Rethinking how students can engage and experience reading intervention
The Highbridge Green School, located in the southwest area of the Bronx, aims to provide students with rigorous, college-preparatory classes in English, Math, Science, and Social Studies with an emphasis in reading and writing. Access to technology is provided to all students through the t-mobile hotspot program partnership. They also provide students with technology.
At the Highbridge Green School the DRP is used to assess student reading skills throughout the year. The Degrees of Reading Power (DRP) assessment is a standardized reading comprehension test used to measure a student’s reading ability and comprehension skills. It is designed to evaluate students’ reading proficiency across different grade levels, from early elementary to high school.
In my observation, I noticed that although the data from the exam was being used to design instruction that would ultimately support the growth of students. It was not an engaging experience for both teachers and students. Students would complain and manipulate the accommodations, which would then impact the results.
For my capstone project, I incorporated the use of technology to ensure the data collected regarding student skills in reading was accurate. Another factor was helping students better understand their progress. With the use of Read Theory, students are assessed more frequently and have access to their progress. This increases investment and community as readers. Students then become partners in their learning when they better understand how to navigate their own growth. Teachers are also supported because they get accurate and up to date data, allowing them to make learning accessible and differentiate as needed.
