Action Research Report

Increasing STAAR Reading Scores Through Rigor and Relevance in the Classroom

Needs Assessment  

The purpose of this action research is to determine whether if rigor and relevance in the classroom can increase STAAR Reading scores in 3^rd and 4^th grade students.   In the year 2010-2011 the campus did not meet AYP requirements in Reading.  78% of all students at De La Garza Elementary met state standard and considered proficient in the following tests:  TAKS, TAKS Accommodated, TAKS-M, TAKS-Alt, and LAT in Grades 3-8.  The percent of students that met standard in each student group were as follows:  African American N/A, Hispanic 77%, White N/A, Economic Disadvantage 77%, Special Education 69%, and LEP (Measure:  Current & Monitored)  76%.  The 2010-2011 Performance Standard was 80%.  De La Garza Elementary missed AYP in Reading performance with obvious weakness in all student groups especially Special Education students.  Special Education scores at a 69% reveal that there is a need for improvement in special education curriculum and resources.   Safe harbor did not apply to our campus because scores in reading did not improve.   Based on 2009-2010 reading score of 83%, our campus would have had to score an 80% in order to qualify for performance improvement/safe harbor.

Based on the campus Multi-Year History Report, Reading has had an overall negative change of 4%.  The scores range from 78% to 90%.  The district and state show significant gains however; De La Garza fails to how significant improvements in reading.  The Hispanic and economically disadvantage populations have an overall change of negative 5%.   According to the data, there is an urgent need to adopt a rigorous curriculum in reading that has interventions for special education, LEP, on level, below level, and above level students. 

3^rd Grade.  According to AEIS Report 3^rd grade students had an 11% decrease in reading from 2010 to 2011.  Reading scores for 3^rd grade dropped 13% for economically disadvantage students and 6% for LEP students.  The campus score was below state and district level, which indicates that this is an area that needs improvement.  In mathematics the scores did not change 91% of students met standard in 2010 and 2011.  The Spanish test takers showed a significant decrease from 2010 top 2012.  In 2010 93% of students met standard and 71% in 2011.

4^th Grade.  According t AEIS Report 74% of students met standards in reading and 70% met standard in 2011.  Reading scores for 4^th grade dropped 4% for economically disadvantage students and 12% for LEP students.  The campus score was below state and district level, which indicates that 4^th grade, also needs improvement in reading.   In 4^th grade Spanish, 90% met standard in reading in 2010 and 86% in 2011.

     In analyzing the AEIS report, De La Garza Elementary there is an urgent need to increase STAAR Reading scores in all groups in order to meet AYP requirements.  This action research is intended to provide staff development on rigor and relevance in order to increase STAAR Reading scores to meet state AYP requirements.

Objectives and Vision of the action research project

The objectives and vision were developed to help teachers learn how to effectively incorporate rigor and relevance in their classrooms to ensure students meet state AYP requirements.  The goal is for teachers to help students at De La Garza reach high levels of reading comprehension by increasing the complexity of instruction that will allow for deeper learning of concepts. 

           

Review of the Literature and Action Research Strategy

After analyzing the data and in light of the new state exam, a collaborative decision was made to conduct an action research on rigor and relevance in the classroom in an effort to increase student achievement in reading .  According to Barbara Blackburn, “The true power of making a difference for a student lies in the hands of a teacher ( Blackburn, 2008, p. 14).  I believe that student achievement can increase if we change the behaviors of teachers.  Teachers need to acknowledge that it is what they do in the classroom and how they do it that makes a difference.  My goal is to use the research-based strategies of Barbara Blackburn and Dr. Richard Jones to help support my action research project.  Dr. Jones focuses on the Rigor/Relevance Framework to ensure instruction is at a higher complexity. 

Articulate the Vision

The goal of sharing the results of my action research with the campus is to create a change in behavior among teachers.  Teachers need to realize that increasing the complexity of instruction does yield higher test scores across the curriculum.  This past year teachers were unclear about what rigor truly entails.  They had a common misconception that rigor was doing more and assigning more homework.  I think that sharing my research will benefit those teachers that are still reluctant to change and further motivate the teachers who personally experienced student achievement because of rigor and relevance.   My action research will be completed spring of 2013.  I plan to share my findings with my campus during a staff meeting via a PowerPoint presentation.  I will use DMAC Solutions to present STAAR and benchmark data.  The presentation will  include the overall effect that a rigorous instruction had on our campus results in STAAR reading and December benchmarks. 

Background Information.  My presentation will include the rationale that led me to my action research project.  My rationale for this study was our TAKS Reading results for the year 2010-2011.  That year our campus unfortunately did not meet AYP in reading.  The campus improvement plan did not incorporate actions to resolve this problem.  However, the state of Texas states that in order for students to master the STAAR test, instruction has to be more rigorous.  My question is:  What effects does a rigorous  and relevant instruction have in reading scores in 3^rd and 4^th grade students? 

Design of the Inquiry.  My presentation will include a detailed explanation of my plan of action, data collection and analysis.

Stating the Learning and Supporting the Statements With Data.  During the meeting I will share with the staff the results of my research.  Maintaining the confidentiality of the teachers in the study, I will discuss the effect a rigorous instruction had on our Reading STAAR results and December benchmarks.  I will discuss teacher surveys and interviews.  My data analysis will be presented in the PowerPoint presentation and via Figure 5.3 Inquiry template (Dana, 2009, p. 152).

Concluding Thoughts.  At that moment I will thank my site supervisor and teachers who participated in the research.  I will discuss the benefits my research had on me as a teacher and future administrator but, more importantly, the impact it had on student achievement.

     The results of my research will benefit students primarily.  My action research will hopefully increase student achievement in reading.  Students will be better prepared for middle school.  Teachers will also benefit from my research because they will learn how to transform their instruction into lessons that require students to have a higher thinking load.  The campus will benefit from my research because it will meet AYP standards.

Manage the organization

The action research project will cost the district nothing to implement.  The persons responsible for the research activities are my site supervisor and myself.  I have created an action plan to help me implement my action research in a timely manner.  My principal I meet on a regular basis to discuss concerns and progress of research project.  The data is provided by DMAC Solutions, which can desegregate data in various ways.  It is very important to mention that the names of teachers and students’ names will not be disclosed in an effort to protect their identities and ensure confidentiality.. 

Manage Operations

My mentor will conduct weekly walkthroughs with a focus on rigor and relevance in the classroom.  Teachers will be provided constructive feedback from the principal on how to transform their instruction into lessons that require deeper thinking and understanding of concepts.  My responsibility is to gather the data from DMAC and determine the percent passing in every classroom.  My mentor and I will look at the data and determine if teachers observed using rigor and relevance did in fact produce higher test scores.  For this action research we will look at bi-weekly tests, six weeks benchmarks, and STAAR Reading scores.

Respond to Community Interest and Needs

According to Barbara Blackburn, “ rigor is not just for your advanced students.  Rigor is for every student you teach” (Blackburn, 2008, p.15).   I believe that rigor and relevance will address all types of student populations and ultimately create a lasting change in the campus reading scores.  Based on the data we have established that there is a need to improve reading at the campus and I believe that rigor and relevance is the answer for ALL students. 

References

Blackburn, Barbara. (2008).  Rigor Is Not a Four-Letter Word.  San Antonio, TX:  Eye On Education.

Dana, Nancy Fichtman. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin, a Joint Publication with the American Association of School Administrators.

Week 3 Reflection on WEB Conference: EDLD 5326 School Community Relations:

Saturday, March 10, 2012, I joined Dr. Kay Abernathy in her web conference.  This was not my first conference I had previously joined my professors in their web conferences.  I think that web conferences are a very useful tool for online learning.  This past week I felt a little apprehensive about my assignment and needed clarification.   Dr. Abernathy talked about different strategies that promote parental involvement.  I learned about Web 2.0 resources, Google tools, and Edmodo.  Its amazing all the free resources that Internet has for schools.  After the web conference I searched Web 2.0 tools and found out that it is it contains an array of resources for teachers.  Dr. Abernathy was very helpful and cleared up allot of my concerns.  .  

Week 2 Reflection: EDLD 5326 School Community Relations

My vision is to increase parental involvement at our campus through student-led curriculum meetings and student-led conferences. 

     Parents usually find ways to participate in school events and activities if they know that their children will be involved in the presentation. Increasing our parental involvement rate will undoubtedly increase our student achievement.  According to week 1 lecture by Dr. Robert Nicks, involvement is linked to:  “better attendance, increased graduation rates, decreased grade retention, higher school-related satisfaction, decreased discipline problems, increased motivation and self-esteem, and improved academic scores” (Nicks, 2012, slide 6).  I feel that this strategy is a meaningful way for parents to engage in the school setting.  Students will actively participate to demonstrate to their parents their academic accomplishments in student-led conferences and teach parents ways they can help them at home in student-led curriculum meetings.

Nicks, Robert. “School Community Relations, Week 1:  Beyond the School.” EDLD

            5326. Lamar University. March, 2012.   

Week 1 Reflection: EDLD 5326 School Community Relations

     This week I learned about the different parental involvement programs and community/ school partnership programs at the campus.  I knew that parent involvement was crucial when it comes to student achievement.  However, I have to confess that I did not know that the community had an impact on student achievement as well.  This week I learned that the School/Community Partnership program is the most effective at our campus.  This program involves family, school, and community.  We are fortunate to have these valuable partnerships with the community because they do impact student achievement.  It also helps parents become more involved the their child’s education.  The program rewards students for perfect attendance and honor roll.  Parents celebrate their children’s success by taking them to these local businesses and claim their rewards.

     I realized that our parental involvement this year is unsuccessful.    I think that teachers should take a more active role in our parental involvement committee. Our campus should assign a teacher per grade level on the parental involvement committee.  Teachers at the campus do a good job on informing parents regarding their child’s behavior and academic performance.  However, it is rare to see one of our teachers attend a parental involvement meeting because they are held during instruction.  Teachers can promote parental involvement in their classrooms by encouraging students the importance of the meetings and activities.  Teachers can also assure parents that these meetings are beneficial to them and their children.  Parents in the Rio Grande Region are also afraid to participate because an officer conducts some of the meetings.  Some parents at the campus are illegal residents and feel that these meeting will compromise them.

Week 5 Reflection

     As I reflect back to the past five weeks, I can honestly say that I now view research in a different perspective.  I initially thought that the ultimate goal of this course was to conduct a lengthy research paper with little or no relevance to educational leadership.  I did not foresee this course to be utterly important for my future career.  However, I was truly mistaken.  I have learned that inquiry is powerful!   Through Nancy Fichtman Dana’s book, Leading with passion and knowledge: The Principal as Action Research I have learned that leaders who engage in action research discover that it brings endless rewards.   Action research provides opportunities for principals to collaborate with other members of the school and inquire.  It allows them to engage in collaborative decision-making about topics of concern.  Principal inquiry and action research transforms leaders into role models.  The principal has to frequently engage and model inquiry in order for other members in the school setting to develop and practice inquiry.  Engaging in inquiry also allows the principal to step out of their busy schedules and momentarily think deeply about issues that surround the campus.  The most important benefit of principal inquiry is that it leads to school reform and increase student achievement.  Action research allows principals and teachers to identify practices that best suite the campus.  This newfound knowledge will give me great insight on how I want to organize my future leadership position.  If I can establish a connection between rigorous instruction and increase student achievement, then I will have found a solution to our struggling reading scores.  This research and future inquiries will facilitate my professional growth and instill a desire for lifelong learning.  Encouraging in action research as a principal will create a school climate where inquires are welcomed and pursed as a means to increase student achievement.  I look forward to becoming a role model for my school because I am convinced that research is the solution to improving schools. 

     In these five weeks I have also learned about the nine passions of action research.  These passions are staff development, curriculum development, individual teacher(s), individual student(s), community/culture building, leadership, management, school performance, and social justice.  I feel that all areas are utterly important and necessary for administrators and teachers.  The ultimate goal of the nine passions mentioned in Nancy Fichtman Dana’s book, Leading with Passion and Knowledge: The Principal as Action Researcher, is to increase student achievement.  As I reflect on this reading assignment, I realized that I am most interested in action research in the area of curriculum development.  My future plans include attaining a job as a curriculum coordinator.  Curriculum development refers to inquiry about the quality of the curriculum in place or lack of curriculum.  “By reviewing more than 3,000 studies of student achievement, Fraser, Walberg, Welch, and Hattie (1987) identified the quality of the curriculum as one of ten factors influencing student achievement” (Dana, 2009, p. 35).  With this in mind, it is no wonder why many administrators often engaged in action research in this area.   Our district identified reading as an area of concern and inquired about ways to increase reading instruction throughout the day.  My action research relates with this passion because at or campus we need to modify our reading curriculum in place and increase the rigor in order to increase reading scores.  I believe that this area is important to research because a quality curriculum can help increase student achievement.  A well-developed curriculum based on district or campus needs is ideal because it impacts student weaknesses directly.  It is also crucial that teachers be fully trained and knowledgeable about the curriculum in order to effectively implement it.  

     The most astounding aspect of this course is that is allowed me to value reflection.  Reflection involves “abstract thinking” about what needs to be done regarding school issues (Martin, 2005, p.104).  It allows for leaders to think deeply about current problems and create a plan of action.  This constant reflection has to be practiced in order for leaders to transform from novice to experts (Martin, 2005, p.104).  I realized that by reflecting I could be more intentional about student learning and classroom instruction.  It is often difficult for an administrator to find time to record ideas and concerns that arise throughout the day.  However, I think that I found the perfect solution.  I pad!  I purchased an inexpensive journal application and found it easy to reflect daily about my school, instruction, and research.  

     “Schools are changing every day based on a myriad of circumstances that are occurring in the United States and globally. It is imperative that educators have knowledge of other world cultures as the world becomes 'smaller' based on technological and media advances" (Harris, 2010, p. 98).  Change is inevitable.   This course has accomplished its purpose because I have gained sufficient insight on how I can prepare for change now and change in the future.

References

Blackburn, Barbara. (2008).  Rigor Is Not a Four-Letter Word.  San Antonio, TX:  Eye On Education.

Dana, Nancy Fichtman. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin, a Joint Publication with the American Association of School Administrators.

Harris, S., Edmonson, S., & Combs, J. (2010).  Examining What We Do To Improve Our Schools: 8 Steps From Analysis to Action.  Jonesborough, TN:  Eye on Education.

Martin, Gary E. (2005). School Leader Internship: Developing, Monitoring, and Evaluating Your Leadership Experience: Meeting ISLLC, NCATE, and ELCC Standards. Larchmont, NY: Eye On Education.

Week 4 Reflection

     Based on the comments made by my classmates on my blog and discussion board, I have revised my action research plan.  I agree that a checklist would help evaluate the complexity of the questions employed during instruction.  This would give teachers guidance to adjust their lessons and increase their level of questioning to level II and Level III.  The checklist will be based on Bloom Taxonomy and Marzano’s High Yield Strategies.  This comment was very helpful.  I think that they have made my research comprehensive.

     This week I also met with my site supervisor to discuss my action research.  She was enthusiastic about my action research because I had included staff development as one of my tasks.  She agreed that teachers are still unclear about what rigor in the classroom entails.  Rigor requires deeper thinking on part of the student and teachers have a difficult time releasing their responsibility in the classroom.  As we discussed my action research plan, she did suggest for me to include the lower grades in my research.  Although it would be an interesting research, I feel that a campus wide research would be too much of a task for me to handle.  I suggested that based on the results of my research new inquiries can and should continue at the campus.  In closing, I also suggested that I would be creating a checklist to evaluate the depth of questioning that the teachers are utilizing during reading instruction.  She agreed that a checklist would also aid teachers to reflect on their level of questioning during reading and increases the rigor of the lessons.

 

Tool 8.1 CARE Model: Planning Tool

Identify Concerns that must change (look to the future)

(Assign points to concerns from 1 to 3 in the order of the most important issues to consider.)

1.  The biggest concern at my campus that is crucial for maintaining school improvement is to satisfy the new AYP state requirements (87%) in reading.

2.  The next issue that must change in order to sustain school improvement is rigor in the classroom.

3.  Teacher cooperation and fidelity is the last area of concern that must change for the benefit of student success and school improvement.

Identify Affirmations that must be sustained (look to the present)

(Assign points to affirmations from 1 to 3 in the order of the most important issues to consider.)

1. A positive aspect at our campus is teacher and administrative commitment to increase student achievement.

2.  Teachers at the campus frequently engage in collaborative planning.  This is important and must be sustained throughout 3^rd through 5^th grades to maintain improvement.

3.  The district/campus is data driven.  This policy must be sustained to monitor and adjust instruction based on campus needs.

SMART Recommendations that must be implemented:

(Specific, Measurable, Attainable, Relevant, Timely) (Assign points to recommendations from 1 to 3 in the order of the most important recommendations to implement.)

1.  The campus will meet AYP requirements in STAAR Reading (87%).

2.  Student achievement will increase in weekly reading tests and six weeks benchmarks (80% or better).

3.  Teachers will attend monthly staff development on rigorous instruction.  This will give teachers opportunities to voice concerns and misconceptions.  The staff development will also serve as a support session for teachers that need further assistance.

EVALUATE – Specifically and Often (Identify the best ways to evaluate the implemented recommendations.)

1.  Walk-throughs /Teacher Observations- Walk-throughs will be conducted weekly by principal and supervisor.  I will conduct teacher observation once a month.

2.  Weekly Reading Exams/ Six Weeks Exams- Teachers will analyze AEIS Report to determine students’ areas of concern.

3.  Collaborative Meetings- Monthly meetings will be scheduled to discuss concerns and research progress.

4.  Teacher Surveys/Interviews- Surveys and Interviews will determine if further staff development is necessary for some teachers.  I will make revisions in my research based on classroom observations.