ARP Follow Up...The Three Strategies

The 3rd grade math teachers and I met again two weeks after I led a professional development on analyzing test questions and avoiding the distractors.  We went back to the original question: Can adaptations in teaching strategies and interventions improve student performance on 3rd grade math readiness standards?  We then discussed the three strategies that we are implementing to impact student achievement in math.

First, we discussed the dedicated math intervention time that we added to the instructional day.  The teachers admitted that they were resistant to giving 45 minutes of instructional time each morning to interventions, but now feel that it is a worthwhile endeavor.  The teachers and I discussed grouping strategies, monitoring techniques, and tiered approaches that are being utilized.  We all agree that using a data-driven approach to grouping and monitoring is essential to the intervention process.

Next, we discussed the implementation of the lesson on test answer distractors that they planned during the professional development.  They reported that the students enjoyed the "trail and error" needed to find how to arrive at each answer.  Within the lesson, an ability group approach was used to scaffold struggling learners.  The teachers have committed to using warm-up questions in a multiple choice format to reinforce test taking strategies and continue helping students avoid distractors.  They feel that this activity will help students plan and implement the proper steps to solve problems knowing that they will likely get one or more of the answer choices before arriving at the correct answer.

Finally, we discussed research on best practices in teaching fractions.  Educators that have researched curriculum for the common core agree that fractions and number lines are linked in learning and difficulty.  The 3rd grade teachers and I reviewed strategies to teach fractions and decided on ways they would introduce, reinforce, and extend learning on fractions based on current research on mathematics learning.  We went over their planning calendar to find opportunities to add fractions and number lines to their lesson cycles before the first district benchmark even though the curriculum scope and sequence does not address some aspects on these concepts until the second semester.

(Completed October 29, 2013)

Action Plan PD...Why am I so DiStRaCtEd?

During the professional development for my Action Research Project, I led an interactive presentation on test item analysis and distractors.  I then distributed test data and sample questions to each grade level.  I instructed the teachers to find how each answer could be found and record the mistake(s) that would lead to a student choosing each answer.  Teachers then discussed how they felt they could best use this information in the classroom.  During this time, each group created a sample lesson plan on teaching students about distractors.  The groups then wrote three sample multiple choice word problems that they could use to reinforce learning.  They decided that it would be beneficial for students to get in groups and work cooperatively to determine how to arrive at each answer choice and then peer teach to show why it would be an incorrect way to work the problem.

Creating a plan to put learning into action was an important aspect of the professional development.  The teachers worked in their grade level teams to make collaborative decisions about using the knowledge that was presented.  It was decided that the campus principal and assistant principal would follow-up on the professional development learning during grade level PLCs and inform me if further training is needed. 

Based on the feedback given to me by my site supervisor, the assistant principal, and the participant teachers, I feel that the professional development was an overall success!

(Completed October 15, 2013)

Professional Development...Getting Ready

Researching, developing, and planning a professional development from start to finish required a LOT of work!  My site supervisor and I decided that even though my Action Research Plan focuses on 3rd grade math, I would plan and lead professional development that all of the K-5 math teachers could implement in their instruction. 

One of the activities I am focusing on to impact 3rd grade math achievement is the direct teaching of test taking strategies.  In analyzing the 3rd grade STAAR data that shows the answer choices that students picked, it became clear that teaching students about the possible answers is a worthwhile endeavor.  Research shows that the three incorrect options on a multiple choice test serve as distractors because there are legitimate (though incorrect) ways to reach those answers.  The wrong answers on a multiple choice mathematics test are not random numbers.  In fact, they are answers that a student will reach if the student:

1. uses an incorrect operation,
2. misreads a data table or graph,
3. applies a misconception,
4. performs steps in an improper order, or
5. fails to perform one or more steps.

This proved to be true on the 3rd grade math released STAAR test as well as other grade level end-of-year (EOY) mathematics assessments.

In order to prepare for the professional development, I first performed further research on analyzing test questions and answer distractors.  I then analyzed the EOY math assessment data for each grade level.  I choose test 6 tests items for each grade level where students picked a distractor more than or at least as often as the correct answer.  I made a packet of information specific to each grade level to distribute during the presentation.

(Completed October 1-14, 2013)

Action Research...Making Decisions

Before I could move forward with planning my professional development for my action research project, my site supervisor and I had some decisions to make.  We combed through the 3rd grade data one more time while looking at the released STAAR test.  We also reviewed the literature research that I had performed to this point.  After much debate and discussion, we made some decisions about what strategies we would have the 3rd grade teachers focus on implementing to impact the target TEKS we had identified.  To determine if adaptations in teaching strategies and interventions improve student performance on 3rd grade math readiness standards, we decided that we would focus attention on the following three strategies:

1. research-based practices for teaching fractions,
2. dedicated intervention time for mathematics during the instructional day, and
3. direct teaching of test taking strategies related to multiple choice formats.


(Completed Monday, September 30, 2013)

Action Research...Update!

The goal of my Action Research Project is to determine if adaptations in teaching strategies and interventions improve student performance on 3rd grade math readiness standards.  The first step in my ARP was to analyze the data from the 3^rd grade math STAAR assessment to determine three target readiness standards.  During this analysis, I first determined the percentage of students that correctly answered each question and the standard that each question addressed. After categorizing each standard as either readiness or supporting, I decided on the three readiness standards to target in adapting instructional strategies and interventions.  Next, I met with the 3^rd grade math teachers to further analyze the data and collaborate on the readiness standards to target.  Originally, I had planned to identify three additional standards with the 3^rd grade math teachers, but they had identified the same three that I had based on scores, additional student data, and their feelings about teaching each objective/standard.  Furthermore, with new training from Lead4Ward indicating that we should focus on three standards that will impact multiple assessment questions, the consensus reached with the teachers, principal, and myself was to use only three readiness standards for my action research.  I am currently performing a journal and online research literature review to assess what research has previously been performed that relates to my ARP.  I have another meeting scheduled with the 3^rd grade teachers to discuss current teaching strategies for the target standards before I research additional instructional strategies and best practices for intervention of the three target readiness standards.  My next step will be to meet with my site supervisor to discuss the focus of the professional development that I will be leading.  I will work on developing and designing the professional development over the next few weeks and plan to present to the faculty on Tuesday, October, 15, 2013.

The Reality and Vision...Creating a Successful School-Community Partnership

The mission of the student technology initiative in La Porte ISD is to “bridge the digital divide by putting technology into the hands of every student, enhance instruction by the systematic integration of technology into the classroom, and empower students to take responsibility for their learning in a 21^st Century learning environment” (La Porte ISD, 2012).  In order to meet this goal, our district has instituted a 1:1 laptop program.  In this program, not only does each student have access to a laptop while in the classroom, each student is allowed to check out laptops to take home to assist in completing technology integrated assignments and homework.  While research shows that “one-to-one computing has had a significant impact on writing scores” and other areas of student achievement, this has not been the case in our district (Holcomb, 2009).  According to STAAR End-of-Course data, the percentage of students that met the Level II: Satisfactory achievement on the English I Writing assessment actually went down from 46% in 2012 to 42% in 2013.  Likewise, the percentage of students that met Level II: Satisfactory achievement on the Algebra I assessment went from 78% in 2012 to 73% in 2013.

With declining passing rates and the implementation of the Phase-In 2 Standards looming, there is a need to increase student achievement on state assessments.  As mentioned, according to research, our district implementation of the 1:1 laptop program should be a positive factor.  One barrier to success for the laptop program is minimal parent involvement.  According to interviews, parents are not able to help their students use the laptops effectively due to the fact that they do not possess the technology skills necessary.  This inability of parents to use the programs loaded onto the laptops effects homework, project completion, and student success.  In a study on increasing involvement through parent workshops, research showed that parent classes on desktop publishing and computer programming “had a significant effect on their child's motivation toward learning” and parents noticed “significant improvements in their children's math and reading skills” (Funkhouser, Gonzalez, & Moles, 1997).  For these reasons, a partnership to provide technology training for parents should be considered.

 

The family-school-community partnership that I am proposing will institute a series of parent workshops on technology use.  Since the majority of projects assigned use technology integration, parents that do not possess needed skills in technology cannot successfully support or assist their children in learning and laptop use at home.   Offering workshops to teach technology skills to parents will allow them to more fully support student learning.  Equipping parents to help with school work will improve parent self-confidence, comfort level, and self-efficacy.  With parent involvement in student learning, a positive effect should be observed from the laptop program.  Parents will be able to aid in homework, projects, and use of skill reinforcement programs that are both preloaded on laptops and web-based.  These efforts should resolve the issue of lack of parent involvement in laptop use and, in turn, help to resolve the issue of declining student achievement on state assessments. 

References:

Funkhouser, J. E., Gonzalez, M. R., & Moles, O. C. (1997). Family involvement in children’s education: Successful local approaches. Retrieved from U.S. Department of Education website: http://www2.ed.gov/pubs/FamInvolve/local3.html

Guhlin, M. (2003). 5 steps to fostering technology applications: TEKS curriculum in grades 6-8.  Retrieved from http://mguhlin.wikispaces.com/5+Steps+to+Fostering+Technology+Applications-+TEKS+in+Grades+6-8

Holcomb, L. B. (2009). Results & lessons learned from1:1 laptop initiatives: A collective review. TechTrends, 53(6).  Retrieved from http://gs121.wiki.elanco.net/file/view/Results+and+Lessons+Learned+from+1-2-1.pdf

 

La Porte ISD. (2012). Student Technology Initiative Manual.  Retrieved from http://www.lpisd.org/ourpages/auto/2013/6/21/67229726/STI_Program_Manual.pdf

Suaers, N. J., & McLeod, S. (2012).  What does the research say about school one-to-one computing initiatives?.  UCEA Center for the Advanced Study of Technology Leadership in Education, University of Kentucky, 2012(001).  Retrieved from http://www.natickps.org/CASTLEBrief01_LaptopPrograms.pdf

Reflecting on Reflecting...

As I reflect on my course on action research, my biggest take-away is the need for reflection.  According to Dictionary.com, reflection is "a fixing of the thoughts on something" or "careful consideration".  Our friends at Merriam-Webster say that reflection is a "thought, idea, or opinion formed or a remark made as a result of meditation".  No matter the definition, the need for reflection is paramount in today's world of education.  Likewise, engagement in reflection is essential to discovering an inquiry and traveling the road of action research.  Action research is the gold standard in educational leadership and implementing change due to the introspection that is integral to the process.  Taking the time to reflect on practices and connect questions to student performance keeps us from making hasty decisions based on the educational "flavor of the month".  To focus on the future, we not only need to take the time to reflect on the situation at hand, but we also need to look at the factors that led to it and the challenges and opportunities that arise from it.  Reflection coupled with collaboration will lead to my own personal growth and my ability to build leadership in others.  My engagement in the inquiry process will allow me to learn from reflection on my own thoughts and practices, learn from the insights of others, expand my use of best practices, and model life-long learning.