Thursday, August 1, 2013

Action Rearch Plan

My district is composed of 75% economically disadvantaged students. I know from previous reading that economically disadvantaged students do not increase in vocabulary at the same rate as non-economically disadvantaged students- a difference of 2,000 words a year in grades 1-3 (Baker, Simmons, and Kame’enui; 1997). I also know from personal observation that our students do not have the academic vocabulary to comprehend the questions on the STAAR test, much less answer them. Because of this, I want to know: how can strategies in improving academic vocabulary help improve student performance on the STAAR test?

Action Planning Template
Goal: Implement strategies for developing academic vocabulary to improve STAAR test scores
Objectives:
1.  Identify effects of academic vocabulary on standardized testing performance
2.  Identify strategies that help develop academic vocabulary
3.  Increase student academic vocabulary
4.  Improve STAAR results due to increased academic vocabulary
Action Steps(s):
Person(s) Responsible:
Timeline: Start/End
Needed Resources
Evaluation
 
Disaggregate initial STAAR test results for elementary campus
 
 
 
 
Christopher Meche
Start: July 2013
End: August 31, 2013
DMAC
STAAR test results uploaded to DMAC (excluding retests)
Data will be broken down into reports for campus and grade level subpopulations for the last two years (when STAAR test began)
 
Conduct teacher surveys regarding how they utilize academic vocabulary strategies in their own classroom and their perception of student academic vocabulary
 
 
 
 
 
 
Christopher Meche
Start: August 19, 2013
End: August 31, 2013
Self-created teacher survey form
Planning meeting time to inform staff of purpose of survey, directions for the survey, and expected completion date of survey
Survey is completed by staff and data is interpreted by self
Identify strategies that improve academic vocabulary
Christopher Meche
Start: Aug. 12, 2013
End: Aug. 25, 2013
Prior Research, Suggestions from Teacher Survey, Internet databases (ex. JSTOR)
Literature Review is performed with list of strategies created
1st Benchmark test given to Grades 3-6
 
 
 
 
 
 
Christopher Meche
Crystal Day (campus testing coordinator)
Individual teachers
Start: Sept 3, 2013
End: Sept. 5, 2013
DMAC
Benchmark tests
Test scored by self and uploaded to DMAC TEKSCORE
 
1st Benchmark Analyzed
 
 
 
 
 
 
 
Christopher Meche
Start: Sept 9, 2013
End: Sept 11, 2013
DMAC
Data disaggregated into subpopulations
Strategies List supplied to teachers
Christopher Meche
Start: Sept 17, 2013
End: Sept 18, 2013
Copies of Strategies List
Weekly Meeting Time
List of strategies has been discussed by teachers. Teachers given choice of strategies and instructions for implementation including timeline
Teachers Implement Academic Vocabulary Strategies
Christopher Meche
Start: Sept 23, 2013
End: May 30, 2013
Individual teachers
Lesson plans submitted weekly indicating when academic vocabulary strategies will be utilized
Observation of students involved in academic vocabulary strategies
Christopher Meche
Start: Sept. 23, 2013
End: April 1, 2013
Self-created observation form
Copy of completed observation form and feedback given to teacher
Administer 2nd Benchmark Test
Christopher Meche
Crystal Day
Individual Teachers
 
Start: Jan. 14, 2014
End: Jan 16, 2014
DMAC
Benchmark tests
Test scored by self and uploaded to DMAC TEKSCORE
 
1st Benchmark Analyzed
 
 
 
 
 
 
 
Christopher Meche
Start: Jan. 17, 2014
End: Jan. 19, 2014
DMAC
Data disaggregated into subpopulations
STAAR Test Administered
Christopher Meche
Crystal Day
Phyllis Stephens
Start: May 5, 2014
End: May 16, 2014
Teachers to administer test
Testing materials
Students will take STAAR test
2014 STAAR Results Disaggregated
Christopher Meche
Start: As soon as results are released and uploaded to DMAC
End: June 30, 2014
DMAC
STAAR TEST Results
Data will be analyzed to determine if students showed improvement on STAAR results
Results presented to Superintendent
Christopher Meche
Start: June 2014
End: July 2014
Self-created presentation
Results will be shared with superintendent concerning the effects of academic vocabulary strategies on STAAR results
Planning for use of academic vocabulary strategies for 2014-2015 school year
Christopher Meche
Paula Quick
Start: July 2014
End: August 2014
District Summer Planning Meetings
Self and Superintendent will either agree to continue specific strategies as is,  modify strategies, or discontinue use of strategies
Results shared with teachers
Christopher Meche
Start: August 2014
End: August 2014
Self-created presentation
Results will be shared with teachers during in-service in August 2014
Evaluation of effectiveness of strategies
Christopher Meche
Individual Teachers
Start: Sept 23, 2013
End: May 30, 2013
Will be ongoing throughout plan
Weekly Meetings
Feedback Forms
Unit CBA’s
Teachers provide feedback through created forms and weekly meetings regarding student achievement on Unit CBA’s and with academic vocabulary
Self- Reflection
Christopher Meche
Ongoing throughout process
Blog, journal, and meetings with site supervisor (Superintendent)
Record reflections regarding strengths, weaknesses, suggestions for improvement, and synopsis of the process.
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9 comments:

  1. Noemi Rosier August 1, 2013 at 5:47 AM

    I agree with you on this. And I find it is not just academic vocabulary. They do not have regular vocabulary. I was amazed recently when some summer students did not have the Spanish word for cashier or cash. Wow. To add the English it's tough. I found recently vocabulary cartoons. I was thinking of using it in my math class because they just need vocabulary not just math vocabulary. Not sure yet how to include it but I know they need. it.

    Do you have any idea of which strategies you will use-Robert J. Marzano, Classroom strategies that work is a great resource.

    Question: would you not use the self reflection before you do your presentations???

    ReplyDelete
    Replies
    1. crmecheAugust 1, 2013 at 6:42 AM

      Thanks for your comments. I've used Marzano at another district. I was thinking about looking for something else. I like Marzano's work, but he tends to be over-quoted. I want to see what others have to say.

      As to the self reflection, I placed it at the end of the plan, but the timeline for it is throughout the process. I'm going to continuously reflect upon the entire process. That's why I placed it at the end, but you're right in that right before presentations would be an excellent specific time for reflection. I plan to do so.

      Delete
  2. UnknownAugust 1, 2013 at 7:20 AM

    This is a great idea! My district is very similiar in student makeup to yours. Building academic vocabulary has been an ongoing struggle in my teaching career. Do you have an idea of how many strategies you are going to give your teachers? That is going to be a great resource for many of your new teachers. Are you going to model these strategies to the staff? Good luck! I can't wait to hear about your findings!!

    ReplyDelete
    Replies
    1. crmecheAugust 1, 2013 at 7:27 AM

      Thanks for your comments. I hadn't considered either of your questions, but I know I need to. I haven't quite decided how many strategies. I want to keep the list small that way I can track results through the different strategies.

      Yes, I will model the strategies for our teachers. I plan to do this during in-service in one of our loosely scheduled moments (if such a thing actually exists). I plan to follow up during our weekly meetings.

      Delete
  3. UnknownAugust 1, 2013 at 8:49 AM

    I love your topic and do understand the need for this type of research. Without the vocabulary the gap is so large it is impossible to cross. I feel like part of the struggle for vocabulary comes with the lack of experience these students have as well as not using the same words ( like the above example of not knowing cashier and cash). Maybe one of your strategies could incorporate experience to build their "everyday" vocabulary. Just a suggestion from experiences I've had. Good job! Can't wait to see more.

    ReplyDelete
    Replies
    1. crmecheAugust 1, 2013 at 9:00 AM

      I agree with you that the lack of experience is hard to combat. My district is out in the woods (30 minutes from Jasper), and many of our students do not get to get to experience much. For example, many do not even have internet access at home. Some don't even have cable or satellite. One area that this situation really hurts is dealing with culturally diverse texts. They can't fathom a way of life other than their own.

      Delete
  4. UnknownAugust 1, 2013 at 11:12 AM

    Your project is concise and well developed. I will be following it closely as it is almost the same as my project. It would be awesome to hear some of your strategies and what other resources besides Marzano that you choose to read. My site supervisor is a big quoter of Marzano, she even gave me his book on building academic vocabulary. I especially like that you are going back to self-reflection at the end of your project. I must be a "remedial self-reflector", but I'm going to go back and add that. Nice Work!

    ReplyDelete
    Replies
    1. crmecheAugust 1, 2013 at 11:29 AM

      I'm working on some resources right now. I'll share them with you once I get a further grip on them myself. The reason I want to peruse other literature is because people sometimes have a habit of looking at one text, and they run with it. I like to look at what others (especially opposing views) have to say. Often, I get a more well-rounded perspective of the topic. I've already read Marzano. I want to see what others have done concerning the subject. It's a habit I picked up in literary criticism and teaching college English.

      Delete
    2. UnknownAugust 4, 2013 at 2:09 PM

      Thanks, I am looking forward to it!

      Delete

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