SCHOOL VISION: Improve student
achievement in math courses, specifically Algebra, Geometry, Algebra II, and
Math Models. (Taken from the school’s CIP)
GOAL: Determine the
effectiveness of pull-outs in a high school
setting for students that either failed a math state assessment needed for
graduation or currently struggling in math a class with a state assessment
needed for graduation?
OUTCOMES
|
ACTIVITIES
|
RESOURCES
/RESEARCH TOOLS NEEDED
|
RESPONSIBILITY
TO ADDRESS
ACTIVITIES
|
TIME LINE
|
Benchmarks/
ASSESSMENT
|
Revisions to
SIP/PIP based on monitoring and assessments
|
Identify
students that need to be pulled-out for exit-level Math remediation.
|
Compile list
of students that have previously failed the exit-level math TAKS test or that
are back-graded and trying to graduate with cohort.
|
TAKS scores,
list of back-graded students trying to graduate with cohort.
|
Jonathan
Arenaz
|
September 2012
|
|
|
Students will
be pulled out the second half of an elective class.
|
Develop
calendar for pull-outs.
|
Student’s
schedules
|
Jonathan
Arenaz
|
September 2012
|
|
|
Curriculum
developed for pull-outs.
|
Identify
individualized curriculum for students.
|
Released TAKS
questions, Step Up to the TAKS
resource materials.
|
Sue Peugh and
Jonathan Arenaz
|
September 2012
|
|
|
Students
receive intervention/remediation
|
Students attend
pull-outs
|
Attendance
logs
|
Sue Peugh
|
October 2012
|
|
|
Students take
Math Exit-Level TAKS Test
|
Students take
Math Exit-Level TAKS Test
|
Math
Exit-Level TAKS test
|
Testing
Coordinator and Test Administrators
|
October 2012
|
|
|
Percent of
students that pass the exit-level Math TAKS test on the October test after
being pulled-out for remediation.
|
Review TAKS
scores.
|
TAKS scores
from the state.
|
Jonathan
Arenaz
|
January 2013
|
Math
Exit-Level TAKS scores
|
|
Determine the
effectiveness of pull-outs for math remediation at the high school level.
|
Analysis of
student scores and percent of students that passed the exit-level math TAKS
test.
|
Data collected
from previous step.
|
Jonathan
Arenaz
|
January 2013
|
|
|
Identify
students that need to be pulled-out for Algebra 1 and Geometry EOC
remediation.
|
Compile list
of students that have not met the Level 2 standard on either the Algebra 1 or
Geometry EOC.
|
Algebra 1 and
Geometry EOC scores from spring and summer.
|
Jonathan
Arenaz
|
October 2012
|
|
|
Students will
be pulled out the second half of an elective class.
|
Develop
calendar for pull-outs with room number
|
Student’s
schedules
|
Jonathan
Arenaz
|
October 2012
|
|
|
Curriculum
developed for pull-outs.
|
Identify 5
Readiness TEKS that the school averaged the lowest on during the spring
administration. Develop curriculum to
reteach those 5 TEKS.
|
Item Analysis
Reports, Step Up to the TEKS
resource materials.
|
Sue Peugh and
Jonathan Arenaz
|
October 2012
|
|
|
Students
receive intervention/remediation
|
Students
attend 5 pull-outs.
|
Attendance
logs
|
Sue Peugh and
Michael Duran
|
November 2012
|
|
|
Students take
Algebra 1 or Geometry EOC test
|
Students take
Algebra 1 or Geometry EOC test
|
Algebra 1 and
Geometry EOC tests
|
Testing
Coordinator and Test Administrators
|
December 2012
|
|
|
Percent of
students that pass the Algebra 1 or Geometry EOC test after being pulled-out
for remediation.
|
Review Algebra
1 and Geometry EOC scores.
|
Algebra 1 and
Geometry EOC test scores.
|
Jonathan
Arenaz
|
March 2013
|
Algebra 1 and
Geometry EOC scores
|
|
Determine the
effectiveness of pull-outs for math remediation at the high school level.
|
Analysis of
student scores and percent of students that passed the Algebra 1 and Geometry
EOC.
|
Data collected
from previous step.
|
Jonathan
Arenaz
|
March 2013
|
|
|
Identify
students that to be pulled out of Algebra 1 G.A.P. labs.
|
Teachers will
provide a weekly list of students they believe need intervention to help them
meet the Level 2 Standard on the Algebra 1 EOC.
|
Google Form
that the teachers can easily input student names to identify the students to
be pulled for intervention.
|
Algebra 1
G.A.P. lab teachers, Jonathan Arenaz, Sue Peugh, and Michael Duran
|
January
2012-May 2013
|
|
|
Curriculum
developed for pull-outs.
|
Identify the
TEKS that individual students struggled with.
|
Benchmarks,
Fall Final, Step Up to the TEKS
resource materials, other resource materials
|
Sue Peugh,
Jonathan Arenaz, and Kris Fuller
|
January
2012-May 2013
|
Benchmarks and
Algebra 1 Fall Final
|
|
Students
targeted and pulled out for intervention.
|
Students
attend pull-out.
|
Attendance
Logs
|
Sue Peugh and
Michael Duran
|
January
2012-May 2013
|
|
|
Students take
Algebra 1 EOC test
|
Students take
Algebra 1 or Geometry EOC test
|
Algebra 1 EOC
tests
|
Testing
Coordinator and Test Administrators
|
May 2013
|
|
|
Percent of
students that pass the Algebra 1 EOC test after being pulled-out for
remediation.
|
Review Algebra
1EOC scores.
|
Algebra 1EOC
test scores.
|
Jonathan
Arenaz
|
August 2013
|
Algebra 1 EOC
scores
|
|
Determine the
effectiveness of pull-outs for math remediation at the high school level.
|
Analysis of
student scores and percent of students that passed the Algebra 1EOC.
|
Data collected
from previous step.
|
Jonathan
Arenaz
|
August 2013
|
|
|
Determine the
overall effectiveness of pull-outs for math in a high school setting.
|
Complete a
report of all of the data from the test scores and the pull-outs of students.
|
Attendance
Logs and Test Scores
|
Jonathan
Arenaz
|
August 2013
|
October
Administration of Math Exit-Level TAKS test; December administration of
Algebra 1 EOC and Geometry test; May administration of Algebra 1 EOC test
|
|
I am torn between whether or not pull outs work efficiently or if inclusion works better. One thing for sure is that who ever assist these students need to be fluent in the subject matter being assisted in, ie. math. This research should answer many questions and will be interesting to see the results.
ReplyDeleteJonathan, I'm right there whith you on this one. What are yall going to use for remediation when you have the students in the pull outs?
ReplyDeleteWe have currently bought the Odyssey Ware program and it has worked wonderfully for our pull-out kids because we take the data from their state assessments using DMAC. Odyssey ware then lets us create a remediation specialized for each student. They are able to log onto this anywhere at anytime also.
I am curious to see your research. We used to always pull out during electives, but our current principl is very much against it. He says those are the only classes these kids enjoy, so we are making them hate school if we take that away from them too. I see both sides of it. Good luck! Your findings will be very useful.
I am not aware of the Odyssey Ware program. I will have to research that. Currently we are taking a more traditional method with the students in which the interventionists conducting the pull-outs are analyzing, reviewing, and having the students work on questions that are TEK based. We are using a couple of different resources, but mainly "Step up to the TEKS" by GF Educators. We are also using some of the questions from material produced by Region IV.
DeleteI can understand your principal'a stance, but if these students do not pass their EOC they are not going to graduate and the hope is that not being pulled out of an elective class will be a motivating factor.
Kudos for being very detail-oriented in your action research plan. Pull-out versus inclusion has been a growing topic of interest in the past few years in my experience. This may be a small thing (and forgive me if you're addressing this and I just overlooked it), but have you considered being prepared to address students' lack of motivation, discouragement, or other factors that may be involved with being unsuccessful on standardized testing and/or the subsequent pull-out that occurs afterward?
ReplyDeleteMotivation is a key factor. All the students have been personally invited by myself to the pull-outs. In my conversation with each student I explained the new graduation requirements and the importance of the test. I know this is a hard sell to a 14/15 year old kid that still has 2+ years before they graduate. The interventionist has been told not to make a scene or get in an argument if the student does not want to participate, but to inform administration. We do need a system to call parents to inform them if their child is not participating. Finally, the drop out prevention personnel on our campus will need to get involved.
ReplyDeleteI have two questions about your actio research plan that I may have overlooked. What types of formative assessment will you use during the intervention phase and also I noticed that someone mentioned the use of internet based programs. These programs are usually prescriptive in nature and allow students to work on the specific skills that will allow them to be successful. Have you considered utilziing one of these that students can work on both at home and at school?
ReplyDelete