and student-centered events

Represented the undergraduate school of education on the Committee on Teaching Alpha Xi Delta Women’s Fraternity

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March 2006-Present

Elected as the Academic Achievement Chair, creating tutoring and scholarship programs.

Chaired and planned for the 2007 formal recruitment process Indiana State Teachers Association

September 2008-Present

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Participate in professional development conferences for teachers Volunteer Work

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August 2005-Present

Volunteered in multiple elementary schools, the Boy’s and Girls Club, First Friends and other organizations