Week 3 Assignment, Part 3
Draft Action Research Project Progress Report
A.
CHAMPS: The effect of a behavioral management
program on math scores
B.
Data Review
During the 2011-2012 school year, data was reviewed by our
building administrators. Administration was looking for a correlation between
the increase of behavior problems and the test scores by sub populations.
Administration also noted behavior concerns expressed by teachers in their
classrooms. Teachers felt that student’s behavior was causing their decrease in
test scores. The data below is a report
of the math testing data for the students.
Beginning of year math data showed the following results
Student group
|
Average Score
|
Difference from average
|
3rd grade, all
students
|
78%
|
n/a
|
Economically Disadvantaged
|
75%
|
-3%
|
African American/Black
|
75%
|
-3%
|
Hispanic
|
76%
|
-2%
|
LEP
|
71%
|
-7%
|
SPED
|
62%
|
-16%
|
12 week benchmark data showed the following results:
Student group
|
Average Score
|
Difference from average
|
Difference from beginning of year
|
3rd grade, all students
|
75%
|
n/a
|
-3%
|
Economically Disadvantaged
|
71%
|
-4%
|
-4%
|
African American/Black
|
73%
|
-2%
|
-2%
|
Hispanic
|
67%
|
-8%
|
-9%
|
LEP
|
62%
|
-13%
|
-9%
|
SPED
|
55%
|
-20%
|
-7%
|
February STAAR simulation testing data showed the following
results
Student Group
|
Average Score
|
Difference from Average
|
Difference from benchmark data
|
Difference from beginning of year
|
3rd grade, all students
|
62%
|
n/a
|
-13%
|
-16%
|
Economically disadvantaged
|
57%
|
-5%
|
-14%
|
-18%
|
African American/Black
|
61%
|
-1%
|
-12%
|
-14%
|
Hispanic
|
55%
|
-7%
|
-12%
|
-21%
|
LEP
|
39%
|
-23%
|
-23%
|
-32%
|
SPED
|
36%
|
-26%
|
-19%
|
-26%
|
Current data from 2012-2013 school year
behavior
|
Times rule was broken by a student
1st 9 weeks
|
Times rule was broken by a student
2nd 9 weeks
|
Times rule was broken by a student
3rd 9 weeks
|
Times rule was broken by a student
4th 9 weeks
|
Follow teacher directions
|
51
|
39
|
|
|
Have supplies ready for learning
|
0
|
1
|
|
|
Keep hands, feet, and objects to self
|
7
|
5
|
|
|
Turn in completed tasks on time
|
0
|
3
|
|
|
Wait for permission to speak
|
1
|
0
|
|
|
Consequence
|
1st 9 weeks
|
2nd 9 weeks
|
3rd 9 weeks
|
4th 9 weeks
|
Warning – in folder
|
55
|
49
|
|
|
Office Referral
|
0
|
0
|
|
|
In school suspension
|
1
|
0
|
|
|
Out of school suspension
|
0
|
0
|
|
|
12 week benchmark
Student group
|
Average Score
|
Difference from average
|
4th grade, all student
|
79%
|
n/a
|
Economically Disadvantaged
|
76%
|
-3%
|
African American/Black
|
82%
|
+3%
|
Hispanic
|
69%
|
-10%
|
LEP
|
60%
|
-19%
|
SPED
|
54%
|
-25%
|
C.
Will the implementation of the CHAMPS program
during the 2012-2013 have an effect on math scores for students in 4th
grade? Research collected during this
school year will allow me to effectively answer this question. Research will
review each sub set of students to compare averages, gains, and losses.
Research will also review the attendance records and behavior charts of the
respected students.
1. Increase
of 3% or more in math scores within each subset of students
2. Decrease
of 5 conduct marks or more in each of the 5 recorded behaviors
3. Increase
of 5 or more in overall attendance
D.
In discussions with administration on my campus
as well as review of testing data of our 3rd graders, we felt that
research needed to be conducted for this group of students. After compiling
testing data and reviewing the trends, it was determined that the same group of
students would be followed the next school year in order to compile the needed
data to determine if the CHAMPS program has a positive correlation on math
grades. In research conducted by Schindler, “there is a strong correlation
between school climate and student achievement” (2009). This statement helped lay the foundation for
the research. In review of others research, I was able to provide evidence with
their research, that I should find a correlation between math scores and
behavior. Harry Wong has completed countless studies in classrooms as well as
academic achievement. In one study, Wong states that the “number one factor
governing student learning is Classroom Management” (1998). This statement
gives further evidence that classroom management has a profound impact on the
achievement of our students.
Resources:
Shindler,
J., Jones, A., Williams, A., Taylor, C. & Cadenas, H (2009) Exploring Below
the Surface: School Climate Assessment and Improvement as the Key to Bridging
the Achievement Gap A Paper
Presented at the Annual Meeting of the Washington State Office of the
Superintendent of Public Instruction, Seattle WA. January, 2009
Wong, Harry and Rosemary.
(1998). The First Days of School. Mountain View, CA:
Harry K. Wong Publications, p. 82 and
167.
E.
The
vision of the action research project has been shared with staff on my campus.
Through staff development, updates through my research blog, and updates
through staff email, I have kept staff up to date with the research I am
conducting as well as the evidence provided.
F. I have led the research project independently.
Meeting with my principal have allowed me to make changes to the project
timeline as needed. Responsibilities to
collect behavioral data and conduct sheets have been given to two fourth grade
teachers who have agreed to help collect data for the research project. I have
also delegated our office clerk to print off reports for office referral data
and student’s grades at the end of each 9 week period. Periodic updates are
noted on my blog as a reference for professors and myself to compile all the
necessary data for the research.
G. The initial needs assessment from the testing
data and teacher observation was the initial driving force behind my
research. All k-4 teachers on our campus
were told they must be trained in the CHAMPS program by the end of the 2013
school year. Reports from teachers included not understanding the driving force
for the decision and wondering why their classroom management needed revamping
when their test scores were “just fine”. Periodic updates have allowed teachers
to reflect on their practices and understand the principals thoughts when
deciding to implement the program. Through the research I plan to prove why we
need a universal classroom management system on our campus and how the
implementation of this particular program will increase our math scores of
students in 4th grade.
H. The research will provide evidence to
teachers, staff, students and parents that a school-wide behavior management
program is effective to increase the test scores of students. Furthermore, the
data will show that the program showed an increase in test scores of our
sub-populations. Through the research, the effectiveness of the program will be
proved through the evidence of test scores. One of the pivotal foundations of
the CHAMPS program is the effectiveness the consistency and guidelines provides
for students.
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