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7/24/2019 Data Driven Decision Making Plan
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Your name: Angela Kitchens
615 DATA DRIVEN DECISIN !AKIN" #R$ECT %
#&ASES I' II' an( III an( !)*TI!EDIA #RESENTATIN INC*)DED &ERE+
#&ASE I
Phase I Data Driven Decision Making Project
Name:Angela Kitchens Date:September 30, 2013
#ART NE , "RADE-K #RE#ARATIN
1) Please list the Curriculum Area for Gradeboo Anal!sis"
Kin(ergarten Social Stu(ies
2) Please list the Standards for Gradeboo Anal!sis"
!ar.lan( Technolog. *iterac. Stan(ar(s /or Stu(ents
Standard: 2.K.A.1- Explain how technology affects people
3) Please list three learning ob#ecti$es that are associated %ith the Standards and grades !ou are
using for !our Gradeboo Anal!sis"
1+ Stu(ents 0ill no0 ho0 technolog. is use( 0ithin the classroom to im2ro3e learning+
4+ Stu(ents 0ill e ale to e2lain ho0 technolog. is use( in their e3er.(a. li3es+
7+ Stu(ents 0ill recogni8e ho0 technolog. a//ects the 0a. 2eo2le com2lete (ail.
tass+
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&) After anal!'ing the gradeboo numbers, %hat patterns did !ou see( *escribe at least 3 patterns
completel! and be sure to include patterns from the +additional data tab on the e-cel gradesheet).
#attern 1: /he first pattern sa% %hile looing at the data and o$erall class a$erages for eachlearning ob#ecti$e %as that the a$erages for each ob#ecti$e did not increase, but decreased %ith
each learning ob#ecti$e. /he decrease in the a$erages %ere mostl! small decreases and not
drastic.
#attern 4: /he second pattern sa% in the data %as that students %ith Ps scores remained
stagnant, increased drasticall! or decreased drasticall! %ith each learning ob#ecti$e. /here %as no
sign of gradual increase across ob#ecti$es and these students performed lo%er than other students
on the SA eading and ath Assessments.
#attern 7: /he third pattern sa% in the data %as %ith the home%or scores. noticed that 4&5
of the class scored a & or abo$e and 345 scored a 3 or belo%.
6) 7o% that !ou$e described the patterns in %ords, displa! the most important patterns b! creating
a tale o/ that (ataand turning the tale into a gra2h or chartthat is most appropriate for
discussion. Cop!8paste the table, graphs and8or charts belo%.
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Learning Objective Averages
6.015.46
4.91
Class Averages of Objectives
Objective 1 Objective 2 Objective 3
Student 2 Student 6 Student 13 Student 21 Student 23 Student 24 Student 250
1
2
3
4
5
6
IEP Student Averages
Learning Obj 1 Learning Obj 2 Learning Obj 3
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1 2 3 4 5 6 7 8 9 101112131415161718192021222324250
5
10
15
20
25
30
35
Homework
H!e"r#
Scores
4) ele$ant to the t!pe of graph or chart" 9h! do !ou choose this $isual to displa! the data toothers(
#attern 1:Class averages (ar graph!. decided to use a bar graph to displa! the o$erall class a$erage
scores of each learning ob#ecti$e because it sho%s ho% the a$erage decreased %ith each ob#ecti$e. Also,
b! seeing the decrease on the bar graph, people can begin to dra% conclusions to see %hat areas ma! ha$e
caused the decrease in master! %ith each ob#ecti$e.
#attern 4:"E# averages (ar graph!. decided to use a bar graph to sho% the scores for each ob#ecti$e
%ith the sub categor! group of students that represents students %ith Ps. /he bar graph is able to sho%
the master! le$el for each ob#ecti$e %ith each student, so $ie%ers can see ho% the numbers compare %ith
one another and see ho% each students %ent up or do%n %ith their scores for each ob#ecti$e.
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#attern 7:$o%ewor& scores (line graph!. decided to use a line graph to displa! the patterns %ith the
home%or because it maes the data easier to point out and eep trac of %hen $ie%ing the data. Also,
$ie%ers of the chart %ill be able to go to each student and pin point their indi$idual home%or scores.
#ART T9 , "RADE-K ANA*YSIS % uestions to e ans0ere(
1; 9hat 2atterns seem most e3i(ent' most im2ortant an( 0h.eader and =ome%or nitiati$e
Angela Kitchens? 9riter8eporter and /eam Goals %riter
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elanie =art Scott? Communicator and =ome%or nitiati$e
Kendal >!nn oss? ;rgani'er and P nitiati$e
>ea *rur!? ditor and P nitiati$e
ntire Group? Attendance nitiati$e
Time/rame o/ team interactions an( 2lans:
Course
9ee
Action #lans Com2letions Comments
9ee = eet in our group
area to greet one
another
ach group member
introduced
themsel$es and
greeted one another
Course e@uirement" eet in stud! group area %ith
team members and mae introductions
/eam Progress" ormed a team of fi$e primar! grad
le$el teachers.
9ee 5 /imeline is
completed and all
members are
assigned to roles.
9riter8reporter
posts update in
main conference
area %ith this
information. Allgroup members
begin submitting
and re$ie%ing each
others Phase
%or.
/his %ee our group
selected roles and
decided on a
timeframe for each
%ee. ;ur group
leader came up %ith a
proposed timeline for
the Phase pro#ect
and all groupmembers
unanimousl! agreed
that the time frame
%as e-cellentB 9e
ha$e all posted our
Phase pro#ects in
Course e@uirement" *iscuss timeframe for comple
of Phase assign team roles post update in confe
area
/eam Progress" e$ie%ed and pro$ided feedbac on
team members Phase . *e$eloped a schedule and
assigned roles. Pro$ided group update in the classro
conferences.
7/24/2019 Data Driven Decision Making Plan
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our groups
collaborati$e
documents section.
9e ha$e discussed
possible da!s that
e$er!one is a$ailable
to get on and pro$ide
updates and discuss
our progress.
9ee 6 Compare Phase
school
impro$ement ideas
and create 3
initiati$es. Post a
summar! of these
initiati$es in
conference area.
:egin discussing
initiati$es and
assign %hich
members %ill %or
on each initiati$e
%rite?up.
/his %ee our group
discussed the
similarities %e found
%ithin our Phase
problem areas and
charts. 9e decided
that the initiati$es
that %e %ould focus
on for Phase %ould
be lo% home%or
scores, students %ith
Ps, and attendance.
;ur group leader
elissa came up %ith
the idea of ha$ingt%o people %or on
the P and
home%or initiati$es
and one person %rite
up the team goals and
the %hole team %ill
%or together on the
attendance initiati$e.
/eam members ha$e
begun discussingpossible student
impro$ement plans
for each initiati$e.
Course e@uirement" ach members Phase pro#ec
shared and discussed three initiati$e titles are chose
post update in conference.
/eam Progress" dentified and assigned three initiat
>o% =ome%or Scores elissa and elanie), Stu%ith Ps >ea and Kendal), and Attendance ntire
group). Completed and posted initial drafts of initia
plans. Pro$ided group update in the classroom
conferences.
9ee 9or on %riting up
each initiati$e.
ach member
contributed
Course e@uirement" Group members %or %ith th
partner8group to begin creating summaries of each
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=a$e each member
post their initiati$es
in the stud! group
area b! the end of
the %ee so the
organi'er can put
them all together
into one template.
Post update in
conference area.
ideas and
suggestions for
each of our
initiati$es and
%rote a
summar!
describing
%hat has been
done for each
initiati$e. 9e
ha$e begun
editing our
rough draft of
the Phase
template andset a date for
Sunda! to post
our final edits
of the template
for the editor
and organi'er
to mae sure
the template is
together. 9e
continue to%or in the
collaborati$e
documents and
conference
area uploading
documents and
communicating
%ith one
another.
initiati$e are posted plans made for communication
fre@uenc! and complete template %riting update on
progress %as posted in conference area..
/eam Progress" Group members re$ie%ed drafts of
initiati$es from 9ee 4 and pro$ided comments.embers made re$isions and posted to the Stud! G
Ased @uestions about the remaining portions of the
template and discussed $ia a conference call. *iscus
plans to complete the pro#ect. Posted an update in th
classroom conference.
9ee All group members
re$ie% Phase
plan once organi'er
has put it all
together b! mid?
%ee). ditor %ill
Phase is completed
and submitted b!
each group member.
Course e@uirement" Phase is due. Complete full
document and edit for final submission.
/eam Progress" /eam members each re$ie%ed the f
document. ach team member %rote their summar!
their respecti$e Phase templates and submitted th
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mae an! suggested
and agreed upon
changes. /urn in
Phase b! end of
the %ee.
into their assignment folders
Stu(ent learning consi(erations /or team 2lanning:
9e had to tae into account different student learning considerations during team planning. /he
most important student consideration that %as taen into account %as the fact the students %ith
P had the lo%est a$erages o$erall. /his sho%ed us that this specific group of students needs
e-tra support. Also, %e had to tae into account that >* students had lo%er home%or scores.
9e felt that this might ha$e to do %ith both the student and parent needing more nglishlanguage assistance at home. Students %ith lo%er home%or scores not #ust >* students) also
had lo%er o$erall class a$erages so %e felt that students ma! need more support in home%or
completion. inall!, %e had to tae into account that students %ho had lo%er attendance rates
also seemed to ha$e lo%er class a$erages. t is important to be present at school in order to learn
necessar! sills and be successful ho%e$er at this !oung age it reall! is not the students fault if
the! are not attending school regularl!. At this age, the! are not responsible for themsel$es !et
and are unable to get to %here the! need to be %ithout the assistance of parents or guardians.
Stu(ent (ata consi(ere( (uring team 2lanning:
9hen looing at the data %e noticed the patterns that students %ith Ps, students %ith lo%
home%or scores and students %ith lo% attendance %ere the students %ho also had the lo%est
class a$erages. 9e ha$e pro$ided graphs and charts in each of our initiati$e sections that %ill
support the data patterns %e ha$e found. As a result of the student and data considerations, %e
are presenting the follo%ing three initiati$es" oundational Sills mpro$ement Plan for P
students, =ome%or mpro$ement Plan and Attendance mpro$ement Plan.
Initiati3e I: oundational sills impro$ement plan for P students
Initiati3e I "oals:
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Grade >e$el" Kindergarten
Sub#ect Area" eading oundational Sills
Standards" ar!land Common Core State Standards for Kindergarten 2013
.K.1d? ecogni'e and name all upper and lo%er case letters of the alphabet.
.K.3a? *emonstrate basic no%ledge of one?to?one letter?sound correspondences b!
producing the primar! or man! of the most fre@uent sound for each consonant.
>earning ;b#ecti$es"
/he students %ill be able to recogni'e and identif! all upper and lo%er case letters of the
alphabet.
/he student %ill be able to demonstrate their no%ledge of one?to?one letter?sound
correspondences.
/he student %ill be able to identif! the primar! sounds for each consonant.
/his initiati$e focuses on impro$ing the foundational sills of P students. oundational sills
are essential for students to become successful readers. t is important to build upon foundational
sills so that students gain the abilit! to appl! phonological and phonemic a%areness. 9ith this,students %ill be able to appl! appropriate reading strategies to become proficient and accurate
readers.
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Initiati3e I ?Descri2tion that inclu(es (ata,(ri3en consi(erations' stu(ent consi(erations
an( general initiati3e 2lans to im2ro3e stu(ent learning;+
Data Dri3en Consi(erations
:ased on the data %e anal!'ed and graphed, it %as clear to us that students %ith Ps %ere
struggling %ith the learning ob#ecti$es much more than those students %ith no Ps igure 1).
9hen each indi$idual ob#ecti$e %as broen do%n, it %as apparent that students %ith P goals
scored relati$el! lo%er than those students %ith no Ps igure 2?&). 9hen scores of P
students are sho%n in isolation, it is transparent that their scores %ere not meeting the
e-pectations of each learning ob#ecti$e igure 6). 9ith this in mind, %e %anted to create an
initiati$e that %ould help support those students and get them %here the! needed to be to become
proficient readers.
0123456789
Learning Objective Averages
$%&
Average student
Scores
Figure 1
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0
2
4
6
8
10
AV Score for Obj! "
A'( Scre )r Obj. 1
igure 2
1 2 3 4 5 6 7 8 910111213141516171819202122232425
0
2
4
6
8
10
AV Score for Obj! #
A'( Scre )r Obj. 2
igure 3
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1 2 3 4 5 6 7 8 9 10111213141516171819202122232425
AV Score for Obj! $
A'( Scre )r Obj. 3
Figure =
2 6 13 21 23 24 25
IEP Student Objective Averages
Obj. 1
Obj. 2
Obj. 3
IEP student numbers
Figure 5
Descri2tion:
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/o begin the foundational sills impro$ement plan, appropriate facult! and staff members %ill
come together to form a lesson stud! focusing on students %ith indi$iduali'ed education plans.
/he groups ob#ecti$e %ill be to collect, anal!'e, and reflect upon student P scores in reading
foundational sills. /hese group memebers %ill reflect upon the lesson ob#ecti$e outcomes and
use the data to de$elop a plan to impro$e reading foundational sills for P students. >esson
stud! members %ill re$ie% student P goals in rela$ance to reading foundational sills to
determine if goals need to be added or changed to the indi$iduali'ed education plans. ;nce these
necessar! changes are made, the team can then implement the foundational sills impro$ement
initiati$e.
To egin im2lementation' classroom teacher 0ill:
*ifferentiate instruction to accommodate students %ith P goals. /his could be done b!
gi$ing a smaller @uantit! of letters for them to focus on. /he! can also isolate letters that
need specific indi$iduali'ed attention in small groups. /hese small groups %ill be formedbased on the same sills that need support.
9hen additional adult support is a$ailable, the! %ill scaffold student learning $ia one on
one or small groups in the classroom.
Students %ill be pro$ided %ith additional opportunities to practice and appl! foundational
sills through technological resources starfall, abc?!a, letter blaster) %ith the support of
appropriate staff.
Students %ill recei$e a second dose of the undations reading program that speciali'es infoundational sills %ith inter$ention staff.
Students %ill be gi$en opportunities to practice these sills at home %ith differentiated
home%or assignments that isolate specific letters according to their indi$idual needs.
A((itional A(ult Su22ort
f a$ailable, inter$ention staff %ill collaborate %ith classroom teachers and lesson stud! members
to gi$e additional support to P students through push?in or pull?out inter$ention.
f no inter$ention staff is a$ailable, para?professionals or instructional assistants ma! support in
remediation.
Assessment:
Dail.: teacher obser$ation, annecdotal notes, and checlist teacher)
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9eel.: formati$e assessments teacher)
!onthl.: fundations reading program unit assessments teacher), special education8inter$ention
staff progress reports
Initiati3e II: =ome%or mpro$ement Plan
Initiati3e II "oals:
/he goal of this initiati$e is to sho% indergarten students the importance of completing their
home%or and ho% it helps them to master the reading goals that the! are being taught. Since
indergarten students rel! on the help and support of their parents %hen doing home%or assignments,
this initiati$e %ill also focus on in$ol$ing parent participation in the completion of student home%or
assignments to help impro$e the students o$erall performance.
Grade >e$el" Kindergarten
Sub#ect Area" eading
ar!land State eading Standard 2011)
2a. ecogni'e and produce rh!ming %ords
2c. :lend and segment onsets and rimes of single?s!llable spoen %ords
>earning ;b#ecti$es
/he students %ill be able to categori'e %ords b! same or different b! onset and rime.
/he students %ill be able to identif! rh!ming %ords.
nitiati$e ;b#ecti$es
Create a %eb page %here students and parents can find home%or assignments on line and print
out %hen necessar!.
mplement programs during or after school %here students can recei$e e-tra help on difficult
home%or assignments.
Pro$ide home%or incenti$e charts in the classroom for students to eep trac of completed
home%or assignments and recei$e a pri'e or recognition at the end of the %ee if the! ha$e
completed all home%or assignments.
;ffer %orshops for parents %ho need help learning the nglish language and send home%or in
different languages if necessar!
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Initiati3e II
*ata?dri$en considerations
=ere is the graph for Ered 'oneF home%or students students %ith 2. or lo%er on home%or
completions.
1 2 3 4 5 6 7
0
1
2
3
4
5
6
7
Obj. 1 *
Obj. 2 *
Obj. 3 *
=ere is the data graph for E!ello% 'oneF home%or students students %ith home%or completion
bet%een 3 and 3.)
1 20
2
4
6
8
Obj. 1 *
Obj. 2 *
Obj. 3 *
=ere is the breado%n of red 'one students %ith >Ps %hich are highlighted in the pin color.
Students %ith ed Hone =ome%or
Students
I
;b#. 1
5
;b#. 2
5
;b#. 3
5
3 1) 3.4 &.4 3.J
4 2) 4 3.2 3.&
3) 2.4 &.& &.&
1& &) 6.J &.& 3.J
16 6) 4.& &.2 2.&
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21 4) 2.4 3.& 3.&
22 ) & 6.& 2.&
A$erage &.&3 &.23 3.3
&.3 3.3 3.&
& &.&4 &
/he data sho%s that students %ith lo%er home%or scores also had lo%er o$erall class a$erages. Also, itis apparent that >* students had the lo%est home%or a$erages.
Stu(ent consi(erations
*uring the planning of this initiati$e, %e had to tae into account the fact that >* students had the
lo%est home%or a$erages. /his could be because of the language barrier. 9e feel that if the school sent
home home%or in other languages %hen necessar! as %ell as pro$ided %orshops to help parents learn
the nglish language that >* students could become more successful in completing their home%or
assignments. /his %ould also hopefull! help them to impro$e student learning o$erall. Also, it isimportant to note that the !oung age le$el of the students calls for more assistance from parents %hile
completing home%or. /his affects all the students and is %h! %e ha$e put an emphasis on parent
in$ol$ement in the home%or process as %ell as pro$iding students %ith e-tra assistance after school.
Creating a 0e2age
/he teacher %ill create a classroom %ebpage %here the! %ill post home%or that is sent home e$er! da!
so the students or parents can do%nload and print out the home%or at home in case of it getting lost or
damaged. 9ithin this %ebpage !ou can also put helpful hints for students and parents to help guide them
to be able to complete the home%or to the best of their abilities. *epending on ho% often the teacher
sends home %or the! %ill send home a chec list of %or and chec off the %or that hasnt been
completed or home%or !ou thin the! could use a little bit more %or on. /his %ebpage should help
eep parents connected to their childs %or and schooling and %ith putting on the site pointers on ho% to
complete the %or %ill help the parents be able to support their children %oring at home. an! parents
are not sure ho% %e are teaching certain sub#ects but %ith help from the teacher, the! can be more
confident in helping %ith their child at home. 9hen students continue to practice reading sills, lie
phonological sills, rh!ming, and blending onset and rimes it %ill help them become more confident
%hen it comes to learning ho% to read. ;n the %ebsite the teacher could put a site for parents to as for
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help or tips in ho% to help promote good home%or time at home. /his is be beneficial to both parents
and the teacher because it %ill eep the line of communication open and also parents cannot sa! the!
ne$er sa% the home%or because the! ha$e access to the %or online.
Im2lement 2rograms (uring or a/ter school to hel2 stu(ents 0ith home0or
Students at the indergarten le$el need help %hen completing their home%or. f the! are unable to get
that help at home %e thin it is essential to tr! to gi$e them e-tra help to complete their home%or either
during school or after school. *uring school hours, instructional assistants can %or %ith small groups of
students %ho ha$e missed home%or assignments in the morning during arri$al. Since there ma! not be
much time to %or %ith small groups of students during the da!, the instructional assistants should onl!
%or on assignments that can be completed in a timel! manner. n addition, students %ho ha$e lo%
home%or scores can be pro$ided %ith an after school program %here teachers across different grade
le$els can sign up to assist students in completing their home%or assignments. /eachers should notif!
and recommend parents of students %ith lo% home%or scores to ha$e their child attend the after?school
program. Student home%or should be assessed b! the teacher on a dail! basis to see if their scores are
impro$ing. /eachers should create rubrics to accuratel! assess each assignment.
Incenti3e chart
/he teacher could create an incenti$e chart for each indi$idual student as %ell as for the %hole class.
ach student could get a laminated train of 10 cubes to put on their des. $er! time the! bring in their
home%or and it is completed to the teachers liing then the students can color in a cube %ith a dr! erase
marer. ;nce each child fills up their train of 10 then the! %ill get a special treat or a sticer depending
on %hat the teacher feels is appropriate to gi$e their students. /here %ill also be a chart outside of the
classroom %here the! can put their names up to sho% the! ha$e achie$ed their pri'e for completing 10
%ell done pieces of home%or. /his %ill mae the students feel good about %oring hard and letting
e$er!one no% that the! are %oring hard to%ards their goals. %ould also put on the class %ebpage or
ne%sletter a list of the names of students %ho reached their 10 cubes. As a %hole class incenti$e it is
appropriate to re%ard the %hole class once in a%hile %hen !ou get 1005 of the home%or turned in and
completed %ell. 9hen this happens !ou could put up stars on the board and start small and %or for 6
stars. 9hen the class hits the 6 see ho% long it too for them to reach this) then !ou must re%ard the
%hole class %ith a snac, e-tra recess time, or ha$e them $ote on %hat the! %ant as a re%ard. Lou could
al%a!s ha$e them $ote before starting the ne-t group of stars if it becomes too eas! for them to hit the
original number e-ample 6) then raise the number to challenge them. 7o% it is important that if not all
home%or is turned in correctl!, to let the class no% that the! didnt recei$e their star but do not point
out the students %ho didnt complete the assignment that night. /his %ouldnt help the confidence of the
students because !ou do not no% %h! it didnt get completed.
//er 0orsho2s /or 2arents
/his part of our initiati$e plan focuses primaril! on getting >* students the help that the! need to
complete their home%or. Since the data sho%s that >* students had the lo%est home%or a$erages
%e feel that the! ma! not be able to get the help the! need at home to complete or do %ell on home%or.
;ffering %orshops for parents is a great %a! to teach nglish to them so that the! can help their students
at home %ith home%or assignments. Additionall!, sending home assignments in both nglish and their
7/24/2019 Data Driven Decision Making Plan
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nati$e languages should also assist parents in helping students complete their home%or. /his program
should be assessed in different %a!s. /he parents themsel$es should be assessed b! the instructor of the
program to see if their sills ha$e impro$ed after beginning the %orshops. An oral assessment of the
nglish language should help to obtain this information. /he teacher should assess the students
home%or on a dail! basis to see if the students ha$e impro$ed their home%or scores as a result of their
parents attending the %orshops.
Initiati3e III ?Title;: Attendance mpro$ement Plan
Initiati3e III ?"oal;:
*escription of Goal
/he goal of this initiati$e is to impro$e student attendance b! teachers, administrators andparents %oring collaborati$el!. /he Kindergarten team found that students that ha$e lo%
attendance scores also ha$e lo%er class a$erages for the different learning ob#ecti$es. /he team
understands the importance that good attendance pla!s in students abilities to ha$e a higher
chance of grasping and mastering content areas and learning ob#ecti$es. 9e see to start an
initiati$e that %ill get our administrators, teachers, and most importantl!, parents in$ol$ed in
impro$ing lo% attendance scores. ;nce %e begin our impro$ement plan, our hope is that this
initiati$e %ill help boost student attendance and progress student learning.
Grade >e$el" Kindergarten
Sub#ect Area" eading
ar!land Common Core State Standards for Kindergarten 2013
.K.1d? ecogni'e and name all upper and lo%er case letters of the alphabet.
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.K.3a? *emonstrate basic no%ledge of one?to?one letter?sound correspondences b!
producing the primar! or man! of the most fre@uent sound for each consonant.
>earning ;b#ecti$es
Students %hose attendance percentage is J65 or higher, %ill increase their liel! hood of
meeting the follo%ing ob#ecti$es for reading foundational sills"
/he students %ill be able to recogni'e and identif! all upper and lo%er case letters of the
alphabet.
/he student %ill be able to demonstrate their no%ledge of one?to?one letter?sound
correspondences.
/he student %ill be able to identif! the primar! sounds for each consonant.
nitiati$e ob#ecti$es"
Mtili'e a school?%ide computeri'ed attendance program so that administrators can assist
in eeping trac of student absences and contact parents %hen absences become
e-cessi$e.
Pro$ide parents %ith access to missed %or due to student absence on school %ebsite, b!
email, and in a specific location in the school and re@uire students to complete the %or
in a reasonable timeframe.
Pro$ide instructional assistants %ith time during school to %or %ith small groups of
students on missed %or.
Create a class incenti$e chart that a%ards the entire class %hen e$er!one attends school
for a certain number of da!s.
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Initiati3e III ?Descri2tion that inclu(es (ata,(ri3en consi(erations' stu(ent consi(erations
an( general initiati3e 2lans to im2ro3e stu(ent learning;+
Data,(ri3en consi(erations
9e ha$e chosen to use attendance as one of our initiati$es because %e noticed a pattern present
bet%een attendance scores and lo%er class a$erages. Students %ho had the lo%est class a$erages
belo% 4) also had lo%er attendance scores than students %ho had class a$erages abo$e 4. /his
data can be sho%n in the follo%ing graph"
808284868890
92
Attendance Averages
Attendance Averages
(ra+, )r -e" /ne Attendance Students
-e" ne students "ere 84* t 70*
1 2 3 4 5 6
0
2
4
6
8
10
Obj. 1 *
Obj. 2 *
Obj. 3 *
(ra+, )r ed /ne Attendance Students
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ed ne students "ere 69* and be"
1 2 3
0
1
2
3
4
5
6
7
Obj. 1 *
Obj. 2 *Obj. 3 *
Since it is a22arent that stu(ents 0ith lo0er atten(ance also ha3e lo0er class a3erages' 0e
ha3e (eci(e( that the (ata su22orts the creation o/ an initiati3e 2lan to hel2 im2ro3e
stu(ent learning+Stu(ent consi(erations:
9hile planning our initiati$e to impro$e student learning, %e had to tae into consideration our
student population. n indergarten, students are too !oung to be responsible for their o%n
attendance. Students come to school %hen their parents send them, so an! student that misses
school e-cessi$el! %hen the! are not sic should not be held responsible for the absences. 9e
ha$e created an initiati$e plan that taes this into account. Also, %e had to consider the fact that
some students8parents ma! not ha$e access to the internet at home. :eing able to post missed
%or or email it to parents ma! be the most con$enient %a! for students to mae up their %or,
ho%e$er this ma! not be an option for some families.
"eneral initiati3e 2lans to im2ro3e stu(ent learning:n order to help boost attendance to impro$e student learning %e ha$e created a plan that re@uires
the collaboration of teachers, administrators and parents. 9hen students ha$e e-cessi$e
absences, administrators should be a%are and in$ol$ed so that the! can help students be in
school more often. /he easiest %a! for the administration to be sta! a%are of student attendance
is to ha$e a computeri'ed attendance s!stem in place so that the administrators can contact
parents %hen absences become e-cessi$e. Students %ho are absent need to mae up missed
%or. f the teacher has an assistant then the %or can be made up in small groups during
school. f the teacher does not ha$e an assistant to help %ith this then parents need to obtain an!
missed school %or and the student should complete it at home. t %ould be beneficial for the
school to include missed school %or on their %ebsite if able to. ;ther%ise parents should pic
up %or from school or students can tae home missed %or %hen the! return to school.
inall!, teachers should pro$ide a class incenti$e chart for attendance. /he class as a %hole
recei$es a pri'e %hen all students come to school on time for ten da!s.
)tili8e a school,0i(e atten(ance 2rogram
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9hen considering the attendance of students, it is essential that the administration be in$ol$ed
%hen absences become e-cessi$e. Since teachers can become $er! bus! during the da! it %ould
be con$enient to use a computeri'ed attendance s!stem that the administration can $ie% on a
dail! basis to help monitor student attendance. an! of the online grading s!stems such as
Nupiter Grades, ha$e this t!pe of attendance s!stem. Administrators should be proacti$e in
contacting parents %hen student absences become e-cessi$e. Parents should be made a%are of
the conse@uences of students missing too much school such as the student being re@uired to
repeat the grade. /eachers should also inform parents %hen student grades are being negati$el!
affected b! too man! absences. 9e feel that indergarten students are unable to tae on the
responsibilit! of attending school on a regular basis. t is the parents responsibilit! to get their
child to school each da!. :ecause of this, it is important for the teachers and school
administration to collaborate and inform parents of the conse@uences of too man! absences and
be a%are of %hich students are missing too much school. /his program can be assessed b! the
administration and teachers. Administrators should e$aluate student absences to see if
attendance impro$es o$erall as a result of contacting parents. f there is an impro$ement inattendance, teachers should compare grades to see if there has been an impro$ement in o$erall
a$erages.
Class atten(ance incenti3e chart
/o moti$ate students to impro$e their attendance, each class %ill recei$e a 10s frame
chart to hang in their room. or each da! of perfect attendance, the class %ill hang one ribbon on
their chart. 9hen a class fills up their attendance chart 10 ribbons) the students %ill be
re%arded. e%ards %ill be determined b! classroom teachers, grade le$els, and8or facult!. /he
classroom %ith the most ribbons collected at the end of each month, %ill recei$e an attendance
banner to be hung in their classroom. At the end of the !ear, the classroom %ith the most ribbons
%ill recei$e a school decided re%ard. /he use of a 10s frame not onl! mae this incenti$e chartuni$ersal for all classrooms, it also maes it educational. n indergarten, students begin to use
10s frame to help their number sense. /eachers can use this 10s frame as a dail! math discussion.
Small Catch u2 "rou2s
Since %e ha$e indicated that Kindergarten students cannot be held responsible for their
attendance and the! shouldnt miss out on instructional time, %e determined that small groups
%ould be beneficial. /hese small groups could be initiated b! the teachers during their free time,
instructional assistance or paraprofessionals or an! other adults that %or in the school that can
gi$e 16?20 minutes of their time to help these students catch up. n these small groups !ou can
also put other students that ha$e been at school but could use a bit more instruction to help. /he
importance of this group is to mae sure it is a small group and no bigger than 3?& students. /he
smaller the group the more instruction and one?on?one help each student %ill get. Also mae
sure these small groups are fun and not lie the! are being punished or taing something a%a!
from them. /hese small groups can meet once or t%ice a %ee depending on the amount of %or
that needs to be caught up. 9ithin a couple months or e$en %ees !ou should see these students
start to mae progress and begin to catch up %ith the rest of the class.
Creating a 9esite
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9e %ill create a %ebsite %here the parents can go online and do%nload to print all
missed assignments their child missed %hile the! are out. /eachers can continue %ith the
incenti$es and if the! come bac to school %ith their %or done then the! %ill get full credit for
the ElateF %or. As %e spoe of before most of the times %hen a Kindergartener misss school
for long periods of time it is not in their control. =opefull! b! maing parents see ho% much
%or their children are missing b! being out, it %ill mae parents tr! harder to get their children
to school. /his %ould also help the students continue %oring on their %or e$en %hen the! are
not at school. ;n the %ebsite !ou could put %a!s of helping %ith the home%or and other class
%or so parents %ould no% ho% to help %ith the %or. Lou could mae files for each student
and place the missing %or in the students folder that is pass%ord protected for the parent to
access. /he teacher %ill eep notes to see if students are bringing bac the %or from the
%ebpage and also see if the students are not falling as far behind since missing so much school.
Another thing is, the teacher could follo% to see if the students attendance starts to impro$e
since parents start to begin to understand ho% much learning their children are missing %hen
the! are not in school.
Summar. o/ grou2 e//ort % 1GG 0or(s or less
*uring the Phase pro#ect, %as e-tremel! impressed and happ! to ha$e the team
members had in this group. $er!one communicated %ithin our conference area to %or on our
pro#ect and ept on trac %ith our %eel! team goals. found our group leader, elissa, to be
e-cellent %ith maing sure e$er!thing %as completed and e$er!one %as on trac. 9e %ored
together as a team to address an! complications that arose during the completion of this pro#ect.urthermore, e$er!one %as encouraging to one another throughout the pro#ect %hich %as $er!
helpful because some of us %ere feeling o$er%helmed %ith our personal li$es, %or, and school,
but the encouraging %ords %ere uplifting. hope am able to %or %ith these ladies in other
courses further do%n the roadB
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
#&ASE III % SC&* *EVE* INITIATIVE #*AN ?15H;
Name: Angela Kitchens Date: No3emer 1' 4G17
1. 9h! did choose this initiati$e and %hat learning %ill it support(
chose this initiati$e because felt it %as significant to demonstrate the importance of
helping students %ith indi$iduali'ed needs impro$e. urthermore, felt the data found during
m! Phase pro#ect, in relation to the P students scores, %as an important issue to address and
find a method to help impro$e these students scores. Kno%ing that this categor! of students has
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different learning st!les and learning needs, felt it %ould be important to find a %a! to start an
initiati$e that sought out %a!s to help these students scores impro$e.
2. 9hat data %as used to substantiate m! choice of this initiati$e(
:ased on the data that %as anal!'ed and graphed, it %as clear to me that students %ithPs %ere struggling %ith the learning ob#ecti$es much more than those students %ith no Ps
igure 1). 9hen each indi$idual ob#ecti$e %as broen do%n, it %as apparent that students %ith
P goals scored relati$el! lo%er than those students %ith no Ps igure 2?&). 9hen scores of
P students are sho%n in isolation, it is transparent that their scores %ere not meeting the
e-pectations of each learning ob#ecti$e igure 6). 9ith this in mind, %anted to create an
initiati$e that %ould help support those students and get them %here the! needed to be to become
proficient readers.
01
23456789
Learning Objective Averages
$%&
Average student
Scores
Figure 1
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1 2 3 4 5 6 7 8 910111213141516171819202122232425
0
2
4
6
8
10
AV Score for Obj! "
A'( Scre )r Obj. 1
igure 2
1 2 3 4 5 6 7 8 910111213141516171819202122232425
0
2
4
6
8
10
AV Score for Obj! #
A'( Scre )r Obj. 2
igure 3
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1 2 3 4 5 6 7 8 9 10111213141516171819202122232425
AV Score for Obj! $
A'( Scre )r Obj. 3
Figure =
2 6 13 21 23 24 25
IEP Student Objective Averages
Obj. 1
Obj. 2
Obj. 3
IEP student numbers
Figure 5
3. 9hat group of students %ill this initiati$e best ser$e( n %hat curriculum area(
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/his initiati$e %ill best ser$e Kindergarten students %ith Ps that ha$e lo%
scores on their learning ob#ecti$es. /he curriculum that %e are anal!'ing data from is
eading and the focus is on eading oundational Sills.
&. 9hat are the learning ob#ecti$es for this initiati$e(
Grade >e$el" Kindergarten
Sub#ect Area" eading oundational Sills
Standards" ar!land Common Core State Standards for Kindergarten 2013
.K.1d? ecogni'e and name all upper and lo%er case letters of the alphabet.
.K.3a? *emonstrate basic no%ledge of one?to?one letter?sound correspondences b!
producing the primar! or man! of the most fre@uent sound for each consonant.
>earning ;b#ecti$es"
/he students %ill be able to recogni'e and identif! all upper and lo%er case letters of the
alphabet.
/he student %ill be able to demonstrate their no%ledge of one?to?one letter?sound
correspondences.
/he student %ill be able to identif! the primar! sounds for each consonant.
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/his initiati$e focuses on impro$ing the foundational sills of P students. oundational sills
are essential for students to become successful readers. t is important to build upon foundational
sills so that students gain the abilit! to appl! phonological and phonemic a%areness. 9ith this,
students %ill be able to appl! appropriate reading strategies to become proficient and accurate
readers.
6. 9hat are the detailed steps for initiati$e implementation(
To egin im2lementation' classroom teacher 0ill:
*ifferentiate instruction to accommodate students %ith P goals. /his could be done b!
gi$ing a smaller @uantit! of letters for them to focus on. /he! can also isolate letters that
need specific indi$iduali'ed attention in small groups. /hese small groups %ill be formed
based on the same sills that need support.
9hen additional adult support is a$ailable, the! %ill scaffold student learning $ia one on
one or small groups in the classroom.
Students %ill be pro$ided %ith additional opportunities to practice and appl! foundational
sills through technological resources starfall, abc?!a, letter blaster) %ith the support of
appropriate staff.
Students %ill recei$e a second dose of the undations reading program that speciali'es in
foundational sills %ith inter$ention staff.
Students %ill be gi$en opportunities to practice these sills at home %ith differentiated
home%or assignments that isolate specific letters according to their indi$idual needs.
4. 9hat is the timeframe for initiati$e implementation(
Time/rame /or Initiati3e Im2lementation:
9ee 1: Appropriate facult! and staff members %ill come together to form a lesson stud!
focusing on students %ith indi$iduali'ed education plans. /he groups ob#ecti$e %ill be to collect,
anal!'e, and reflect upon student P scores in reading foundational sills.
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9ee 4: /he lesson stud! members %ill reflect upon the lesson ob#ecti$e outcomes and use the
data to de$elop a plan to impro$e reading foundational sills for P students.
9ee 7: /he >esson stud! members %ill re$ie% student P goals in rela$ance to reading
foundational sills to determine if goals need to be added or changed to the indi$iduali'ed
education plans.
9ee =:/he lesson stud! members %ill meet %ith parent8guardians of the P students
in(i3i(uall. (ue to con/i(entialit.) and discuss their findings and pro$ide insight into the
initiati$e for impro$ement plans. Also, parent8guardians %ill be ased to share an! details about
their child that ma! help the lesson stud! members %ith their implementation of the initiati$e.
Parents %ill be informed of an! changes made to their childs P and ased to sign the ne% P
and recei$e a cop!. ;nce necessar! changes are made, the team can then implement the
foundational sills impro$ement initiati$e.
. 9ho %ill be in$ol$ed and be responsible for the successful implementation of this
initiati$e( embers of the team).
/he indi$iduals and8or groups of people that %ill be responsible for the successful
implementation of the initiati$e are as follo%s"
#arents o/ stu(ents 0ith IE#s
A(ministration
Kin(ergarten Team
S2ecial E(ucation teachers ?that 0or 0ith Kin(ergarten;
#ara2ro/essionals an(or Instructional Assistants
J. 9hat role %ill each member pla! in the implementation process and %hen(
Team !emer RoleParents of students %ith Ps dail!,
monthl!)
Parents %ill %or %ith their students on the
learning ob#ecti$es that ha$e been identified
as being a %eaness for their child on a
%eel! basis. Parents %ill be e-pected to
reinforce the foundational sills their child
is learning at school for at least 30 minutes a
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night. ach onda!, these parents %ill
recei$e a %eel! progress shit that lists the
foundational sill being taught each da!.
/he parents %ill ha$e to sign off each night
stating that the! practiced reinforcing the
foundational strateg! of that da!. At the end
of each month parents %ill sit %ith members
of the initiati$e team and discuss an!
successes and an! complications their child
is ha$ing.
Kindergarten /eam dail!, %eel!,
monthl!)
/he Kindergarten team %ill participate in
the dail! collaborati$e planning %ith the
Kindergarten team. /he Kindergarten team
%ill meet %ith the special education
teachers, administration, andparaprofessionals8As on a %eel! basis to
touch base on the success the! are ha$ing
%ith teaching the reading foundational sills
to these students and %hat problems the!$e
encountered. At the end of each month the
initiati$e team %ill meet and discuss %hat
teaching strategies ha$e %ored and %hat
has not. >astl!, the! %ill discuss other
methods or strategies to begin
implementing.Administration %eel!) /he administrati$e team %ill meet %ith the
Kindergarten team, Special ducation
teachers, and paraprofessionals8instructional
assistants to discuss an! complications or
impro$ements that are being made %ith the
students. /he administrators %ill listen to
input from e$er!one on %hat the! feel are
successful strategies or not and pro$ide
insight into areas of impro$ement and %hat
to continue doing because of its success.
Kindergarten?S2ecial E(ucationteachers
dail!, %eel!, monthl!)
/he special education teachers %ill
participate in the dail! collaborati$e
planning %ith the Kindergarten team. /he
special education teachers %ill meet %ith the
Kindergarten team, administration, and
paraprofessionals8As on a %eel! basis to
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touch base on the success the! are ha$ing
%ith teaching the reading foundational sills
and %hat problems the!$e encountered. At
the end of each month the initiati$e team
%ill meet and discuss %hat teaching
strategies ha$e %ored and %hat has not.
>astl!, the! %ill discuss other methods or
strategies to begin implementing.
Paraprofessionals and8or nstructional
Assistants dail!, %eel!, monthl!)
/he paraprofessionals8As %ill participate in
the dail! collaborati$e planning %ith the
Kindergarten team and special education
teachers. /he paraprofessionals8As %ill
meet %ith the special education teachers,
administration, and Kindergarten team on a
%eel! basis to touch base on the successthe! are ha$ing %ith teaching the reading
foundational sills to these students and
%hat problems the!$e encountered. At the
end of each month the initiati$e team %ill
meet and discuss %hat teaching strategies
ha$e %ored and %hat has not. >astl!, the!
%ill discuss other methods or strategies to
begin implementing.
. 9hat %ill be the assessments) of different parts of the implementation( =o% %ill the
assessments tae place( :! %hom( 9hen(
Assessment:
Dail.: teacher obser$ation, annecdotal notes, and checlist teacher)
9eel.: formati$e assessments teacher), updates and feedbac from special education teachers
and paraprofessionals8instructional assistants on an! progress or struggles the students ha$e had
that %ee
!onthl.: fundations reading program unit assessments teacher), special education and
paraprofessionals progress reports for each student
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10. ;$erall ho% %ill no% %hether or not this initiati$e %ill be a success( 9hat data,
assessment processes and8or indicators %ill gi$e me this information( 9hat are the
e-pectations or criteria for the assessment measures(
*uring the %eel! and monthl! meetings %ith members of the initiati$e team, %e %ill
anal!'e and discuss %hether or not %e feel the initiati$e is being successful %ith helping students
master their learning ob#ecti$es and impro$e their scores. 9e %ill anal!'e an! assessments %e$e
administered, anecdotal notes, and feedbac from parents to see if %e are reaching the goal of the
initiati$e. f %e feel lie there are some strategies %ithin the plan that are not %oring, %e %ill
discuss %hat needs to be changed, cut, or brought into the initiati$e plan. /he criteria of the data
%e %ill use are that it must be a representation of the foundational sills that ha$e been taught
thus far.
Summar.:
;$erall, this initiati$e sees to focus on the impro$ement of students %ith Ps learningob#ecti$e scores. /he initiati$e %ill focus on %oring %ith essential staff that can help %ith the
creation and implementation of an initiati$e that %ill help students impro$e their scores.
urthermore, the initiati$e places o%nership on parents to mae sure the! are reinforcing the
foundational sills and learning ob#ecti$es at home on a dail! basis to promote retention of
learned sills. /he progress of the students scores and success of the initiati$e plan %ill be
assessed monthl! to mae decisions about %hat teaching strategies can continue to be used
because the! ha$e produced positi$e results and %hich ones need to be altered or completel! cut.
/he initiati$e plan %ill be used %ith all members of the team, including parents, and monitored
o$er the course of the !ear.
Conclusion:
ha$e identified an initiati$e that %ill be implemented b! m! fello% Kindergarten team,
administration, Paraprofessionals8instructional assistants, Special ducation teachers, andparents. Although, ha$e no% established a plan to focus on helping the students %ith Ps
impro$e their scores on learning ob#ecti$es %hat implications from this initiati$e plan can be
used to de$elop a plan on maing sure that P students ne-t school !ear or in the future do notobtain lo% scores on their learning ob#ecti$es( n other %ords, ho% can %e sol$e the issue of lo%
scores among students %ith Ps before it becomes an issue( thin this is an important @uestion
to ans%er and do further research on because teachers see to see %here the! can mae
impro$ements and strategies to reach all their learners b! e-amining data