Tennille Wilkens

EDTC 670.9041

Spring 2015

Integrative Capstone Course: EDTC 670_9041

Spring Semester 2015
Tennille Wilkens

Phase 5: Outcomes and Recommendations

The need for students to have a basic understanding of mathematical facts has been identified
in Phase 1. I chose to use various software applications that are befitting for all types of learners
and the Rockett Math program to assist with the weekly lessons. Rockett Math is a
developmental learning program that has great statistical analysis and has PROVE how its
worked. There were 10 participating students who completed the analysis. Data on student
progress of each student was collected from pre & post assessments, educational activities, and
games that were all downloaded via the Rockett Math program. All students demonstrated
progress and have shown that the Rockett Math program is a success.
What research says about Rockett Math?

Equals instruction is organized around the five content standards identified by the
National Council of Teachers of Mathematics (NCTM) which include: (1) Numbers and
Operations, (2) Algebra, (3) Geometry, (4) Measurement, and (5) Data Analysis and
Probability (NCTM, 2000). The curriculum incorporates the associated NCTM Process
Standards which stress real-world connections, communication, multiple
representations, reasoning, and problem solving in addition to knowledge of
formulae and process.
Equals Mathematics was written to teach students math concepts and problem
solving by using an array of tools and applying concepts to real life. The curriculum
seeks to focus upon developing student understanding of when and how to use
skills and concepts. Equals was designed to provide for students unique needs with
clear, simple, and singular objectives. These objectives, taken from state math
standards across all regions of the United States, were written into the program to
provide a sequence of skills to include the necessary prerequisites and fit the pacing
and learning needs of students with disabilities, including students with the most
significant needs.

Tennille Wilkens

EDTC 670.9041

Spring 2015

Data Summary/Findings

The primary task in developing the Equals assessment was to identify barriers to
performance to understand better what students know and what they were thinking. These
barriers were viewed as cognitive, motor, and language disabilities. The Equals
assessments adapted test items are tasks with motor and expressive language
performance removed, with additional support given by way of visuals and manipulatives.
Thus the tasks meet students where they are in their mathematical thinking while also
staying true to the math concept being assessed. In this way, full and/or incremental math
knowledge can be discovered and measured.

Data Summary/Findings (add graphs)

Objective 1 & 3/Assessment (list the objectives and relate to the assessment)
The pre-assessments were given to students during week 1, March 2 6, 2015, the fourth
quarter of the school year. The pre-assessments (writing skills test & testing placement
probe) is to present baseline comparative data at the students current level of
understanding. Each of the students results were tracked in my personal log and factored
based on time and accuracy.
Objective 1 writing skills test (show results time vs. accuracy) use the graph to show premiddle-and end results.

Objective 3 placement probe (show results time vs. accuracy) use the graph to show premiddle-and end results.

Tennille Wilkens

EDTC 670.9041

Spring 2015

Compare all data to research findings (phase where I added data showing students
performance - benchmark data to compare to actuals)

The Equals assessment was administered to the students in this study in

September of 2011, at the outset of the school year, to determine each
students entry point for Equals instruction. This data also served as baseline
data for this study. Students were assigned ID numbers for tracking purposes.
Adjusted raw scores were associated with these ID numbers for later reference.
After eight months of Equals instruction, the Equals assessment was
administered again. Adapted raw scores were collected for each student ID and
compared. Progress was measured by the difference in Adjusted Raw Scores
between September and April.
The Equals assessment was administered by a team of educators from the
school that had been trained in the Equals assessment protocol. However, these
individuals did not conduct the Equals instruction for students they taught
during the year. This was done to assure impartiality in the data collection
process.
In addition, teachers were given a 12-question Likert survey (see Appendix 2) asking them
to rate the effectiveness and ease of use of the Equals curriculum. Opportunity to make
open-ended comment was provided teachers at the end of the survey questions.

Analysis
Explain how scoring on graphs was calculated.
List objective 1 2 3 (explain how I feel about each)
Explain your opinion of each:
-

Pre middle end activities 1

Games and applications, visual observations (use of technology) 2
Pre & post testing 3
6 week experience
Interpret actuals vs. benchmark
How the students took to the project, teachers, and myself

For the students

Objective 1: After playing various phonemic segmentation games on the iPad,
students will be able to break apart the letter sounds in basic CVC words and
read the words with 90% accuracy. (Input Writing Skills Test objective)

This objective was used throughout weeks 1 5. Initially, the objective acted
as a pre-assessment and then factored for each weekly lesson to set a target

Tennille Wilkens

EDTC 670.9041

Spring 2015

for each students math goals. The expected outcome for this objective was
to have students confidently read, write, speak, and repeat math facts.
Students were measured by comparing their baseline to their post assessed
results. I showed the weekly data to display how students performed each
week. See data and graphs for results.
The use of the Rockett Math worksheets was successful in helping students
identify, understand, and memorize mathematical facts. As shown in graph
1, students demonstrated the same level of progression in math and
subtraction factors. I noticed that each student evenly declined once the
multiplication and division lessons began. Overall all students made progress
equally, at every level and disability. (Show that students struggled with
multiplication and even more with division.) Students with multiple
disabilities progressed, reflecting a (add percentage).The remaining 2
students that are deaf somehow posted an even greater progress (add
percentage).
Objective 2: After playing various phonemic segmentation games on the
iPad, students will be able to break apart the letter sounds in basic CVC
words and read the words with 90% accuracy. (input my objective)
This objective was used throughout weeks 2 5. It served to help students
reinforce what was learned during the weekly lessons. Students used various
apps and games that are listed in amongst the phases. The expected
outcome for this objective was
Students were informally assessed through observations. I used this time to
informally assess the students level of understanding and depending on my
findings would determine if greater attention was needed. That attention
would be an individualized application for the iPad or one on one tutoring.
Objective 3: After playing various phonemic segmentation games on the
iPad, students will be able to break apart the letter sounds in basic CVC
words and read the words with 90% accuracy. (input my objective)
This objective was used during week 1 and week 6 as a formal assessment.
Students were required to complete an initial assessment and complete a
final assessment. This was important so that I would have a baseline for my
analysis and show the significance that the Rockett Math Program had for the
students. The results calculated a significant improvement for all students
and that all 10 students showed a level of improvement during this project.
Feedback from the Teachers

Tennille Wilkens

EDTC 670.9041

Spring 2015

The teachers were all pleased with the findings of this project. The
implementation was off to a rocky start but once each week passed students
and teachers became very comfortable.
Comments were such as:
The planning and strategies are all simplified and useful
Students are responding exceptionally well to this program
The apps are a great tool for all of the students
We have to find funding to get the students their own iPad
Its wonderful to see them so engaged

At the end of the study, individual student progress, as measured by the Equals
Assessment protocol, was examined and analyzed. Calculation of actual
progress for each student was made by subtracting the September adjusted raw
score from the April adjusted raw score. Analysis of the progress was conducted
by the instructional level in Equals, disability, age, grade, ethnicity, gender, and
socio-economic status.
Analysis of Student Results

The result of the baseline (September) adjusted raw score for each student was compared
to the adjusted raw scores when the assessment was administered the following April.
Progress was measured by the difference in the two scores (see Appendix 1).
This analysis indicates that every one of the 72 students that completed the
year demonstrated progress. No student regressed. Taken together the mean
difference for all students was 28.04. This represents an average gain in math
skills of 38%. Certain subgroups demonstrated even greater gains.
Students demonstrated progress at all three instructional levels. Students participating at
Level 1 progressed by an average of 21.86. Level 2 students produced average gains of
24.05. Those engaged in Level 3 instruction demonstrated an average gain of 44.44.

Tennille Wilkens

EDTC 670.9041

Spring 2015

Recommendations
-

What have I learned

Regrets and/or changes I would recommend for next time

Conclusion

Schedule
Week

Objective

Pre-planning & Assessment

March 2 - 6

Group

Individual

Pre-assessment of each

During this time, students

student. Students will also use

will review videos and

this time to get proper log-in for

iPad and personal computer
usage. Students will learn how
to use the iPad, access
applications, understand the
rules and guidelines for
equipment.
I began the project by preassessing each student to
gather my baseline data. Data
was compared to the results
from the final assessment.

instructional material for the

project. Each students
questions or concerns will
be addressed.

Tennille Wilkens

EDTC 670.9041

Lesson 1

Spring 2015

Complete the weekly lesson.

Work independently on

Group activities, group

games and applications to

discussions, or one on one

March 9 - 13

tutoring. Indirect assessments

reinforce the lessons.

using activities.

Lesson 2

Complete the weekly lesson.

Continue independent

Group activities, group

study.

discussions, or one on one

March 16 - 20

tutoring. Indirect assessments

using activities.

Lesson 3

Complete the weekly lesson.

Continue independent

Group activities, group

study.

discussions, or one on one

March 23 - 27

tutoring. Indirect assessments

using activities.

Lesson 4

Complete the weekly lesson.

Continue independent

Group activities, group

study.

discussions, or one on one

March 30 April 3

tutoring. Indirect assessments

using activities.

Assessment

Final Formative Assessment

None

Review & Feedback

None

Individual Feedback

April 6 - 10
7
April 13 - 17

Pre-test steps
The project is designed to collect data, provide data and analysis, and provide
recommendations.
Designed to be administered to collect baseline data or to establish the entry point for
instruction, the Equals assessment may be used as a pre- and post-test to monitor and
document progress. This tool is divided into six subtests that correspond to the NCTM
components with the addition of one component that provides visibility to pre-emerging
academic skills. The six week project has 7 parts: (1) Pre - assessments (2) Lesson 1:
Addition (3) Lesson 2: Subtraction (4) Lesson 3: Multiplication (5) Lesson 4: Division (6)
Assessment (7) Review & Feedback
When the Equals Assessment is administered, students are assessed in each subtest.
Equals includes specific instructions to adapt test questions to help students demonstrate

Tennille Wilkens

EDTC 670.9041

Spring 2015

their knowledge. Students may respond to questions in a way that best meets their needs
and abilities. Adaptations to test items and adapted responses are tracked and used to
adjust the Equals raw score. A formula is employed to align the adjusted raw score with a
suggested starting point for Equals instruction.