Engaging students through co-teaching, independent reading, and assessments





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Data was collected for two months in three English 10 co-taught classes at a northwestern outer ring suburban high school. Students were chosen to be in these classes because they were at risk for failing the MCA-II Reading test from the state of Minnesota. They are students who came into the classes in September thinking that they were not readers and they did not like English class. The primary goals were to get books into students' hands, get them reading, and see how their grades and attitudes changed. Research tools used were book tests, daily work tests, practice MCA reading tests, observations, student surveys, and student interviews. The data shows a large jump in achievement levels because of the amount of books traditional non-readers were reading in this classroom and a boost in self-confidence about their abilities to succeed in classes besides English.

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