EDLD 5352 Week 5: Reflections

This course has helped me add new knowledge and skills to my technological repertoire. I had not had experience with Google Docs prior to this class. The application was much easier to use than I thought it would be. I enjoyed the live collaborative aspect. My cohorts and I worked simultaneously in real-time on our project in a way that I had not experienced before. I gained insight into the many Web 2.0 tools available for classroom implementation. Most students have Internet accessible mobile devices that they have become dependent upon. Incorporating these tools into the classroom will result in a positive student-friendly manner of knowledge acquisition. The course also allowed for me to explore and gain a greater understanding of Problem-based Learning so that now I feel confident to increase the number and types of projects that I assign.

As I approach the end of this journey towards my Master's Degree in Educational Administration, I have completed all the tasks on my Internship plan. Some of the activities, such as presenting staff developments and curriculum writing, have become routine duties for me. My Site Supervisor has called upon me to assist with many activities more than once. Lately I have been included on interview panels (for the district and my campus), assisted in creating the campus master schedule, and in determining teacher assignments for the upcoming year. All of these activities have increased my ability to "think on my feet" and recognize when to ponder before making a decision.

My Action Research Project examining the topic of "How Does the Inclusion of Parents In the Tutorial Process Effect Student Improvement?" is also coming to a close. I am in the process of examining the student data from the STAAR assessment to identify how students that participated in the tutorials scored . Upon completion, I will outline my findings and write my conclusion.

EDLD 5352 Week 5: Web Conference Reflection

I was able to connect to the live web conference hosted by Dr. Jenkins on August 7, 2013. The discussion focused on the beneficial aspects of Problem-based Learning and Web 2.0 technology in the classroom. One key point of discussion, introduced by Vicky Penny, was that teachers must be retrained to make the experience effective for them and the students. Most participants agreed that veteran teacher were leery of relinquishing face-to-face control of instructional presentation. It was also mentioned that technology in the classroom does open up the scary aspects of ethical used of the Internet. With numerous students using multiple devices instructors must be vigilant in monitoring proper use. I was intrigued by Manor ISD Alternative High School that has a curriculum that is totally Project-based. The school is located just outside of the Texas state capital of Austin. They have pushed the technological envelope and implemented a mixture of web-centered and student-lead lessons that has resulted in a 98% graduation rate. The web conference overall was better than past sessions. I had been locked out of past sessions and continuously lost connectivity on others. Dr. Jenkins demonstrated his professionalism by hosted the conference while attending the National Council of Professors of Educational Administration (NCPEA). Some others in his position may have opted to postpone or cancel the session.  

This week during the web conference the subject of a template for the Three-year Professional Development Plan arose. Jaime Alvarez-Calderon and I agreed that the task would be a lot more straight forward if a template was available. As the discussion continued we decided that the best approach would be to create a chart to illustrate our intended activities. The next major topic of discussion involved the PISE form. There was confusion about whether to use the PISE stand alone document or the PISE/ETLISE combo form. Dr. Attaway provided clarification on the matter. After her explanation it was clear that in my case, because I am a Education Administration major, I needed to use the PISE document instead of the combination form so as not to confuse myself.

Action Research Project Report Draft

 

 

 

The More We Get Together: Including Parents in the Tutorial Setting

 

Israel Taylor Jr.

 

Robert E. Lee Elementary

 

Port Arthur Independent School District

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Author Note

 

            Israel Taylor Jr., Science and ESL Specialist for 3^rd grade, Robert E. Lee Elementary, Port Arthur Independent School District.

            Correspondences concerning this article should be addressed to Israel Taylor Jr., Science Specialist, Robert E. Lee Elementary, 3900 10^th Street, Port Arthur, TX 77640. Email: itaylor@paisd.org.

Needs Assessment

            For the 2011-2012 reporting period, the Robert E. Lee elementary campus did not meet the Annual Yearly Progress (AYP) requirements because of a .02 drop in the Reading achievement within the Hispanic student population. Upon analyzing the data on the 3^rd grade first 6 weeks Reading and Mathematics Benchmark examinations for 2012-2013, my colleagues and I discovered that only 44% of the Hispanic students and only 50% of African American students mastered the Benchmark at the 75% or greater level. We, as a 3^rd grade team, tried to pinpoint what instructionally had occurred. Our best summation was that district wide reading monitoring had shifted this past year as well as a new math curriculum had been introduced during the previous year. Our 3^rd grade reading and math comprehensive scores had been in the 80% or above percentile for a number of years on the Texas Assessment of Knowledge and Skills (TAKS). Now we are preparing our students for the more rigorous State of Texas Assessment of Academic Readiness (STAAR). It will be imperative that our Hispanic student population master the new state assessment and show growth in order for our campus to meet the AYP requirements. African American students need to be monitored so as not to experience a similar drop in their scores. When we held conferences with parents, they overwhelmingly expressed their concern that their students were also experiencing difficulty with homework assignments and that they were sometimes at a loss to assist them. Many stated that they themselves did not always understand the verbose passages that have become the norm on Mathematics and Reading assignments. In most instances we suggest that the students attend tutorial sessions to improve their skills. However, at the end of the day, parents would still be in a difficult position when assisting their children with homework completion. This realization is what lead me to exploring and developing the question: How would the inclusion of parents in the tutorial process effect student achievement?    

Objectives and Vision of the Action Research Project

            Our vision is that all 3^rd grade students, including Hispanic and African American students, will increase their reading and mathematic comprehensive skills to the 85% or greater percentile by the fourth 6 weeks District Benchmark Assessments. The goal of this research is to evaluate the effectiveness of including parents in the tutorial process to inspire greater student achievement in mathematics and reading.

Review of the Literature and Action Research

            The vision of increasing student achievement by increasing parental involvement is well documented. Previous research found evidence that higher parental involvement contributes to an increase in a child’s perceived level of competence (Gonzalez-DeHass, Willems, and Holbein, 2005). The more a student realizes that we (teachers, students, and parents) are working as a team, the more they will strive for success. Richard Louv reiterated the words of George J. McKenna III, “Ideally, a parent would be present in every classroom everyday” (Louv, 1999).

***This section will be expanded to include more references***

 

Articulate the Vision

            I shared my action research idea with my grade level team members first to get their input and discuss the feasibility of the idea. After discussing the proposal and refining the approach, I developed the tutorial plan. Next, I presented the plan to my principal for his approval. Once he had listened to my proposal and studied the plan, he gave me permission to present the idea to the 3^rd grade parents at our fall Open House meeting.

            At the Open House, I introduced the new tutorial model to the parents during the break out session. A Power Point presentation was shown that highlighted the 2011-2012 AYP report and the framework of the new STAAR assessment. The information was explained to the parents because this year is the first year that their children would be subjected to a state assessment. Copies of the first 6 weeks district benchmark examinations where provided along with their students scores.

Manage the Organization

            The Parental Inclusion tutorial program was conducted by the 3^rd grade Math and Reading Instructors. Materials that were utilized came from on-hand resource materials to avoid incurring any additional costs. We selected materials that were consistent with the Texas Essential Knowledge and Skills (TEKS) that were being taught for that time period. Using our 3^rd grade student population subgroup monitoring spreadsheets, we identified the Hispanic and African American students most in need of the modified tutorial sessions. Once identified, conferences were scheduled to reiterate the purpose of the program, discuss the student’s current abilities, and explain the timeframe and length of the sessions. Parents that wished to participate with their students were signed up for the program.

Manage Operations

            The 3^rd grade team members, utilizing our student subgroup monitoring spreadsheets, identified Hispanic and African American students that scored between 50% and 70% on the first 6 weeks Reading and Mathematics District Benchmark examinations. These students served as the target population for the research. The targeted groups were the focus of the study after disaggregating the 2011-2012 AYP data. They will need to show growth in their abilities to ensure an “Acceptable” rating on the upcoming report for 2012-2013. Students that scored below 50% would participate in our in-school Tier 3 Response To Intervention (RTI) program to better build their skills toward becoming grade level appropriate. Another factor that we considered were students of parents that had expressed concerns with assisting their children with homework. All parents were surveyed to determine the best two days for the hour-long sessions. The teachers did not want the sessions to be too time consuming so as not to discourage attendance.

Respond to Community Interest and Needs

            The Parent Inclusion tutorials have allowed each participating student to receive one-on-one assistance during the sessions. During regular instructional time this is not possible. Some of the students that participated have 504 status and require reading assistance or have more individualized instructional needs. The tutoring sessions also provided the teachers with the opportunity to model strategies that they employ in the classroom. After the commencement of the tutorial program information spread word-of-mouth amongst the parents. We subsequently  added some students to the program who’s parents had initially been reluctant.

 

 

 

Reference

Gonzalez-DeHass, A. R., Willems, P. P., Holbein, M. F. Examining the relationship between        parental involvement and student motivation. Educational Psychology Review 2005; 17:99-123.

Louv, R. (1999). The good enough parent: How to increase parent involvement in the schools.      SparkAction. Retrieved on January 28, 2013. Retrieved from http://sparkaction.org/node/73.