a. Title – Targeted Tutoring During the Day: Will targeted tutoring during the school day affect student achievement?
b. Needs Assessment – Our school has a large percentage of what they call the “bubble kids.” The students have between a 50 and 75% change of meeting the yearly standards on the state exam. Statistics shows that these students can go either way when it comes time to test. Therefore, I created a plan that would target these students for prescriptive small group tutoring during the school day to help push them over the passing line. The original groups were created based on data from last year’s state test and Stanford. These students have been grouped to be placed in the subject area in the most need. Since this, the students have been flexibly regrouped according to data that has been acquired throughout the school year from district assessments to continue to meet needs.
Objectives and Vision of the action research project. (ELCC 1.1) – By the end of the first school year, I would like to see the number of bubble students to drop by at least 10%. Each recurring year after this will continue to see large gains in student achievement.
Review of the Literature and Action Research Strategy –Individualized instruction has long been the answer to helping at risk students. This project has taken that instruction one step further. Before we began, meetings were held and a committee was created to collaborate and share ideas from the different grade levels. Once the committee was in place, each grade level had a representative to represent their thoughts and ideas. All suggestions were presented to the committee and considered. The decision was made to allow each grade level to divide students, according to data, how they saw fit.
Articulate the Vision (ELCC 1.2) – the vision was communicated during staff meetings, emails, by the administration, and during the committee meetings in which all were invited and welcome to attend.
Manage the organization (ELCC 3.1) – Overall project management responsibilities were given to me. Each grade-level committee leader was given the responsibility of disseminating any information as well as insuring that the grade level teachers were receiving intervention materials throughout the week.
c. Manage Operations (ELCC 3.2) – Data was used as the primary basis for this project. At the introductory meeting, the data was presented to the attendees and suggestions were made amongst the group. After the meeting, the minutes were sent to all staff members, who were invited to add their suggestions and attend the next meeting. After the committee members were selected, all information was shared with the staff after each meeting through email.
d. Respond to Community Interest and Needs (ELCC 4.2) – Our school is in a very urban area. This program reaches all students in need regardless of ethnicity. Additional pullouts for the special education students were created, as well as, character education and other goal setting plans for students that were not in need of extensive small group tutoring. This program was intended to decrease the number of students that were on the edge of meeting standard. Once the state data arrives next month, we will have a better understanding of its successes and weaknesses.
