With the pressures of state testing and the College and Career Readiness Performance Index, our school’s Better Seeking Team examined what we could do to increase student achievement. During our investigation, we realized our students in grades three and five were not doing well in the literacy area, specifically with their Lexile scores. First of all, Lexile was not something we knew much about because our school had always used grade equivalency, not Lexile to measure students’ reading ability. This curriculum-based issue would need more concentration, not just for our students but for our teachers as well. Secondly, we realized the impact these Lexile scores had on our students’ overall GA Milestones scores. After all, it is the Lexile score …show more content…
that decides the pass or fail mark for students in grades three and five. Having this new knowledge of an area of weakness, I led a group of coworkers in grades four and five to delve deeper into why only about half of our students were meeting the required grade level Lexile measure and above. Since we were working to increase our students’ Lexile levels, ultimately this action research process was about increasing students’ literacy skills in general. Based on the information from our Better Seeking Team, I formed a group of colleagues to increase student achievement in the area of Lexile.
I assembled this group by inviting the reading teacher from fifth grade along with a classroom teacher from fourth grade since we would be concentrating on fourth and fifth grades. I also asked a teacher from the Program for Exceptional children to be on the team, along with a teacher from the Early Intervention Program. Our school media specialist also attended the meetings to help when needed. After organizing this team, we dove right into the data since most of the team members were not part of the Better Seeking Team. I led them in analyzing the data from the GA Milestones and from the STAR reading assessments to see that Lexile was a major concern for our school. In fact, they worked together to make a chart of the average of our students’ Lexile scores from the Fall STAR Reading Assessment. That data alone was frightening with only 26% of our fourth graders meeting the Lexile measure and only 42% of the fifth graders with a meeting score; we all knew we had a curriculum-based issue, and it needed our attention right …show more content…
away. Next, I guided them in completing a 5 Why’s activity in order to find our root causes. Through this process, they were able to eliminate reasons for the weakness that were out of our control, like time constraints and home related issues. During the activity, they could see that more professional learning was needed for teachers to understand Lexile levels and how they are used in assessments like the GA Milestones. The team was also able to conclude that literacy needed to be at the forefront of our school improvement, and we needed to research best practices and strategies to implement in our classrooms to improve our students’ Lexile levels. The team was charged with the following research question: How can we decrease the number of students in grades four and five who are not meeting the required grade level appropriate Lexile level? The team decided to individually research best practices and strategies for improving literacy skills through educational journals and then come back to the team to discuss and share. Before they went out on their own to research, I did talk with them and show them how to utilize Galileo which they all have access. Once the team members had time to research, we met again to dive into it all. I led the team in realizing that all of their research from the educational journals and information from the GA Department of Education concerning Lexile levels was tied to best practices in teaching literacy, like the close reading strategy and reading interventions which are separate from the reading block. When I led them to this realization, they researched those two best practices specifically. Throughout this research process I was able to meet with the team to discuss the research, but I also made sure that I met with each member individually when they were completing the research. By doing so, I was able to make connections with each team member and help them become more assured of the research process. Research showed us that implementing small groups that focus on strategic instruction, in addition to our reading block time, provides an excellent reading experience which allows students to move fluidly from one group to another. Based on this research, the team developed a reading intervention plan for fourth and fifth grade which was formed based on the results of a common assessment, Words Their Way Elementary Spelling Inventory. This common assessment allowed teachers to group students based on their phonics skills. In order to implement these interventions, I met with each grade level and led them in analyzing their common assessment data from the spelling inventory. I guided them in forming Excel documents to easily see where their students fit into each level on the inventory. Through this data analysis, the grade level teachers were able to see that they had a large number of students who were still very weak in the phonics area which is daunting at this age. However, this data assured everyone that these interventions were necessary. These students who scored low on the spelling inventory were grouped by phonics spelling stages and received direct intervention using a phonics kit which includes scripted lessons for the teachers to use. Once the students started their interventions, they were assessed biweekly on their progress. When students tested out of their current level, they went to the next level with a different intervention teacher. Also during the analysis with both grade levels, there was also a group of students who exceeded on the inventory and didn’t need any phonics work. Accordingly, an intervention group was established to meet their needs. This group of students concentrated on reading comprehension skills with activities like close reading, writing, and literature circles. Based on the data analysis the team completed, along with the research, I guided the implementation of the close reading strategy in order for our students to be able to read between the lines. This strategy teaches students to make connections with the text and to dig deeper into the meaning of the words, not just the reading of the words which increases students’ comprehension. I worked with each grade level to fully implement this strategy during their reading block. In doing so, I was able to complement each teacher’s teaching style by allowing them to see how to best use the strategy in each of their classrooms. I also modeled this strategy for them in my own fourth grade classroom, so they could see the strategy in action. Some chose to use the strategy during their literature station time like how I had modeled it for them, while others chose to use it during whole group instruction. I helped these grade levels to also see that they could use informational passages that related to their Science and Social Studies context, or they could use literary passages. No matter the text, I guided them in using the strategy. The results of this action research process affected student learning in many different ways, many unexpected. Foremost, more than half of our students’ Lexile scores increased by at least 100 points from the Fall STAR report to the Spring STAR report. Our data from the STAR assessment showed us that we went from 34% of our fourth and fifth grade students meeting the Lexile level in the fall to 57% meeting in the spring. Additionally, our fifth graders had 93% meet the 850 Lexile level on the spring GA Milestones assessment. Our results show that great student achievement in the area of Lexile and overall reading achievement. With my guidance, this research process allowed the Lexile Improvement Team to feel a sense of empowerment and success.
They were able to feel this due to the power being put into their hands. I was able to share the data with them in which they found an area of concern, Lexile levels. Then they were able to take the information from the data analysis to research ways to improve our curriculum-based issue. They were able to narrow down the research with my leadership and found teaching research-based teaching strategies to begin implementing in the classroom. They learned this process takes time and dedication, along with ongoing data analysis to ensure student achievement. It instilled a sense of urgency and independence that made lasting impressions. Since going through this process, the Lexile Improvement Team has now evolved into our school’s Literacy Professional Learning Community. I continue to lead this PLC in leading literacy initiatives for our school. With this PLC, I have led this group of teachers in establishing trusting relationships with peer teachers in order to be successful and to continuously increase student
achievement.
America’s children have found increasing difficulty with school. The curriculum in schools is claiming to be harder in higher levels, but the lack of focus and direction in the younger grades has made for decreased grade levels and lower mastery in several basic areas such as math, writing, and reading skills. Standardized test scores are at an all time low, as increasing amounts of children progress through the educational system having not at...
This is a reading intervention classroom of six 3rd grade students ages 9-10. This intervention group focuses on phonics, fluency, and comprehension. The students were placed in this group based on the results of the DIBELS Oral Reading Fluency assessment. Students in this class lack basic decoding skills.
Thornton Fractional South High School represents a diverse school building in the South Suburbs of Chicago, Illinois. We consist of a traditional 9th through 12th grade building with the exception of busing students to the District 215 Tech Center for vocational classes. We share these resources with our sister school TF North. Although we consistently outperform TFN, we are behind the state averages on both the ACT and the PSAE. On the ACT, we are below the state average on the composite score as well as on all three recorded sub-categories. We were closest to the state average in Science and the furthest in Reading. As for the PSAE test to measure those students meeting and exceeding standards, we are again behind the state average. TFS averaged 40.5% of students tested to meet or exceed standards. Meanwhile, the State of Illinois average was 53%. Currently, we are on the Academic Watch Status year 2. We were unable to meet the Adequate Yearly Progress (AYP) or the Safe Harbor Target Goal for Reading and Mathematics which are the two target areas. Our goal as a school is to reach the AYP and attempt to reach and exceed the state averages on the ACT and PSAE.
I work in an elementary school as the ELL support and have seen first- hand how the program works in our school. Over a year ago many of teachers in our school deployed students by reading ability to different classrooms to receive reading instruction at their reading level. Unfortunately, the homeroom teacher was not able to know their student as a “reader”. It was especially difficult to share reading progress with parent at conferences unless the reading teacher was there at attend. Students in the classrooms worked on similar needs. Teacher used their own systems of delivery. Teachers used the anthology for teaching reading and pulled from their own sources. Some students who were deployed were apprehensive about going to another room and it...
The reading plan includes at least two interventions with a proven intervention program like Star Reading, Success Maker, Words Their Way, or other
In the article: Effects of Small-Group Reading Instruction and Curriculum Differences for Students Most at Risk in Kindergarten by Debra Kamps, Mary Abbott, Charles Greenwood Howard Wills, Mary Veerkamp, and ,Jorun Kaufman they argue that the implementation of small group reading intervention done on the three-tier model of prevention and intervention were beneficial to students. The study was conducted using 83 at risk (reading failure) students during the winter of kindergarten. It was an evidence-based curriculum done in groups of one to six. They concluded that students in the small interven...
...racy skills to function as adults, and we have a responsibility to our students to help them acquire those skills. We need to improve our weak characteristics of our campus and continue to use our strengths to develop new programs that will benefit our students’ abilities. If given the chance to improve my campus’s literacy programs, I would do whatever it took to make it a success and I would use multiple resources to find answers to questions that I could not answer. I would bring all these things together to make an after school literacy program a success.
The running record assignment provided me with insight on how to effectively assess a student, analyzing and interpret data and consider strategies to address areas of need and/or strengths. The process of giving this assessment has allowed me to better understand and appreciate running records. I understand the value of using an assessment that evaluates a student’s reading ability. The data is vital information that influences instruction and planning.
Growing up, I contemplated a future in the education field; I enjoyed my experiences volunteering with children and I have always been intrinsically motivated to learn. When I started college, I decided to delve into the social sciences, but I never forgot about my interest in education. The summer of my freshman year, I joined the education team through the University of Arkansas’ community development program in Belize. I worked with my co-teacher (a senior education major), and education and literature professors to create creative writing lesson plans and methods to improve literacy for underperforming children. In Belize, my co-teacher and I facilitated daily literacy skill small groups for 2nd and 3rd graders and taught creative writing lessons with 4th and 5th graders. This experience not only strengthened my desire to work in education, but also awakened my awareness of how different levels of educational privileges affect students. I recognized, however, that while I was energized by this experience, I still lacked the skills and training that would allow me to most efficiently help
The need for basic literacy skills is vital in order for our nation to continue to operate successfully. With approximately 5 million students, graduating below the National Standard for Literacy and unable to read, we must take a look at the curriculum and teaching techniques to assess whether the current systems need to be revised to better assure ALL students are successful. (Adolescent Literacy: A Policy Research Belief p. 1) The issue begins first with the definition of “Literacy”, and the fact that there are several aspects of literacy which are not currently included in the curriculum. Another issue is the “old” standards which are in place do not support the level of diversity which is now seen in many school systems. Then comes the issue of funding for schools and many schools in better neighborhoods obtain the highest level of private, and public funding and therefore are able to provide the higher level of education. However, in “The Literacy Education for All, Results for the Nation (LEARN) Act”, Senator Patty Murray states, “Research also shows that low income children are less likely to have access to high quality, literacy rich environments. These same children perform 40% lower on assessments of literacy achievement even before they start kindergarten.” (Murray) So, whose responsibility is it to ensure the success of the upcoming generations? Will the Federal Government step in to create a better system for the generations to come? There are quite a few solutions which have been used by Teachers, but with such an “old” system in place the issues of diversity, financial demand, inflexibility of the curriculum to assist individual students, classroom sizes increasing on a yearly basis, pressure to achieve sp...
According to Thompson, Madhuri, & Taylor (2008), educators across the nation have longed for the magic bullet that transforms struggling and reluctant students into high performing and motivated readers. This preoccupation has been debated throughout time (approximately how long?), and still continues today (Chall, 1967; Goodman, 1996; Honig, 2000; McQuillan, 1998). The first wave of AR users began in the late 1990s, just prior to the implementation of No Child Left Behind (NCLB). In 2001, the enactment of the No Child Left Behind Act promised to bring hope to the nation by ensuring that updated mandates would enable all students to be ready for the academic demands of the future. Along with the NCLB came tremendous pressure for schools to increase the standardized achievement scores of students across diverse groups. In order to satisfy the law’s demands,
An effective school leader possesses skills to create, implement, evaluate, improve and share a staff development plan. I met with Ben Rhodes, Sandy Creek Middle School’s principal, to interview him on the specific elements of his yearly staff development plan. We began with the design process focusing on the district and school goals. District goals include improving literacy across the content areas in reading and writing, Guaranteed and Viable Curriculum (GVC). Guaranteed and Viable Technology (GVT), and Closing the Achievement Gap (Equity in Excellence). Using a variety of assessments to focus on specific needs, Ben Rhodes and Mary Sonya, our Pupil Achievement Specialist, examined CSAP, Explore, MAP, and RAD data. They use the Colorado Growth Model to help guide them to determine if students have made adequate yearly progress. Together, they created the plan that included the district goals mentioned above as well as continuing to include new technology skills, information on special education changes with Response to Intervention (RTI), maintaining current staff implementation of literacy goals and a new goal of raising achievement in math.
The Florida Comprehensive Achievement Test (FCAT) is the statewide test that measures the academic achievement of public school students towards meeting the Sunshine State Standards benchmarks. The quarterly Reading and Mathematics Benchmark Assessment exams gauge student achievement on individual strands based on these Sunshine State Standards, which school districts require schools to administer to students within the appropriate content area. Teachers and administrators pour over the information at the conclusion of the exam and the data mining gets underway. The data is analyzed and scrutinized and teachers present their interpretation of the data to the administration to determine what modifications need to take place within their classrooms. The teachers, principal and school district utilize the data obtained from the Benchmark Assessments to determine the level of student achievement within the classroom and create a strategy that will target those benchmarks in which student performance was low. The vital issue with the data driven classroom is the effectiveness of the teachers and administrators at interpreting the data from these high stakes tests and constructing a successful plan that guides instruction based on the needs of the classroom, which continuously change.
First, when an educator makes grouping flexible, all students have the opportunity to reach benchmarks. While Oscar was not exactly at the level of his peers, through cognitive partnership, peers are capable of advancing each other’s learning. Second, encouraging students to perform higher-order thinking extends children’s learning. Although Oscar mentioned that the story was about helping a friend, by asking the right question, students made real-life connections. Third, by making personal connections and text-to-text connections, students experience learning that is meaningful, relevant, and coherent. Finally, educators should always have the mindset to “teach up.” I appreciate that Ms. Durkin did not underestimate her students’ abilities to learn the word empathy. As an abstract noun, she related the reading passage to the idea and quality of being a compassionate friend. Ms. Durkin truly aims high with learning and makes sure she scaffolds her students to reach those
In the 1980’s a report called “A Nation At Risk” stated that American children had fallen behind in such subjects as math and science. Thus came the advent of education’s increased focus on literacy and numeracy, accountability and academic standards. These high standards, according to Dumas (2000), are the most significant trend in schools today.