After School Remediation In the Elementary School Esra Conway 1 Part I: Assessment 5: Plan for Leadership to Support Student Learning Title: After School Remediation in the Elementary School Name: Esra Conway 1. Identify the data-based research strategies that were used to determine the vision. Use such relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs (ELCC 1.2). Open since 1955, our elementary school is a Title I School serving approximately 537 PK-5 th grade students. 88% of our students are African American, 2% are White, 5% are Hispanic, and 3% are Asian. Our school faces many challenges each year. Meeting Annual Yearly Progress, passing the Standards of Learning, and reaching our Annual Measurable Objectives has proven to be more and more difficult each year. The scores for our students dropped once the state launched technology-enhanced items and moved towards the new standards. Based on the mid-year data collected 59% of the students met benchmark in reading and 51% of the students met benchmark in math. However, 18% of the students were strategic and 23% of the students were intensive in reading. While, 14% of the students were strategic and 35% of the students were intensive in mathematics. This data proved to be alarming and left many students in need of remediation and recovery. It had become obvious that changes need to be made with regards to assisting our students. Students needed to be prepared to answer quality and higher level questions in reading and mathematics. Teachers needed an opportunity to analyze the data being collected and time to create a remediation plan for some of the children who continue to struggle with the higher-level questioning and technology enhanced questions. 2. Develop the vision and objectives for addressing the problem and promoting student success (ELCC 1.1). For many years, 5 th grade teachers have had their classes clustered into the following groups: Collaborative, English Language Learners, Gifted, and a general education class. These classes operated in the same manner with accommodations and enrichment being offered to the students that needed the additional services. During reading and mathematics, students worked in a whole group setting and transitioned into small groups based on their abilities. Teachers planned together once a week during grade level meetings and offered various ideas and suggestions based on the data being collected. However, it proved to be difficult to plan effective questioning, lessons, and remediation
After School Remediation In the Elementary School Esra Conway 2 since many of the students in each of the 5 th grade classes had a variety of needs. During the 2014-2015 school year, we decided to focus on many of these bubble children. The children who with an extra bit of support have the ability to better reach their goals. We wanted to offer an after-school program for a select group of 5 th grade students based upon their mid-year data. The showed that 18% of the students were strategic, 23% were intensive in reading and 14% of the students were strategic, while 35% were intensive in mathematics. The students would be grouped based upon their strengths and weaknesses for the after-school program. This would allow teachers to spend less time creating multiple plans, but instead, higherquality plans based on their groups specific needs. The purpose and vision for creating the after school program is to: Enhancement of the curriculum Enrichment opportunities for some of the bubble children Allow teachers additional time and support to increase their child s chance of success Allow students an opportunity to work in a smaller classroom setting with an expert in the content 3. Develop a literature review, which addresses best practices for the problem you have chosen. Include at least 4-5 citations. Demonstrate how your literature review can be used to show an understanding of appropriate research strategies to promote an environment for improved student achievement (ELCC 2.3). Hock, M., Pulvers, K., Deshler, D., & Schumaker, J. (2001). The Effects of an After-School Tutoring Program on the Academic Performance of At-Risk Students and Students with LD. The Journal of Remedial and Special Education, 172-186. The authors believe that after-school tutoring has the potential to turn potential academic failure into potential academic success. The studies conducted showed that students would earn average or better grades/scores if they received remediation and additional supports from trained professionals. The small group setting can assist students with working on their assignments while understanding new strategies that assist them. The authors determined that many of these students continued their success after the after-school program concluded because they could remember the strategies being given to them. I was able to use this article to create buy-in with the teachers and meet the needs they have for the students they selected for the after-school program. This provided teachers with a better understanding of how the after-school program will create a positive learning environment for their students. This allowed students to work in small group settings with their teachers on the skills they want to fine tune.
After School Remediation In the Elementary School Esra Conway 3 Viadero, D. (2009). Studies Show Pupils Benefit from Tutoring. Education Week. The author discussed different studies conducted by a team of researchers at the University of Memphis Center for Research on Education Policy. The researchers determined that the students who attended the after-school program would make gains on their standardized tests, compared to the other students who did not participate. They did note that the gains were insignificant in one of the studies. While some of the school districts claimed that the students with the largest test-score increased for math and reading were from those students that participated in the after-school program. This article provided me with the information necessary to try to implement a successful after-school program with more significant gains. It also provided me with realistic data that has been collected previously at another school. Davies, S. & Peltz, L. (2012). After-School Programs: Outcomes and Recommendations. Principal Leadership, 12-16. The author studied a particular school and ways to use the school as a safe place for students to be while making sure their after-school time is being used efficiently. The authors went out to state how the programs could differ in structure and content, but they should remain student centered and the needs of the students. Analyzing past data to create recommendations towards the student curriculum. They make several recommendations based on other successful after-school programs such as: scheduling, assessments, progress monitoring, and data collection. The communication and organization was a large part of the program being successful. This article showed me the importance of not only analyzing the data prior to the start of the after-school program, but the importance of analyzing the data throughout the after-school program. Understanding where the students are coming from and where the students are going is a large part of creating a successful after-school program. Felton, Anne. (2009). The Effects of Attending an Afterschool Tutoring Program. Grant Proposal to Study the Effects Students Attending an Afterschool Program. The author studied an elementary school that is comprised of economically disadvantaged students. This school implemented an after-school program and was recognized on a number of occasions for the students reaching their academic achievement goals. The school was able to create a successful program through grant funding. The allowed the school to hire a number of qualified educators who were familiar with the curriculum. When determining whom to hire for the after-school program, I realized that it was of the utmost importance to hire qualified and knowledgeable teachers. Even though a teacher may be certified, they may not know or fully understand the 5 th grade curriculum.
After School Remediation In the Elementary School Esra Conway 4 This article helped us better understand what it takes to create a successful program through proper funding and hiring qualified educators. 4. Describe how the vision for the prblem and vision for promoting student learning will be communicated to all stakeholders (ELCC 1.2 & 1.4). When the standards of learning assessments began to increase the level of rigor by including technology enhance items, the scores for many of the students began to decease. 5 th grade teachers were surveyed to better understand what their students were struggling with and how we can increase the level of mastery of academic skills. The survey showed the students were less confident in their ability to successfully complete these assessments and their attitudes towards standardized testing and school began to decrease. The 5 th grade teachers expressed more time for one on one instruction and the desire to have tailored instruction to a specific learning based upon the data from a needs-based assessment. The administration spoke with these teachers at a meeting to determine if an after-school program would meet the needs they have for their students. The stakeholders decided to begin to implement an after-school program for students that require remediation. This program would allow the 5 th grade teacher to increase their monitoring of the students that need remediation, allow for more one on one instruction with these specific students, and work on the technology enhanced items. The administration gave parents an opportunity to enroll their students in this after-school program by sending a letter home to the students who were recommended for this program. The school let them know that after-school transportation would be provided and teachers would be giving them feedback on how their child was progressing in the after-school program. Prior to the first day of after-school, the students were told that they were being given an opportunity to fine tune some of the skills they already have and teachers will help them work towards their individual goals. 5. Describe how the objectives for addressing the problem and promoting student learning will focus on effective organization and management of fiscal, human, and material resources, giving priority to student learning (ELCC 3.1 & 3.2). The after-school program requires the use of some additional funding to pay the participating teacher for their post-contractual time. The stakeholders planned carefully with the 5 th grade teachers to determine an effective schedule and group the students based on their needs. In addition, the team analyzed the mid-year data to determine how the after-school curriculum would be implemented to remediate math and reading. The student s supplies would come from their homeroom teacher. The
After School Remediation In the Elementary School Esra Conway 5 after-school teachers would be responsible for implementing the rules and expectations they have for their group to ensure the program remains focused on student learning. 6. Describe how you will use the plan to focus on the needs of students with special and exceptional needs (ELCC 4.2). The after-school program will have one class designated as the inclusion room. Students that have special needs or an individualized education plan will be assigned to this teacher and receive the services necessary from a special educational teacher and/or instructional assistant that can meet their needs. The classroom will have the general education teacher as well as a special education teacher working with students on their specific needs. While planning the curriculum, the accommodations of special education students and English Language Learners were taken into consideration. 7. Describe how the plan will be implemented. Include the vision, objectives, and timelines (ELCC 1.3). Planning Timeline Monitoring Survey 5 th grade teachers on after-school remediation. Teachers apply to teach after school program 5 th grade teacher meeting to discuss after-school curriculum and criteria to be invited into the program After-school curriculum revision January 2015 January 2015 February 2015 February 2015 Analyzed mid-year data and used for plans to move forward. After- school teachers met to discuss implementation of the after-school curriculum 5 th grade teachers met with reading and math specialists to adjust the after-school curriculum to incorporate some of the VDOE released items
After School Remediation In the Elementary School Esra Conway 6 Send home applications to students whom are invited to participate into the after-school program. February 2015 Parents received notices inviting their child to participate in the after-school program Implementation Timeline Monitoring After-school program begins Weekly, February May 2015 Teachers meet weekly students for math and reading remediation After-school remediation released assessments, amended curriculum Weekly, February May 2015 Teachers use released assessments from VDOE to determine mastery and if there is a need for continued remediation. Program Assessment Timeline Monitoring Administration of 2015 SOL tests May 2015 Data will be analyzed as it is received Data Analysis May 2015 Math and Reading Specialist as well as administrators will meet to discuss preliminary SOL results and determine some of the programs strengths and weaknesses, as well as evidence on if this program should continue in the future Teacher Post - Surveys May 2015 5 th grade teachers will be surveyed to determine their fulfillment with the program Parent Post - Surveys May 2015 5 th grade parents will be surveyed to determine their fulfillment with the program 8. Identify how you will ensure parent and community support of the plan and its implementation to help ensure student learning and student success (ELCC 4.1). Based on the 5 th grade teacher survey, the parents of the 5 th grade students invited to participate in the after-school program will receive a letter in February. This will allow students to complete their mid-
After School Remediation In the Elementary School Esra Conway 7 year assessments and the teachers, as well as, stakeholder to analyze the data from the assessments and determine whom to include in the program. If a parent requests that their child be included in the after-school program, then exceptions can be made to include that particular student. The 5 th grade after-school teachers will send home newsletters each week to keep parents informed about the items that would be remediated that week. This will keep all of the stakeholders informed about progress of the program and ensure the academic needs of the student have been met. Math and Reading Specialist as well as administrators will meet in May to discuss preliminary SOL results and determine some of the programs strengths and weaknesses, as well as evidence on if this program should continue in the future. Teacher s use released assessments from VDOE to determine mastery and create a study guide. These study guides will help parents to continue to review with their child at home prior to the end of the year assessments. Parents and teachers will be surveyed in May to determine their fulfillment with the after-school program. 9. Describe how the plan will be evaluated and the results used to effect future student learning to provide an effective instructional program. You may wish to use each objective and describe how it will be evaluated (ELCC 2.2). Initially the county mid-year benchmarks will be the main form of assessment when creating this program. The success of the program will be determined from the SOL data at the end of the year. The students receiving remediation through the after-school program will have their data analyzed to determine if there was an overall increase in their student achievement. It will be determined if the students met benchmark, strategic or intensive. Their scores will be analyzed to also determine the level of growth they received from the 4 th grade Standards of Learning Assessment to the 5 th grade Standards of Learning Assessment. This type of data will assist teachers with their vertical planning. The stakeholders compare data to future years when implementing this program. The data from the current year will help the team adjust the curriculum and determine which parts created an effective instructional program and which portions need to be modified to better meet the student s needs. Parents and teachers will be surveyed in May to determine their fulfillment with the after-school program. Key Information from Survey results: 89% of the parents survey believe after-school programs are essential for their child s success 93% of the teachers believe the after-school program made an impact on their student s
After School Remediation In the Elementary School Esra Conway 8 success rate 52% of parents believe that the quality of teachers if the most important aspect of the afterschool program for them, while 30% believe the after-school curriculum is the most important aspect, and 18% feel that the small group instruction is vital for their child s success. 35% of the teacher s believe the after-school curriculum is the most important aspect of the program, 55% of the teacher s felt the small group instruction is vital for their student s success, and 10% felt that the quality of the teachers was the most important aspect of the after-school program. Part II: Assessment 5: Leadership to Support Student Learning Reflection: Write a reflection paper (4 pages maximum) of your Part I Plan on Leadership to Improve Student Learning. (ELCC 5.2, 7.1 & 7.2) Questions to consider may include: What have I learned from this project? What are the strengths and weaknesses of the process I used? How do you believe this project was received by the stakeholders? What difference, if any, did this project make in the success of students and student learning? As a school leader, what 21st century skills did you use? On what skills do you need to continue to focus? While working on this project, I was able to learn about the various roles of an educational leader. One of the most important things that I realized while working on this project was to constantly survey or ask for feedback from the stakeholders. Educators do not always understand the reasoning behind many of the decisions that are made by the administration so it is important to get their buy-in by asking for feedback or giving them the need behind the need. Teachers all have a common goal of maintaining a student centered environment based on student achievement. However, how we arrive and work towards that goal is always a subject of debate. At the start of this project, communicating with the 5 th grade teacher was always a priority. These educators completed a survey prior to the program being discussed with them to determine if they would support the project or would it be considered another burden on their plate. The results showed us that the teachers agreed that something had to change after the mid-year assessments. The bubble students or the students in need of remediation were not showing adequate growth. Many of
After School Remediation In the Elementary School Esra Conway 9 the teachers explained that they felt more time for one on one instruction and the desire to have tailored instruction to a specific learning based upon the data from a needs-based assessment was needed. The survey results also allowed the administration to understand that teachers would be willing to stay after-school if they were able to receive a small stipend for their time and be given assistance when creating the technology enhanced curriculum items. Some of the concerns that were expressed from the teachers were that the students would not be able to find appropriate transportation home from the program. Also, they feared that the parents would not agree to have their child remain after school for an enrichment program. Keeping lines of communication open between parents, teachers, and the school is one of the highest priorities of this after-school program. The 5 th grade after-school teachers will send home newsletters each week to keep parents informed about the items that would be remediated that week. This will keep all of the stakeholders informed about progress of the program and ensure the academic needs of the student have been met. When permission slips are sent home with students, the teachers will provide a courtesy call home to the parents to explain the benefits of the after-school program to them. Communication between the teachers and the administration will remain open through meetings. At these meetings, data analysis will be done, teachers will be given an opportunity to give progress updates on the students, and ideas will be shared and offered to allow the teachers to feel comfortable with the after-school curriculum. The strength of this project is that students who need additional time with their teacher will be given that time in a smaller group setting. Communication between the after-school teachers and home was proven a success with the phone calls home, weekly newsletters, and student progress reports updating the parents. Based on the survey results, the teachers did not feel that this was too much of a burden to take on. The stakeholders would meet each month to discuss how to adjust the after-school curriculum based on the student needs and their progress. The after-school teachers would incorporate this into their lessons and request any additional resources or materials that they felt would help their students meet their targets. Having all of the stakeholders involved in the process, from the initial survey to the designing of the curriculum helped to maintain their commitment to the program. This program has shown that students can reach their academic goals when they are given an appropriate amount of time, one on one support, and focused instruction to meet their needs. However, acquiring additional funding to offer the after-school teachers a small stipend and provide the students with a small drink and snack were more challenging. If this need can be determined the year prior, then this request can be included into the Title I budget. Also, ensuring enough teachers who understand the 5 th grade curriculum proved to be a challenge since some of the 5 th grade teachers had prior commitments after school. It is important when trying to ensure the success of an after-school program to have qualified instructors with a common vision for the students. Once the permission slips went home for parents to sign for the after-school program, the administration received a few phone calls from other parents who wanted to know why their child was not selected to participate in the program. These parents also requested that their child be
After School Remediation In the Elementary School Esra Conway 10 allowed to participate in the after-school program. We did allow the parents who called and express interest to participate. This did stretch the budget even more tightly since we needed to purchase more items for the extra students. Some of the after-school teachers expressed frustration when the students who were enrolled in the program were not staying after-school on a regular basis. I think as an administrator, I would meet with the stakeholders and the students on the first day of the program and explain the expectations of the program and include attendance as a part of the decision. This would ensure that all students understand what it involves to be successful and reach their academic goals. However, I believe that the stakeholders were pleased with the after-school program. The teachers appreciated the 30 minutes prior to the program starting to use as a planning period. During the 30 minutes, administration would hand out the snacks to the students and assist them with any homework they have for the evening. The stakeholders appreciated their feedback being heard with the pre and post survey. The parents expressed their satisfaction with the program and were impressed with their children meeting their academic goals. They did not express any negative feedback about the after-school program. The impact on student achievement has been positive. In the past, 5 th grade math and reading data showed that the students were struggling with technology enhanced items on the standards of learning. The data below compares the mid-year data to the end of the year SOL math and reading data. 5 th Grade MATH Mid-Year 5 th Grade MATH SOL Benchmark 37 51% Pass 75% Strategic 14% Fail 25% Intensive 35% Recovered 7 5 th Grade READING Mid-Year 5 th Grade READING SOL
After School Remediation In the Elementary School Esra Conway 11 Benchmark 59% Pass 72% Strategic 18% Fail 27% Intensive 23% Recovered 11 Prior to the after-school program the mid-year data showed that 49% of students would not pass the end of the year standards of learning assessment for math. When we analyzed the data even further we discovered that 14% of students would be strategic (bubble students) and 35% of the students would be considered intensive. Both of these students would be in need of remediation and need another method of remediation in addition to their time with the interventionists. For reading 41% of students would not pass the end of the year standards of learning assessment for reading. The stakeholders determined that 18% of these students would be strategic (bubble students) and 23% of the students would be considered intensive. These scores could be due to a change in the curriculum, new 5 th grade teachers, however, the biggest adjust for the students have been the number of technology-enhanced items on the standards of learning assessments. As an educational leader, I was able to use many of the leadership skills shared with me from my mentor. My ability to communicate with all of the stakeholders to ensure their buy-in with the program through newsletters and meetings proved to be successful and well received. My ability to remain organized with the scheduling, transportation, coordinating payroll, working within a budget, and analyzing data efficiently. The after-school program showed me that when students can reach their academic goals when they are given an appropriate amount of time, one on one support, and focused instruction to meet their needs. The end of the year data showed that the number of students not passing their mid-year benchmark without any after-school intervention went from 49% not passing to 79% of the students passing their math standards of learning assessment. For reading, 41% of the students went from not passing to 72% of the students passed their reading standards of learning assessment. In addition to those numbers, 7 students were recovered during math retakes and 11 students were recovered during reading retakes. Communication will be a leadership skill that I will continue to work on throughout the various programs I implement as an educational leader. It is imperative to listen to the various stakeholders and acknowledge their concerns. This will maintain a productive program and ensure that the stakeholders maintain buy-in. The stakeholders appreciated their feedback being heard with
After School Remediation In the Elementary School Esra Conway 12 the pre and post survey and the monthly meetings. When communicating I can come across as less than confident when presented with conflict from a parent or staff member. I will continue to work to remain confident in my ability to communicate effectively with parents, students, and teachers. I will continue to remain positive when dealing with these stakeholders and use the various strategies that we have been taught while in the administration and supervision program at VCU. I am confident that this project would be successful if and when it is implemented into other grade levels or even other schools. The data will show the effectiveness of the one on one remediation, smaller student to teacher numbers, and analyzing the existing data to create an effective curriculum.