Dr. Toby York of Goose Creek Consolidated Independent

School District

Closing the Achievement Gap Among

At Risk MalesDr. Price

Superintendent SeminarMelissa Botkin

May 1, 2012

Problem: A significant negative correlation exits between academic achievement and absences in GCCISD’s African American male population.

This deficiency has the most prevalence in elementary and high school pupils.

Discussions with the Directors of C & I and

Student Services C & I Director, Holli Malloy was excited but, asked me to give a list of criteria for the participating principal to use rather than targeting a specific sup-population.

Dr. Bing, Director of Student Services gave her blessing in regard to the implementation and though it was a great idea to test the waters post STAAR math and reading; we conversed in regard to how to present the hybrid book club’s purpose to the participants (Pilot for next year’s 5th graders ect.)

Literature Review

Not a lot of research available in regard to a hybrid book study

I broke apart components of study using “mentorship, achievement, self efficacy, web 2.0 tools, and action research from a college who had implemented this with a group of ESL students

My literature review encompassed a broad scope of research but all correlates to the characteristics of a hybrid book club implementation

One finding is that a lot is being done with secondary students to help close the gap between high school and college; my aim is to begin these same interventions but in the elementary school

Implementation of Hybrid Book Club via face to face

and edmodo.com Connection of prior

experience is the “hot button”

Frindle, relatable and able to get feedback

Application of knowledge to create autonomy

Fostering relationships

Peers correct behaviors

Young Men Rising, Mr. Wilson with CIS potential

Edmodo, private message capability, goes to my phone (reliable; ability to monitor)

Future Implementation Suggestions

Librarian help would be an asset; Mrs. Sewell attributes much of her success to Mrs. Ehlig (San Jacinto’s librarian)

Adoption by librarians- could share lessons and ideas about hybrid book clubs & edmodo lessons

Form a committee Administrator, counselor, FIC, librarian, teachers, and CIS

Each could join the edmodo group and contribute

Incorporate Mr. Wilson’s Young Men Rising curriculum and sustain a partnership with CIS

ALAMO HYBRID BOOK CLUB

Ellery & Zach

Nathan and Aam’ron

Armani & Zion

I. Monday & Thursday Face to Face Meetings in Lab

II. Edmodo is used to communicate throughout the week

III. Home visits with the FIC, letters and lunch

Purpose

Foster self efficacy

Promote higher order thinking skills

Encourage collaboration in a group setting (respect)

Engage students in school (applying engagement to all subjects)

Intended Outcome

Reduce suspensions and conduct referrals

Increase student achievement

Supporting the district’s college ready initiative

Mentor student’s toward a productive path (follow in 6th transition)

References Bouchey, H.A. (2004). Parents, teachers and peers: discrepant or complimentary

achievement socializers? New Directions for Child and Adolescent Development, 106, 35-53.

Carraher, D.W., Schliemann A.D., Brizuela, B.M., & Earnest D. ( 006). Arithmetic and algebra in early mathematics education. Journal for Research in Mathematics Education, 37 (2), 87-115. Douglas, O., Burton-Smith, K., & Reese-Durham, N. (2008). The effects of multiple

intelligence teaching strategy on the academic achievement of eighth grade math students. Journal of Instructional Psychology, 35(2), 182-187.

Hodges, C.B. (2008). Self efficacy, motivational email, and achievement in an asynchronous

Math course. Journal of Computers in Mathematics and Science Teaching, 27(3), 265 285. Janosz, M., Archambault, I., Morizot, J., & Pagani, L. S. (2008). School engagement

trajectories and their differential predictive relations to dropout. Journal of Social Issues, 64(1),

21- 40. Jordan, N.C., Kaplan, D., Olah, L. & Locuniak, M.N. (2006). Number sense growth in Kindergarten: A longitudinal investigation of children at risk for mathematics

difficulties . Child Development, 77, 153-175.

References Continued

Lei, Jing (2010). Quantity versus quality: A new approach to examine the relationship between technology use and student outcomes. British Journal of Educational Technology, 41(3), 455-472. Leithwood, K., & Mascall, B. (2008). Collective leadership effects on student achievement. Educational Administration Quarterly, 44(4), 529-561. Marlow, M. L. (2002, August). The efficient mix of staffing resources. School   Administrator, 59(7), 34-36. National Staff Development Council. (2004). Building for success: State challenge grants for leadership development . Report of a Study. Seattle, WA: Bill and Melinda Gates Foundation. Nugent, G., Barker, B., Grandgenett, N., &Adamchuk, V. I. (2010). Impact of robotics and Geospatial technology interventions on youth STEM learning and attitudes. Journal of Research on Technology in Education, 42(4), 391-408. Personal communication with Robyn Sewell, Holly Malloy, Dr. York, Dr. Bing, Mr. Wilson, Dr. Wyatt, Brandy Onken, Mrs. Jackson, the Hybrid Frindle Group and Melissa Botkin (2011-2012).

References Continued

Pounder, D. G. (2010). Leader preparation special issue: implications for policy, practice and research. Educational Administration Quarterly, 47(1), 258-267.

Ruebling, C. E., Stow, S. B., Kayona, F. A., & Clarke, N. A. (2004). Instructional leadership: An essential ingredient for improving student learning. The Educational Forum, 68, 243-253. Sellstrom, E., & Bremberg, S. (2006). Is there a school effect on pupil outcomes? A review of multilevel studies. Journal of Epidemiological Community Health, 60, 149-155. Sherblom, S. A., Marshall, J.C., & Sherblom, J. C. (2006). The relationship between school

climate and math and reading achievement. Journal of Research in Character Education, 4(1&2), 19-31.

Southwest Educational Development Laboratory. (2004). Technology integration. Austin, Tx: Southwest Educational Development Laboratory. Strayhorn, T.L. (2010). The role of schools, families, and psychological variables on math

achievement of black high school students. High School Journal, Summer, 177-194. Williams, L.A., Atkinson, L.C., Cate, J.M., O’Hair, M.J. (2008). Mutual support between learning community development and technology integration: Impact on school

practices and student achievement. Theory Into Practice, 47, 294-302. Zins, J.E., Bloodworth, M.R., Weissberg, R.P., & Walberg, H.J. (2004). The scientific base

linking social and emotional learning to school success. Journal of Educational and Psychological Consultation, 17 (2&3), 191-210.