Hazelbrook Digital Learning

Collaborative2012-132012-132012-13

Team MembersRory Moore, Learning Specialist

Kana Sanders, Literacy Coach & 6th grade Language Arts

Danny Rowe, Literacy Specialist

Michelle McMillin, Social Studies

Jennie Movrich, ELD Specialist

Identifying the problemAccording to the Oregon Department of Education, 60% of Latino students are not reading at grade level. There is a real and persistent achievement gap between our white and latino students.

In 2011-12, 77% of Hazelbrook Middle School’s white students met or exceeded the state’s benchmark in reading. Only 46% of our Latino students were able to do the same.

The problem is exacerbated for our Latino students who are English Language Learners, eligible for special education, or both.

6th graders at greater risk

“The middle school years represent a distinct developmental period where by students are expected to develop a firm sense of self, establish and maintain a positive social support network and effectively balance social, academic, and personal demands. (Chen and Cleary, 2009, p.292)”

PurposeTo close the racial achievement gap in reading between our white and Latino students and to focus on the most vulnerable students in our school.

Our Focus Students6th grade students

Latino

19% are receiving Special Education

66%have limited English Proficiency

RationaleOur grant provided a 1:1 student to iPad ratio. Students who are learning English or speak it as a second language will have the opportunity to comprehensively improve their skills at a faster rate because of the iPad’s unique ability to strengthen the power of Sheltered Instruction Observational Protocol.

The Eight Components of the SIOP Model

The Eight Components of the SIOP

Model ModelSIOP

Our Apps

Pages, iMovie, Keynote

Edmodo & Assessment

Educreations & vocabulary

Creating & Summarizing with Story Kit

Reading, Speaking, Listening and Vocab

Measuring Growth

Primary Goal: For all Latino students enrolled in our team members’ classes (6th grade reading interventions, ELL, and general education language arts and social studies) to increase by 5-7 points on their Oregon Assessment of Knowledge and Skills in the area of reading.

OAKS Comparison

5th Grade 6th Grade

Students took the test up to 3 times

Students took the test twice

42/70 students increased

51/70 Students increased

9 students’ scores did not change

4 students’ scores stayed the same

OAKS Comparison

5th Grade 6th Grade

20/70 Increased by 5 or more

33/70 Increased by five or more

Average score was an increase of 2.59

Average score was an increase of 4.19

Median Score +2 Median Score +3.5

Average Score Comparison

Striving toward our Goal

ELPA Data

5th Grade 6th Grade

59.6 79.3

3.8 5.6

3 6

Elpa Comparison Chart

% increase one or more

levels

Average reading growth

Median

ConclusionsOur first year data is positive

Defied the trend of 6th grade decline

The district called this a technology grant, but from the start we viewed this as a SIOP Grant supported by technology, and we believe this strengthen our teaching and drove student success.