Assessing Engagement: A Follow-Up to “Increasing Engagement”

In the midst of our Blogstitute I am going to take a moment to quickly check in with Matt Renwick, an elementary school principal in Wisconsin who first posted on the Stenhouse blog in January about his school’s efforts to revamp its reading intervention program. “Readers are created over time and do not adhere to deadlines. Where learners are heading is as important as where they have been,” Matt concludes.

Summer has arrived: Lockers have been cleared out, desks are empty, and report cards were sent home. While another school year comes to a close, ten reluctant readers are only continuing their learning.

Last fall, my school revamped our after school reading intervention program. Illustrated in our previous post, my staff and I designed a book club based on the tenets of Peter Johnston’s reflections from last summer, Reducing Instruction, Increasing Engagement. We transitioned from a computer-based reading program to an intervention that relied more on students’ interests than on their Lexiles.

Everything started strong. Kids came to book club eager to check out the new titles, selected just for them. The majority of the time was allocated to allowing students to read books, to talk about books, and to share what they read. The facilitator’s job was simply to spark their interest and gently guide.

For a while we had them – They were reading! However, interest gradually dissipated. Some students got off task. Others stopped showing up regularly. The perception was that this “book club” was just an extension of the school day. We had to rethink our approach.

We knew students were engaged by technology. But would purchasing tablets to promote reading provide too much of a distraction? We found our middle ground and purchased ten simple eReaders. These devices were unable to house games and other forms of digital media. Just books. While we waited for the eReaders to show up, students came down to my office in groups of twos and threes to request their favorite titles and authors. Once students had signed a contract and the books were loaded on the devices. we sent them on their way to read.

We quickly realized the benefits of offering eReaders to students:

  • They were more willing to pick books they could decode and understand. On one occasion, a 4th grade boy rattled off some grade level titles, then looked around and whispered, “Could I also get some Flat Stanley chapter books?” I replied, “Sure” without missing a beat. Unless his books could be hidden within an eReader, it was unlikely he would have been caught by his peers reading Flat Stanley and related titles.
  • The technology itself seemed to engage the students. I have never, as a teacher or as a principal, had students seek me out (repeatedly) to see if their new books were available and ready to read. Having kids peek their heads out of classrooms when they heard me walking the hall to ask when their books would be downloaded was a visible example of their engagement with reading.
  • The buy in from parents was impressive. One parent made a special trip to school to pick up her son’s eReader. A father, whose son was home sick on the last day and came to pick up his report card, made a point to share with me that “he has been reading on that thing every day”.

When we looked at our year-end assessments, the results were a mixed bag. Analyzing computer-based screener scores, on average our ten students’ overall literacy skills stayed the same. However, looking at district-developed assessments, the majority of the students (70%) met their grade level benchmark, and the other three students were very close. In addition, their average fluency rate increased by 27% (92 Words Correct Per Minute (WCPM) in the fall; 117 WCPM in the spring).

Beyond this promising quantitative data, did our students develop an affection toward reading? Do they better value the impact a narrative can have on a person’s life? We attempted to measure engagement with a survey given to the students themselves. They were asked specific questions about their reading dispositions and habits; you can view the results here. Here are the most revealing conclusions:

  • Students in book club read a lot more now than they did before joining book club.
  • The eReaders encouraged the students to read more.
  • Students understood what they read, whether in print or digital text format.
  • They often reread their favorite books.

These statements read like they belong in a resource titled “The Seven Habits of Highly Engaged Readers”. We hope these practices continue, as we sent them home with both print and digital texts to peruse over the summer months.

My teachers often state that teaching reading is not like baking a cake. Students aren’t “done” after a certain amount of time and attention. Maybe we should compare educators to gardeners instead of bakers; they plant the seeds for literacy engagement, to grow and eventually blossom. Readers are created over time and do not adhere to deadlines. Where learners are heading is as important as where they have been.

Special thanks to Heddi Craft and Lauren Kelley Parren for their feedback on this post.

 

 

 

1 comment July 9th, 2013

Increasing engagement: A school revamps its reading invervention program

We’d like to think that it happens we just don’t hear about it — a Stenhouse blog post planting a seed in a teacher or principal’s head. Matt Renwick is an elementary principal in Wisconsin and he shared with us how he re-thought his school’s reading intervention program after reading a blog post by Peter Johnston. Matt will be back in a few months to share the results of the new program.

Increasing engagement

For a while it was popular in educational circles to talk about “time on task”. In some circles it still is. But, as many have noted, children are always on task; the important question is, what is the task?

– Peter Johnston, Knowing Literacy

My school faced a dilemma last spring: The grant for our after school reading intervention had run out. The loss of funding would also affect our A.M. and P.M. study centers. Many of our students and families utilized these services to get extra academic support and to provide supervision for children whose parents worked early or late. We had a captive audience in those who attended, but no resources left with which to captivate them, or so I initially thought.

As I prepared our final report for the grant, I noticed a pattern. Students who attended the structured, computer-based reading intervention after school did not make gains when compared to their peers. However, students who attended the morning and after school study centers, with minimal educator support, showed more growth than their school peers. It was a small sample size, but results nonetheless.

 

Around the same time, I came across Peter Johnston’s post “Reducing Instruction, Increasing Engagement” on the Stenhouse blog. In it he describes a study he conducted with Gay Ivey in a secondary classroom. Students were given edgy fiction and few expectations, other than to read the books and discuss them with classmates. They took control of their learning, selecting texts based on their interests and communicating with each other about what they read. Subsequently, their tests scores went up and their social and emotional well being improved.

This post was the proverbial manna from heaven. Along with Richard Allington’s suggestion in Schools That Work for the principal to help facilitate the morning center, we had a possible answer to our problem. Some of our Title I funds were allocated to support two staff members two times a week to facilitate the after school book club for 4th and 5th graders. At the same time, I shifted the schedule of an English Language Learner aide so she would come in an hour earlier to catch the students in the morning. Even though all of this programming was to be hosted in the school library, we did purchase some high interest texts from a local book store. Total cost for this year-long program: Approximately $3000.

So how have we reduced instruction and increased engagement?

A greater variety of literacy resources are available. For example, students can listen to books on tape, practice their letters and writing using art supplies, and select any text they find interesting.

In both the morning study center and after school book club, we strive to provide choice in books. Some guidance is provided by staff when they appear to have a tough time finding their next read. However, for the most part we stay out of the way.

We have created an inviting, cozy environment to allow kids to chat with each other while reading their books. Whistle chairs, foam shaped like an upside down whistle and covered with a leather case, are an example of a purchase we made to help create this climate. Educators need to give kids permission to read, both with our words and our actions. By doing this, we let them know that it is okay to just sit around and enjoy a book while at school.

As well, they like writing book reviews on bookmark cards. They are propped on the front of the respective book and displayed on a designated table for others to check out. These students are now seen as readers and writers by their classmates. At this age, peers’ perceptions are students’ realities.

One hiccup we have noticed is the inconsistent attendance of a few of our 4th and 5th graders after school. To address this, the staff and I have discussed ways to leverage technology to increase engagement. One idea is allowing students to connect on Edmodo.  It is a safe social media tool for schools to share and discuss their learning. This would allow students to write their thoughts and questions about what they are reading for a broader audience, as well as read what others have posted.

At a fraction of the previous year’s costs, we have developed a literacy intervention that engages students and has the potential to increase students’ reading abilities at a faster rate than prescribed programming. At the same time, departing from past practices is a scary proposition for us as educators. It means giving up the spotlight and allowing student learning to take center stage. Teachers and principals, myself included, sometimes think we can control student outcomes. This naturally leads us into trying to control the learning at times. Yet it is an open and curious mind that learns best. We can facilitate this mindset by increasing engagement in students through thoughtful instruction and sharing our enthusiasm for reading.  And isn’t engagement the reason we read and learn anyway?

10 comments January 22nd, 2013


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