FlynnJ Project02 503
FlynnJ Project02 503
FlynnJ Project02 503
James Flynn
Introduction
The focus of this Context and Content Analysis will be to introduce a group of elementary
students, who are currently enrolled in an RTI (Response to Intervention) reading supplement, to
the Razz Kids Reading computer program. The Razz Kids program will be an online game
program that students will be able to access either at school, during RTI sessions, or during their
regular class settings. Additionally, the program will be set up so students can access their
individual content at home through the use of a password. Since the program automatically
tracks student progress, teachers and parents can visually see student achievement. Students
enrolled in the RTI program are reading between 1-3 years below grade level. While most
students at this tier level will show reading improvements with reading intervention strategies,
some will need to move on to special education. The Razz Kids program was selected as a
software program to implement because administration has included improved reading scores in
the school improvement plan. This program was also selected because the software allowed for
structured, easy implementation of skills.
3. Analyze the culture and climate of both the performance and learning contexts.
The school that this design will be centered in is part of a low-middle socio-economic school
district. The group of RTI students are almost all under age 10. The majority of students are
Hispanic or African-American males. However, another dominant rank are white females who
have a Speech and Language disability. Most of the students are classified as level 1 or 2s on
state reading assessments and are in danger of retention in current grade. Students are beginning
to feel discouraged at their lack of reading ability and their parents express that more work does
not help them read. Administration is under pressure to raise student grades because district
funding has been cut and most additional funding goes to rewarding A rated schools. Currently,
this school is rated a B school.
4. Determine the assumption about learning held by all key stakeholders.
The administrators at this school believes that all of the students with in this program should
be able to raise their reading levels with this program. They believe that all students can do what
is asked of them and that it is within their knowledge base. Teachers of the RTI program have
expressed that the students do not yet see how important reading is to school and life success.
Teachers have expressed unhappiness with the incentive program that the school started two
years ago. Many of the teachers view the incentive program not as a reward program, but as a
buying or bribing system that begs students to learn. Students have expressed boredom with
school and a frustration with their limited reading ability. Their lack of reading has impacted all
of their school subjects and has caused other behaviors to develop, in addition to learning
difficulties.
5. Analysis the contextual relationships and compile recommendations.
For this project to be successful, and meet the terminal goal, it is necessary for all students in
the RTI reading program to continue the working with the reading software at home. Currently,
the school district does offer free internet access to all public school students, but there is no
program in place to provide computers to students homes. In order to determine the current
computer shortage, it would be recommended that a survey of home computer access be
developed. The school district does have a funding surplus that was designated to buy teacher
laptops. Since many teachers were returning or are teaching dual courses, the excess funds could
be used to cover the need of supplying basic home computers. Another recommendation for this
project is for a student demographic or location study to be developed to determine if a students
without home computers are located in neighboring areas, and if those areas have access to a
public library. This would allow the district the ability to work with the county and set-up a
central hub, instead of provided individual home computers. Additionally, this would allow for a
combining of resources and funds between the county and school district.