1st Draft Action Research Paper

 

Academic Achievement of Elementary Students (Grades K-6) While at Mesquite ISD’s DAEP

Mesquite ISD regularly examines student data. Special meetings after curriculum based assessments (CBAs) were developed to assist campuses in data interpretation. Since the DAEP is not a school of record, it was difficult to determine whether students were being successful or not. A team was assembled to determine ways to gather and disseminate appropriate forms of student data. This was easily accomplished at the middle school and high school levels, as CBAs from the district were given at the DAEP. These were compared to previous CBAs that the Learning Center students had taken. Elementary students were more of a challenge.  After much discussion it was determined that iStation is a program that could be used to determine student growth in reading for grades K-6). Additionally, there was a plan to use Think Through Math for grades 3-6 to determine growth in math. However, the program has been wrought with technical glitches which are still being worked through. Information collected will include grade level, gender, and data results.

While at the DAEP, elementary students (K-6) will be academically successful. It was determined that data needed to be collected on students while at the DAEP.  Administrators and teachers at the Learning Center worked with district curriculum personnel to determine what assessment tools would be appropriate. A decision was made to use a reading program called iStation to assess the progress of elementary students in grades K-6 while at the DAEP. The campus is attempting to assess math in grades 3-6 using a program called Think Through Math.  The reading assessments are currently underway for all elementary grade levers. However, Think Through Math has experienced multiple technical issues. If these can be worked out, data will be gathered and assessed.

Students struggling with reading in elementary school is currently a big concern to many educators.  It has been shown that “when students get off to a poor start in reading, they rarely catch up” (Campbell & Kelly, 2010).  Theses students often face grade retention, long term remediation, etc.  Also, as they progress through grade levels their reading gap gets larger and larger.  In order to lessen this gap and help struggling readers it is important to “consider essential instruction for at risk readers” (Campbell & Kelly, 2010).  The goal of these programs like iStation is to “help students acquire literacy skills” such as phonics, listening, reading comprehension, tutoring, etc. (Campbell & Kelly, 2010). Research suggests that “reading problems are preventable for the vast majority of students who encounter difficulty in learning to read, if these students receive extra support in the form of an early intervention program” (Pikluski, 1994).  The early intervention instruction that students receive should be in addition to (not a substitute for) the instruction they receive through through their regular classroom reading program. Early intervention programs should “reflect a model of reading as an active, meaningful, and constructive process” where students are”taught to monitor their reading” (Pikluski, 1994).  These programs should also “offer students special instruction on a daily basis for periods ranging from 20 to 45 minutes” in order to ensure that “progress is steady” and also because it allows “teachers to become very familiar with students and their strengths and needs” (Pikluski, 1994).  Results from many successful early intervention programs show that in many cases reading problems are preventable. The program that my DAEP is using, iStation, is mimicking best practices.  Providing reading remediation starting early on is essential.  These early intervention programs also allow the teacher to stay up to speed on where the child is by assessing the students different reading skills (vocabulary, fluency, phonics, comprehension, etc.) at set intervals and any time necessary.  The fact that the programs gives teachers the ability to assess the students reading skills at any time is part of the reason that it was decided that this program would be implemented at the Learning Center.  The early intervention program that we use is a great indicator of growth in all areas of reading. It was determined by central administration that we would use this program on our campus not only to measure growth, but also because many of our students will benefit from its use. Every student deserves to be afforded the ability to develop into a competent reader!

I communicated plans for my action research project to the staff at the DAEP by informing them of the need to collect specific data. I described the program and how it was supposed to work. The district curriculum coordinator for reading came to our campus and gave a step-by-step demonstration on how to use iStation. She also gave each individual a hand out with explicit instructions on how to use the program and run data reports on each student. Because iStation is a district-based assessment program, parents are normally informed of student growth through progress reports and six weeks report cards. The DAEPs’ student parents receive weekly progress reports and daily reports upon request. The scope of this project is not community based. Students are able to visually see whether or not they are increasing their skills in reading.  This is done through the use of bar graphs that show where each student is at on each skill level compared to the previous time the skill was assessed.

In order to implement my action research project I talked with the administrative officer of the Learning Center and  determined that there was a need to assess student success at our DAEP. Next, I communicated with the district curriculum coordinator for reading and asked her to come to the campus to train the elementary team on how to use iStation effectively and continuously run data reports on students. I delegated myself to be the data collector and to give help to teachers using iStation when necessary. I communicated to each teacher the importance of running data reports on each student and making sure that the report gets to me. I will also be disagregating and assessing the data once it has all been collected. I will do so by putting the information into a spread sheet with the an assigned student number, grade level, gender, and reading data collected from start to finish while at the Learning Center. I also made sure that the teachers know that is mandatory to have every student on iStation each day for a minimum of 20 minutes. 20 minutes is the minimum amount of time students can be on iStation daily  in order for the program to collect data. This project did not require additional district funds or materials. All elementary students placed at the DAEP for 15-30 days will be assessed by their assigned campus teacher.  There are six elementary teacher at the DAEP campus responsible for collecting student data. The entire intent of this action research project is to establish that student achievement is a priority at the campus even though it is a student DAEP. There are no safety concerns involved in this research project.

Communication and collaboration were the key strategies used lead the operations of the project. I was made aware of the need by the district and campus personnel. The need became apparent last year when the DAT group met and began to determine that we needed to assist the elementary group with gathering daily data on our students.  I found out about that need and decided to assist in getting out the information to all parties concerned, getting folks trained, and monitoring and eventually sharing the information.  The elementary group at my campus meets every few weeks to discuss current and upcoming issues. We all work together collaboratively in our DAEP program so it was very easy to talk to the group during one of our elementary meetings about the build consensus for using iStation and collection the necessary data.  I also developed the idea by working with district administrators and campus administrators.  It was approved by both.  To date, there has been no conflict that has needed to be resolved.  If something comes up, I will discuss it with leaders first (campus and district) and then gather the elementary team to find a solution.

This action research project will benefit and serve the needs of all students involved. It will also benefit parents to know whether their child is progressing or not.  Also, it immediately benefits the teacher in knowing specifically where students struggle.  Knowing where a student is struggling and what skills he/she is low in allows the teacher to individualize the instruction for that particular student and fill in the targeted gaps.   It will allow them to focus on specific areas that they can target in their individual lessons.  This gives the teachers at the DAEP the chance to give some one-on-one or small group instruction that campus classroom teachers cannot easily offer.  In this respect, the DAEP teachers have the opportunity to add value to a struggling or behind student.  All students should benefit!

 References

Campbell, M., & Kelly C. (2010). Helping Struggling Readers. New Horizons for Learning.

Education Office of Research Consumer Guide. (1992). Reading recovery. Retrieved from http://www.ed.gov/pubs/OR/ConsumerGuides/readrec.html

Gough, P.B. (1996). How children learn to read and why they fail. Annals of Dyslexia, 46, 3-20. Juel, C. (1996). What makes literacy tutoring effective?. Reading Research Quarterly, 31(1), 268-289.

Juel, C. (1996). What makes literacy tutoring effective?. Reading Research Quarterly, 31(1), 268-289.

Mastropieri, M.A. & Scruggs, T.E. (1997). Best practices in promoting reading comprehension in students with learning disabilities: 1976-1996. Remedial and Special Education, 18, 197-213.

Pikluski, J. (1994). Preventing reading failure: A review of five effective programs. The Reading Teacher, 48(1), 30-39.

Rashotte, C.A., Toregesen, J., & Wagner, R. (1997). Growth in reading accuracy and fluency as a result of intensive intervention. Miami, FL: International Dyslexia Association.