Improving Math and Closing the Gaps
Assessment
This project was determined because the AYP in my school was not accomplished due to the low performance in a sub group in math. Data was collected using the information from the TAKS from the previous year.
Data
This information was taken from my school’s Staff Development Action Plan and it is based on the TEA results.
Grades 3-5 (all TAKS-tested grades) need a better understanding of mathematical processes and tools as indicated by the percent mastered on objective 6:
3rd grade English – 69%; Spanish – 40%; 4th grade English – 71%; 5th grade English – 46%
African American students in grades 3-5 need a stronger foundation and working knowledge in mathematics compared to other demographic groups and all students:
3rd grade AA – 64%/27%; All Students 79%/26%; Hispanic – 81%/19%; Asian – 94%/56%;
White – 71%/14%
4th grade AA – 57%/25%; All Students 82%/38%; Hispanic – 89%/41%; Asian – 100%/71%; White ---
5th grade AA – 79%/NA; All Students 89%/NA; Hispanic – 93%/NA; Asian – 89%; White ---
Objectives and Vision
Vision
Even though our AYP was not met because of one subgroup, the project will be directed to all the students that are low in math. This project will increase the results in math for the school.
Objectives
The results in math will increase at least 3% for all students and subgroups.
Action Research Strategy
This project was based in the success that another school had developed through the Saturday School. It involved one teacher that had been part of that program in that other school so we could use her expertise. The principal was involved because she had to approve the budget. She was my mentor so she was with me all the time. We created a committee of one or two teachers from each grade level to evaluate the materials and pace of the instruction. We used the information from the TAKS to select the students that participated. We decided on what teachers taught the program, the materials that were approved, the dates, and the students.
Articulate the Vision
This project was presented to the teachers using data to justify the need of the program. We sent letters home with a summary of the project, the justification, and the dates. On that letter, we asked the parents to come to a meeting where we also presented the project.
Organization
My mentor showed me the budget and how it was distributed for the teachers, the administrator, the secretary, the coordinators for each grade level, and the snacks. The times were decided in the most productive way; trying to increase the efficiency of the program but also giving the teachers time to plan. There was a coordinator assigned for each grade level so she decided the lessons and the materials to be used. There was an administrator every Saturday to ensure the safety of the students in case of an emergency.
Manage Operation
I followed the expertise of my mentor and she guided me through the process. She involved the people and their opinions were listened. One conflict arose when the students were selected because the teachers gave names but the final lists were assigned using the TAKS results. There was a lack of communication in informing the reason for the final selections. Finally, it was solved when the justifications were given.
Respond to Community Interests and Needs
Our school is a Title I school so this project worked with students with diverse backgrounds. It included the special education students too. This project addressed the needs of the students because it gave the students four more intense hours of math instruction with a different presentation, new materials, and teachers to enhance the lessons.
