data driven decision making plan

7/24/2019 Data Driven Decision Making Plan

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Your name: Angela Kitchens

615 DATA DRIVEN DECISIN !AKIN" #R$ECT %

#&ASES I' II' an( III an( !)*TI!EDIA #RESENTATIN INC*)DED &ERE+

#&ASE I

Phase I Data Driven Decision Making Project

Name:Angela Kitchens Date:September 30, 2013

#ART NE , "RADE-K #RE#ARATIN

1) Please list the Curriculum Area for Gradeboo Anal!sis"

Kin(ergarten Social Stu(ies

2) Please list the Standards for Gradeboo Anal!sis"

!ar.lan( Technolog. *iterac. Stan(ar(s /or Stu(ents

Standard: 2.K.A.1- Explain how technology affects people

3) Please list three learning ob#ecti$es that are associated %ith the Standards and grades !ou are

using for !our Gradeboo Anal!sis"

1+ Stu(ents 0ill no0 ho0 technolog. is use( 0ithin the classroom to im2ro3e learning+

4+ Stu(ents 0ill e ale to e2lain ho0 technolog. is use( in their e3er.(a. li3es+

7+ Stu(ents 0ill recogni8e ho0 technolog. a//ects the 0a. 2eo2le com2lete (ail.

tass+


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&) After anal!'ing the gradeboo numbers, %hat patterns did !ou see( *escribe at least 3 patterns

completel! and be sure to include patterns from the +additional data tab on the e-cel gradesheet).

#attern 1: /he first pattern sa% %hile looing at the data and o$erall class a$erages for eachlearning ob#ecti$e %as that the a$erages for each ob#ecti$e did not increase, but decreased %ith

each learning ob#ecti$e. /he decrease in the a$erages %ere mostl! small decreases and not

drastic.

#attern 4: /he second pattern sa% in the data %as that students %ith Ps scores remained

stagnant, increased drasticall! or decreased drasticall! %ith each learning ob#ecti$e. /here %as no

sign of gradual increase across ob#ecti$es and these students performed lo%er than other students

on the SA eading and ath Assessments.

#attern 7: /he third pattern sa% in the data %as %ith the home%or scores. noticed that 4&5

of the class scored a & or abo$e and 345 scored a 3 or belo%.

6) 7o% that !ou$e described the patterns in %ords, displa! the most important patterns b! creating

a tale o/ that (ataand turning the tale into a gra2h or chartthat is most appropriate for

discussion. Cop!8paste the table, graphs and8or charts belo%.


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Learning Objective Averages

6.015.46

4.91

Class Averages of Objectives

Objective 1 Objective 2 Objective 3

Student 2 Student 6 Student 13 Student 21 Student 23 Student 24 Student 250

1

2

3

4

5

6

IEP Student Averages

Learning Obj 1 Learning Obj 2 Learning Obj 3


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1 2 3 4 5 6 7 8 9 101112131415161718192021222324250

5

10

15

20

25

30

35

Homework

H!e"r#

Scores

4) ele$ant to the t!pe of graph or chart" 9h! do !ou choose this $isual to displa! the data toothers(

#attern 1:Class averages (ar graph!. decided to use a bar graph to displa! the o$erall class a$erage

scores of each learning ob#ecti$e because it sho%s ho% the a$erage decreased %ith each ob#ecti$e. Also,

b! seeing the decrease on the bar graph, people can begin to dra% conclusions to see %hat areas ma! ha$e

caused the decrease in master! %ith each ob#ecti$e.

#attern 4:"E# averages (ar graph!. decided to use a bar graph to sho% the scores for each ob#ecti$e

%ith the sub categor! group of students that represents students %ith Ps. /he bar graph is able to sho%

the master! le$el for each ob#ecti$e %ith each student, so $ie%ers can see ho% the numbers compare %ith

one another and see ho% each students %ent up or do%n %ith their scores for each ob#ecti$e.


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#attern 7:$o%ewor& scores (line graph!. decided to use a line graph to displa! the patterns %ith the

home%or because it maes the data easier to point out and eep trac of %hen $ie%ing the data. Also,

$ie%ers of the chart %ill be able to go to each student and pin point their indi$idual home%or scores.

#ART T9 , "RADE-K ANA*YSIS % uestions to e ans0ere(

1; 9hat 2atterns seem most e3i(ent' most im2ortant an( 0h.eader and =ome%or nitiati$e

Angela Kitchens? 9riter8eporter and /eam Goals %riter


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elanie =art Scott? Communicator and =ome%or nitiati$e

Kendal >!nn oss? ;rgani'er and P nitiati$e

>ea *rur!? ditor and P nitiati$e

ntire Group? Attendance nitiati$e

Time/rame o/ team interactions an( 2lans:

Course

9ee

Action #lans Com2letions Comments

9ee = eet in our group

area to greet one

another

ach group member

introduced

themsel$es and

greeted one another

Course e@uirement" eet in stud! group area %ith

team members and mae introductions

/eam Progress" ormed a team of fi$e primar! grad

le$el teachers.

9ee 5 /imeline is

completed and all

members are

assigned to roles.

9riter8reporter

posts update in

main conference

area %ith this

information. Allgroup members

begin submitting

and re$ie%ing each

others Phase

%or.

/his %ee our group

selected roles and

decided on a

timeframe for each

%ee. ;ur group

leader came up %ith a

proposed timeline for

the Phase pro#ect

and all groupmembers

unanimousl! agreed

that the time frame

%as e-cellentB 9e

ha$e all posted our

Phase pro#ects in

Course e@uirement" *iscuss timeframe for comple

of Phase assign team roles post update in confe

area

/eam Progress" e$ie%ed and pro$ided feedbac on

team members Phase . *e$eloped a schedule and

assigned roles. Pro$ided group update in the classro

conferences.


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our groups

collaborati$e

documents section.

9e ha$e discussed

possible da!s that

e$er!one is a$ailable

to get on and pro$ide

updates and discuss

our progress.

9ee 6 Compare Phase

school

impro$ement ideas

and create 3

initiati$es. Post a

summar! of these

initiati$es in

conference area.

:egin discussing

initiati$es and

assign %hich

members %ill %or

on each initiati$e

%rite?up.

/his %ee our group

discussed the

similarities %e found

%ithin our Phase

problem areas and

charts. 9e decided

that the initiati$es

that %e %ould focus

on for Phase %ould

be lo% home%or

scores, students %ith

Ps, and attendance.

;ur group leader

elissa came up %ith

the idea of ha$ingt%o people %or on

the P and

home%or initiati$es

and one person %rite

up the team goals and

the %hole team %ill

%or together on the

attendance initiati$e.

/eam members ha$e

begun discussingpossible student

impro$ement plans

for each initiati$e.

Course e@uirement" ach members Phase pro#ec

shared and discussed three initiati$e titles are chose

post update in conference.

/eam Progress" dentified and assigned three initiat

>o% =ome%or Scores elissa and elanie), Stu%ith Ps >ea and Kendal), and Attendance ntire

group). Completed and posted initial drafts of initia

plans. Pro$ided group update in the classroom

conferences.

9ee 9or on %riting up

each initiati$e.

ach member

contributed

Course e@uirement" Group members %or %ith th

partner8group to begin creating summaries of each


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=a$e each member

post their initiati$es

in the stud! group

area b! the end of

the %ee so the

organi'er can put

them all together

into one template.

Post update in

conference area.

ideas and

suggestions for

each of our

initiati$es and

%rote a

summar!

describing

%hat has been

done for each

initiati$e. 9e

ha$e begun

editing our

rough draft of

the Phase

template andset a date for

Sunda! to post

our final edits

of the template

for the editor

and organi'er

to mae sure

the template is

together. 9e

continue to%or in the

collaborati$e

documents and

conference

area uploading

documents and

communicating

%ith one

another.

initiati$e are posted plans made for communication

fre@uenc! and complete template %riting update on

progress %as posted in conference area..

/eam Progress" Group members re$ie%ed drafts of

initiati$es from 9ee 4 and pro$ided comments.embers made re$isions and posted to the Stud! G

Ased @uestions about the remaining portions of the

template and discussed $ia a conference call. *iscus

plans to complete the pro#ect. Posted an update in th

classroom conference.

9ee All group members

re$ie% Phase

plan once organi'er

has put it all

together b! mid?

%ee). ditor %ill

Phase is completed

and submitted b!

each group member.

Course e@uirement" Phase is due. Complete full

document and edit for final submission.

/eam Progress" /eam members each re$ie%ed the f

document. ach team member %rote their summar!

their respecti$e Phase templates and submitted th


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mae an! suggested

and agreed upon

changes. /urn in

Phase b! end of

the %ee.

into their assignment folders

Stu(ent learning consi(erations /or team 2lanning:

9e had to tae into account different student learning considerations during team planning. /he

most important student consideration that %as taen into account %as the fact the students %ith

P had the lo%est a$erages o$erall. /his sho%ed us that this specific group of students needs

e-tra support. Also, %e had to tae into account that >* students had lo%er home%or scores.

9e felt that this might ha$e to do %ith both the student and parent needing more nglishlanguage assistance at home. Students %ith lo%er home%or scores not #ust >* students) also

had lo%er o$erall class a$erages so %e felt that students ma! need more support in home%or

completion. inall!, %e had to tae into account that students %ho had lo%er attendance rates

also seemed to ha$e lo%er class a$erages. t is important to be present at school in order to learn

necessar! sills and be successful ho%e$er at this !oung age it reall! is not the students fault if

the! are not attending school regularl!. At this age, the! are not responsible for themsel$es !et

and are unable to get to %here the! need to be %ithout the assistance of parents or guardians.

Stu(ent (ata consi(ere( (uring team 2lanning:

9hen looing at the data %e noticed the patterns that students %ith Ps, students %ith lo%

home%or scores and students %ith lo% attendance %ere the students %ho also had the lo%est

class a$erages. 9e ha$e pro$ided graphs and charts in each of our initiati$e sections that %ill

support the data patterns %e ha$e found. As a result of the student and data considerations, %e

are presenting the follo%ing three initiati$es" oundational Sills mpro$ement Plan for P

students, =ome%or mpro$ement Plan and Attendance mpro$ement Plan.

Initiati3e I: oundational sills impro$ement plan for P students

Initiati3e I "oals:


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Grade >e$el" Kindergarten

Sub#ect Area" eading oundational Sills

Standards" ar!land Common Core State Standards for Kindergarten 2013

.K.1d? ecogni'e and name all upper and lo%er case letters of the alphabet.

.K.3a? *emonstrate basic no%ledge of one?to?one letter?sound correspondences b!

producing the primar! or man! of the most fre@uent sound for each consonant.

>earning ;b#ecti$es"

/he students %ill be able to recogni'e and identif! all upper and lo%er case letters of the

alphabet.

/he student %ill be able to demonstrate their no%ledge of one?to?one letter?sound

correspondences.

/he student %ill be able to identif! the primar! sounds for each consonant.

/his initiati$e focuses on impro$ing the foundational sills of P students. oundational sills

are essential for students to become successful readers. t is important to build upon foundational

sills so that students gain the abilit! to appl! phonological and phonemic a%areness. 9ith this,students %ill be able to appl! appropriate reading strategies to become proficient and accurate

readers.


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Initiati3e I ?Descri2tion that inclu(es (ata,(ri3en consi(erations' stu(ent consi(erations

an( general initiati3e 2lans to im2ro3e stu(ent learning;+

Data Dri3en Consi(erations

:ased on the data %e anal!'ed and graphed, it %as clear to us that students %ith Ps %ere

struggling %ith the learning ob#ecti$es much more than those students %ith no Ps igure 1).

9hen each indi$idual ob#ecti$e %as broen do%n, it %as apparent that students %ith P goals

scored relati$el! lo%er than those students %ith no Ps igure 2?&). 9hen scores of P

students are sho%n in isolation, it is transparent that their scores %ere not meeting the

e-pectations of each learning ob#ecti$e igure 6). 9ith this in mind, %e %anted to create an

initiati$e that %ould help support those students and get them %here the! needed to be to become

proficient readers.

0123456789


$%&

Average student

Scores

Figure 1


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0

2

4

6

8

10

AV Score for Obj! "

A'( Scre )r Obj. 1

igure 2

1 2 3 4 5 6 7 8 910111213141516171819202122232425

0

2

4

6

8

10

AV Score for Obj! #

A'( Scre )r Obj. 2

igure 3


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AV Score for Obj! $

A'( Scre )r Obj. 3

Figure =

2 6 13 21 23 24 25

IEP Student Objective Averages

Obj. 1

Obj. 2

Obj. 3

IEP student numbers

Figure 5

Descri2tion:


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/o begin the foundational sills impro$ement plan, appropriate facult! and staff members %ill

come together to form a lesson stud! focusing on students %ith indi$iduali'ed education plans.

/he groups ob#ecti$e %ill be to collect, anal!'e, and reflect upon student P scores in reading

foundational sills. /hese group memebers %ill reflect upon the lesson ob#ecti$e outcomes and

use the data to de$elop a plan to impro$e reading foundational sills for P students. >esson

stud! members %ill re$ie% student P goals in rela$ance to reading foundational sills to

determine if goals need to be added or changed to the indi$iduali'ed education plans. ;nce these

necessar! changes are made, the team can then implement the foundational sills impro$ement

initiati$e.

To egin im2lementation' classroom teacher 0ill:

*ifferentiate instruction to accommodate students %ith P goals. /his could be done b!

gi$ing a smaller @uantit! of letters for them to focus on. /he! can also isolate letters that

need specific indi$iduali'ed attention in small groups. /hese small groups %ill be formedbased on the same sills that need support.

9hen additional adult support is a$ailable, the! %ill scaffold student learning $ia one on

one or small groups in the classroom.

Students %ill be pro$ided %ith additional opportunities to practice and appl! foundational

sills through technological resources starfall, abc?!a, letter blaster) %ith the support of

appropriate staff.

Students %ill recei$e a second dose of the undations reading program that speciali'es infoundational sills %ith inter$ention staff.

Students %ill be gi$en opportunities to practice these sills at home %ith differentiated

home%or assignments that isolate specific letters according to their indi$idual needs.

A((itional A(ult Su22ort

f a$ailable, inter$ention staff %ill collaborate %ith classroom teachers and lesson stud! members

to gi$e additional support to P students through push?in or pull?out inter$ention.

f no inter$ention staff is a$ailable, para?professionals or instructional assistants ma! support in

remediation.

Assessment:

Dail.: teacher obser$ation, annecdotal notes, and checlist teacher)


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9eel.: formati$e assessments teacher)

!onthl.: fundations reading program unit assessments teacher), special education8inter$ention

staff progress reports

Initiati3e II: =ome%or mpro$ement Plan

Initiati3e II "oals:

/he goal of this initiati$e is to sho% indergarten students the importance of completing their

home%or and ho% it helps them to master the reading goals that the! are being taught. Since

indergarten students rel! on the help and support of their parents %hen doing home%or assignments,

this initiati$e %ill also focus on in$ol$ing parent participation in the completion of student home%or

assignments to help impro$e the students o$erall performance.


Sub#ect Area" eading

ar!land State eading Standard 2011)

2a. ecogni'e and produce rh!ming %ords

2c. :lend and segment onsets and rimes of single?s!llable spoen %ords

>earning ;b#ecti$es

/he students %ill be able to categori'e %ords b! same or different b! onset and rime.

/he students %ill be able to identif! rh!ming %ords.

nitiati$e ;b#ecti$es

Create a %eb page %here students and parents can find home%or assignments on line and print

out %hen necessar!.

mplement programs during or after school %here students can recei$e e-tra help on difficult

home%or assignments.

Pro$ide home%or incenti$e charts in the classroom for students to eep trac of completed

home%or assignments and recei$e a pri'e or recognition at the end of the %ee if the! ha$e

completed all home%or assignments.

;ffer %orshops for parents %ho need help learning the nglish language and send home%or in

different languages if necessar!


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Initiati3e II

*ata?dri$en considerations

=ere is the graph for Ered 'oneF home%or students students %ith 2. or lo%er on home%or

completions.

1 2 3 4 5 6 7

0

1

2

3

4

5

6

7

Obj. 1 *

Obj. 2 *

Obj. 3 *

=ere is the data graph for E!ello% 'oneF home%or students students %ith home%or completion

bet%een 3 and 3.)

1 20

2

4

6

8

Obj. 1 *

Obj. 2 *

Obj. 3 *

=ere is the breado%n of red 'one students %ith >Ps %hich are highlighted in the pin color.

Students %ith ed Hone =ome%or

Students

I

;b#. 1

5

;b#. 2

5

;b#. 3

5

3 1) 3.4 &.4 3.J

4 2) 4 3.2 3.&

3) 2.4 &.& &.&

1& &) 6.J &.& 3.J

16 6) 4.& &.2 2.&


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21 4) 2.4 3.& 3.&

22 ) & 6.& 2.&

A$erage &.&3 &.23 3.3

&.3 3.3 3.&

& &.&4 &

/he data sho%s that students %ith lo%er home%or scores also had lo%er o$erall class a$erages. Also, itis apparent that >* students had the lo%est home%or a$erages.

Stu(ent consi(erations

*uring the planning of this initiati$e, %e had to tae into account the fact that >* students had the

lo%est home%or a$erages. /his could be because of the language barrier. 9e feel that if the school sent

home home%or in other languages %hen necessar! as %ell as pro$ided %orshops to help parents learn

the nglish language that >* students could become more successful in completing their home%or

assignments. /his %ould also hopefull! help them to impro$e student learning o$erall. Also, it isimportant to note that the !oung age le$el of the students calls for more assistance from parents %hile

completing home%or. /his affects all the students and is %h! %e ha$e put an emphasis on parent

in$ol$ement in the home%or process as %ell as pro$iding students %ith e-tra assistance after school.

Creating a 0e2age

/he teacher %ill create a classroom %ebpage %here the! %ill post home%or that is sent home e$er! da!

so the students or parents can do%nload and print out the home%or at home in case of it getting lost or

damaged. 9ithin this %ebpage !ou can also put helpful hints for students and parents to help guide them

to be able to complete the home%or to the best of their abilities. *epending on ho% often the teacher

sends home %or the! %ill send home a chec list of %or and chec off the %or that hasnt been

completed or home%or !ou thin the! could use a little bit more %or on. /his %ebpage should help

eep parents connected to their childs %or and schooling and %ith putting on the site pointers on ho% to

complete the %or %ill help the parents be able to support their children %oring at home. an! parents

are not sure ho% %e are teaching certain sub#ects but %ith help from the teacher, the! can be more

confident in helping %ith their child at home. 9hen students continue to practice reading sills, lie

phonological sills, rh!ming, and blending onset and rimes it %ill help them become more confident

%hen it comes to learning ho% to read. ;n the %ebsite the teacher could put a site for parents to as for


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help or tips in ho% to help promote good home%or time at home. /his is be beneficial to both parents

and the teacher because it %ill eep the line of communication open and also parents cannot sa! the!

ne$er sa% the home%or because the! ha$e access to the %or online.

Im2lement 2rograms (uring or a/ter school to hel2 stu(ents 0ith home0or

Students at the indergarten le$el need help %hen completing their home%or. f the! are unable to get

that help at home %e thin it is essential to tr! to gi$e them e-tra help to complete their home%or either

during school or after school. *uring school hours, instructional assistants can %or %ith small groups of

students %ho ha$e missed home%or assignments in the morning during arri$al. Since there ma! not be

much time to %or %ith small groups of students during the da!, the instructional assistants should onl!

%or on assignments that can be completed in a timel! manner. n addition, students %ho ha$e lo%

home%or scores can be pro$ided %ith an after school program %here teachers across different grade

le$els can sign up to assist students in completing their home%or assignments. /eachers should notif!

and recommend parents of students %ith lo% home%or scores to ha$e their child attend the after?school

program. Student home%or should be assessed b! the teacher on a dail! basis to see if their scores are

impro$ing. /eachers should create rubrics to accuratel! assess each assignment.

Incenti3e chart

/he teacher could create an incenti$e chart for each indi$idual student as %ell as for the %hole class.

ach student could get a laminated train of 10 cubes to put on their des. $er! time the! bring in their

home%or and it is completed to the teachers liing then the students can color in a cube %ith a dr! erase

marer. ;nce each child fills up their train of 10 then the! %ill get a special treat or a sticer depending

on %hat the teacher feels is appropriate to gi$e their students. /here %ill also be a chart outside of the

classroom %here the! can put their names up to sho% the! ha$e achie$ed their pri'e for completing 10

%ell done pieces of home%or. /his %ill mae the students feel good about %oring hard and letting

e$er!one no% that the! are %oring hard to%ards their goals. %ould also put on the class %ebpage or

ne%sletter a list of the names of students %ho reached their 10 cubes. As a %hole class incenti$e it is

appropriate to re%ard the %hole class once in a%hile %hen !ou get 1005 of the home%or turned in and

completed %ell. 9hen this happens !ou could put up stars on the board and start small and %or for 6

stars. 9hen the class hits the 6 see ho% long it too for them to reach this) then !ou must re%ard the

%hole class %ith a snac, e-tra recess time, or ha$e them $ote on %hat the! %ant as a re%ard. Lou could

al%a!s ha$e them $ote before starting the ne-t group of stars if it becomes too eas! for them to hit the

original number e-ample 6) then raise the number to challenge them. 7o% it is important that if not all

home%or is turned in correctl!, to let the class no% that the! didnt recei$e their star but do not point

out the students %ho didnt complete the assignment that night. /his %ouldnt help the confidence of the

students because !ou do not no% %h! it didnt get completed.

//er 0orsho2s /or 2arents

/his part of our initiati$e plan focuses primaril! on getting >* students the help that the! need to

complete their home%or. Since the data sho%s that >* students had the lo%est home%or a$erages

%e feel that the! ma! not be able to get the help the! need at home to complete or do %ell on home%or.

;ffering %orshops for parents is a great %a! to teach nglish to them so that the! can help their students

at home %ith home%or assignments. Additionall!, sending home assignments in both nglish and their


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nati$e languages should also assist parents in helping students complete their home%or. /his program

should be assessed in different %a!s. /he parents themsel$es should be assessed b! the instructor of the

program to see if their sills ha$e impro$ed after beginning the %orshops. An oral assessment of the

nglish language should help to obtain this information. /he teacher should assess the students

home%or on a dail! basis to see if the students ha$e impro$ed their home%or scores as a result of their

parents attending the %orshops.

Initiati3e III ?Title;: Attendance mpro$ement Plan

Initiati3e III ?"oal;:

*escription of Goal

/he goal of this initiati$e is to impro$e student attendance b! teachers, administrators andparents %oring collaborati$el!. /he Kindergarten team found that students that ha$e lo%

attendance scores also ha$e lo%er class a$erages for the different learning ob#ecti$es. /he team

understands the importance that good attendance pla!s in students abilities to ha$e a higher

chance of grasping and mastering content areas and learning ob#ecti$es. 9e see to start an

initiati$e that %ill get our administrators, teachers, and most importantl!, parents in$ol$ed in

impro$ing lo% attendance scores. ;nce %e begin our impro$ement plan, our hope is that this

initiati$e %ill help boost student attendance and progress student learning.


Sub#ect Area" eading

ar!land Common Core State Standards for Kindergarten 2013



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>earning ;b#ecti$es

Students %hose attendance percentage is J65 or higher, %ill increase their liel! hood of

meeting the follo%ing ob#ecti$es for reading foundational sills"


alphabet.


correspondences.


nitiati$e ob#ecti$es"

Mtili'e a school?%ide computeri'ed attendance program so that administrators can assist

in eeping trac of student absences and contact parents %hen absences become

e-cessi$e.

Pro$ide parents %ith access to missed %or due to student absence on school %ebsite, b!

email, and in a specific location in the school and re@uire students to complete the %or

in a reasonable timeframe.

Pro$ide instructional assistants %ith time during school to %or %ith small groups of

students on missed %or.

Create a class incenti$e chart that a%ards the entire class %hen e$er!one attends school

for a certain number of da!s.


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Initiati3e III ?Descri2tion that inclu(es (ata,(ri3en consi(erations' stu(ent consi(erations

an( general initiati3e 2lans to im2ro3e stu(ent learning;+

Data,(ri3en consi(erations

9e ha$e chosen to use attendance as one of our initiati$es because %e noticed a pattern present

bet%een attendance scores and lo%er class a$erages. Students %ho had the lo%est class a$erages

belo% 4) also had lo%er attendance scores than students %ho had class a$erages abo$e 4. /his

data can be sho%n in the follo%ing graph"

808284868890

92

Attendance Averages

Attendance Averages

(ra+, )r -e" /ne Attendance Students

-e" ne students "ere 84* t 70*

1 2 3 4 5 6

0

2

4

6

8

10

Obj. 1 *

Obj. 2 *

Obj. 3 *

(ra+, )r ed /ne Attendance Students


27/38

ed ne students "ere 69* and be"

1 2 3

0

1

2

3

4

5

6

7

Obj. 1 *

Obj. 2 *Obj. 3 *

Since it is a22arent that stu(ents 0ith lo0er atten(ance also ha3e lo0er class a3erages' 0e

ha3e (eci(e( that the (ata su22orts the creation o/ an initiati3e 2lan to hel2 im2ro3e

stu(ent learning+Stu(ent consi(erations:

9hile planning our initiati$e to impro$e student learning, %e had to tae into consideration our

student population. n indergarten, students are too !oung to be responsible for their o%n

attendance. Students come to school %hen their parents send them, so an! student that misses

school e-cessi$el! %hen the! are not sic should not be held responsible for the absences. 9e

ha$e created an initiati$e plan that taes this into account. Also, %e had to consider the fact that

some students8parents ma! not ha$e access to the internet at home. :eing able to post missed

%or or email it to parents ma! be the most con$enient %a! for students to mae up their %or,

ho%e$er this ma! not be an option for some families.

"eneral initiati3e 2lans to im2ro3e stu(ent learning:n order to help boost attendance to impro$e student learning %e ha$e created a plan that re@uires

the collaboration of teachers, administrators and parents. 9hen students ha$e e-cessi$e

absences, administrators should be a%are and in$ol$ed so that the! can help students be in

school more often. /he easiest %a! for the administration to be sta! a%are of student attendance

is to ha$e a computeri'ed attendance s!stem in place so that the administrators can contact

parents %hen absences become e-cessi$e. Students %ho are absent need to mae up missed

%or. f the teacher has an assistant then the %or can be made up in small groups during

school. f the teacher does not ha$e an assistant to help %ith this then parents need to obtain an!

missed school %or and the student should complete it at home. t %ould be beneficial for the

school to include missed school %or on their %ebsite if able to. ;ther%ise parents should pic

up %or from school or students can tae home missed %or %hen the! return to school.

inall!, teachers should pro$ide a class incenti$e chart for attendance. /he class as a %hole

recei$es a pri'e %hen all students come to school on time for ten da!s.

)tili8e a school,0i(e atten(ance 2rogram


28/38

9hen considering the attendance of students, it is essential that the administration be in$ol$ed

%hen absences become e-cessi$e. Since teachers can become $er! bus! during the da! it %ould

be con$enient to use a computeri'ed attendance s!stem that the administration can $ie% on a

dail! basis to help monitor student attendance. an! of the online grading s!stems such as

Nupiter Grades, ha$e this t!pe of attendance s!stem. Administrators should be proacti$e in

contacting parents %hen student absences become e-cessi$e. Parents should be made a%are of

the conse@uences of students missing too much school such as the student being re@uired to

repeat the grade. /eachers should also inform parents %hen student grades are being negati$el!

affected b! too man! absences. 9e feel that indergarten students are unable to tae on the

responsibilit! of attending school on a regular basis. t is the parents responsibilit! to get their

child to school each da!. :ecause of this, it is important for the teachers and school

administration to collaborate and inform parents of the conse@uences of too man! absences and

be a%are of %hich students are missing too much school. /his program can be assessed b! the

administration and teachers. Administrators should e$aluate student absences to see if

attendance impro$es o$erall as a result of contacting parents. f there is an impro$ement inattendance, teachers should compare grades to see if there has been an impro$ement in o$erall

a$erages.

Class atten(ance incenti3e chart

/o moti$ate students to impro$e their attendance, each class %ill recei$e a 10s frame

chart to hang in their room. or each da! of perfect attendance, the class %ill hang one ribbon on

their chart. 9hen a class fills up their attendance chart 10 ribbons) the students %ill be

re%arded. e%ards %ill be determined b! classroom teachers, grade le$els, and8or facult!. /he

classroom %ith the most ribbons collected at the end of each month, %ill recei$e an attendance

banner to be hung in their classroom. At the end of the !ear, the classroom %ith the most ribbons

%ill recei$e a school decided re%ard. /he use of a 10s frame not onl! mae this incenti$e chartuni$ersal for all classrooms, it also maes it educational. n indergarten, students begin to use

10s frame to help their number sense. /eachers can use this 10s frame as a dail! math discussion.

Small Catch u2 "rou2s

Since %e ha$e indicated that Kindergarten students cannot be held responsible for their

attendance and the! shouldnt miss out on instructional time, %e determined that small groups

%ould be beneficial. /hese small groups could be initiated b! the teachers during their free time,

instructional assistance or paraprofessionals or an! other adults that %or in the school that can

gi$e 16?20 minutes of their time to help these students catch up. n these small groups !ou can

also put other students that ha$e been at school but could use a bit more instruction to help. /he

importance of this group is to mae sure it is a small group and no bigger than 3?& students. /he

smaller the group the more instruction and one?on?one help each student %ill get. Also mae

sure these small groups are fun and not lie the! are being punished or taing something a%a!

from them. /hese small groups can meet once or t%ice a %ee depending on the amount of %or

that needs to be caught up. 9ithin a couple months or e$en %ees !ou should see these students

start to mae progress and begin to catch up %ith the rest of the class.

Creating a 9esite


29/38

9e %ill create a %ebsite %here the parents can go online and do%nload to print all

missed assignments their child missed %hile the! are out. /eachers can continue %ith the

incenti$es and if the! come bac to school %ith their %or done then the! %ill get full credit for

the ElateF %or. As %e spoe of before most of the times %hen a Kindergartener misss school

for long periods of time it is not in their control. =opefull! b! maing parents see ho% much

%or their children are missing b! being out, it %ill mae parents tr! harder to get their children

to school. /his %ould also help the students continue %oring on their %or e$en %hen the! are

not at school. ;n the %ebsite !ou could put %a!s of helping %ith the home%or and other class

%or so parents %ould no% ho% to help %ith the %or. Lou could mae files for each student

and place the missing %or in the students folder that is pass%ord protected for the parent to

access. /he teacher %ill eep notes to see if students are bringing bac the %or from the

%ebpage and also see if the students are not falling as far behind since missing so much school.

Another thing is, the teacher could follo% to see if the students attendance starts to impro$e

since parents start to begin to understand ho% much learning their children are missing %hen

the! are not in school.

Summar. o/ grou2 e//ort % 1GG 0or(s or less

*uring the Phase pro#ect, %as e-tremel! impressed and happ! to ha$e the team

members had in this group. $er!one communicated %ithin our conference area to %or on our

pro#ect and ept on trac %ith our %eel! team goals. found our group leader, elissa, to be

e-cellent %ith maing sure e$er!thing %as completed and e$er!one %as on trac. 9e %ored

together as a team to address an! complications that arose during the completion of this pro#ect.urthermore, e$er!one %as encouraging to one another throughout the pro#ect %hich %as $er!

helpful because some of us %ere feeling o$er%helmed %ith our personal li$es, %or, and school,

but the encouraging %ords %ere uplifting. hope am able to %or %ith these ladies in other

courses further do%n the roadB

OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO

#&ASE III % SC&* *EVE* INITIATIVE #*AN ?15H;

Name: Angela Kitchens Date: No3emer 1' 4G17

1. 9h! did choose this initiati$e and %hat learning %ill it support(

chose this initiati$e because felt it %as significant to demonstrate the importance of

helping students %ith indi$iduali'ed needs impro$e. urthermore, felt the data found during

m! Phase pro#ect, in relation to the P students scores, %as an important issue to address and

find a method to help impro$e these students scores. Kno%ing that this categor! of students has


30/38

different learning st!les and learning needs, felt it %ould be important to find a %a! to start an

initiati$e that sought out %a!s to help these students scores impro$e.

2. 9hat data %as used to substantiate m! choice of this initiati$e(

:ased on the data that %as anal!'ed and graphed, it %as clear to me that students %ithPs %ere struggling %ith the learning ob#ecti$es much more than those students %ith no Ps

igure 1). 9hen each indi$idual ob#ecti$e %as broen do%n, it %as apparent that students %ith

P goals scored relati$el! lo%er than those students %ith no Ps igure 2?&). 9hen scores of

P students are sho%n in isolation, it is transparent that their scores %ere not meeting the

e-pectations of each learning ob#ecti$e igure 6). 9ith this in mind, %anted to create an

initiati$e that %ould help support those students and get them %here the! needed to be to become

proficient readers.

01

23456789


$%&

Average student

Scores

Figure 1


31/38

1 2 3 4 5 6 7 8 910111213141516171819202122232425

0

2

4

6

8

10

AV Score for Obj! "

A'( Scre )r Obj. 1

igure 2

1 2 3 4 5 6 7 8 910111213141516171819202122232425

0

2

4

6

8

10

AV Score for Obj! #

A'( Scre )r Obj. 2

igure 3


32/38

1 2 3 4 5 6 7 8 9 10111213141516171819202122232425

AV Score for Obj! $

A'( Scre )r Obj. 3

Figure =

2 6 13 21 23 24 25

IEP Student Objective Averages

Obj. 1

Obj. 2

Obj. 3

IEP student numbers

Figure 5

3. 9hat group of students %ill this initiati$e best ser$e( n %hat curriculum area(


33/38

/his initiati$e %ill best ser$e Kindergarten students %ith Ps that ha$e lo%

scores on their learning ob#ecti$es. /he curriculum that %e are anal!'ing data from is

eading and the focus is on eading oundational Sills.

&. 9hat are the learning ob#ecti$es for this initiati$e(


Sub#ect Area" eading oundational Sills

Standards" ar!land Common Core State Standards for Kindergarten 2013




>earning ;b#ecti$es"


alphabet.


correspondences.



34/38

/his initiati$e focuses on impro$ing the foundational sills of P students. oundational sills

are essential for students to become successful readers. t is important to build upon foundational

sills so that students gain the abilit! to appl! phonological and phonemic a%areness. 9ith this,

students %ill be able to appl! appropriate reading strategies to become proficient and accurate

readers.

6. 9hat are the detailed steps for initiati$e implementation(

To egin im2lementation' classroom teacher 0ill:

*ifferentiate instruction to accommodate students %ith P goals. /his could be done b!

gi$ing a smaller @uantit! of letters for them to focus on. /he! can also isolate letters that

need specific indi$iduali'ed attention in small groups. /hese small groups %ill be formed

based on the same sills that need support.

9hen additional adult support is a$ailable, the! %ill scaffold student learning $ia one on

one or small groups in the classroom.

Students %ill be pro$ided %ith additional opportunities to practice and appl! foundational

sills through technological resources starfall, abc?!a, letter blaster) %ith the support of

appropriate staff.

Students %ill recei$e a second dose of the undations reading program that speciali'es in

foundational sills %ith inter$ention staff.

Students %ill be gi$en opportunities to practice these sills at home %ith differentiated

home%or assignments that isolate specific letters according to their indi$idual needs.

4. 9hat is the timeframe for initiati$e implementation(

Time/rame /or Initiati3e Im2lementation:

9ee 1: Appropriate facult! and staff members %ill come together to form a lesson stud!

focusing on students %ith indi$iduali'ed education plans. /he groups ob#ecti$e %ill be to collect,

anal!'e, and reflect upon student P scores in reading foundational sills.


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9ee 4: /he lesson stud! members %ill reflect upon the lesson ob#ecti$e outcomes and use the

data to de$elop a plan to impro$e reading foundational sills for P students.

9ee 7: /he >esson stud! members %ill re$ie% student P goals in rela$ance to reading

foundational sills to determine if goals need to be added or changed to the indi$iduali'ed

education plans.

9ee =:/he lesson stud! members %ill meet %ith parent8guardians of the P students

in(i3i(uall. (ue to con/i(entialit.) and discuss their findings and pro$ide insight into the

initiati$e for impro$ement plans. Also, parent8guardians %ill be ased to share an! details about

their child that ma! help the lesson stud! members %ith their implementation of the initiati$e.

Parents %ill be informed of an! changes made to their childs P and ased to sign the ne% P

and recei$e a cop!. ;nce necessar! changes are made, the team can then implement the

foundational sills impro$ement initiati$e.

. 9ho %ill be in$ol$ed and be responsible for the successful implementation of this

initiati$e( embers of the team).

/he indi$iduals and8or groups of people that %ill be responsible for the successful

implementation of the initiati$e are as follo%s"

#arents o/ stu(ents 0ith IE#s

A(ministration

Kin(ergarten Team

S2ecial E(ucation teachers ?that 0or 0ith Kin(ergarten;

#ara2ro/essionals an(or Instructional Assistants

J. 9hat role %ill each member pla! in the implementation process and %hen(

Team !emer RoleParents of students %ith Ps dail!,

monthl!)

Parents %ill %or %ith their students on the

learning ob#ecti$es that ha$e been identified

as being a %eaness for their child on a

%eel! basis. Parents %ill be e-pected to

reinforce the foundational sills their child

is learning at school for at least 30 minutes a


36/38

night. ach onda!, these parents %ill

recei$e a %eel! progress shit that lists the

foundational sill being taught each da!.

/he parents %ill ha$e to sign off each night

stating that the! practiced reinforcing the

foundational strateg! of that da!. At the end

of each month parents %ill sit %ith members

of the initiati$e team and discuss an!

successes and an! complications their child

is ha$ing.

Kindergarten /eam dail!, %eel!,

monthl!)

/he Kindergarten team %ill participate in

the dail! collaborati$e planning %ith the

Kindergarten team. /he Kindergarten team

%ill meet %ith the special education

teachers, administration, andparaprofessionals8As on a %eel! basis to

touch base on the success the! are ha$ing

%ith teaching the reading foundational sills

to these students and %hat problems the!$e

encountered. At the end of each month the

initiati$e team %ill meet and discuss %hat

teaching strategies ha$e %ored and %hat

has not. >astl!, the! %ill discuss other

methods or strategies to begin

implementing.Administration %eel!) /he administrati$e team %ill meet %ith the

Kindergarten team, Special ducation

teachers, and paraprofessionals8instructional

assistants to discuss an! complications or

impro$ements that are being made %ith the

students. /he administrators %ill listen to

input from e$er!one on %hat the! feel are

successful strategies or not and pro$ide

insight into areas of impro$ement and %hat

to continue doing because of its success.

Kindergarten?S2ecial E(ucationteachers

dail!, %eel!, monthl!)

/he special education teachers %ill

participate in the dail! collaborati$e

planning %ith the Kindergarten team. /he

special education teachers %ill meet %ith the

Kindergarten team, administration, and

paraprofessionals8As on a %eel! basis to


37/38

touch base on the success the! are ha$ing

%ith teaching the reading foundational sills

and %hat problems the!$e encountered. At

the end of each month the initiati$e team

%ill meet and discuss %hat teaching

strategies ha$e %ored and %hat has not.

>astl!, the! %ill discuss other methods or

strategies to begin implementing.

Paraprofessionals and8or nstructional

Assistants dail!, %eel!, monthl!)

/he paraprofessionals8As %ill participate in

the dail! collaborati$e planning %ith the

Kindergarten team and special education

teachers. /he paraprofessionals8As %ill

meet %ith the special education teachers,

administration, and Kindergarten team on a

%eel! basis to touch base on the successthe! are ha$ing %ith teaching the reading

foundational sills to these students and

%hat problems the!$e encountered. At the

end of each month the initiati$e team %ill

meet and discuss %hat teaching strategies

ha$e %ored and %hat has not. >astl!, the!

%ill discuss other methods or strategies to

begin implementing.

. 9hat %ill be the assessments) of different parts of the implementation( =o% %ill the

assessments tae place( :! %hom( 9hen(

Assessment:

Dail.: teacher obser$ation, annecdotal notes, and checlist teacher)

9eel.: formati$e assessments teacher), updates and feedbac from special education teachers

and paraprofessionals8instructional assistants on an! progress or struggles the students ha$e had

that %ee

!onthl.: fundations reading program unit assessments teacher), special education and

paraprofessionals progress reports for each student


38/38

10. ;$erall ho% %ill no% %hether or not this initiati$e %ill be a success( 9hat data,

assessment processes and8or indicators %ill gi$e me this information( 9hat are the

e-pectations or criteria for the assessment measures(

*uring the %eel! and monthl! meetings %ith members of the initiati$e team, %e %ill

anal!'e and discuss %hether or not %e feel the initiati$e is being successful %ith helping students

master their learning ob#ecti$es and impro$e their scores. 9e %ill anal!'e an! assessments %e$e

administered, anecdotal notes, and feedbac from parents to see if %e are reaching the goal of the

initiati$e. f %e feel lie there are some strategies %ithin the plan that are not %oring, %e %ill

discuss %hat needs to be changed, cut, or brought into the initiati$e plan. /he criteria of the data

%e %ill use are that it must be a representation of the foundational sills that ha$e been taught

thus far.

Summar.:

;$erall, this initiati$e sees to focus on the impro$ement of students %ith Ps learningob#ecti$e scores. /he initiati$e %ill focus on %oring %ith essential staff that can help %ith the

creation and implementation of an initiati$e that %ill help students impro$e their scores.

urthermore, the initiati$e places o%nership on parents to mae sure the! are reinforcing the

foundational sills and learning ob#ecti$es at home on a dail! basis to promote retention of

learned sills. /he progress of the students scores and success of the initiati$e plan %ill be

assessed monthl! to mae decisions about %hat teaching strategies can continue to be used

because the! ha$e produced positi$e results and %hich ones need to be altered or completel! cut.

/he initiati$e plan %ill be used %ith all members of the team, including parents, and monitored

o$er the course of the !ear.

Conclusion:

ha$e identified an initiati$e that %ill be implemented b! m! fello% Kindergarten team,

administration, Paraprofessionals8instructional assistants, Special ducation teachers, andparents. Although, ha$e no% established a plan to focus on helping the students %ith Ps

impro$e their scores on learning ob#ecti$es %hat implications from this initiati$e plan can be

used to de$elop a plan on maing sure that P students ne-t school !ear or in the future do notobtain lo% scores on their learning ob#ecti$es( n other %ords, ho% can %e sol$e the issue of lo%

scores among students %ith Ps before it becomes an issue( thin this is an important @uestion

to ans%er and do further research on because teachers see to see %here the! can mae

impro$ements and strategies to reach all their learners b! e-amining data

data driven decision making plan

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