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