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1. Convey Student Response System 1
Convey environmental challenges they face in
their personal lives.
Student Response System Convey Student Response
System was presented to me early this
Meeting the individual needs of school year. When presented I voiced
learners is the solution to bring academic the demands of assessing student
achievement for all students. The learning, documenting data for
Convey Student Response System stakeholders, identifying individual
provides the technology that is essential differences, and analyzing student
for success in each classroom. Students’ achievement. At the time of presentation
average growth of 25% over a period of I was overwhelmed with keeping up
four months is significant data that with demands of students, parents,
proves the success of the Student administration, and district with respect
Response System. It’s all about to completing reports and
immediate feedback. Take away the communication of all assessments given.
clickers and scores drop drastically. The The Student Response System
documented data clearly shows that this minimized not only the time it took to
system promotes 100% student complete mandated documents, but also
engagement and significant increases in focused my lesson planning in the
student achievement. direction that addressed the needs of
As a teacher in an urban school students. I was able to plan lessons for
district, Indianapolis Public Schools, I whole group instruction, small grouping
have been challenged as an educator to practice, and individualized
create learning environments that interventions that filled the learning
enhance student engagement and gaps. The Student Response System
achievement. Students come to Clarence allowed me to become a teacher that
Farrington Elementary School #61 with intentionally addressed the academic
a wide range of challenges. The school needs of all learners in the classroom.
is classified as school-wide Title One Assessments implemented
due to the low socio-economic status of through the use of the Student Response
students’ families. All students receive System in my classroom provided gains
free breakfast, lunch, book in student data. I began the
rental and other services. process of implementation
The ethnicity of student with evaluating weekly
population consists of 57% assessments through the
black, 27% Hispanic, 11% system. Data collected
white and 5% multi-racial. consisted of compiling
State reports show that thirteen weeks of classroom
students of Clarence averages. My students
Farrington Elementary began weekly assessments
perform drastically below state averages with a class average of 59.4% (Week 1,
in standardized testing. As a teacher of Table A). By the second time I utilized
twenty-five years of dedicated service, I the SRS, class average increased to
am continuously facing challenges to 86.4% (Week 9, Table A). I began
engage learners in purpose and reason to pondering the variables that could have
succeed academically, despite the affected the difference in performance
Copyright 2011 Laura DeHart

2. Convey Student Response System 2
averages. Was I doing a better job Response System supported academic
instructing and facilitating learning? achievement in my classroom.
Had the student population of the SRS has been utilized in many
classroom changed? To examine the forms of assessment as well as used to
reason for such a drastic jump in scores I enhance instruction. Weekly reading
decided to administer weekly tests are given to measure the
assessments using the traditional, understanding of student comprehension
paper/pencil method and Student and application of state standards.
Response System on a bi-weekly basis. Programming the questions into SRS
One week, I would use SRS and the next took less time than using a copy machine
I would use the traditional method of for compiling distribution. On an
assessing. Scores dropped the following average, it took me thirteen minutes to
week by 9.6% (Week 10, Table A) when program twenty questions into the
regressed back to the traditional system. Constantly, copy machines are
paper/pencil method of administration. breaking down or getting jammed.
Paper supplies are often limited. SRS
Weekly Average Method of
Tests Score Administration diminished the issue. Another practiced
Week 1 59.4 Traditional application involved district required
Week 2 50.6 Traditional scrimmages using the system. Gains
Week 3 57.4 Traditional were again repeatedly seen in
Week 4 72.8 Traditional
Week 5 52 Traditional
comparison with data from weekly
Week 6 52.7 Traditional classroom assessments. Due to the
Week 7 71.6 Traditional procedural practices of the district to
Week 8 70.96 SRS send scrimmages via email to
Week 9 86.4 SRS classrooms teachers, I was not able to
Week 10 76.8 Traditional
Week 11 85.4 SRS
create a data dialogue that would
Week 12 60.4 Traditional evaluate the successfulness of the system
Week 13 84.5 SRS for this form of assessment. Therefore,
(Table A) the compiling of data was not complete.
The Indianapolis Public School system
The proceeding week scores increased requires that teachers address what is
8.6% using SRS (Week 11, Table A). called “Daily Skill Builders”. “Daily
At that time, I began believing SRS was Skill Builders” consist of readings and
an important component in student skills focused on state standards.
assessment. The next week utilizing the Applying these skill builder questions
traditional assessment method, scores into SRS allowed me to identify
dropped 25% (Week 12, Table A). I was individuals who performed at mastery
amazed! With the final week of level and those who demonstrated non-
collecting data for this project, I decided mastery. The choice programming style
to test SRS one last time for this study. with SRS software allowed for teacher
Class average from previous week of intervention through the timing
60.4% (Week 12, Table A) increased to mechanism. I was able to present the
84.5% (Week 13, Table A). This was an skill builder through SRS, and then
achievement gain of 24.1% of class pause with a click of the mouse to gain
average when comparing the final two reports of individual responses
weeks of analyzing. Convey Student intervening appropriately. SRS allowed
Copyright 2011 Laura DeHart

3. Convey Student Response System 3
for the retrieval of instant data to students are being improperly titled as
effectively plan with appropriate Special Ed. There are not only gaps in
instruction. learning for students, but gaps are also
Student engagement tallied to occurring in the lack of true and timely
100% using the Student Response data for intervention. Convey Student
System. When students received Response System provides the means for
feedback they became committed to educators to instantly retrieve needed
their performance. Student usage of data for the preparation and intervention
clickers not only gave them immediate of student learning needs.
feedback of their individual responses, In summary, Convey Student
but allowed them to monitor their Response system gives teachers the tool
answer responses with respect to class to address the learning needs of students
averages. I found that students were not and develop instruction to engage
only motivated seeing their individual learners in the ownership of their
clicker display “correct” as they education. Research shows that ongoing
responded to questions, but they also evaluation through data collection,
monitored the class polling displayed on planning intentional, effective lessons,
the screen. Students cheered with non- creating student engagement
verbal delight showing excitement of opportunities, providing students with
overall class responses when display immediate and focused feedback
projected high percentage of classroom promotes educational achievement for
performance. Utilizing SRS daily all learners. Convey Student Response
provided formative data to identify System enhanced my classroom
students who understood given standards achievement. It can bring educational
and those who needed extended learning achievement to your classroom as well.
attention. In an instant, I could identify Laura DeHart, Teacher
individual learners displaying non- Indianapolis Public Schools
mastery and intervene.
Assessing student achievement
through real-time data is a necessity to
bring about growth in learning in all
classrooms. High-quality instruction is
only created if the educator is aware of
the academic strengths and weakness of
all learners. Creating immediate
intervention to fill gaps of learning
brings about academic success. Daily,
students are referred to specialized teams
for placement and labeling of special
education identification. I believe that
due to lack of practical and intentional “Student engagement tallied to 100%
interventions in the classroom setting; using the Student Response System.”
My e-mail address is dehartl@ips.k12.in.us
Copyright 2011 Laura DeHart