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FRIT 8435 Evaluation Project. My group and I evaluated the iPass Math program that is used at Blakeney Elementary.
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Blakeney Elementary iPass Program
Final Evaluation ReportFRIT 8435
Rachel StewartAmy WomackJeff Johnson
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Table of Contents
I. Executive Summary -------------------------------------------------------------- page 3 II. Introduction ------------------------------------------------------------------------- page 6
Purpose of the evaluation ---------------------------------------------------page 7Audiences for the evaluation----------------------------------------------- page 7Limitations of the evaluation-------------------------------------------------page 7Overview of report content --------------------------------------------------page 8
III. Focus of the Evaluation ---------------------------------------------------------- page 8
Description of the evaluation object -------------------------------------- page 8Evaluative questions used to focus the study ------------------------- page 10Information 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 11Interpretation of evaluation findings -------------------------------------- page 15
VI. Conclusions and Recommendations ----------------------------------------- page 16
Criteria and standards used to judge evaluation object --------------page 16Judgments about evaluation object ---------------------------------------page 18Recommendations ------------------------------------------------------------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 state 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 program’s 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 student’s
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 program’s
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 year’s
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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 student’s 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) 2011-2012 Math CRCT Score (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
Student K 807 821 + 14
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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 didn’t 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 don’t 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 relationship between the amount of success in iPass and improved CRCT
Level achieved in iPass and score on CRCT
Score of 800 on CRCT and student 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
Appendix A- Unit Progress Report
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The table below shows a class of 5th grade E.I.P. students who were involved in the iPass program for the 2011-2012 school year. The bar graph shows what grade level they began in iPass and what grade was mastered by the end of the school year. Most of the students started out the program at the 1st or 2nd grade level based on the results of the iPass placement test. A few of the students were not enrolled at BES the entire year. The students who entered and withdrew are Wallace M. and Gary S.
Appendix A- Unit Progress Report
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
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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.
Appendix C- CRCT Scores in 4th grade and 5th gradeThe 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,
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but did in 5th grade. The last column shows the increase or decrease in scores from
the fourth to fifth grade.
Student 2010-2011 Math CRCT Score (4th
grade)
2011-2012 Math CRCT Score (5th
grade)Charles A. 796 833 + 37Diana B. 801 797 -4Amya C. 791 811 + 20Monique C. 796 873 + 77Tyquavious C. 791 819 + 28Kelondra H. 791 819 + 28Brandon J. 800 776 - 24Christian L. 767 811 + 44Eric L. 838 873 + 35JaNiyah R. 815 833 + 18Pablo R. 807 821 + 14Seven W. 835 850 + 15
Appendix D: Teacher Interview Questions
Interview QuestionsiPass Math Intervention Program
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1 How long have you been using the iPass program?
2 What do you like about the iPass program?
3 What don’t 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.
Appendix E: Student Interview Questions
Interview Questions
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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?
Summary Worksheet for Evaluation Plan
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EvaluationQuestions
Information Required Design Information Source Method for Collecting Info
Is there a relationship between 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 & review end of year CRCT & iPASS resultsGathering existing dataSurvey & possible interview
What impact has the iPASS program had on student achievement?
iPASS student data report, CRCT scores
Time Series CRCT Score ReportSchool technology Coordinator
Gathering existing dataSurvey & 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 – CRCTConfidential records
End of last year grade level.
Beginning grade level
Current grade level
CRCT scores
Interview with teacher, Statistical analysis of CRCT scores 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 & review benchmarks in Math.
Report Card/Progress Reports
2011 grade level
Current Grade levelCRCT Scores
Statistical analysis of progress with the data from the iPASS reports and grade level performance
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Evaluation Questions
Interpretation Procedures
Audience Content Format Schedule
Is there a relationship between the amount of success in iPASS & improved CRCT scores?
Did students that reached grade level standards in iPASS achieve 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.
Meetings to discuss results
December 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 the CRCT?
Did participating students rate iPASS with high scores as a contributing factor in higher achievement?
Teachers, administrators, parents, students
Quarterly benchmark test
Advancement through iPASS program
Report to school Administrators to discuss the results and possible changes. Meet with clients to report results and receive their input.
Quarterly Benchmark Reports.
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