Goal: Through implementing the RtI into the block scheduling for 3rd grade regular and bilingual students for 2010-2011, student achievement will increase and TAKS scores improve.
Activities:
Meet with team members to discuss the academic needs and problems of the 3rd grade students. Determine the focus and goals, then establish a plan for achieving that goal.
Resources & Research Tools
TAKS results and AEIS reports
Timeline for Completion & Implementation
July 22, 2010 – July 23, 2010
Persons Responsible
Three 3rd grade regular teachers and 1 bilingual/regular 3rd grade teacher
Process for Monitoring Achievement
Through regular meetings and feedback, the team will establish focus, goals, and plans.
Assessment Instrument(s)Previous year’s TAKS results; 2008-2010 AEIS reports
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Activities:
Determine which students are in need of RtI (students working below grade level in Math and Reading) and determine their designated RtI time.
Resources and Research Tools:
Report cards; TPRI; STAR; 3rd grade block schedule
Timeline for Completion and Implementation:July 22, 2010 – August 30, 2010
Persons Responsible:Three 3rd grade regular teachers and one 3rd grade bilingual/RtI teacher
Process for Monitoring Achievement
The third grade teachers will meet weekly and as needed at a designated day and time to discuss the progress, or lack thereof, and make necessary changes. Weekly formatives will be reviewed and compared as the school year progresses.
Assessment Instrument(s)Students’ 2nd grade report cards.
TPRI results.
S.T.A.R. results.
Daily observations.
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Activities:
Monitor effects of RtI and its scheduling on students’ grades, levels, attitude for the first 5 six weeks. Make changes as needed.
Resources and Research Tools:
Report Cards for each 6 weeks; Reading and Math Benchmark Results; Summative Tests; Websites, articles, and journals relating to RtI.
Timeline for Completion and Implementation:
August 23, 2010 – October 2, 2010;
October 5, 2010 – November 13, 2010;
November 16, 2010 – January 15, 2011;
January 18, 2011 – February 26, 2011;
March 1, 2011 – April 16, 2011
Persons Responsible:
Three 3rd grade regular teachers and one 3rd grade bilingual/RtI teacher; Principal and Assistant Principal
Process for Monitoring Achievement:
The third grade teachers will meet weekly and as needed at a designated day and time to discuss the progress, or lack thereof, and make necessary changes. Weekly formatives will be reviewed and compared as the school year progresses.
Assessment Instrument(s)2010-2011 6 weeks Math and Reading Summatives;
2010-2011 Weekly Math and Reading Formatives
Daily observations
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Activities:
Review and discuss RtI effects on student achievement on Math and Reading TAKS and Compare to Previous Year’s Results.
Resources and Research Tools:
2008-2009 and 2009-2010 AEIS reports;
2010-2011 TAKS results; related articles, journals, and websites
Timeline for Completion and Implementation:
April 26, 2011 – May 18, 2011
Process for Monitoring Achievement:
The third grade teachers will meet weekly and as needed at a designated day and time to discuss the progress, or lack thereof, and make necessary changes. Weekly formatives will be reviewed and compared as the school year progresses.
Assessment Instrument(s):
2010-2011 Math and Reading TAKS results;
2008-2010 AEIS reports;
Teacher observations
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Activities:
Discuss whether or not the block scheduling and RtI were successful and if they will be implemented for the following school year. If so, what changes need to be made? What additional resources do we need?
Resources and Research Tools:
2008-2009 and 2009-2010 AEIS reports;
2010-2011 TAKS results; related articles, journals, and websites
Timeline for Completion and Implementation:
April 19, 2011 – June 4, 2011
Process for Monitoring Achievement:
The third grade teachers will meet weekly and as needed at a designated day and time to discuss the progress, or lack thereof, and make necessary changes. Weekly formatives will be reviewed and compared as the school year progresses.
Assessment Instrument(s):
2010-2011 Math and Reading TAKS results;
2008-2010 AEIS reports;
Teacher observations
Friday, July 30, 2010
Thursday, July 22, 2010
Week 2 Videos
The video interviews of Drs. Lewis and Chagrois were interesting and insightful. Their educational achievements were inspiring. I read through Dr. Chagrois' dissertation and learned so much. I am certain that if I keep his and Dr. Lewis' advice in mind, my action research project will be a success.
The assignment required us to speak with our site supervisors, however, I have had to make a change to mine. My previous site supervisors were "demoted" and are no longer at my campus. The new administration is extremely busy getting settled in. I will interview them in a couple of weeks and am certain they will teach me a lot! They are wonderful, motivated, and inspiring people!
In the meantime, I am working with my cluster to finalize a block schedule integrating RtI. It looks promising so far! Wish me luck!
The assignment required us to speak with our site supervisors, however, I have had to make a change to mine. My previous site supervisors were "demoted" and are no longer at my campus. The new administration is extremely busy getting settled in. I will interview them in a couple of weeks and am certain they will teach me a lot! They are wonderful, motivated, and inspiring people!
In the meantime, I am working with my cluster to finalize a block schedule integrating RtI. It looks promising so far! Wish me luck!
Tuesday, July 20, 2010
Effects of RtI in Block Scheduling
For the first time at my campus, the third grade teachers (myself included)will departmentalize. Since we needed to accommodate all subjects and have extended time for math and reading instruction, I devised a block schedule for three of us with the fourth teacher doing RtI (Response to Intervention). This will allow the 3 teachers to have 1 1/2 hours each for math, reading, and writing instruction during the morning and early afternoon. During the last hour of school, students will return to their home room and have science/social studies instruction. RtI will be done on the same rotational basis as the core subjects. However, the students in need of intervention will be pulled out of the reading/math classrooms and sent to the 4th teacher for RtI.
Students in need of intervention will be identified immediately based on the prior year's grades, TPRI testing, STAR report, and the teachers' own observations. We (3rd grade teachers) will monitor the students' progress. If, at the end of the first 6 weeks, there is a lack of progress, we will discuss changes and implement them accordingly.
This will be the first time RtI will be done at my campus by a designated teacher within a departmentalized grade level. It is normally done in class by the students' homeroom teacher.
The purpose of this implementation was initially to accommodate our particular instructional needs. Once I devised the schedule, however, it became apparent that the schedule is very promising for us and our students - especially the at-risk! We are excited about this schedule and are positive it will result in an increase in student achievement! I'll keep you posted!
Students in need of intervention will be identified immediately based on the prior year's grades, TPRI testing, STAR report, and the teachers' own observations. We (3rd grade teachers) will monitor the students' progress. If, at the end of the first 6 weeks, there is a lack of progress, we will discuss changes and implement them accordingly.
This will be the first time RtI will be done at my campus by a designated teacher within a departmentalized grade level. It is normally done in class by the students' homeroom teacher.
The purpose of this implementation was initially to accommodate our particular instructional needs. Once I devised the schedule, however, it became apparent that the schedule is very promising for us and our students - especially the at-risk! We are excited about this schedule and are positive it will result in an increase in student achievement! I'll keep you posted!
Thursday, July 15, 2010
Action Research
Having been a teacher for the past 7 years, I have sat through numerous hours of professional development. Each one is no different from the others. We sit and listen, however listlessly, as the presenter/speaker -who has not been in a classroom or administrative position in several years -tells us what we should be doing in our classrooms. Maybe we learned something. Maybe we didn't.
In contrast to the professional development "norm", we have action research. When presented with the action research assignment, I was intrigued. It calls for a "hands-on" approach to issues, problems, etc., rather than a "sit down, listen, then do" approach. With action research, the administrator engages in a thorough study of his own administrative practice and, based on what he learns from his inquiry, makes changes accordingly. This type of inquiry involves the practitioner asking, "What can I do to make this better?" not "What can YOU do?" It is self-reflective and self-motivated. I am certain that using this organizational tool will allow me the discipline and focus needed to complete my inquiry of parental involvement, or lack thereof, at my campus.
In contrast to the professional development "norm", we have action research. When presented with the action research assignment, I was intrigued. It calls for a "hands-on" approach to issues, problems, etc., rather than a "sit down, listen, then do" approach. With action research, the administrator engages in a thorough study of his own administrative practice and, based on what he learns from his inquiry, makes changes accordingly. This type of inquiry involves the practitioner asking, "What can I do to make this better?" not "What can YOU do?" It is self-reflective and self-motivated. I am certain that using this organizational tool will allow me the discipline and focus needed to complete my inquiry of parental involvement, or lack thereof, at my campus.
Why Educational Leaders Use Blogs
Because blogs are limitless in their content, context, and contributions, educational leaders are able to share ideas, ask questions, and provide various data regarding education. Through blogging, educational leaders are able to provide and receive feedback on particular topics of interest from a wide audience. This type of communication also fosters learning communities which are beneficial to the action research process.
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