Assignment5 Final Report

7/29/2019 Assignment5 Final Report

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Blakeney Elementary iPass Program

Final Evaluation Report

FRIT 8435

Rachel Stewart

Amy Womack

Jeff Johnson


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Table of ContentsI. Executive Summary -------------------------------------------------------------- page 3

II. Introduction ------------------------------------------------------------------------- page 6

Purpose of the evaluation ---------------------------------------------------page 7

Audiences for the evaluation----------------------------------------------- page 7

Limitations of the evaluation-------------------------------------------------page 7

Overview of report content --------------------------------------------------page 8

III. Focus of the Evaluation ---------------------------------------------------------- page 8

Description of the evaluation object -------------------------------------- page 8

Evaluative questions used to focus the study ------------------------- page 10

Information needed to complete the evaluation ----------------------- page 10

IV. Brief Overview of Evaluation Plan and Procedures ---------------------- page 11

V. Presentation of Evaluation Results ------------------------------------------ page 11

Summary of evaluation findings ------------------------------------------- page 11

Interpretation of evaluation findings -------------------------------------- page 15

VI. Conclusions and Recommendations ----------------------------------------- page 16

Criteria and standards used to judge evaluation object --------------page 16

Judgments about evaluation object ---------------------------------------page 18

Recommendations ------------------------------------------------------------page 19

VII. Appendices ------------------------------------------------------------------------- page 21


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I. EXECUTIVE SUMMARYPurpose

The purpose of this evaluation is to determine the impact of the Blakeney

Elementary iPass Program on participating students and their CRCT scores. The

evaluation should help determine if this computer based, web enabled program is

making a significant impact and if the school should continue using it. Currently the

iPass program is used as a remedial tool for those students who have exhibited

difficulties in learning mathematics in the past and students who are not working on their

grade level. It is available for all students in grades 3 through 5, but quite often the

students working on iPass are the ones who scored below proficient on sta te tests.

Depending on the individual teacher, students are exposed to the program about 5 days

a week for forty-five minutes a day. Students work in a designated area of the

classroom or math computer lab. The main focus of this evaluation is to find out if the

iPass program is effective in increasing CRCT scores for the students of Blakeney

Elementary School.

Information Collection

During the evaluation process, a variety of quantitative data was collected. Within

the iPass program there is the ability to track students and collect data. The data

collected to assess for this evaluation was based on the 2011-2012 school year. Key

characteristics of data criteria would be:

Diagnostic tests that identify any gaps of knowledge and understanding for each

individual child

Grade level score in math for the year entering program


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Progress of students over the evaluation time period

CRCT scores of individual students before using iPass

CRCT scores after using iPass

Interviews were also conducted to collect information to judge the effectiveness

of the iPass program. Teachers and administrators at Blakeney Elementary School

were interviewed. During these interviews teachers were asked to list the positive and

negative aspects of iPass. This was done to help determine the human aspect or

attitude across many interviewees. Teachers were also asked to describe the

effectiveness of the program for individual student success in math: Is iPass a helpful

tool in bringing up math scores in your classroom? Students were also interviewed to

find out what they thought about iPass and how the program could be improved.

Findings

After pulling data and viewing student performance we found that:

50% of students entering the program were not on grade level in math, therefore

some type of remediation was required.

83% of students who used iPass increased more than two grade levels in math

over the period studied.

When comparing CRCT scores of students before and after using iPASS, data

shows a significant increase in performance.

Pretest or diagnoses of individual students shows inconsistent gaps of

knowledge and understanding which means that an individual plan of

remediation was needed.


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The interview data collected shows that teachers value iPass as a key remediation tool

for those students who are behind in grade level and performance. The list of pros

outweighs the list of cons significantly. Some of the positives points made were:

The iPass is very user friendly and allows students to excel where traditional

methods have failed. The interactive technology that the iPass program offers

will not allow students to cheat to move beyond their ability.

Teachers are able to monitor students' progress as they move through the

program.

Students are allowed to start at their own level and work at their own pace. This

allows students to take more ownership of their learning.

The negative points made by those interviewed were helpful in determining

recommendations made later in the report. Some of these points were:

When students miss school they miss remediation. Time lost cannot be made

up.

There is a limited amount of technology or computers available for student use,

therefore limiting the effectiveness of the program.

There needs to be some type of reward system

The quantitative and qualitative data found helped in determining the effectiveness of

the program and provided detailed information in answering the evaluation questions.

Judgment

Increasing CRCT scores and insuring that students are learning is the bottom

line. Those students that get behind or do not master the content will need some form of

remediation. The evaluation shows that the use of iPass is working and does provide a


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scaffolding approach that is designed individually for each child. Evidence shows that

students are increasing in grade level math and that CRCT scores are going up.

Recommendations

To help students achieve higher scores on standardized tests and bring up scores in the

classroom, the following recommendations are given.

1. For school systems to provide more computer equipment in the regular education

classroom to accommodate more students in the regular math class to be able to use

the iPASS Program.

2. For the school system to offer the iPASS Program to younger students when they

first start exhibiting signs of struggling in Math. Using iPass as early intervention before

a student falls behind could prevent the student from failure on quarterly benchmarks

and state standardized tests.

3. For school systems to schedule longer periods of time in the computer classroom for

students to participate in the iPass program.

4. For schools to create and implement some type of reward system for students.

II. INTRODUCTION

The iPass Math Program is an internet-delivered software that was adopted by

the Burke County School System in 2011. Since the programs adoption, it has been

used as an intervention tool for students who are struggling in math or who are not on

grade level in the area of math. Participants in the program receive a web-based


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instruction that is aligned with the State and National standards. The curriculum is

designed for students in grades 3-8, as well as high school students in support classes.

Purpose of the evaluation

The purpose of the evaluation is to look at the relationship between a students

success in iPass and their CRCT Mathematics score. The evaluation is intended to find

out if the use of iPass is helping the schools Math Program and whether or not it is truly

beneficial to students. Are students that use iPass also increasing their grade level

performance? Finding the answer to these questions will help determine the programs

effectiveness and hopefully provide recommendations that would help improve its

implementation. The best method used to find these answers was to pull existing data

collected in years past and to interview the stakeholders to determine a clear

perspective viewed by teachers, administrators, students and parents.

Audiences for the evaluation

The primary audience would be administrators, teachers, and parents. Because

they are directly responsible for student success, teachers can view the data collected

and determine where improvements may be needed. Administrators could also

determine if the iPass program is working and if it should be continued or changed.

Limitations of the evaluation

Because of time constraints a lengthy evaluation with a large control group was

not possible. Because of the nature of the school year, the evaluators examined the

2010-11 fifth grade students iPass reports and CRCT Math scores. A full years


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information could be compared from the beginning to the end of the school year. The

sample group of students were selected at random, but includes E.I.P (Early

Intervention Program) students and regular education students. Current students

enrolled in Blakeney Elementary School were not evaluated. A true snapshot of

information has to be collected from beginning to end of a school year.

Overview of the report content

The remainder of the report is broken down into sections that will go into more

detail. Section III will pinpoint the evaluation questions and give information needed to

complete the evaluation. The body of the report will be discussed in section V where

the findings are presented. You will find in section VI, the judging criteria that are

presented to help draw a conclusion. Ultimately, recommendations that surfaced during

the evaluation process will be presented. All detailed information, graphs or other

support material will be located in the appendices.

III. FOCUS OF THE EVALUATION

Description of the Evaluation Object

iPass stands for Individual Prescription for Achieving State Standards, which is

an Internet-delivered software from iLearn, that is administered in grades 3rd, 4th, and

5th grade Math at Blakeney Elementary School (BES). The iPass program is a fully

automated, web-based math curriculum and instruction that covers all the core concepts

necessary for success in elementary grades, middle grades as well as Algebra or

Integrated Math in High School. The system provides individualized instruction that is


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used to meet the identified needs of each student. The two most important features of

iPass are:

1 It is prescriptive at a very detailed level - that is, instruction is matched to the

specific concept and skill deficits of individual students.

2 It is mastery-based, which means students achieve mastery of each standard as

a prerequisite for progress through the program.

It is a policy of the Burke County Board of Education that each school in the system will

have a math program in place for remedial purposes for students who have shown

difficulty in mathematics or students who did not meet standards on the CRCT. The

program was adopted at Blakeney Elementary School at the beginning of the 2011-

2012 school year. The program is available to all students at BES, but is mainly used to

meet the needs of students who struggle or are not currently working on grade level in

the area of Mathematics. Signs of a student struggling are: Low CRCT scores and/or

low grades in math class. BES students are provided a scheduled time to report to the

iPass computer lab on a daily basis. The classes that are required to participate report

to the lab with their Math teacher. The computer lab contains twenty-five desktop

computers that have access to the licensed program. The computer lab is monitored

by a lab teacher and the classroom math teacher. Students that are required to do

iPass are students that are currently part of the Early Intervention Program (E.I.P.), but

the program is not limited to only this group of students. All E.I.P. classes are required

by administration to report to the computer lab and to work with the iPass program on a

daily basis. A schedule of the lab times is created by the Instructional Coordinator at


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the beginning of the year. When students report to the lab they have forty-five minutes

to work in the program.

Evaluation Questions

The following questions were used to focus the evaluation.

Is there a relationship between the amount of success in iPass and improved

CRCT scores?

What impact has the iPASS program had on student achievement?

Information Needed to Complete the Evaluation

To conduct this evaluation, several pieces of information were collected and analyzed to

help provide a good snapshot of how to answer the evaluation questions. The

quantitative and qualitative data collected were:

iPass Unit Progress Report

iPass Placement Test Grade and Unit Starting Point

CRCT Scores in 4th grade and 5th grade

Interview questions from teachers that use iPass

Interview questions from students that used iPass

These reports provided the information needed to evaluate the iPass program.

Additional information was collected within the teacher and administrator interviews

which gave them an opportunity to express their thoughts of the program.


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IV. BRIEF OVERVIEW OF THE EVALUATION PLAN AND

PROCEDURES

The evaluation site was Blakeney Elementary School in Burke County. Data was

collected from a random sample of students using the iPASS program. The evaluation

plan is to examine any change in students math performance over a period of time. To

determine this we obtained and reviewed the end of the year CRCT scores and iPass

results throughout the 2011-2012 school year. Grade Level Performance Reports were

also used to compare the success of the students achievement in mathematical

performance. Other methods for collecting information were benchmarks scores,

interviews with teachers and administrators and student surveys. Because the iPass

program was adopted in the summer of 2011 there is only one years worth of data

through which to look.

Data was generated through the iPass program that described the progress of

students from their beginning grade level to ending grade level (Appendix A). Other

helpful data was the placement test grade and unit starting point report (Appendix B).

This report identifies where students begin their remediation. To determine student

gains or losses on the CRCT a table was created (Appendix C) to show two years

worth of scores. Five Blakeney Elementary teachers were interviewed (Appendix D).

All students involved in the evaluation were surveyed (Appendix E). Throughout this

process a number of quantitative and qualitative data was accessed in the efforts to

answer the evaluation questions.

The evaluation plan was administered by first collecting the data from iPass

reports and CRCT scores for the students involved in the evaluation. Students involved


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in the iPass Program were interviewed along with teachers that are responsible for

making sure students are using the program.

V. PRESENTATION OF EVALUATION RESULTS

Summary of evaluation findings

Several conclusions were drawn after data was collected through interviews,

surveys, observation, and data from CRCT Scores and iPASS reports. Eighty-three

percent of a random sample of students receiving instruction from the iPASS program

increased significantly on the CRCT scores. In a class of 12, 95% of the students

increased over 15 points on the CRCT. Below is a chart of the before and after CRCT

scores and the gains the student made after receiving instruction in the iPASS program.

Table 1:

Student 2010-2011 Math CRCT Score (4th grade) 2011-2012Math CRCTScore (5th

grade)

Student A 796 833 + 37

Student B 801 797 -4

Student C 791 811 + 20

Student D 796 873 + 77

Student E 791 819 + 28

Student F 791 819 + 28

Student G 800 776 - 24

Student H 767 811 + 44

Student I 838 873 + 35

Student J 815 833 + 18


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Student K 807 821 + 14

Student L 835 850 + 15

These scores were also compared to the grade level performance data collected.

In this student group thirty-seven percent of 5th grade students started in the iPASS

program at a first grade level. Another thirty-seven percent of the 5th graders started

out below grade level. Only twenty-five percent of the random sample started the

program on grade level.

Students were interviewed who participated in the iPASS program. Ninety

percent of students interviewed stated that the iPASS program had increased their

understanding in math and increased their grades in math. This was asked in yes/no

form questions and was followed by asking students to explain their answer in detail.

The students who answered no stated that they had a strong dislike for math and were

not interested in it. The students who answered yes commented on how the iPASS

program walked them through difficult problems and how working in an individualized

setting help them better understand. Students also commented that in the iPASS

environment they were not afraid to ask questions when they didnt understand a

problem. Eighty percent of the students said the iPASS program helped them

understand math and increased their math grades. For example, one student

commented that she was always scared of math because of the lack of confidence she

had in her ability to perform in the math area. After completing the iPASS program, the

student says that she has gained confidence and finds that math is not so scary any

more. She reported that her grades have come up significantly.


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Teachers were asked if they could see the iPASS program positively affecting

the students. One hundred percent of the teachers said yes they could see the positive

impact on students. After interviewing several teachers, it became evident that teachers

could see a difference the program was making in the performance of their students.

Some teachers commented about the increased confidence the students portrayed as

they tackled math problems.

Observations

Students were also asked to rate their experience in the iPASS program. This

was done so that other aspects of the program would be taken into consideration.

Eighty percent of the students rated the iPASS program excellent, ten percent rated

the iPASS program as good, and ten percent rated the iPASS program as below

average. This same question was asked to the teachers in the iPASS classroom. One

hundred percent rated the iPASS program as excellent.

Students were given the opportunity to discuss on the survey and in the

interviews what they thought could improve the iPASS program. Some of the

responses were to make the program more fun by having games to play as an incentive

when they pass a unit or chapter. The students stated that would be cool to make the

program more like a game based program with incentives.

Teachers were also asked how the program could be improved. Some of the

responses were to provide some incentives for the students to encourage them to want

to work, especially the students who dont like math to begin with. The teachers stated

that the program was great, but sometimes the students need some rewards or


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incentives to motivate them to keep working hard. These improvements will be

addressed in the recommendations section of the report.

Interpretation of evaluation findings

The evaluation indicates that the program is in fact helping students learn and

excel in math. Because students are provided with hands-on learning experiences, they

are able to comprehend the math skills that they have missed in a regular education

class. The iPASS program provides students with an individualized instructional setting

to learn and catch back up to grade level performance.

The data from the CRCT scores show a significant increase in the scores after

participating in the iPASS program. In the evaluation procedure the question was

posed, Did students who reached grade level standards in iPASS achieve a minimum

score of 800 on the CRCT? According to the data collected from the CRCT Test

Scores from the school year 2011-2012, eighty-three percent met the standards on the

CRCT. This eighty-three percent had an average increase of 31.6 points on the CRCT.

In relation to the evaluation question, Is there a relationship between the amount of

success in iPass and improved CRCT scores? this data proves a positive relationship

between the iPASS program and improved scores.

In question 2, Did participating students exceed standards by achieving a score

of 850 or higher on the CRCT? the data collected shows that 41% of students

exceeded the standards on CRCT after work in the iPASS program. Data collected

shows that after working in the iPASS program for a school year, students can catch up

to grade level performance as well as exceed the standards in grade level math.

According to the data and teacher/student surveys, the iPASS program is an


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individualized program tailored to the needs of the students. This program is offered in

a different classroom setting, making it more productive for a student to focus on one on

one instruction. According to student surveys, eighty-three percent contribute their new

understanding, confidence, and higher achievement to the instruction offered in the

iPASS program.

The teachers in the iPASS classroom also see the connection between the

iPASS program and higher levels of achievement for their students. This is beneficial to

the students because they can get the one on one instruction they need to achieve their

highest potential in the area of math. Not only does the program teach the students in

the areas of math in which they are behind, it also builds confidence in the students

ability to solve mathematical problems.

VI. CONCLUSIONS AND RECOMMENDATIONS

Criteria and Standards Used to Judge Evaluation Object

During the early stages of planning for this evaluation, we established two

evaluation questions along with simple criteria and standards. The table below shows

this information.

Evaluation

Question

Criteria Standard

1. Is there a

relationshipbetween the

amount of

success in

iPass and

improved

CRCT

Level

achieved iniPass and

score on

CRCT

Score of 800

on CRCT andstudent

advancement

to or through

grade level

performance.


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scores?

2. What

impact has

the iPASS

program had

on student

achievement?

CRCT Score,

mastery of

Georgia

Performance

Standards,

positive

progression

throughout

the school

year

800 on

CRCT,

promotion to

the next

grade,

passing

scores on

benchmark

test

Question one asks, Is there a relationship between the amount of success in

iPass and improved CRCT scores? To apply the criteria designed to help answer this

question, reports had to be created or collected. One of these tables would be the level

achieved in iPass (appendix A). This data explains on what grade level the student

entered the iPass program and how they progressed across the given time period. Also

in the Placement Test Grade and Unit Starting Point table (Appendix B), it pinpoints the

starting point and how many times a student took the placement test. These two pieces

of data helped identify the achievement levels of the students. Appendix C was used to

identify the CRCT scores for the past two years.

In the area of math in the 5th grade, students are required to make an 800 or

above on the CRCT. This score shows that the student has mastered grade level

objectives and is on target for that grade level. This was part of the standard used to

address question one. Of the 12 students, their compared CRCT mean score from 2011

to 2012 increased by 24 points. Although some students digressed, 83% of the

students increased their score while only 17% did not. Six of the twelve increased their

score above 800 with a total of 10 students with a score above 800. The data shows a


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correlation between progress through the iPass program and the success on the CRCT.

IPass has helped students increase their CRCT scores.

Question 2 asked, What impact has the iPASS program had on student

achievement? Achievement is a word that can describe many things. In this case

achievement is considered passing of the CRCT, showing positive scores on

benchmark tests, and mastery of the Georgia Performance Standards all resulting in

promotion to the next grade level. While some of the information collected came from

many of the same sources as question one, we had to rely on teacher interviews to gain

insight on the benchmark scores. According to those interviewed, scores on benchmark

tests varied. Many times students did not do well on these tests. There was no solid or

quantitative data available for benchmarks, so this criteria did not help as we originally

had hoped. Promotion data was available: Of the 12 students, 10 were promoted to

the next grade level. According to the data collected, there is a positive correlation

between iPass and student achievement within the classroom.

Judgements about Evaluation Object - Strengths and Weaknesses

Based on the information evaluated by the iPass program, this evaluation study

concludes:

Strengths

iPass is an effective tool to remediate students in the area of math.

Program is organized and well managed by personnel

Designated labs are staffed and equipped to implement the remediation tool

Program is available to all students in the school, not just those who may be

behind.


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There is a designated time period and schedule followed by all teachers.

iPass is personally prescribed for each student.

Mastery of each standard must be achieved before moving to the next level.

Teachers can generate ongoing formative assessment data and feedback on

students performance.

There is a vertical alignment of iPass used through all grade levels.

Weaknesses

This evaluation looked at a small sample group. Data from larger groups would

give a better perspective of the true effectiveness of iPass.

Data was collected only from the 5th graders during the 2011-2012 school year.

It would be beneficial to evaluate data from a five year span.

Limited space or labs for the implementation

Designated lab times are not flexible.

There are no built-in incentives for students from within the program.

There are limited external incentives for students

Recommendations

To help students achieve higher scores on standardized tests and bring up

scores in the classroom, the following recommendations are given.

1. For school systems to provide more computer equipment in the regular

education classroom to accommodate more students in the regular math class to

be able to use the iPASS Program. If more updated computers were placed in the

classroom setting, students would not have to have a scheduled time to go to the lab,

but instead could access the program in the classroom. With so many classes being


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scheduled for the computer labs, it is difficult for teachers to schedule individual

students a time to go to the lab for the purpose of using iPass. If the computers in the

classroom were more up-to-date, then the teacher could come up with his/her own

schedule to use within the classroom.

2. For the school system to offer the iPASS Program to younger students when

they first start exhibiting signs of struggling in math. Using iPass as early

intervention before a student falls behind could prevent the student from failing quarterly

benchmarks and state standardized tests.

3.For school systems to schedule longer periods of time in the computer

classroom for students to participate in the iPass program. In order for the iPass

Program to be most effective, students need to participate in the program on a daily

basis. When the computer lab schedule is made, many times it does not take into

account transition times between classes and this can shorten the time drastically and

cause students to exit the program prematurely.

4.For schools to create and implement some type of reward system for students .

To help motivate students to work diligently in the program some type of incentive

program could be established for those students who are expected to use the program

on a daily basis. When students were interviewed they mentioned that they liked

computer programs that let them play games, but iPass does not allow them to play

games. Since this is something the creators of iPass would have to correct an idea of

how teachers and computer lab teachers could motivate students is by creating a daily

incentive for those students who make progress in the program.


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VII. APPENDICES

1. iPass Unit Progress Report pg.22

2. Placement Test Grade and Unit Starting Point pg. 23

3. CRCT Data of Random Sample Class- 4th Grade and 5th Grade Scores pg. 24

4. Teacher Interview Questions pg. 25

5. Student Interview Questions pg. 26

6. Work Sheet for Summarizing the Evaluation Plan pg. 27


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Appendix A- Unit Progress ReportThe table below shows a class of 5th grade E.I.P. students who were involved in the iPass program forthe 2011-2012 school year. The bar graph shows what grade level they began in iPass and what gradewas mastered by the end of the school year. Most of the students started out the program at the 1st or2nd grade level based on the results of the iPass placement test. A few of the students were notenrolled at BES the entire year. The students who entered and withdrew are Wallace M. and Gary S.

Appendix A- Unit Progress Report


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Appendix B- Placement Test Grade and Unit Starting PointWhen students first encounter the Internet based iPASS, they use a pre-assessment tool to determine the

gaps in their education. After the pre-assessment, the program places them at the appropriate skill level

or more specifically at the unit most appropriate to their skill level. Below you will find the scores of the

placement test and where the program identified the gaps in each students math understanding. The

program automatically assesses the gaps based on answers and understandings of students. The iPass

program then places them in the unit/grade level in which he or she will start the program. Unit A begins

with first grade standards and progresses from there. The majority of the students in this class started at

the first grade level.


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Appendix C- CRCT Scores in 4th grade and 5th grade

The table below gives the Mathematics CRCT data for students at the end of 4th grade

and 5th grade. The students did not participate in the iPass program while in 4th grade,

but did in 5th grade. The last column shows the increase or decrease in scores from

the fourth to fifth grade.

Student 2010-2011Math CRCTScore (4th

grade)

2011-2012Math CRCTScore (5th

grade)

Charles A. 796 833 + 37

Diana B. 801 797 -4

Amya C. 791 811 + 20

Monique C. 796 873 + 77

Tyquavious C. 791 819 + 28

Kelondra H. 791 819 + 28Brandon J. 800 776 - 24

Christian L. 767 811 + 44

Eric L. 838 873 + 35

JaNiyah R. 815 833 + 18

Pablo R. 807 821 + 14

Seven W. 835 850 + 15


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Appendix D: Teacher Interview Questions

Interview Questions

iPass Math Intervention Program

1 How long have you been using the iPass program?

2 What do you like about the iPass program?

3 What dont you like about the program?

4 Do you have any examples you could share of how the iPass program has been

effective with students?

5 Do you believe in the effectiveness of the iPass program?

Yes No

Explain:

6 What would you say to another school district that is looking into purchasing the

iPass program for their county/school?

7 How would you rate the iPASS Program on the following scale?

Excellent Good Average Below Average Bad

8. How could the program be improved?

9. How has the iPass program helped on benchmark testing throughout the

school year.

10. Please provide any additional information about the iPass program that

may not have been asked in the above questions.


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Appendix E: Student Interview Questions

Interview Questions

iPass Math Intervention Program

1. Do you think you did better in math this year than last year?

Yes No

Explain your answer:_________________________________

2. Do you think iPass helped you do better in math?

Yes No

Explain your answer:___________________________________

3. Rate your experience with the iPASS Program.

Excellent Good Average Below Average Bad

4. What improvement could be made to the iPASS Program?


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Summary Worksheet for Evaluation PlanEvaluation

Questions

Information Required Design Information Source Method for

Collecting

Is there a relationshipbetween the amount

of success in iPASS

and improved CRCT

scores?

iPASS student data report,CRCT scores

Time Series CRCT score sheet,iPASS reports, Data

Director

Obtain & revend of year

CRCT & iPA

results

Gathering

existing data

Survey &

possible

interview

What impact has the

iPASS program had

on student

achievement?

iPASS student data report,

CRCT scores

Time Series CRCT Score Report

School technology

Coordinator

Gathering

existing data

Survey &

possible

interviews

Evaluation Questions Sampling Information

Collection

Procedures

Schedule Analysis

Procedures

Is there a relationship

between the amount of

success in iPASS and

improved CRCT

scores?

Teachers at Blakeney

Elementary School

who participated in

iPASS.

Collect CRCT and

iPASS data on 12,

5th grade student

from Spring 2011

Condition CRCT

Confidential records

End of last year grade

level.

Beginning grade level

Current grade level

CRCT scores

Interview w

teacher,

Statistical

analysis of

CRCT score

and iPASS

reports

What impact has the

iPASS program had on

student achievement?

Students at Blakeney

Elementary School

who began iPASS

below grade level

Obtain & review end

of year CRCT and

iPASS results,

collect & reviewbenchmarks in

Math.

Report

Card/Progress

Reports

2011 grade level

Current Grade level

CRCT Scores

Statistical

analysis of

progress wi

the data frothe iPASS

reports and

grade level

performanc


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Evaluation

Questions

Interpretation

Procedures

Audience Content Format Schedu

Is there a

relationship

between theamount of

success in

iPASS &

improved CRCT

scores?

Did students that

reached grade level

standards in iPASSachieve a minimum

score of 800 on the

CRCT?

Teachers,

administrators,

parents,students

2011 CRCT scores

from Blakeney

Elementary School

iPASS student

reports

Report to school

administrators to

discuss results,Interpretation of

results, & possible

changes. Meet

with clients to

report results and

receive their input.

Meeting

to discu

results

Decemb

release

report

What impact has

the iPASS

program had on

student

achievement?

Did participating

students exceed

standards by

achieving a score of

850 or higher on theCRCT?

Did participating

students rate iPASS

with high scores as

a contributing factor

in higher

achievement?

Teachers,

administrators,

parents,

students

Quarterly

benchmark test

Advancement

through iPASSprogram

Report to school

Administrators to

discuss the results

and possible

changes. Meetwith clients to

report results and

receive their input.

Quarter

Benchm

Reports

Assignment5 Final Report

Documents

Transcript of Assignment5 Final Report