Reading Buddies Program Evaluation

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Reading Buddies Program Evaluation

Conducted by

Alyssa Rose

For

Edtech 505- Dr. Thompson

Summer Session

Summary

Clarkston Community Schools has participated in Academic Service Learning projects for the last 8 years. It is a federally funded program that connects students and teachers with the community through projects that emphasize citizenship and serving, while at the same time correlating with curriculum. This year, one of the 51 projects developed was called “Reading Buddies”. It was a project in which 7th graders taught reading and writing strategies to 3rd graders.

The evaluation of the program was necessary for the District Coordinator, Sue Wilson, so that the board of education at Clarkston Community Schools could continue to be informed of the benefits of the project. Mrs. Wilson also had to submit a cumulative report of all 51 projects to the state, in which this evaluation will be referenced.

The evaluation used data already collected through surveys and reflection logs that were obtained before, during and after the project concluded. The project lasted 6 weeks during the school year, beginning in November and lasting through until winter break in December. During the project, administrators stayed actively involved by observing the interactions. The teachers were also observing in the classrooms. Parents were then asked to give their observations of behavior outside of the classroom.

The evaluation lasted a total of 12 weeks. Six weeks were needed to collect the data from the actual project itself. The remaining six weeks were used to analyze the data that was collected and make final recommendations for the program. The goal of the evaluation was to answer the following questions set forth by the overall goals of the ASL Program:

*Did the Reading Buddies Project effectively connect students with others in the community?

*Did the Reading Buddies Project effectively teach students about citizenship?

*Did the Reading Buddies Project effectively promote positive relationship between the schools and the community?

Description of the Program

Clarkston Community Schools’ Academic Service Learning is a program that is designed to connect teachers and students with the community through service projects that directly relate to curriculum. This past year, CCS teachers and students developed 51 different Academic Service Learning Projects. One of these projects was called The Reading Buddies program. In this particular project, middle schools students were partnered with 3rd graders in order to help teach Reading and Writing Strategies. Its goals were to connect middle school students with the community through hands on service projects; instill positive citizenship values in all students through working with the community; and to create a positive connection between the schools and the community with the project. Academic Service Learning is funded by federal grant money and therefore must show proof of growth and development. The Deputy Superintendent and the CCS Board of Education also requires a yearly report from the District ASL Coordinator, Sue Wilson.

The Reading Buddies project began with an introduction of the importance of service learning and how they could be better citizens through a mentoring program with an elementary school in the community. Middle school students reviewed and learned basic reading and writing strategies that focused on nonfiction. They were given ample time to practice those strategies in class. The teacher modeled those strategies with another student, then gave students time to practice with their peers. They then made bookmarks that highlighted those strategies. They were also given time to practice explaining the strategies to their peers. The middle schoolers were then partnered with 3rd grade students to teach them those strategies and give them their bookmarks. The middle school students read nonfiction articles and the 3rd graders asked them comprehension questions and then they switched roles. As they continued reading, they also practiced other reading comprehension strategies. At the end of the reading, the middle schoolers taught the 3rd graders the writing strategies. The students practiced writing out summaries and answering other important questions brought up from the text.

The program lasted 6 weeks and began in November and lasted until mid-December, when school let out for winter vacation. The middle schoolers and their 3rd grade partners met twice a week to continue working on those strategies. As they progressed, they read longer texts and the middle schoolers were taught to give more autonomy among the 3rd graders, so that they were able to understand and effectively utilize the strategies on their own. The participants included two seventh grade classrooms with 32 students each, four third grade classrooms with 16 students each, four third grade teachers, two seventh grade teachers, and two administrators. The middle school and the elementary school are within walking distance, so no transportation was needed. The middle schoolers walked to the elementary and stayed for one entire class period: 50 minutes.

The objectives for the evaluation of this program were as follows:

* To determine if the program effectively connected students with the community through the Reading Buddies service project.

* To determine if the Reading Buddies program effectively helped students learn citizenship values.

* To determine if the Reading Buddies program effectively promoted a positive relationship between the schools and the community.

Evaluation Method

Participants

The participants included: two seventh grade classrooms with 32 students each, four third grade classrooms with 16 students each, four third grade teachers, two seventh grade teachers, and two administrators. 15 parents of 7th grade students and 10 parents of 3rd grade students were also asked to fill out evaluation materials. One of the administrators was the Sashabaw Middle School Principal, Mr. Bidlack, while the other administrator was North Sashabaw Elementary School Principal, Mrs. Kline.

The 7th grade students had a 4:1 Boy to Girl ratio in the population, whereas the 3rd graders had a 5:3 Girl to Boy ratio.

Procedures

Before the middle schoolers and third graders learned about the Reading and Writing Strategies, they were asked to fill out a pre-project survey that covered citizenship skills, connecting with the community, and connecting with others. (See Appendices A, B) As the program continued, students, teachers and administrators were asked to keep a Reflection Log (See Appendices C,D,E), detailing their experiences during the project as it pertained to citizenship, connecting with the community as well as connecting with others. Parents were also asked to write a Reflective Summary (See Appendix F) at the end of the project, highlighting any changes in their student’s behavior during the course of the 6 weeks. At the end of the project, all students were given a post-project survey (See Appendices A, B) that covered citizenship and connecting with others and the community.

Data Sources

The survey that was given to students pre-project and post-project were Likert Scales. Students were given a range of 5 responses such as: Strongly Agree, Agree, Somewhat Agree, Disagree and Strongly Disagree. The Reflection Log that teachers and administrators kept were narrative responses of their experiences with the project as it pertained to citizenship values exhibited by students, their interactions with other students, teachers, administrators, student initial and final responses to the project, and parent and media responses. The Reflection Log kept by the students were also narrative responses of their experiences in the project as it pertained to their feelings about the Reading Buddies project, implications for further participation in projects, why a project like this could be important and what, if anything they learned about themselves through the project. The Reflective Summary that parents composed was a narrative detailing any changes in their student’s behavior during the course of the 6-week project.

Results

Results Continued

7th Grade Reflection Logs:

The most common responses to what students learned included: how to share, caring about someone other than myself, listening to others, treating others with respect, taking pride in my work, solving problems at a moment’s notice. The most common responses to what students liked about the project included: getting out of class, working with little kids, getting to teach, having responsibility, having someone depend on you, having someone look up to you and being in charge. The most common responses to what they thought about volunteering included: it’s not bad, fun and gets you out of class, important, can’t wait to do it again, and want to do more projects.

3rd Grade Reflection Logs:

The most common responses to what students learned included: listening, sharing, trying new things, and strategies for reading and writing. The most common responses to what students liked about the project included: getting to talk with older kids, making new friends, learning new things, and teaching others. The most common responses to what they thought about volunteering included: fun, new, not scary, and want to do more.

Teacher and Administrator Reflection Logs:

The most common responses to what they learned new about their students included: very kindhearted, have a lot of knowledge to share, good with little kids, good listener, takes pride in self and others, looks for opportunities to do more, asking good questions, attendance growing, less kids being absent and kids invested in the project. The most common responses to how the project connected the schools with the community included: community newspaper article-good exposure, teachers and administrators connecting, parents asking questions, parents being involved in project, students looking for more ways to reach out in community and administrators adamant about looking for other ways to reach community. The most common responses to what the teacher/administrator learned about themselves included: open to new ideas, love to see kids able to connect with others, proud of students, mission minded, goal-oriented and love to see the kids reflecting in such a positive light.

Parent Reflection Logs

The most common responses to what changes they’ve noticed in their student over the course of the project included: asking questions about volunteering, appearing more confident, looking in the eyes when speaking, listening more, getting excited about going to school, seeing Reading Buddy in town and enjoying meeting outside of school, wanting to volunteer with family in community more often, and being more honest.

Discussion

After analyzing the data, the evaluator found that in the range of surveys taken by 7th grade students, there was an increase in the Agree percentage of students for survey question numbers 1,2,3,6,8,9,and 10. The three questions that were not mentioned showed a decrease in the Disagree percentage of students (4,5, and 7). In the 3rd grade surveys, the evaluator found that there was an increase in the Agree percentage of students for question numbers 2,3,4,5,7,8,9,and 10. Number 6 showed a decrease in the Disagree percentage of students. Number 1 showed no change in the 3rd grade surveys.

Based on the data collected and the analysis of the results, the evaluator finds that the following objectives of the program were met:

*Determine if the Reading Buddies Project is effectively connecting students with the community.

Through the survey evidence, and the reflection logs, it is evident that the students are being connected to new students, administrators and teachers within the community. They are also being taught about citizenship and based on the reflections, on average, students wanted to continue community service post-project. Based on this evidence, the Reading Buddies Project is connecting students with the community.

*Determine if the Reading Buddies Project is effectively helping students learn citizenship values.

Through the survey evidence, it is clear that there was an increase in students’ ability to value helping others, being honest, contributing to the community, and investing in causes that benefit others beside themselves. Through analysis of student reflection logs, it is evident that students gained confidence, ability to problem solve and learned new ideas about themselves, learned about others through listening and found the project to be worthwhile. The reflections of the teachers, administrators and parents confirmed the change in behavior of the students, coming to school more frequently, excited about the prospect of helping others and acting more confidently. Based on this information, the project did effectively help students learn citizenship values.

* Determine if the Reading Buddies Project is effectively promoting a positive relationship between the schools and the community.

Through the reflections of the students, teachers, parents and administrators, it is evident that the program has brought together more than two groups of students. Students were interacting outside of the classroom and looking for additional opportunities to serve. Administrators were participating during every meeting, as well as communicating with parents about the opportunity to visit and observe the project. Teachers were also calling parents to rally support as well as the local newspaper. Based on the data collected the Reading Buddies Project did effectively promote a positive relationship between the schools and the community.

Recommendations:

Based on the data collected and analyzed, there are recommendations that should be considered in order to benefit the continued growth of the Reading Buddies Program at Clarkston Community Schools. Some of these recommendations were in direct correlation with reflections made by students, teachers, administrators and parents after the project ended.

*The project should last a longer period of time, enabling students and teachers both to see the effectiveness of the actual teaching of the strategies.

*The project needs to have a system in place for students that transfer during the school year, as students leaving the classroom was one concern that arose during the 6-week period.

*The project would benefit from having more classrooms involved as it would help with production of resources for the bookmarks.

* The presentation of the project from the students to other classrooms would allow students to take more ownership of the project and allow other classes to begin thinking about new service projects or joining in on the Reading Buddies Project.

*7th graders and 3rd graders could write letters to local papers, radio stations and local TV channels about the project, connecting them to the community outside of the schools.

*Students could create a website to showcase their experiences, which could then be displayed for a Parent/Teacher Conference or another event in which members of the community might be invited into the schools.

*The project could host a culminating celebration, inviting parents, students, administrators, teachers, etc. to showcase experiences.

Project Cost

No transportation cost was needed due to the schools being in close proximity. All Reading and Writing Strategies materials were already in 7th Grade Reading/Language Arts Textbooks, as well as free online resources found by the Participating Teacher/ Academic Service Learning Coordinator, Sue Wilson. The only cost associated with the program was the creation of the bookmarks that were given to the 3rd Graders. That cost included:

64 pieces of Cardstock (multicolored) $40.00/ 4 units of 20

Multicolored String $5.00 / 2 skeins of string

32 Sharpies $46.50/ 3 units of 12

_________________

Total Cost $91.50

(Before Contributors)

SMS Contribution - $46.50

(Sharpie markers)

__________________

Total Cost to CCS ASL Program $45.00

Appendices

A. 7th Grade Evaluation Pre/Post Project Survey

B. 3rd Grade Evaluation Pre/Post Project Survey

C. 7th Grade Reflection Log

D. 3rd Grade Reflection Log

E. Teacher / Administrator Reflection Log

F. Parent Reflection Log

APPENDIX A

Do not put your name on this survey.

Below are some statements about how you feel about helping others and just about yourself in general. Please read each statement and decide how much you AGREE or DISAGREE with it, then circle your choice. There are no right or wrong answers so please express how you really feel.

1. Helping others is important.

STRONGLY AGREE AGREE SOMEWHAT AGREE DISAGREE STRONGLY DISAGREE

2. I like to volunteer in my community.

STRONGLY AGREE AGREE SOMEWHAT AGREE DISAGREE STRONGLY DISAGREE

3. I find it easy to talk with others.

STRONGLY AGREE AGREE SOMEWHAT AGREE DISAGREE STRONGLY DISAGREE

4. Honesty is important.

STRONGLY AGREE AGREE SOMEWHAT AGREE DISAGREE STRONGLY DISAGREE

5. I can cooperate with others in groups.

STRONGLY AGREE AGREE SOMEWHAT AGREE DISAGREE STRONGLY DISAGREE

6. I think my ideas are the best in a group.

STRONGLY AGREE AGREE SOMEWHAT AGREE DISAGREE STRONGLY DISAGREE

7. If a problem arises, I can easily find a solution.

STRONGLY AGREE AGREE SOMEWHAT AGREE DISAGREE STRONGLY DISAGREE

8. Listening is more important than speaking.

STRONGLY AGREE AGREE SOMEWHAT AGREE DISAGREE STRONGLY DISAGREE

9. I have many opportunities to help others.

STRONGLY AGREE AGREE SOMEWHAT AGREE DISAGREE STRONGLY DISAGREE

10. I believe that I can make a big difference in my community.

STRONGLY AGREE AGREE SOMEWHAT AGREE DISAGREE STRONGLY DISAGREE

Created by Sue Wilson, CCS ASL Coordinator

APPENDIX B

Do not put your name on this survey.

Below are some statements about how you feel about helping others and just about yourself in general. Please read each statement and decide if you AGREE or DISAGREE with it, then circle your choice. There are no right or wrong answers so please express how you really feel.

1. Helping others is important.

AGREE DISAGREE

2. I like to volunteer in my community.

AGREE DISAGREE

3. I find it easy to talk with others.

AGREE DISAGREE

4. Honesty is important.

AGREE DISAGREE

5. I can cooperate with others in groups.

AGREE DISAGREE

6. I think my ideas are the best in a group.

AGREE DISAGREE

7. If a problem arises, I can easily find a solution.

AGREE DISAGREE

8. Listening is more important than speaking.

AGREE DISAGREE

9. I have many opportunities to help others.

AGREE DISAGREE

10. I believe that I can make a big difference in my community.

AGREE DISAGREE

Created by Sue Wilson, CCS ASL Coordinator

APPENDIX C

7th Grade Reflection Log – Reading Buddies Project

*WEEK ONE

*WEEK TWO

THINK – FEEL – PLAN

Answer the following questions:

What are you thinking about your project?

How are you feeling about your project?

What do you plan to do about your project?

*WEEK THREE

FOUR SQUARE CHART FILL IN

*WEEK FOUR

GREAT GRAMMAR

Brainstorm words that are related to your project and list them under the correct heading.

| | | | |

|NOUNS |VERBS |ADJECTIVES |ADVERBS |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

*WEEK FIVE

GET CREATIVE

Choose one of the options below.

a. Write a chant or cheer about your project

b. Write and sing a jingle about your project

c. Design a magazine cover related to your project

d. Create a T-Shirt that describes your project

*WEEK SIX

THE FINAL MEETING WITH YOUR BUDDY

Answer the following questions about your experience. Reflect on the past six weeks when answering.

1. What was the most important thing that you learned?

2. How did your efforts make a difference?

3. What challenges did you face and how did you resolve them?

4. What did you learn about yourself as an individual and as a group member?

5. How would you describe your experience to a student who knows nothing about ASL?

Created by Sue Wilson, CCS ASL Coordinator

APPENDIX D

3RD GRADE REFLECTION LOG –

READING BUDDIES PROGRAM

Complete the Graphic Organizer after each Reading Buddies session.

MY GOALS FOR NEXT TIME:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Created by Sue Wilson, CCS ASL Coordinator

APPENDIX E

Teacher/Administrator Reflection Log – Reading Buddies Program

An important part of Academic Service Learning is a reflection log that allows you to analyze experiences and critically think about the project and the participants. Below are some questions to get you started.

1. What new things did you learn today about your students as they participated in the Reading Buddies Project?

2. In what way has the project connected the community with the schools as a whole?

3. What have you learned about yourself as an educator and as a citizen?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Created by Sue Wilson, CCS ASL Coordinator

APPENDIX F

PARENT REFLETION LOG – READING BUDDY PROJECT

Please answer the question below as they pertain to the Academic Service Learning Project that your student participated in.

1. What changes, if any, did you notice in your student’s overall behavior / attitude during the course of the 6 week project?

2. What conversations have you had with your student about serving in the community before, during or after this project?

3. In what ways do you believe this project has affected the community?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Created by Sue Wilson, CCS ASL Coordinator

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Complete one of the analogies below.

Academic Service Learning is like baking a cake because………..

Academic Service Learning is like planting a garden because………

Academic Service Learning is like reading a book because……….

Academic Service Learning is like riding a bike because…………

Academic Service Learning is like going on a date because……….

Academic Service Learning is like driving a car because………….

Any ideas about other projects?

What questions do you have?

How do you feel about it?

What happened today?

I FEEL

I AM BEGINNING TO:

NAME

I CAN

I LEARNED

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