D019 Task 2

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Western Governors University *

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D019

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Mathematics

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Apr 3, 2024

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docx

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Uploaded by SuperHumanWorld11345

Isaac R. MacKenzie Course D019 Task 2 Instructor: Dean Janitzki July 8, 2023

A.) Elements from Task 1: Problem Statement D1.) At Fruitland middle school, 8th-grade students, specifically Hispanic/ Latino and economically disadvantaged students are consistently scoring lower on their state standardized math test (ISAT). This data is verified through data collection from the Idaho State Department of Education website. Participant Group A2a.) The participant group that is relevant to the problem of the low ISAT math scores is the 8th-grade students at Fruitland Middle School which is comprised of 144 students. Participant Subgroup A2b.) The two subgroups that are relevant to the problem are Hispanic/ Latino students and economically disadvantaged students. 79.9% of 8th- grade Latino/ Hispanic students tested below proficient on the Idaho math ISAT. Only 20.1% of these students were proficient. 74.4% of the 8th-grade economically disadvantaged students tested below proficient on the Idaho math ISAT. Only 25.6% of these students were proficient. Sources of Data B1.) The quantitative data used for this study was collected from the Idaho State Department of Education (SDE). This website gives access to multiple reports on state standardized testing (ISATs), this testing data is specific to each district, school, and the school's subgroups. It also gives information on the demographics of each specific school and specific school district. Data Analysis C.) When analyzing the quantitative data of the two subgroups- 2022 ISAT scores for FMS 8th-grade Hispanic/ Latino students and economically disadvantaged students. 79.9% of the Hispanic/ Latino 8th-grade students scored basic or below basic on the math ISAT. Only 20.1% of these students scored proficient or

higher. 74.4% of the economically disadvantaged 8th-grade students scored basic or below basic on the math ISAT. Only 25.6% of these students achieved proficient or higher. This set of data is upsetting. It’s tough to see two of our biggest subgroups not proficient on the math ISAT. If you look at the average (mean) math test scores for these two subgroups for 2022, 2021, and 2019 (2020 was not tested due to Covid). You can see a common trend in Math ISAT test scores with the 8th-grade Hispanic and economically disadvantaged students at FMS. Average test scores for these 8th-grade students have stayed close to the same. For the Hispanic students 78% scored below proficient (22% proficient) in 2019, 79.2% scored below proficient (20.8% proficient) in 2021, and 79.9% below proficient (20.1% proficient) in 2022. For the economically disadvantaged students, 75.6% scored below proficient (24.4% proficient) in 2019, 74.8% below proficient (25.2% proficient) in 2021, and 74.4% below proficient (25.6% proficient) in 2022. If you look at all 8th-grade math ISAT score averages for 2019, 2021, & 2022 you can see a similar trend. Average proficiency math scores for all 8th- grade students at FMS for 2019 were 32.8% proficient, 34.4% in 2021, and 33.5% for 2022. Inferences D2a.) One inference that may be derived from this data is that math teachers at Fruitland Middle School are not covering all the state math standards to be successful on the state math ISAT. All students graduating from Idaho public high schools must meet state-adopted content standards . These standards are to be used as a minimum threshold by every school district in the state in order to establish some consistency in academic content statewide ( Idaho State Department of Education (SDE) , n.d.) . I believe that all our departments (math, science, English, etc.) at Fruitland Middle

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School need to make sure that the curriculum being taught covers all the state standards and more. A math department meeting on a teacher workday to look at state math standards and how they apply to each classroom's curriculum would be a good idea. It is essential to look at the curriculum and make sure all content standards are being taught. By doing this teachers will be more aware of how to prepare their students for state standardized tests. Another inference I concluded, is that Fruitland Middle School could look at incorporating Social-emotional learning into its curriculum to see if that benefits the economically disadvantaged and Hispanic students with their academic success. I think that incorporating more SEL into our classrooms will help all students academically and possibly raise test scores. SEL makes a difference. We know this from the research, which demonstrates that an education that promotes SEL has a positive impact on a wide range of outcomes, including academic performance, healthy relationships, mental wellness, and more (CASEL, 2022) . The last inference I concluded is that we should make sure that students are getting ample sleep and nutrition on and before the testing days. Many of our students need to get better fed at home. Many times the parents of our economically disadvantaged students do not take the time to fill out the free/ reduced lunch and breakfast applications to ensure their children are getting the proper nutrition. We need to reach out to parents to make sure this paperwork is getting filled out. It is extremely important that we make sure that all students have a nutritional breakfast every day before school. A good breakfast is essential to daily academic success, especially on test days. The School Breakfast Program (SBP) is a Federally-funded, State administrated, nonprofit

meal program operating in public and nonprofit private schools and residential childcare institutions. The SBP provides nutritionally balanced, low-cost, or free breakfasts to children each school day ( Breakfast Meal Pattern Idaho School Nutrition Reference Guide , n.d.). B.) ACTION PLAN 1.) When looking at the data there is definitely a need for change. The first step is to evaluate which students need math intervention, which is all the 8th-grade students with an emphasis on our low-income students and Hispanic/ Latino students. The next step would be to have staff along with parents come up with an action plan. Teachers need to understand and use data analysis to drive their instruction, make informed decisions, and offer correct interventions for students. We need to create an environment where students feel cared for and respected. We need to promote good attendance to keep a higher percentage of students engaged. The last step would be to set worthwhile goals that are attainable for staff and students. Goals could include incorporating math skills into other content areas, creating math study halls or math labs, being inclusive with data analysis, and using data ethically. 2.) The principal would lead this change. He/she would monitor and oversee all progress, set up ways for teachers to report progress, and track the progress. The stakeholders needed to implement this change would be administrators, ELL coordinators, SPED teachers, teachers, parents, and students. Our ELL coordinator could focus on our Hispanic students a good portion of the Hispanic population are ELL students. Our ELL students scored lower on the math ISAT

than the general population. We would want to be transparent with parents and include them in developing the action plan, setting realistic goals, and making sure we have their support throughout the plan. 3.) The Resources needed to incorporate these changes include extra planning time for teachers, ELL coordinators who are onboard, appropriate professional development, and extra funds for teachers working outside of the regular classroom hours to work on the action plan. 4.) The overall goal would be to see improvement in our Spring math ISAT. If the administration, teachers, and parents work together on this action plan it should take a full year to show growth. This plan would be repeated year to year, with modifications and tweaks when needed. Timeline: 5.) Communication throughout the action plan is essential. I would need to lead the action plan by communicating with appropriate internal and external

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stakeholders. I would communicate with administrators, teachers, ELL teachers/ coordinators, food service directors, and parents. Communication would be done through meetings, such as data analysis meetings to make informed decisions, emailing between necessary stakeholders, and the use of direct phone calls. I can communicate the plan by utilizing visuals, such as graphs and charts. Communication with parents is critical to make sure they stay involved. I can always follow up with parents through email or phone calls to keep them up to date on their child's progress. 6.) To monitor results I would collect the last three years of 8th-grade math ISAT scores to use for baseline data. We would do midway progress testing of students to check for understanding and improvement. Review and make changes as needed. Lastly, students would be ISAT tested in the Spring. We then could view results to see how our students progressed and use this data to make informed decisions for the future. We also could meet as a staff to gather feedback from the teachers who implemented the change to focus on student progress. C.) My action plan addresses the problem in Task 1 in a few ways. If we continue to be consistent with data analysis and consistent with our decisions based on data analysis we have a better chance of correcting issues that we encounter. Teachers need the proper training and professional development before they can gather and interpret meaningful data. It is essential early in the plan to use a couple of professional development days to get teachers comfortable with data collection and interpretation. If we can create an environment where students feel comfortable, included, and

respected. We need to promote and reward good attendance and keep students engaged. If we do these things we will see learning increase. In turn, we will see better ISAT scores from our 8th-grade class, specifically from our Hispanic and low-income students. C1.) There are a number of resources that support the above action plan. The ability to track performance is as valuable for educators as it is for doctors, businesspeople, and competitive athletes. Yet education leaders often lack formal training in data analysis (North Central Regional Educational Laboratory, 2013). It is vital that teachers are given the opportunity to get proper training and professional development in data analysis. Learning how to read and interpret data is an extremely valuable skill. Association for Supervision and Curriculum Development stated, “Student progress monitoring is a practice that helps teachers use student performance data to continually evaluate the effectiveness of their teaching and make more informed instructional decisions” (Safer & Fleischman, 2005). This article supports my stance that progress monitoring should be implemented within my action plan. Progress monitoring will help increase the ISAT scores for all FMS 8th-grade students, especially our Hispanic students and low-income students. Lastly, student attendance and involvement need to be at the forefront for effective data analysis implementation to take place. If we can pinpoint a lack of student engagement and work to increase attendance, more student learning will occur. “Drawing on student engagement data moves schools toward a more holistic portrait of student growth that takes into account academic, social, and civic engagement”

(Datnow, A., & Park, V., 2015). It’s essential to create a school environment where students feel welcome and respected. This helps promote attendance and student engagement. C2.) Using the action plan to complement the decision-making cycle would help address the problem in Task 1, that 8th-grade students at FMS are struggling on their math ISAT, specifically our Hispanic and Low-income students. After identifying the problem in this cycle, look at the ISAT data, organize it, and examine it. Then conclusions and inferences need to be made. This leads to the creation of an action plan. Next, communicate with all stakeholders through meetings, email, or by phone to help in implementing the plan. Following the planning, communication, and implementation, the plan must be monitored. After completion of the action plan, continue to examine the student data, analyze it, and make necessary adjustments. D.) When processing our action plan we need to make sure and keep student names, information, scores, and data private and confidential. Only discuss data with necessary stakeholders within the school setting. Also, let teachers know that this data collection will not be used against them or have any bearing on their job security. It is being used to guide their instruction and help our 8th-grade students (especially our Hispanic and low-income students) be more successful on the math ISAT. If information is being sent home about the action plan to parents of the students that will be affected by the plan, this information should be in a sealed envelope with no specific names of other students. E.) An emerging trend is presenting data in a customizable form, that is useful and accessible to teachers, parents, students, and administrators. As well as data-

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informed decision-making in multiple areas, for example- bridging the gap between data literacy and teacher competency. This aligns with my action plan. I want to give teachers meaningful professional development in data literacy and data analysis. If teachers at Fruitland Middle School have data literacy skills, they can make informed decisions that will improve the educational experience for their students. If we can customize data, make it easy to read, and make it more accessible, then our teachers will see its value and know how to use it. E1.) When data works together to give a complete picture of each student, the results can be very powerful (Author, 2018). The more data-literate our teachers become at Fruitland Middle School, the more effective they will be for each individual student within their classroom. Teachers can use LearnPlatform to help make data customizable and useful. “LearnPlatform is an EdTech management and rapid cycle evaluation tool that organizes and streamlines the process of analyzing the impact of various tools and teaching practices (Day, 2018). This platform is useful for administrators as well. It allows administrators to organize data in one place rather than having to create their own spreadsheets. Data analysis for teachers can seem overwhelming at times. However, if there is one place to store all their data it would be less daunting. Sean Casey breaks down how data interoperability makes it easier to analyze data and “becomes far easier to detect when students, start falling behind” ( March 2019 – Ed-Fi Alliance , n.d.). This is why data interoperability is so important to my action plan. If our math teachers at Fruitland Middle School can detect when students start falling behind, then they can address

students' deficits which will help students be more successful on our state-standardized ISAT test. References Idaho State Department of Education (SDE) . (n.d.). SDE. https://www.sde.idaho.gov/ CASEL. (2022). Fundamentals of SEL . Casel. https://casel.org/fundamentals-of-sel/ Breakfast Meal Pattern Idaho School Nutrition Reference Guide . (n.d.). Retrieved July 4, 2023, from

https://www.sde.idaho.gov/cnp/sch-mp/files/reference/bmp/Breakfast-Meal- Pattern.pdf Safer, N., & Fleischman, S. (2005, February 1). Research Matters / How Student Progress Monitoring Improves Instruction . ASCD. https://www.ascd.org/el/articles/how-student-progress-monitoring-improves- instruction North Central Regional Educational Laboratory. (2013). Using data for school improvement. SecEd , 2013 (3). https://doi.org/10.12968/sece.2013.3.1725 Day, E. (2018, July 30). Three Ongoing Trends in Education Data . Getting Smart. https://www.gettingsmart.com/2018/07/30/three-ongoing-trends-in-education- data/ Author, G. (2018, May 16). Making Data Work Together Is the Key to Better Achievement . Getting Smart. https://www.gettingsmart.com/2018/05/16/making-data-work-together-is-the- key-to-better-achievement/ March 2019 – Ed-Fi Alliance . (n.d.). Www.ed-Fi.org. Retrieved July 8, 2023, from https://www.ed-fi.org/blog/2019/03

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