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Action Research - Student Progress

Math Workshop- Action Research

Tanya Jelsma

on 23 March 2013

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Transcript of Action Research - Student Progress

The Issue Implications Research
Questions Students show growth in a variety of ways.

It is the district's responsibility to find the best fit assessments and procedures that show growth in every student. (cc) photo by Metro Centric on Flickr (cc) photo by jimmyharris on Flickr (cc) photo by Metro Centric on Flickr Looking at the Small of it All: Are Guided Reading and LLI effective strategies to show growth in Reading? How can educators show progress with all students?

Are there other areas to document progress? How do behaviors play a role in a student's ability to learn?
Pender Public

Elementary Special Education Resource Room

All Classrooms Consistently Using Guided Reading and LLI Questions ALL students make progress in their OWN way and their own PACE.

Students learn best when given materials at their ability level rather than grade level.
"We're creating a one-size fits all system that needlessly brands many young people as failures when they might thrive if offered a different education whose progress was measured differently" (Littky, 2004, p. 74).

Guided Reading and Leveled Literacy Interventions are ways differentiation comes alive in the regular education classroom.
Guided Reading places students at their ability level and helps them with several reading strategies.
The ultimate goal in Guided Reading is to help children learn how to use independent reading strategies successfully (Fountas & Pinnell, 1996).

By tracking small growth academically and behaviorally it helped myself as a teacher but more importantly it helped my students to be successful at their own pace!

Give students the opportunity to have choices throughout their day to give them the ownership they need to be successful and self-motivated. Recommendations for Action All school districts take a closer look on how the assessments are used within their schools

Collaborative teamwork within a school is key to helping students be successful

Importance of tracking students at their ability level

Implementing Guided Reading and LLI helps ALL students...no matter their grade or ability levels A vision for differentiated instruction
Implementation of Guided Reading and Leveled Literacy Interventions
Fluency is checked weekly with running records
Catching students that struggle at an early age
Using appropriate interventions with struggling students Student Choice...does it affect progress? Participants included 18 kindergarten through
6th grade students
Consent Forms given to all parents of students
Used to help provide qualitative data through observations and interviews "By using progress monitoring, teachers may motivate and better enable lower performing students to meet their year-end goal" "There is no one indicator of success that fits every kid" Target students who are performing below grade level to make research based instructional interventions to support the growth of students. Progress monitoring in special education has shown improvement in student outcomes. Teachers and students alike need to be aware of student's growth to justify the use of assessments. Guided Reading is not a static concept:
the materials, teacher decisions and interactive framework change over time The groups are ever-changing as students grow and learn and become stronger readers A truly personalized school is ultimately flexible: student groupings, schedules, curriculum, activities and assessment tools are all created to be appropriate to the students and the situations at hand. Findings Students that receive Special Education support showed growth in many ways Tracking Student Growth for students in Special Education Literature
Review Student
Tracking Teacher
during Assessments Guided
Reading Students make choices that benefit them academically and behaviorally during their school day.

It is important for educators to find a student's strength and build upon it for the student to be successful. As teachers we should be tracking their growth to make sure they are performing at their instructional and independent levels. Participants and Setting Tanya Jelsma Tracking Student Growth Students show growth in different ways
Progress monitor students at their ability levels
Implemented Guided Reading and Daily 5
Students were then grouped within their classrooms
These groups are ever changing to adapt to the needs of our students
Each student has unique needs that need to be addressed
All 18 students working on academic progress
Behavior growth was needed for 2
Behaviors have to be under control in order for quality learning to take place
Strategies in place
Student Choice is a part of hearing their Voice
Benefits of giving students choices
Student input is needed Running Record Results LLI group consisted of five students
Accuracy 97% or higher Guided Reading Movement Progress Monitoring Targets Proloquo2Go For use on:
I Phone


AT SCHOOL easy to use, portable and affordable
communication solution for
people with difficulty speaking Proloquo2Go
Giving a Child a VOICE Using effective procedures and routines provides students with structure What do the Experts say?? Behaviors need to be under control before we can have an environment for them where quality learning could take place. Choices Matter: Inappropriate Outbursts Behavioral Growth
Counts Looking for a Meaning In order to shape his behaviors we had to take a closer look at the reason for the behaviors
Lacked a steady diet
Poor sleeping habits
Need for a two-way communication device

Broke down tasks and schedule to help with behaviors Reacted verbally and physically to changes around him
Out of our control changes
Anger management skills needed to be addressed
Substitute teachers
Behavior plan needed to be implemented before learning could be addressed Students were given the choices
Improved behaviors, work completion and attention span
Choice Time for Behavior student
Sensory & Break Choices
Choice Bins
Earning Choice time Fountas & Pinnell Littky Fuchs & Fuchs Stecker, Lembke, and Foegen Littky Erwin
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