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.