Target Group Improvement Action Research Plan - Check in #3
Interventions, Roles and Supports Describe how leadership, teachers, families and students will be involved in this process. What role will each play? Leadership: School site ILT, after analyzing the data, will set a goal for English language learners. They will be responsible for communicating that goal to the staff by presenting the data during a minimum day professional development session in September. Teachers: A group of teachers, representing all content areas (Instructional Leadership Team members), will meet as a data team to analyze the CELDT data, and use the data to set goals and objectives for the site’s English learners. This information will then be shared out with the entire ILT. All teachers will participate in professional development around these goals and objectives. Families: Families need to be educated about the information provided by the CELDT, specifically as it pertains to their child(ren). Families should also be a part of a team that develops a plan for increasing students’ English language proficiency. Students: Students should be shown their test results, and should be advised of what the results mean. Specifically, what do the CELDT designations mean about each student as a learner? Students can be involved in goal setting - what work will they do to increase their proficiency. What are the interventions that you plan to implement based on your goals and objectives? Indicate interventions for students, faculty/staff, and families/communities and indicate whether they are focused on individual students, groups, grade levels, or whole school. Interventions for students
Interventions for faculty/staff:
Interventions for families/communities
What type of support will be needed to carry this out? For example, time, professional development, materials, etc.
Check in #2 – Root causes, Goal and Objectives 1. Which additional data did you gather to inform your thinking on the problem? This week I started with this year's CELDT scores for my school, and then I examined the CELDT scores from 2011-2014. I examined the change in data over time by gathering it into this table: Some things I noticed from this data:
2. Root causes of the problem you have identified Organizational culture - While there is an awareness that the ELs at our site tend to struggle, and that many get “stuck” at the Early Advanced level, there hasn’t been a real focus on improving these issues as part of our school’s mission. We haven’t gone beyond identifying the issue and there isn’t a message from administration that guides teachers to create action plans to make a difference in this area External factors - Socioeconomic status; limited parent involvement; absenteeism; no curriculum for English language development Organizational structure - Class sizes are 30+, often as high as 36, so there is limited opportunity for differentiation; one support staff on site (classified) trained in support of ELs Student demographics - EL population is a minority at the site, ELs at Dana are not attending their home school (no data on why parents choose to send their students to a school other than their home school) Instruction and preparation/Curriculum - Limited professional development for staff (1 QTEL PD offered for cross-curricular staff, a 2nd for ELA only); 1 ALD (Acquisition Language Development) class available (6th grade only); no English language development curriculum available from the district 3. Possible SMART Goal: English learners will make consistent growth in English language levels as scored on the annual CELDT assessment. Possible Objectives:
-Who develops the interim assessment? What type of assessment is it and how often is it administered? How are results used?
-How have students been prepared for new format?
-Do you know which students in grade 6 are on IEPs or are classified as EL? What types of services do they receive?
-What did further analysis of test indicate? This week I took a closer look at CELDT scores: -How might QTEL help?
Target Group Improvement Action Research Plan - Check In #1 - April 12, 2015
This post can also be located at this link: http://bit.lly/1IWCAQO Target Group Improvement Action Research Plan - Check In #1 - April 12, 2015 Data Highlights and Target Group Identification 1. What type of student achievement data did you analyze? I have been analyzing the results of the interim assessment given to the sixth grade math students at my school using the Illuminate application for data gathering and reports in use by my district. The other sixth grade teachers in my department provided me with reports, from Illuminate, that showed how students scored on the assessment, and we were able to break down the results to show achievement on individual Common Core standards tested. In addition, our PLC was given a report produced by administration that showed how various sub-groups scored on the assessment. I also examined demographic data on the California Department of Education Educational Demographics Unit. 2. What were the main findings generated from the analysis of your data? In analyzing the data, it was determined that none of our students scored proficient on this new exam (intended to be a predictor of how students will do on the new Smarter Balance Assessment, testing mastery of the Common Core standards), that white students had a higher percentage of correct answers on the assessment, and that English learners and special education students scored particularly low. It was also noted that students tended to do more poorly on questions that had more than one correct answer (this is a procedural change in testing expectations from the previous standardized tests students have been taking.) In reviewing demographic data for 2013-14, I found that more than 50% of the students at my school identified as White, 33% identified as Hispanic (with a total of 47 of those students being identified as English learners in sixth grade), and less than 1% of our student population identified as African American. A slightly higher percentage of our students identified as two or more races, non Hispanic. 3. Share 5 questions that the data sparked.
4. Name 3 priority needs and mention which one of these seemed most urgent.
5. Which target group did you select to work with and why? I’ve selected English learners as my target group. I’m interested in taking a closer look at possible causes for these students to be scoring lower than our White students, and looking at both the understanding of math concepts and also other root causes that may be contributing to these results. Another reason for selecting this group is that QTEL strategies have been an area of focus for our site professional development this year and I’m interested in including the strategies into an action plan for our math classes. |
Dena Hause
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