Action Plan
The administration team at Andre’ Elementary includes the principal, two assistant principals, two instructional specialists, testing coordinator, and two counselors. Due to the summer schedule and key people’s availability for a physical meeting, we communicated via email to formulate an action plan that would benefit students during the upcoming 2017-2018 school year. See Appendix A for email communication.
Individual Intervention Plan
As part of the accountability process, the assistant principal advised the team that students who do not show growth, must have an individualized plan to target language deficiencies as required by the state of Texas. To ensure transparency in the process, the reading teachers will continue to
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As part of my Administrative Internship II class, I worked closely with the administrative team to develop an action plan to target LEP students who did not make growth in the TELPAS assessment. In turn, data was collected for the LEP students to monitor growth in skills such as reading comprehension, phonics, spelling, vocabulary development, listening, speaking, and writing. As a result of the individualized intervention, we were able to identify areas of student strength and areas where we need to target students next school year. The administrative team feels confident in continuing the online format intervention during the next school year for the 53 identified LEP …show more content…
Students often are not aware and do not understand the relevance of the TELPAS administration. Students are accustomed to interactive web-based programs which keep their attention with music and bold graphics. On the contrary, the TELPAS online reading assessment is black and white, unfamiliar, and tedious. In turn, students lose interest very quickly and do not see the importance of reading the long strenuous passages so they begin to click through the test to finish without care.
The team recommends communicating with parents via newsletters, blog, school messages, and teacher direct communication letting them know the importance of the test and the significance of the students’ full cooperation. When the children take the STAAR test, we make a big deal in the school by having a parade, putting up posters, and getting kids to understand the importance of the test. Similarly, the same emphasis needs to be present before taking the online reading test. Students need to prepare by taking the online tutorial using a computer to get familiar with the test well before the mandated administration date. The online reading assessment contains fifty questions and requires stamina and possible breaks in between. The campus needs to equip the students better by creating an optimal environment where students are prepared, engaged, attentive, and focused during the test
It is merely difficult to predict what out come would be with this plan. Most likely Carlos would be able to improve his reading, writing, precision and awareness. Direct and daily measurement will be acquired to scrutinize the progress of Carlos. Standardize intelligence and achievement test will be supportive to measure Carlos's development. Precision Teaching procedure will enhance the instructional decisions based on changes in the frequency of Carlos's performance.
The Running Records assignment from Developing Lang and Literacy class at Leeward Community College provides evidence that I have completed the HTSB Standard 6: Assessment. For this assignment, I volunteered for ten hours in an elementary school and performed the running records assessment on a student. The point of the running records assessment is to determine students’ level of proficiency with literacy materials. This is done by checking if students self-corrected themselves, and if they can recognize and gather meaning from the text, not just decode it.
Assessments should guide instruction and material selection. Any likely manner, assessments should measure student progress, as well as help, identify deficiencies in reading (Afflerback, 2012). One important indicator of reading deficiencies is spelling. Morris (2014), advocated the importance of administering a spelling assessment in order to have a better understanding of a student’s reading abilities. My school uses the Words Their Way spelling inventory to assess students’ reading abilities at the beginning of the year and throughout the reading year.
The program was doing well to improve student literacy, until there became a problem with the fluency monitoring. The teachers would administer the prompts to the children in three different levels. They would collect their data on the students by recording the number of words read correctly per minute. The scores seemed to improve at all levels in the first through fourth grade and at the first and second level of fifth grade during the first year. But, at the third level of the fifth graders the scores took a huge drop. The scores continued to drop the following year at the same level as well. The teachers reported their problem and the passage at the fifth grade level was more difficult than the passage of the sixth grade level. When the passage was later analyzed, it was placed at the 9th and 10th grade level. The committee examined all the prompts and assessed the readability levels of all the passages. They chose two prompts for each grade level and devised a protocol whereby the teachers will use the same prompts at each of three points during the year. The teachers will give the difficult prompt first and if the student scores in the 50th percentile, the student will not require any further testing. The student’s success with a reading will depend on the difficulty of the text and the students background knowledge and own interests.
The main mission of large scale assessment is to measure group performance, individual performance, drive instruction, measure effectiveness of instruction, measure student growth over time, and measure if students are acquiring basic skills. In 2001 legislation implemented the No Child Left Behind Act (NCLB) which required states to develop assessment systems that reported on content standards and measured student achievement based on performance using these content standards (Salvia, Ysseldyke, Bolt, 2013). The STAAR test is the assessment system used in the state of Texas to measure student performance based on the content standards set forth by the state of Texas and is governed by NCLB (Bolt & Quenemoen, 2006). The following paragraphs will discuss the challenges, roles and responsibilities for educational diagnosticians, special education teachers, general education teachers and administrators face when analyzing a large scale and formal
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,
...he assignment or did not try their best. Another one of the strategies that I have seen quite often is the disrupting student read-aloud. This has happened to me while teaching many times. I honestly most times thought that these children were causing a ruckus and interrupting because they had behavior issues. Now after reading this section I am much more aware that the instances I have encountered could have been just the child not understanding. After reading this article I feel like I have a fresh and new look on how to better spot children who are falling behind in their language proficiency.
The program works with more than 100 schools in seven states. The program is geared toward students from low-income families. The statistics for children’s literacy in the United States are astonishing. “In 2011, just thirty-four percent of the nation’s fourth graders in public school could read proficiently” (National Center for Education Statistics, 2011). The program itself has had exponential success.
Intervention Assignment I. Client is a single, 37 year old female, mother of 3 children, who was referred to the Social Worker by Life Span in Savannah, TN. Client has a previous diagnosis of depression and anxiety that she has reported has been affecting her everyday life. Client reported she needs to lose 130lbs because she has started binge eating with her depression causing her to have low self-esteem. II. Goal 1.
NCLB raised the learning expectations for all students but also realized that there must be leveled expectations for specific groups of students. For example, “AYP determinations will not be based on the achievement of LEP students in their first year in an American school. Newly arrived LEP students must be assessed in math and English-language proficiency, but achievement on these assessments will not be considered in AYP determinations (“The ABCs of AYP”, 2004). While the number of English Language Learners at Park are low, this aspect of NCLB did not overemphasize or rush the progress of these student groups. Park has an ELL program designed to move students out of requiring ELL instruction so that they are fully prepared, for not only general education tasks but to participate and perform at a level that reflects their ability on state tests.
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.
Outline the concerns that may exist with using an RTI model when identifying students suspected as having a learning disability.
Collaborating with the school administration team, I was able to gain suffice information about the needs of the school as well as the needs from the community. I was given information about the academic needs of the students as well as the school’s improvement plan, which consists of the school needs assessment. Analyzing the needs assessment and test score data, there is a need for academic improvement is needed in the content areas of English-Language Arts and Math. The school is in need of strategies to improve scores in these areas, but the community can play an integral part in helping to provide the necessary resources, tools, and materials to enhance student learning in these areas. This could be established by community-school partnerships, if the school effectively communicates to the community their need for academic assistance. This can be achieved at PTO meetings, school activities, and local colleges or universities.
Special education is no longer restricted to schools that cater for specific disabilities. Increasingly mainstream classrooms must cater for a diverse range of abilities and be inclusive of children with disabilities, therefore providing special education (Heward as cited on Pearson Prentice Hall, 2010). In catering for all children within a class, teachers also need to provide intervention as necessary. Intervention according to Heward (as cited on Education.com, 2011) intends to reduce, eliminate and/or limit the hurdles faced by students with disabilities that may prevent them from maximising their learning and becoming productive members of society. This essay will discuss how teachers can provide all three kinds of intervention; preventive, remedial and compensatory on behalf of individual students who may require it (Pearson Prentice Hall, 2010). Each type of intervention will be explored with examples to demonstrate the possible use of each one and the potential issues that may be associated with them.
Many students have a hard time when it comes to reading. There are many reading inventions that can help students out. Reading inventions are strategies that help students who are having trouble reading. The interventions are techniques that can be used to assist in one on ones with students or working in small groups to help students become a better reader. Hannah is a student who seems to be struggling with many independent reading assignments. There can be many reasons that Hannah is struggling with the independent reading assignments. One of the reasons that Hannah can be struggling with is reading comprehension while she is reading on her on. Reading comprehension is when students are able to read something, they are able to process it and they are able to understand what the text is saying. According to article Evidence-based early reading practices within a response to intervention system, it was mentioned that research strategies that can use to help reading comprehension can include of activating the student’s background knowledge of the text, the teacher can have questions that the student answer while reading the text, having students draw conclusions from the text, having