Samanthabiskach Threephases DDD Plan

Samantha Biskach
Phase I, II, and III Report

EDTC615 Fall 2014
Phase I Data Driven Decision Making Project
Name: Samantha Lorraine Biskach Date: September 30, 2014
PART ONE - GRADEBOOK PREPARATION
1) Please list the Curriculum Area for Gradebook Analysis:

6th Grade Language Arts
Specifically, the Language Arts area of research and writing for honors grade 6
2) Please list the Standards for Gradebook Analysis:

Maryland College and Career Readiness Standards
RI.6.2. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and
elaborated in a text
RI.6.7. Integrate information presented in different media or formats as well as in words to

develop a coherent understanding of a topic or issue
ISTE Standard
Standard 3: Research and Information Fluency
B: Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety
of sources and media
3) Please list three learning objectives that are associated with the Standards and grades you are
using for your Gradebook Analysis:
Regarding 6th grade language arts, grades provided from such assignments as Research,
MLA Formatting, and Multimedia presentation will be assessed and aligned with the following
Learning Objectives:
Learning Objective # 1: Students will choose one author from a list of given writers
and research biographical information about the author
Learning Objective # 2: Students will properly use MLA format to cite informational
texts and sources used to research biographical information about a chosen author
Learning Objective # 3: Students will create a Prezi by using evidence analyzed from
the informational texts in order to present key biographical findings in relation to their
chosen author
4) After analyzing the gradebook numbers, what patterns did you see? (Describe at least 3 patterns
completely and be sure to include patterns from the additional data tab on the excel
gradesheet).
From the data regarding my three chosen learning objectives, I was able to observe at least three
patterns. The first pattern analyzed in the data referred to the MSA reading scores of students the
relation to the performance on the learning objectives. After reviewing grades and MSA reading
score results, there is a positive correlation between the MSA reading scores and the average
performance on each of the three learning objectives. The second pattern analyzed in the data
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revealed that students classified as IEP scored on average lower than non-IEP students for all three
learning objectives. A third pattern analyzed in the data revealed that for learning objectives one,
two, and three, the class averages decreased from objective one through objective three. The overall
class average grade for learning objective one included a 6.0 out of 10. Average grades for learning
objective two included a 5.5 out of 10. Average grades for learning objective three included a 4.9 out
of 10. Though not an extensive difference in grades, lessons used in objectives two and three were
not as effective as the lessons used for objective one.
5) Now that youve described the patterns in words, display the most important patterns by
creating a table of that data and turning the table into a graph or chart that is most appropriate
for discussion. Copy/paste the table, graphs and/or charts below.
Table 1: MSA Reading Scores and the correlation with Average Learning Objective Scores (Most
Important)
Obj. 2: Obj 3:
Obj. 1: Homewor
MLA Multimedia
Research k
Formatting Presentation
MSA: ADVANCED
AVERAGE 8.6 7.6 7.2 4.3
MSA: PROFICIENT
AVERAGE 6.3 5.4 4.6 2.0
MSA: BASIC AVERAGE 3.5 3.6 3.1 3.0
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Figure 1: The average Learning Objective Scores are plotted along with error bars indicating the range of
average scores among students in each group. The homework grades are also plotted with a maximum
possible grade of 5.
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Table 2: IEP vs Non-IEP Student average Learning Objective Scores
Obj. 2: Obj. 3:
Obj. 1:
MLA Multimedia
Research
Formatting Presentation
IEP AVERAGE 3.5 3.0 2.7
NON-IEP
AVERAGE 7.0 6.4 5.8
Figure 2: The average Learning Objective Scores for IEP and Non-IEP students are plotted with error bars
representing the full range of student scores in each group.
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EDTC615 Fall 2014
Table 3: Student Attendance Correlation with Average Learning Objective Scores
Obj. 3:
Obj. 1: Obj. 2: MLA Obj. 1-3 Attend
Student Multimedia
Research Formatting Average ance
Presentation
1 7.2 5.6 3.4 5.4 93
2 4.6 2.6 3.4 3.5 80
3 3.6 4.6 3.8 4.0 86
4 8.2 7.8 7.6 7.9 90
5 9.0 7.6 8.0 8.2 100
6 6.0 3.2 3.4 4.2 78
7 2.6 4.4 4.4 3.8 87
8 7.2 6.8 7.4 7.1 78
9 9.2 7.2 7.0 7.8 96
10 4.8 4.2 3.0 4.0 92
11 6.8 8.0 8.8 7.9 94
12 7.6 7.2 7.8 7.5 82
13 5.8 3.6 2.0 3.8 98
14 5.8 4.4 3.8 4.7 81
15 6.4 4.2 2.4 4.3 68
16 9.4 8.4 7.0 8.3 84
17 8.4 8.2 6.8 7.8 100
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18 8.4 8.0 7.0 7.8 92
19 9.6 7.4 5.8 7.6 94
20 7.6 5.8 7.2 6.9 94
21 2.6 3.4 3.4 3.1 65
22 4.0 5.4 2.4 3.9 64
23 0.4 2.0 2.2 1.5 98
24 0.4 1.6 0.4 0.8 99
25 4.6 4.8 4.4 4.6 100
Figure 3: The average Learning Objective scores for individual students and the combined score from the
three objectives are plotted with a line graph representation of the student attendance. There is some
correlation between attendance and performance for some but not all students.
6) Relevant to the type of graph or chart: Why do you choose this visual to display the data to
others?
The data displayed in Figure 1 representing the relationship between MSA Reading Scores and the average
Learning Objective scores is displayed using a bar chart to better distinguish the three individual Learning
Objective results for the viewer. In addition, the error bars indicate the range of the scores in each category. This
additional information on data spread cannot be conveyed using a basic bar chart.
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PART TWO - GRADEBOOK ANALYSIS Questions to be answered
1) What patterns seem most evident, most important and why?

The most evident pattern is displayed in Table 2 and Figure 2. The average scores from the IEP students
when compared to the non-IEP students are markedly lower (roughly 50% lower) for all three of the Learning
Objectives. The range in scores for the IEP students is also significantly larger than that of the non-IEP students
who have more consistent performance. In relation to the most important patterns identified within the data also
includes the area of IEP and non-IEP students. Since teachers have a legal and ethical obligation to provide
differentiated instruction and accommodations for students with Individualized Educational Plans, attention
must be paid to understanding why such students have not been preforming as well as non-IEP students. All
students must be given equal access to learning opportunities, and if data displays a decrease in achievement for
this specific area, the teacher must continuously observe and react to the data found.
2) What groups of students are affected by each of the patterns that you see?
For the first pattern, the students who preformed basic and proficient regarding MSA reading scores were
analyzed. In relation to the second pattern, IEP vs Non-IEP student averages on learning objective scores were
identified. Finally, the third pattern examined in the data observed students with lower attendance.
3) Why do think that that these particular students in EACH pattern are affected?
In regards to the first pattern, students who preformed basic and proficient with MSA reading scores may
also have less than satisfactory skills in reading. Such students may need to be given more practice in Language
Arts or reading topics in order to improve to the advanced classification on MSA reading tests. For the second
pattern, students who were classified as IEP showed lower grades in relation to the learning objectives. This
may be due to a lack of differentiation within the classroom. In order for IEP classified students to receive an
equal education as non-IEP students, they must be given the proper and required accommodations to supplement
their learning. Finally, with the third pattern in the data referring to student attendance being a factor in lower
grades, some students showed evidence of falling behind in academics due to their absence from the classroom.
4) What other student information or student data could help with an even more thorough analysis
of each pattern?
For pattern one regarding MSA reading scores, data on the reading levels of particular students would be
beneficial. Since full levels of achievement cannot fully be displayed through standardized tests alone, having
access to reading levels of each student may display other academic strengths and weaknesses regarding the
successful mastery of learning objectives by each student. When it comes to the second pattern regarding IEP
students, information regarding specific accommodations for each IEP student would assist the viewers and
teachers. By analyzing the data and correlating the data to what supplements are needed for a particular IEP
student to improve in grades in specific learning objectives, action can be taken to properly provide students
with assistance to their learning needs. Finally, regarding attendance, data on specific days students missed
could help analyze why specific students showed a decline in scores. For example, if a student missed days
where key information was discussed regarding one of the learning objectives, the teacher or analyzer of the
data would be able to understand other factors that caused the student to have a decrease in grade scores.
PART THREE STUDENT IMPROVEMENT PLANS Questions to be answered
1) Pattern 1: Based on your analysis and the students that are portraying that pattern, what plans
can you provide to improve their learning? (Please be sure to include technology tools in this
plan).
With the first pattern analyzed in the data, MSA reading scores of students were compared in
relation to the performance on the learning objectives. Since students who achieved higher scores
on learning objectives also received higher scores on MSA reading, students who were not as
successful would need more assistance in the area of reading. First, instructional technology
could be integrated into lessons and re-teaching in order to help improve grades. Since the
learning objectives align with College and Career Readiness standards including the element of
reading informational texts by integrating information presented in different media or formats
as well as in words to develop a coherent understanding of a topic or issue, a teacher could
provide tools as online websites, databases and Webquests that have students reading and
analyzing content from informational texts located. As an example, students could interact with a
Webquest that has students navigating through sites regarding real literary authors biographies.
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Then, students would be provided with directions by the teacher and guided through a step-by-
step process on the Webquest on what questions need to be answered and what facts need to be
found in order successfully identify a sufficient amount of data for the literary author. Then,
students would be able to record their data on a graphic organizer, or through the BioCube
software (available at ReadWriteThink.com).
2) Who will be involved in helping the student or student group toward more success? (Teacher,
Groups of Students, Parents, Administration, Other classroom teachers, specialists etc)
- The general education teacher(s): Language Arts teacher
- The media/technology specialist
- Students parents/guardians
- The reading specialist
- Other Language Arts teachers/team teachers
How will they be involved to help the student(s) be successful?
Involved with helping the students or students towards more success will be the general
education language arts teacher for re-teaching on the process of reading informational texts.
Then, the reading specialist at the school may provide the language arts teacher with professional
development and lesson ideas that will enhance student learning. Other Language Arts
teachers/team teachers may co-plan and collaborate on ways to provide better reading instruction
lessons and supplements that aid with student achievement in reading and Language Arts studies.
The, media/technology specialist would be involved to help the teacher create a student friendly
Webquest regarding informational texts students would have to read. Finally, parents would be
involved as well at home by reinforcing the element of reading informational texts for pleasure,
or as a way to study this type of literary genre. In this process of parental involvement, students
would be able to read and interact with a genre outside of the classroom as well.
How will you assess if this plan has helped?
As an assessment, the general education Language Arts teacher will grade formative
assessments as the BioCube activity and/or notes taken by the students while researching a
literary author. The teacher will look to make sure all questions have been answered and located
by the student. By reading informational texts and locating the necessary information, students
MSA reading scores will improve due to more practice in the process of reading.
plan).
For the second pattern, it was identified from the data that students classified as IEP scored
on average lower than non-IEP students for all three learning objectives. Since such students are
granted Individualized Educational Plans, these students must receive the necessary adjustments
to their learning processes/lessons. First, plans to improve their learning would be through vital
attention paid to differentiating the classroom instruction. For example, if a students IEP allows
for additional time to complete assignments, they may be given access to a computer or laptop in
order to finish an assignment while non-IEP students may progress onto the next portion of the
lesson. As another example, students with an IEP that allots a student to have a text read aloud to
them may use an online software that provides audio versions of texts read in class. For example,
with learning objective one, students would need to navigate throughout informational texts on
websites to identify and record biographical information regarding a literary author. A student
classified as an IEP could also be given access to online informational texts/articles that include
an audio supplement. If one is not provided on the site, the teacher may use software as digital
storytelling, assistive devices as ReadingPens, which reads words the students may point the
ReadingPen at, and EBooks/audio books that provide students with the ability to listen to texts
read aloud by using headphones in class.
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Who will be involved in helping the student or student group toward more success? (Teacher,
Groups of Students, Parents, Administration, Other classroom teachers, specialists etc)
- Students parents/guardians
- Special education teacher
When it comes to the general education teacher in Language Arts, they are responsible for
identifying the need and re-teaching in areas students need reinforcement. They could also co-
teach with the special education teacher, which provides IEP information regarding a specific
student classified as IEP. Next, the media/technology specialist will be able to provide the
necessary materials that would assist the IEP student. If none is available at that particular school,
the media/technology specialist could also give the general education teacher alternatives.
Finally, the students parents/guardians will assist in IEP meetings to verify that is would be
necessary to provide the particular technology to their IEP student.
Assessment if the supplementary devices have helped the classified IEP student improve in
grades for the three learning objectives would be through checking for understanding activities
and formative assessments. For example, once a student has completed the audio reading of a
particular informational text, the general education language arts teacher would be able to as the
student a series of questions relating to the texts they have just read.
plan).
The final pattern analyzed in the data revealed that each learning objective was clearly not
given as thorough plans as the learning objective lessons before it. Since each objective showed a
decline in grades from objective one through three, attention must be paid to adjusting lessons for
better student achievement and attainment of information provided. Technological tools could be
used to provide students with a re-teaching opportunity include providing students with access to
multimedia software practice. For example, expectations for objective three included students
abilities to create a multimedia presentation using the Prezi software to present their knowledge
of research regarding the literary author they chose. In order to improve student learning, the
teacher could provide students with visual tutorials on how to create a Prezi. By developing short
video clips using Flipcams, Powtoons, Glogster, Youtube videos, or even Prezi technology,
students would be able to watch tutorials in order to be able to understand how to create a
multimedia presentation of their own. Futhermore, the teacher could enhance the third learning
objective by providing students with more choice. For example, a student may have the option to
create a multimedia presentation using Prezi, Glogster, PowerPoint, or other such software to
present the information they have researched on their literary author.
Who will be involved in helping the student or student group toward more success?
(Teacher, Groups of Students, Parents, Administration, Other classroom teachers, specialists
etc)

The general education Language Arts teacher will be responsible for providing direct
instruction on the expectations of the overall learning objectives. In regards to online research and
teaching students how to use multimedia software/presentation tools, the media/technology
specialist can co-plan and co-teach lessons on using multimedia software. Additionally, both
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educators can develop student-friendly print and digital tutorials for using multimedia software
that fit the learning styles and needs of students.

Students will be assessed through the use of a formative assessment/reflection that checks for
understanding with students. For example, as an exit ticket, student may reflect what they believe
their abilities are when using multimedia presentation software. Additionally, will assess the final
multimedia presentations chosen and created by students in order to observe their improvements
in grades. Constant checking for understanding will be used by the general education teacher
through regular reflections on assignments regarding the learning objectives and a final
summative on the unit regarding the three learning objectives.
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Samantha Biskach
EDTC615 Fall 2014
PHASE II COLLABORATIVE CULTURE ASSIGNMENT
Team member names:

Samantha Biskach (Homework Initiative)
Holly Fairbrother (Reading Initiative)
Lisa Belcastro (IEP Initiative)
James Baker (Editor)
Goal of team:
As members of the middle school Language Arts team, we have developed three
initiatives that will aid students in regards to IEP, Reading, and Homework. Initial
Phase I data collected displayed evidence that students who were considered IEP had
lower scores in classroom Learning Objectives. Additionally, data also exposed the
fact that students scores in Reading, particularly in the use of conventions and
organization of standard written English, were in need of improvement. Finally, it
was identified that students who had lower scores in Learning Objectives and
standardized testing, also performed less than satisfactory in Homework. Through
developing plans for IEP students, imbedding the Read&Write program, and
providing homework assistance programs and resources, the primary goal of the
Language Arts team was to pay specific attention on how to raise grades in this
content area. Working in collaboration with grade level teachers, administration,
media specialists, and reading specialists will prove to support students in their
journey of mastering Language Arts content through the Phase II initiatives.
Curriculum level of students and field of study:

Middle School English Language Arts
Roles of team members:

Each week, whoever is responsible for the Weekly Update, becomes the lead
facilitator and creates a to-do list for the week and organizes the team via Wiggio.
Additionally, James was elected editor while Lisa, Holly, and Sam took charge of the
initiatives. Lisa was in charge of IEP, Holly was in charge of Reading, and Samantha
was in charge of the Homework initiative.
Timeframe of team interactions and plans:

Course Action Plans Completions Comments
Week
Week Build the Formed a team of three members with Samantha
4 Group 4 team similar teaching backgrounds Biskach - 6th
Grade
Language
Arts
Holly
Fairbrother -
6-12th Grade
Language
Arts
Lisa Belcastro
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EDTC615 Fall 2014
- 6-12th
Special
Education
Week 5 -Begin -Created the Wiggio Personal Learning Holly as lead

collaborating as Network facilitator
a group -Each member uploaded Phase I
-Review each document
others Phase I - Created Google Doc Phase II template
documents for collaborative work
-Update a - Began discussions on each others
schedule and work
roles in the - Deciding on three general initiatives
group
- Decide on
initiatives for
Phase II work
Week - Initiatives - Each member chose a few initiatives Lisa as lead
6 discussed and brainstormed which would work facilitator
best for the Phase II
-Each member
chooses a few
possible
initiatives by
the end of the
week
Week 7 -Decide upon -Each group member decided upon one Sam as lead
the three Phase II facilitator
initiatives initiative:Holly=Reading/Writing;
discussed in Lisa=IEP; Sam=Homework;
Phase II James=provided assistance among the
-Post Phase II initiatives)
template on -Each group member posted the
Wiggio template of their initiative to the Wiggio
personal site for peer review
learning -The Phase II GoogleDoc was updated
network with each intiative portion for three
-Add initiative group members
to GoogleDoc -Week 7 update was given by Sam
with data
-Provide the
week 7 update
on LEO
Week - Finalize - Members posted their initiatives to James as
8 Phase II Wiggio lead
facilitator
- Submit by - Members of the group submitted Peer
Tuesday Nov. Feedback forms to the professor
4th
- Members submitted their final Phase
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II with accompanied summary
Student learning considerations for team planning:

Focus on reading and writing; how to support it; how tech can help it
Focus on homework and the affect it has on achievement in class; how to
implement programs and resources to support student completion of
Language Arts homework
IEP learners and their scores in Language Arts content
Student data considered during team planning:

After reviewing data from Phase I, student scores were found to be low in multiple
areas including Reading, Homework, and students with IEP classification. For the
Learning Objectives of all students, class averages were found to be barely or below
passing: Learning Objective 1= 6.0/10; Learning Objective 2= 5.5/10; Learning
Objective 3=4.9/10. Then, when the data was analyzed in more detail, students
considered IEP had the following Learning Objective score when compared to non-
IEP students: LO 1= 3.48/6.98; LO 2=3.02/6.4; and LO 3= 2.74/5.75.
As a start to the Language Arts plan to increase student scores in Language Arts
content, IEP data revealed that students with IEP classification were not receiving
the necessary support. It is for this reason that an initiative was developed to meet
their needs. Then, when it came to the data regarding Reading, data revealed that
both IEP and non-IEP students had scores that continued to decline from the first
Learning Objective to the second, and then finally to the third. Due to skills in
reading and writing being a cross-curricular necessity, attention to all students with
regards to Reading were considered with the initiatives. Finally, when it came to
Homework, reinforcing learning in the Language Arts classroom by providing
practice and application outside the classroom was a vital way to supplement
students mastery of the content. With low scores identified in Learning Objectives
and standardized testing in Reading, providing students with homework help and
resources was an imperative initiative at improving Language Arts mastery for all
middle school level students.
Initiative I: Overview
Title: Strength-Centered and Leveled Learning
Grade Level: 6th, 7th, 8th English
Initiative I Objective: To effectively implement the Strength-Centered and

Leveled Learning initiative to support students with IEPs in middle school English
Language Arts lessons. Through the implementation of the teacher, students will
participate in Leveled Learning lessons 3 times a week while enrolled in English and
Language Arts. At the close of the semester, students with IEPs will show a minimum
of 15% improvement in their overall grade.
Common Core English/Lang. Arts College and Career Readiness

Standard:
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CCSS.ELA-LITERACY.CCRA.SL.1: Prepare for and participate effectively in a range
of conversations and collaborations with diverse partners, building on others' ideas
and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.RI.6.10 Read and comprehend literary nonfiction in the

grades 6-8 text complexity band proficiently.
Initiative I Overview: Strength-Centered and Leveled Learning Initiative
Based off of the data tracked in the most recent unit there was a clear indication that
students with Individualize Education Plans are not having their needs met in the
classroom. When looking at the data regarding the demographic of the class, there is
a large number of students with IEPs. When teaching in a general education
classroom with a large population of students with IEPs it can be difficult for the
teacher to keep track of the individual learning needs of each student. Another aspect
that is difficult is creating lessons and assessments that cater to the wide range of
ability levels of an inclusion class. The Strength-Centered and Leveled Learning
Initiative is a plan with two parts of implementation designed to make the teacher
and student more aware of what the IEP calls for while creating lesson activities and
assessments that are ability level appropriate.
Part I - Teacher-Student Collaboration:
It promotes the student to be an advocate for them self by talking with the teacher
about what aspects of the class work well for them and what they find difficult. The
teacher and student will meet for 10 minutes every two weeks to review the students
individual IEP goals and class assignments to see if the students needs are being
met. This is a time where the student can share their concerns and talk about what
has work well for them. IEPs tend to be worded and structured in a way that can be
difficult for the student to understand. Having these meeting will make the student
more aware of their personal needs so that they can advocate for their self. The
teacher will use this time to reflect on the data from the week to see if all of the needs
of the student were met.
Part II - Leveled Lessons and Activities:
While looking at the data taken over the past unit it is easy to see that there is a wide
demographic of students and ability levels in the class. The students that scored at
the top of the class may have found some course work too easy and could be
challenged more in order for them to continue to progress. There were students that
fell in the middle that may have found the work given satisfied their learning needs
just right. Then their were students that overall performed poorly on the work given.
A large number of students that performed poorly were students with IEPs. When
faced with a class that has a wide range of learning needs and abilities it can be very
difficult for the teacher to create a single lesson that hits every students strength and
ability. Teachers can create lessons and activities that have levels intended to
challenge each type of learner and ability. It is the students responsibility to pick a
level that is appropriate to their style of learning and ability. By doing this, the
teacher allows every student to be challenged in a way that is appropriate to their
unique strengths and abilities. This allows for lessons to continue without obviously
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separating the students into ability groups, which has potential to lower self esteem
for students with increased needs. This could be implemented in something as
simple as a class question in a power point. The teacher could post 3 different levels
of questions. The students would pick the question that is academically appropriate
for them and answer it on a piece of paper. This technique can also be implemented
with larger assignments. Teachers could create standard questions or requirements
that allow for all students to be successful, then students that feel they need to be
challenged more would have the option elaborate off the standard question. Using
these techniques allow for the class to continue flowing without have to stop to cater
to all the different learners. It also allows for all students to feel success and
challenged while doing the same activities. It does not offend and one by visually
grouping students into ability levels. It is a positive way to bring many different types
of students together while being successful in their own unique way. This initiative
will be assessed by how each student performs on bi-weekly assessments or
activities. This data will be reviewed by the teacher and the student at their bi-
monthly meeting where a determination will be made as to if the student is working
on the correct level or if their strengths are more suited in a different level of rigor.
Initiative I Rational:
According to the data that was analyzed in Phase I, it can easily to seen that there is a
deficit in student achievement between IEP students and non-IEP students. The gap
in student performance is easily seen. In objective one, students without an IEP had
an average score of 6.98 on all work while students with IEPs only had a score of
3.48. Looking at objective two, it shows that students without an IEP averaged a
score of 6.4 on assignments while students with IEPs scored 3.02. Finally on
objective three it can be seen that students without an IEP on average received a
score of 5.75 while students with IEPs scored 2.74. Based on the data there is a clear
achievement gap between the two groups of students.
Non IEP vs IEP Student Objective

Outcomes
Non IEP Obj Outcomes IEP Obj Outcomes
6.98
6.4
5.75
3.48 3.02 2.74
Objective 1 Objective 2 Objective 3
Figure 1: The bar graph above analyzes the difference in achievement across the
different objectives for students with IEPs vs. students without IEPs.
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The Strength-Centered and Leveled Learning initiative looks to close the

achievement gap between the two groups by making the classroom teacher more
aware of the individual students needs and strengths. The goals and benchmarks for
progress are determined by examining how the student learns, what the student
needs to learn, and what special accommodations are needed (MDLL, 2014). By
looking at what the student needs to be successful, the teacher can create lessons the
foster the students strengths but also challenge their needs in a way that promotes
growth.
To the maximum extent appropriate, the IEP should call for the student to be
instructed in a way that allows the student to participate in the general education
curriculum and environment(s) with non-disabled peers (MDLL, 2014). It is always
the goal to integrate students with IEPs into the general education setting. By
creating Leveled Learning lessons students of all abilities levels can be challenged in
a way that is appropriate for their learning needs. Lessons in classrooms are never a
one size fits all concept. They need to be tailored to the different abilities so that all
students can be successful and appropriately challenged.
Pre/Post-Plan Projected Data

6
4
Pre-Plan Data
3 Post-Plan Results
0
1 2 3 4 5 6 7
Figure 2: The above bar graph shows the overall average score achieved by each
student with an IEP before the plan was executed (red bars), and the minimum
score to be achieved by IEP students after the plan is executed (green bar). Green
bar indicates a 15% increase from the red bar.
After the Strength-Centered Leveled Learning plan has been in full effect for an
entire unit, students with IEP should seen an increase of at least 15% to their overall
grade for the unit. For students with IEPs large gains in a short amount of time can
be difficult. Placing the starting point at 15% is a way to challenge but also be
attainable in goal setting. If the plan is faithfully put in to place and the students
needs are being met then it can be assumed that there will be forward progress in
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student achievement. The teacher can actively execute the CCSS.ELA-
LITERACY.CCRA.SL.1 standard by involving each student with an IEP in the
conversation about their own needs so that they can be advocates for themselves as
well as develop tools to work beyond their learning barriers.
IEP MSA Reading

Basic Reading
Figure 3: The pie chart
Proficient shows what the students
Reading with IEPs achieved the on
their MSA reading exam.
Advanced
Reading
Non - IEP MSA Reading

Basic Reading Figure 4: The pie chart
shows that the students
Proficient without IEPs achieved on
Reading their MSA reading exam.
Advanced
Reading
The above pie charts show the difference in achievement on the MSA Reading
exam between students with IEPs and students without IEPs. In figure 3, 86% of
students with IEPs earned a score of basic on their MSA exam while only 14% earned
proficient. However, in figure 4 it can be seen that 50% of Non-IEP students received
a score of advanced. Learning disabilities can make reading and writing extra
difficult for the students that have them. IEPs exist learning manageable for the
learner with the disabilities. IEPs can come in handy when trying to justify to
administrators that a student may need accommodations on a test such as the MSA.
Accommodations are intended to reduce or even eliminate the effects of a students
disability (MSDE, 2012). The accommodations offered for the MSA Reading exams
include extra test time, test questions read out loud, use of scratch paper, and a few
more. As a part of the Strength-Centered Leveled Learning initiative it will be the
teachers job to have a full understanding of each of their students IEP needs. This
will allow them to advocate for the proper accommodations for future standardized
test as well as classroom exams.
References:
Common Core State Standards Initiative. (2014). English Language Arts
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standards Anchor Standards College and Career Readiness Anchor
Standards for Writing 2. Retrieved Oct 30, 2014, from Common Core State st
andards Initiative: http://www.corestandards.org/ELA-Literacy/CCRA/W/2/
Maryland Learning Links. (2014). At The IEP Team Meeting. Retrieved October
30, 2014, from http://marylandlearninglinks.org/3755
Maryland School Performance Program Accountability Data. (2012). Maryland
State Assessment Testing Accommodation. Retrieved Oct 30, 2014, from Division
of Accountability, Assessment and Data Systems:
http://www.marylandpublicschools.org/NR/rdonlyres/840EFBB6-CD7D-
404E-8A77-
E978F6D508AA/32878/2012_MD_Accommodations_Manual_.pdf
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Initiative II: Overview
Title: Read&Write (Texthelp Ltd., 2014) to improve students command of standard

written English
Grade Level: 6, 7 and 8 (with focus on G6 in terms of standards)
Subject Area: English Language Arts
Objective: To implement and use Read&Write to support middle-school learners in

English Language Arts (ELA) lessons. Students will use Read&Write at least twice
per week in ELA classes over the course of one semester. By the end of that semester,
the students will display evidence of a 25% improvement in the use of conventions
and organization of standard written English.
Standards:
CCSS.ELA-LITERACY.L.6.1
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience
(equates to WAF4 of the English National Curriculum used in Phase I
(Qualifications and Curriculum Authority, 2008)
Use technology, including the Internet, to produce and publish writing
as well as to interact and collaborate with others; demonstrate
sufficient command of keyboarding skills to type a minimum of three
pages in a single sitting. (Common Core State Standards Initiative,
2014). See Appendix also, page 7.
Initiative II: Summary
As stated in Phase I, having a clear goal helps us educators to focus our planning
and guide purposeful action toward the intended results (Wiggins & McTighe, 2011).
The clear goal of this initiative so to implement and use of Read&Write in middle-
school ELA classrooms to improve the command of written standard English, whilst
the intended result is a 25% improvement in the following areas:
use of conventions
organization
Read&Write (R&W) training will be provided by Technology Integrators prior to

commencement of this initiative. Learners will require access to Internet enabled
computers for a minimum of two ELA lessons per week over the course of an entire
semester. If possible, those who have been identified to take part in the Homework
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Intervention should also have access to the machines during the after-school
homework program to support them in their mastery of content (Initiative III).
At the start of the initiative, learners will be given a base-line pen and paper written
assessment to determine their current standard. Formative assessments will be given
twice during the semester, and to ensure R&W is being used properly in assisting
their standard written English, regular visits will be made by Technology Integrators
to ensure competency in the use of the tool to ensure it acts as an adequate support
resource.
After one semester, a final summative assessment will be completed using the
technology tool to compare with the baseline pen and paper assessment the goal
being a 25% improvement in scores of the use of conventions and organization of
standard written English (as identified in the standards above).
Initiative II: Goals
In Phase I, a general overall inability to organize written English was found to be

evident through low scores for WAF4 (assessed in this Phase through standard ELA-
LITERACY.W.6.4 (Common Core State Standards Initiative, 2014). This is indicated
shown by the red dots in the analyzed data below (Fig.1, page 3). What was also
evident was that the learners were competent in using technology, assessed by
standard ISTE 1b (standard CCSS.ELA-LITERACY.W.6.6 (Common Core State
Standards Initiative, 2014) in this Phase) shown by the green dots in the analyzed
data below in Figure 1.
As a result, this initiative seeks to marry these two extremes the implementation
and use of a technological tool, Read&Write (R&W), to help support and improve the
organization and use of conventions of standard written English.
Fig. 1
Figure 2, below, shows the total average scores of the three assessment objectives
as analyzed in Phase I. It clearly shows that ALL learners were most able in the use
of technology shown in the bar on the left, ISTE1b, and least able in the
organization of writing shown in the bar on the right, WAF4.
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Fig. 2
In English Language Arts, the priority is in the use of standard English, as it forms
the basis of all sound and effective communication. R&W was developed for use with
struggling learners, or those with learning difficulties and indeed, most research on
the tool focuses on these groups. However, if technology is something the majority of
the learners feel comfortable with, it is a wise choice as an aid for supporting and
improving ALL learners in their use of standard English, whether they are IEP, LEP
or not.
Fig. 3
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Further analysis in Phase 1 identified this same pattern evident not only as a general
trend, but also in the majority of learners with LEP (see Fig.3), who appear fairly
competent with creating using technology (ISTE 1b, blue bar) but need more focus
on paragraphs and organization (WAF4, green bar).
Fig. 4
The breakdown of the IEP learners (Fig.4, page 5) shows that these learners follow
the general trend identified above less clearly. However, this Initiative can help
support the goals of Initiative I, which focuses on this particular group, as R&W is a
tool that may help increase their knowledge of their individual strengths and needs,
one of the objectives of Initiative I. Whilst the data at present suggests that the IEP
learners may actually require less assistance in the use of paragraph conventions and
organization (WAF4, green bar, Fig. 4) than some of the non-IEP learners, R&W will
help them improve and could form part of one of their individualized strategies to
promote success as part of Initiative I.
Phase 1 identified R&W as a potential tool for improvement for LEP/IEP learners in
particular, as it allow learners to hear text read aloud, have words explained
with text and picture dictionaries and translated into other languages, receive
suggestions for the current or next word as they type, as well as simplify and
summarize text on web pages and build their vocabulary by creating lists by
highlighting and collecting text (Texthelp Ltd., 2014).
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Fig. 5
However, if we look at the scores for CCSS.ELa-LITERACY.W.6.4 for the whole class
(Fig. 5, above), we can see that whilst the identified learners are scoring significantly
lower than some of the non-identified learners, there are some non-identified
learners who would greatly benefit from the support R&W provides and who are
scoring similarly to identified learners. R&W offers a range of powerful support
tools to help students gain confidence with reading and writing and due to the
overall general needs of the class in improving organization and the use of
conventions of standard English as identified earlier, R&W is a technological tool
that can support all Grade 6, 7 and 8 learners with their writing of standard English.
As a result, it is suggested that this initiative be used across the entire cohort initially
and reviewed after one semester.
Initiative II: Outcome
The goal of this initiative is to use a technological tool, namely Read&Write, to

improve both the organization and use of conventions of standard English of the
whole class over the course of one semester. Using the average scores of WAF4 as
CCSS.ELA-LITERACY.W.6.4 from Phase I as an example, if the intended result is to
increase all scores by 25%, this translates as an increase of the whole class average
score by 1.25, the LEP learners average score by 1.25, the IEP learners by 1, and the
non IEP/LEP learners by 1.5, see Figure 6 below.
Baseline Increase Intended
Learner Group
Score (25%) Result
WHOLE CLASS 5 1.25 6.25
IEP LEARNERS 4 1 5
LEP LEARNERS 5 1.25 6.25
Fig. 6
NON LEP/IEP
6 1.5 6.5
LEARNERS
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Initiative II: Recommendation
The table in Figure 7, below, shows the average score of each group of learners from
the sample cohort, as used in the intended outcome example above. This constitutes
a base-line assessment, which would be conducted on pen and paper at the start of
the semester.
The first bar shows the average score for the whole class as 5, the average scores of
the IEP learners is 4, and the LEP learners, whose average is also 5. Without the
scores of the IEP and LEP learners, the average of the class is 6. This data justifies
the initial implementation of the tool for ALL learners in the cohort because even
without the IEP and LEP learners scores, the average of the class is not significantly
higher than non-identified learners.
Fig. 7
The lowest scoring group is the IEP learners with an average of 4, and R&W will be
used as part of Initiative I to help with their individual strategies and success, which
would be discussed as part of the review process at the end of the semester. In
conjunction with Initiative III, to target homework issues, R&W may provide the
requisite support for some of the LEP learners who were identified in Phase 1, and
therefore is a tool that can be used across all three initiatives to assist in improving
the overall success of the learners.
References
Common Core State Standards Initiative. (2014). English Language Arts Standards
Anchor Standards College and Career Readiness Anchor Standards for Writing 2.
Retrieved Oct 28, 2014, from Common Core State Standards Initiative:
http://www.corestandards.org/ELA-Literacy/CCRA/W/2/
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Samantha Biskach
EDTC615 Fall 2014
Central Washington University. (2008). Washington State Special Education
Technology Center. Retrieved from Technology for Learning Disabilities Project:
http://www.texthelp.com/media/39345/US%20RWG%20Research%20Summary.p
df
Hallows, J. (2007). Read&Write GOLD: Changing the Lives of Struggling Students .

Washington.
ISTE. (2012). National Educational Technology Standards for Students (NETS*S).
Retrieved June 03, 2013, from International Society for Technology in Education:
http://www.iste.org/standards/nets-for-students
Qualifications and Curriculum Authority. (2008). Assessing pupils progress in

English at Key Stage 3 . The National Strategies: Secondary . UK. Retrieved June
2013
Texthelp Ltd. (2014). Read&Write. Retrieved from Texthelp:

http://www.texthelp.com/north-america/readwriteforgoogle/
Wiggins, G., & McTighe, J. (2011). The Understanding by Design Guide to Creating
High-Quality Units. Alexandria, VA: ACSD.
Appendix: STANDARDS
Please note that this report brings together two sets of standards.
In Phase I, standards were taken from the English National Curriculum

(Qualifications and Curriculum Authority, 2008) (where WAF is abbreviated from
Writing Assessment Focus) and the ISTE Standards for Students (ISTE, 2012). In
this report, Phase II, standards are taken from the Common Core State Standards
(Common Core State Standards Initiative, 2014).
In Phase II the standards have changed in response to the findings of Phase I and
directly address the needs identified. However, there are some crossovers
particularly in terms of organization of writing.
The table below explains how the standards relate to each other as per each Phase
and is color-coded as per the report.
PHASE I PHASE II
Standard (ENC/ISTE) Standard (CCSS)
to create interesting and
WAF1
imaginative texts
Produce clear and coherent
CCSS.EL
writing in which the
A-
to use paragraphs to development, organization, and
WAF4 LITERAC
organise writing style are appropriate to task,
Y.W.6.4
purpose, and audience
CCSS.EL Demonstrate command of the
A- conventions of standard English
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LITERAC grammar and usage when
Y.L.6.1 writing or speaking.
Use technology, including the
Internet, to produce and publish
to use technology to create CCSS.EL writing as well as to interact and
ISTE1
original works as means of A- collaborate with others;
b
personal expression LITERAC demonstrate sufficient command
Y.W.6.6 of keyboarding skills to type a
minimum of three pages in a
single sitting.
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Initiative III: Overview
Title: Homework as a Supplement for Middle School Content Mastery and

Achievement
Grade Level/ Subject Area: 6th, 7th, and 8th Grade Language Arts
Initiative III Overall Goal:

The goal of this initiative is for students to improve knowledge of middle school
Language Arts content through enrichment activities provided by the teacher in the
form of homework and assistance. Homework assignments extend school
experiences through related home activities, while also reinforcing learning by
providing practice and application outside the classroom. Initiatives provided will
allow students and parents clarification of what assignments have been given and
how to complete them successfully for student mastery of the content. With the
implementation of a during-school intervention class, an after-school program, and
at-home homework help and resources, the goal of improving student homework
scores by at least 20% will be met by the end of the final semester of the school year.
Common Core English/Lang. Arts College and Career Readiness

Standards:
CCSS.ELA-LITERACY.RL.6.10 Read and comprehend literature,

including stories, dramas, and poems, in the grades 6-8 text
complexity band proficiently, with scaffolding as needed at the
high end of the range.
CCSS.ELA-LITERACY.RI.6.10 Read and comprehend literary

nonfiction in the grades 6-8 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
CCSS.ELA-LITERACY.W.6.4 Produce clear and coherent writing

in which the development, organization, and style are appropriate
to task, purpose, and audience.
Initiative III Rationale:
Plans to Improve Student Completion and Mastery of Language Arts

Homework
After-School Program (Plan 1): Students will be given the opportunity to attend the
after-school program that offers homework help regarding Reading and Writing.
Such tutoring by Language Arts and other various content teachers will be given
Monday through Thursday from 2:45p-4:00p. Additionally, any students with at
least three zeros in the grade-book at any time must stay after school for a specific
class of the after-school program called Homework Intervention; (HI for short). At
this time, students will make up the work missed, with the help of a specific content
teacher relating to the subject of the homework. Zeros for incomplete assignments
can then be turned into late grades if and when the assignment is completed.
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At-Home Homework Help and Resources (Plan 2): As a result of students

interacting in 21st century classrooms, digital resources will be provided for students
needing assistance with homework completion; specifically with absent students or
students who need additional help in reading and writing. Through instructional
technology as tutoring websites based on reading and writing instruction and
homework hotline, students will be given the opportunity to practice content related
assessments, get the additional help they need from educators, and gain mastery of
Language Arts content.
Intervention Classes-TAD [Targeted Academic Development] (Plan 3): As a final

objective to help students attain high achievement in Language Arts courses, a TAD
intervention class will be offered during the school day for students who may need
the extra homework help. For example, IEP students may be given a specifically
designed course that supports their accommodations in Reading and Writing
content. Such an objective will provide support to students who may not be able to
take part in the after-school program or have Internet access at home. While in
school, students of all academic classifications (IEP and non-IEP) will get the
homework support they need.
Correlation of Homework Achievement Based with Average Learning Objective
Scores, Attendance, and Reading Scores
According to the data analyzed in Phase I, a correlation with Language Arts

achievement was identified with average learning objectives scores, attendance,
reading, and homework scores for all students. In order for students to master
classroom objectives, an element of homework must be required among all teachers
to ensure consistency among grade-wide expectations. In general, students had a
tendency of scoring lower on homework because of not truly mastering the Language
Arts content within the classroom setting. For this reason, it is imperative that each
grade level must create homework assignments that are given regularly and have
similar goals needing completion by students. All homework created by all teachers
must have an aspect of reading and writing in order for students to practice these
vital skills needed in cross-curricular studies. To do this, teachers will brainstorm
and reflect on homework given to students to ensure it is differentiated and appeals
to each learning style.
Once clear homework expectations are established in each grade, plans will be
initiated for students who do not perform well, according to the data in Phase I,
when it comes to homework completion of Language Arts/Reading topics. The
Figure 1 chart displays the percentage of homework scores attained by all students.
As the data shows, only 16% of students achieved a perfect score on homework
assignments. For the remaining 84% of students, they did not show full mastery of
homework.
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Figure 4 The distribution of homework scores for the entire Phase I class.
Based on the Figure 4 chart, it is evident that scores must be improved in relation to
Language Arts content homework. Whether students did not solidify the knowledge
of the content after it was taught, or absences have caused scores to be low, the
implementation of digital homework help/resources and school-based resources will
be provided for learners. Such initiatives will provide students with the assistance
and supplements they need at completing assignments, specifically if they do not
understand the content or were absent and unable to receive the necessary
instruction. It is for this reason that providing students with school based homework
programs, and at-home homework help and resources, will improve student
homework scores by at least 20% by the end of the school year.
Goals and Considerations for Achievement in Language Arts Scores and

Homework
Goals and Considerations I Differentiated homework assignments

given regularly support mastery of reading and writing skills and MSA
Reading achievement
In relation to differentiated homework, teachers must create assessments that

supplement classroom instruction. Since skills in reading and writing are necessary
cross-curricular, all content teachers will collaborate on differentiated homework
assignments that support mastery of reading and writing skills for each student. By
making homework that appeals to the learning styles of all students and having it
easily completed outside of the classroom, students will be able to complete their
homework effectively. As shown in Figure 5, MSA Reading scores display a need for
constant application and participation in reading and writing.
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Figure 5: The average homework scores

for all students and their classification on
the MSA Reading exam: Basic, Proficient,
or Advanced. Error bars signify the
minimum and maximum score of each
Advanced, Proficient, and Basic group
for students in the Phase I data.
Teachers will cooperate to create assignments that have elements of both reading
and writing responses in order for students to practice such skills assessed on
standardized testing. As an example consideration for homework development,
supplements as graphic organizers can be provided for students to cite textual
evidence from the literature being discussed as a learning objective from Phase I.
Such an organization tool will support visual learners in answering comprehension
questions; thus providing an element of differentiation in the homework.
All content teachers (science, mathematics, social studies, and Language Arts) by
each grade team will meet once a week, preferably on Monday, in order to discuss the
content being taught in the upcoming days. During collaboration, each teacher will
share how their homework will include elements of reading and writing. This
cooperative working time will also be used to brainstorm future assignments and
reflect on both effective and non-effective homework assessments given in the past.
Additionally, differentiated reading/writing homework assignments will be
administered to students regularly in order to keep consistency among all teachers.
When all teachers regularly give homework to students, these young learners will
develop the sense of consistency of school procedures. Therefore, even when a
student is absent, they know they must get in contact with all teachers for their
assignments and know the various homework help and resources provided by the
school.
Goals and Considerations II Access to homework help and resource

opportunities regarding reading and writing
One of the biggest issues of homework completion come in the form of students not
understanding the content once they are out of sight of their classroom teacher. It is
for this reason that when they get home to complete the work, students may feel
apprehensive on whether or not they are completing the homework assignment
correctly. Another factor in lower scores in homework come in the form of classroom
attendance. If a student has been absent, data in Figure 6 reveals lower scores on
homework assignments. Due to both of theses occurrences, teachers and schools will
provide students with access to homework help and resource opportunities,
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specifically regarding reading and writing, in order to successfully complete
homework and raise such scores.
Figure 6: The correlation between

homework scores and a students
data on classroom attendance. The
more students attend classroom
lessons, the higher their homework
scores.
The first access to homework help and resources would be a during school
intervention class called TAD (Targeted Academic Development) and an after-school
program. This will be offered to students in order to provide homework help and
tutoring. Additionally, any student with at least three zeros in the grade-book must
stay after school for a specific class of afterschool program. At this time, the student
with zeros will make up the work missed, with the help of a content teacher. Since all
homework has element of reading and/or writing, the tutor teacher will be able to
assist the student in homework competition. Then, assignments that have received a
score of zeros because they were not turned in can then be changed into late grades
when the assignment is completed and given to the teacher.
The next homework help and access to homework resources provided to students will
include a 21st century element to the classroom. In order to for students to
successfully master the content being discussed in their middle school classes, digital
formats of homework help and resources will be offered. Due to the average school
becoming more digital, homework help will come in similar presentation. The first
digital resource would include a Homework Hotline. A Homework Hotline
service given by the school, both through a telephone call and on the school website,
will provide absent students or students who forgot what their homework was with
clarification. Each parent of a student will have the opportunity to call or go online to
the Homework Hotline in order to find out what homework is required for that night.
Classified by grade level, the service would list homework administered by each
teacher for that particular night. Additionally, the online version of the Homework
Hotline would allow parents a log-in to the site and even view individual teacher
websites for clarification of the topics being discussed in the classroom.
Additionally, digital sources provided to students come in the form of a tutoring

website. This would be available on the school website where students could chat
with teachers, be forwarded to tutorial videos, and receive other homework help
(specifically when students have been absent or if they did not master the content
while it was being discussed in class). This could be used by creating an Edmodo site,
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which is the worlds largest K-12 social learning community where teachers,
students, and parents can connect safely and securely, or other such software
available on the internet (Edmodo, 2014). As a side note, each teacher would be
encouraged to create a website of their own that would provide links to every
document given or needed for homework completion.
Figure 7: Student scores on each Learning Objective in Phase I and the correlation
with homework scores. The homework scores reflect the performances on the
individual Learning Objectives.
As final homework and Language Arts resources, the process of having a Homework
Buddy would include each student being assigned to another student in each of their
classes. Should an absence occur, or if homework is confusing or forgotten, the
student may call their Homework Buddy for clarification on what they missed and
how to complete it properly. This procedure provides all students accountability with
homework they miss and understanding on how to complete the assignments. As the
Figure 7 chart above shows, when students perform well on homework, they
performed well on Learning Objectives as well. Direct correlation between two
requirements of the classroom (Learning Objectives and Homework), verify that
students must be accustomed to completing both assessments in order to achieve
higher scores and mastery of the classroom material.
Looking to the Future of Initiative III Goals Being Achieved
With the goal of having all students gain achievement in homework as a supplement
for middle school content, initiatives must be developed to fit the needs of all
students. By the end of the fourth marking term/ last semester of the school year,
plans developed for homework mastery in Language Arts content will provide
students with at least a 20% improvement in homework score distribution of Phase I.
In the Figure 8 chart, the data show the overall goal and intended outcome of
implementing homework plans/initiatives to all students in middle school Language
Arts.
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Figure 8: The intended scores when students make a 20% improvement in their
homework scores when compared to the initial data in Figure 1.
References
Common Core State Standards Initiative. (2014). English language arts standards.
Retrieved from http://www.corestandards.org/ELA-Literacy/RI/6/
Edmodo. (2014). About edmodo. Retrieved from https://www.edmodo.com/about
Group Work Summary
For Phase II, Lisa, Samantha, and Holly were the lead contributors in this project.
Due to unforeseeable issues, James joined the group late, but his role was considered
support and an editor. Initiatives one (IEP), two (Reading) and three (Homework),
were created and produced by Lisa, Samantha, and Holly. Some technical difficulties
did occur with converting documents into one final. Additionally, there were times
some members would not check in with the group on a daily or every-other-day
basis. This made completion difficult, but in the end a Phase II document was
completed. Samantha posted her finalized Phase II document, with editing done as
well. With this posted to Wiggio, group members could use her final document as
part of their submission as well. As a reflection on group work in a middle school
reality, I would set specific guidelines on when teams should check in and when
portions of the project should be completed. Furthermore, I would continue to
provide teams with professional learning networks so that discussion could be held
online, in addition to being collaborated on in person.
As a side note, the initiative on IEP as a Word Document was late to the groups
discussion board on Wiggio. It was for this reason that some of the formatting,
specifically with initiative I (IEP) does not flow as well with the other portions of the
project. Although all members worked well as a team, communication and checking
in with the group could have been improved. Above all, each group member did work
hard to complete Phase II over the course of four weeks.
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Samantha Lorraine Biskach
615 DATA DRIVEN DECISION MAKING PROJECT
PHASE III and MULTIMEDIA PRESENTATION
PHASE III SCHOOL LEVEL INITIATIVE PLAN
Why did I choose this initiative and what learning will it support?
For the Phase III School Initiative Plan, I chose to elaborate on the Homework
initiative due to its vital need within schools. It is imperative that students do not leave
their course-work within the classroom walls. In order to truly gain understanding and
master learning objectives, homework assignments allow for the extending of school
experiences. Through related home activities, reinforcement of learning is provided
through practice and application outside the classroom. Specifically focused upon the
middle school Language Arts content area, Homework Initiative plans will ensure
students are supported in every aspect of homework completion.
What data was used to substantiate my choice of this initiative?
For the Homework Initiative, data was analyzed throughout Phase 1 and Phase 2 in
order to fully comprehend the need for such an initiative within the middle school
Language Arts setting. According to the Figure 9 data, scores in relation to homework
for the Phase 1 class showed evidence that scores must be improved in relation to
Language Arts content homework. Whether students did not solidify the knowledge of
the content after it was taught, or absences have caused scores to be low, the
implementation of specific initiatives as digital homework help/resources and school-
based resources must be provided for learners.
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Figure 9 The distribution of homework scores for the entire Phase I class.
What group of students will this initiative best serve and in what curriculum
area?
Set for middle school students, the Homework initiative focuses on aiding learners with
Language Arts content. According to the Figure 10 chart, the average scores for homework
with students in Basic, Proficient, and Advanced MSA scores aligned. For example, if
students had showed Advanced with their Reading MSA scores, they also had a tendency to
display mastery in homework as well. For students in Proficient and Basic with Reading MSA
scores, trends showed evidence with students having lower scores in Language Arts
homework.
Figure 10: The average homework scores for all students and their
classification on the MSA Reading exam: Basic, Proficient, or Advanced. Error
bars signify the minimum and maximum score of each Advanced, Proficient,
and Basic group for students in the Phase I data.
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Samantha Biskach
EDTC615 Fall 2014
Additionally, students showing lower attendance rates will have a focus within the
Homework Initiative. Since so much instruction is lost when students miss even one day,
having support for those students is imperative. According to the data in Figure 11, if a
student has been absent, data in the chart reveals lower scores on homework assignments.
Due to students not getting the necessary in-class instruction and guidance, they were not
able to adequately complete out of class course-work.
Figure 11: The correlation between homework scores and a students data
on classroom attendance. The more students attend classroom lessons, the
higher their homework scores.
What are the learning objectives for this initiative?
With attention given to Homework, the following learning objectives will guide each
plan and goal for the initiative:
Focus on reading and writing within the afterschool program and with digital
language arts homework help and resources
Focus on homework and the affect it has on achievement in class; how to
implement programs and resources to support student completion of Language
Arts homework
What are the detailed steps for initiative implementation?
In relation to the Homework Initiative, there are three specific goals/plans of the
initiative to ensure students are given the necessary support and ability to master learning
objectives in Language Arts. The first plan includes an After-School Program. Students will
be given the opportunity to attend the after-school program that offers homework help
regarding Reading and Writing. Such tutoring by Language Arts and other various content
teachers will be given Monday through Thursday from 2:45p-4:00p. Additionally, any
students with at least three zeros in the grade-book at any time must stay after school for a
specific class of the after-school program called Homework Intervention; (HI for short). At
this time, students will make up the work missed, with the help of a specific content teacher
relating to the subject of the homework. Zeros for incomplete assignments can then be
turned into late grades if and when the assignment is completed.
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Samantha Biskach
EDTC615 Fall 2014
The second goal/plan of the Homework initiative includes At-Home Homework Help
and Resources. As a result of students interacting in 21st century classrooms, digital
resources will be provided for students needing assistance with homework completion;
specifically with absent students or students who need additional help in reading and
writing. Through instructional technology as tutoring websites based on reading and writing
instruction and homework hotline, students will be given the opportunity to practice content
related assessments, get the additional help they need from educators, and gain mastery of
Language Arts content. At the beginning of the second semester of the school year, students
will be given access to the Homework Help website. While online, students will be able to
chat with teacher tutors through the Edmodo software, as well as have the ability to be
forwarded to specific websites and tutorials regarding Language Arts topics.
The third and final goal/plan of the Homework initiative includes Intervention Classes-
TAD [Targeted Academic Development]. As to help students attain high achievement in
Language Arts courses, a TAD intervention class will be offered during the school day for
students who may need the extra homework help and are unable to attend the After-School
Program or HI. For example, IEP students may be given a specifically designed course that
supports their accommodations in Reading and Writing content. Along with students who
are unable to stay afterschool, such an objective will provide support to students who may
not have Internet access at home; therefore, they cannot access the online resources. While
in school, students of all academic classifications (IEP and non-IEP) will get the homework
support they need.
What is the time-frame for initiative implementation?
The timeframe for the Homework initiative plan will occur during the final semester/last
half of the school year. During the first half, data will be identified in showing which students
would benefit most from the Homework initiative plans. Then, once all the data has been
analyzed using homework, MSA reading scores, and grades in Language Arts classes,
students will be referred to the After-School program, online resources, and given a TAD
class that focuses on reading and writing instruction. The following timeline shows the
implementation of the Homework initiative for the 2015-2016 school year:
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Samantha Biskach
EDTC615 Fall 2014
Timeline Dates Description
Language Arts teachers will record and

analyze data regarding MSA reading scores
from the previous school year, reading
August 2015-January 2016 benchmark assessment scores, Language
Arts assignments scores, and homework
scores in order to identify students needing
additional attention and interventions.
Students whose data shows the need for

extra support and instruction will be placed
in a TAD that focuses on reading and
writing. Language Arts teachers will be
given priority of which students they would
want in their TAD course as a way to ensure
re-teaching opportunities for the students
they must give extra attention to.
January 2016 Additionally, students will be given access to
the free After-School program where they
will be given tutoring in reading and
writing, as well as help with homework
completion. During the After-School
program, students will meet with their
teachers to talk about classroom content
they missed due to absences, or in order to
get additional instruction with areas of need.
All teachers will meet once a month in

order to discuss the data they have recorded
for their students. Teachers will make note
on improvements in classroom grades for
homework and Language Arts topics. Even
within Mathematics, Science, and Social
Studies courses, assignments with reading
and writing components can be discussed
and how their students preformed on theses
January 2016- March 2016
assessments can be analyzed. For students
showing positive progress, they could be
released from the initiative goals/plans.
However, students still in need of support
will continue interacting with the initiatives.
Should additional support be needed for
these students, teachers will be able to
collaborate on effective ways of re-teaching
and supporting each students needs.
March 2016 MSA Reading exam
Page 38 of 41
Samantha Biskach
EDTC615 Fall 2014
Until MSA reading scores are released,

students will continue to stay in their specific
TAD and After-School program. Once the
scores are released, the hope is that MSA
scores have shown an increase among all
March 2016-June 2016 students; specifically in reading. Since
students have been given three opportunities
for initiatives in Homework help and digital
resources outside of the Language Arts
classroom, they will be able to comprehend
and gain mastery of learning objectives.
Who will be involved and be responsible for the successful implementation

of this initiative? Furthermore, what role will each member play in the
implementation process and when?
Other than the original Phase 2 team (Lisa, Samantha, James, and Holly) additional
school figures will be needed in order to support all learners effectively. Contacted
immediately in January, all of the following individuals will become main figures in the
Homework Initiative.
For the Homework initiative, there will be many individuals involved in order to ensure
the successful implementation of each goal/plan. First, involving every teacher within each
grade level team will allow for the homework plans to be consistent among all classrooms
and grades. Making all teachers rookie-experts on where to refer students if they need
additional help with Language Arts topics will be an essential tool in providing all students
with support. Second, involving the schools Reading Specialist will help teachers find and
implement effective resources regarding Language Arts topics and classroom instruction.
For example, if a teacher needs assistance in teaching students the process of
Argumentative/Persuasive Writing, the Reading Specialist could co-teach a lesson regarding
this topic. Since this figure of the middle school is an expert in reading and writing
instruction, gaining their assistance will be beneficial for the Homework Initiative. As a third
individual, incorporating the Media Specialist in the Homework initiative will help teachers
and students on how to use the online resources. Furthermore, the Media Specialist can help
develop the Homework help website and Edmodo online collaboration software. Finally,
meeting with the schools administration (Principal and Assistant Principal) will gain the
overall permission for integrating the Homework Initiative within the school improvement
plan of the middle school.
What will be the assessment(s) of different parts of the

implementation? How will the assessments take place? By whom? When?
In order to identify the effectiveness of the Homework Initiative, assessments over the
year will be given to students and analyzed by general education teachers. During the first
half of the school year, teachers will observe students grades and scores on assignments and
benchmark exams that incorporate reading and writing. To clarify, there will be a benchmark
exam at the end of each month until January. Then, in January, teachers will use all scores
data to suggest specific students to gain access to the Homework Initiative plans (After-
School program, TAD, and Digital Language Arts resources). Finally, the scores on the MSA
reading test in March will decide if students have shown an increase in scores regarding their
Language Arts understanding, as well as scores in Language Arts homework and completion.
Additionally, by paying attention to scores in Language Arts homework, teachers will analyze
Page 39 of 41
Samantha Biskach
EDTC615 Fall 2014
the data in order to identify students that have shown improvement and mastery in the
Language Arts content.
Overall how will I know whether or not this initiative will be a

success? What data, assessment processes and/or indicators will give me this
information? What are the expectations or 'criteria' for the assessment
measures?
Overall, I will know that each plan within the Homework Initiative is a success by analyzing
student scores in Language Arts content and homework. It is the expectation that there will
no longer be any zeros in the grade-book, specifically with homework assignments in
Language Arts. Also, for homework assignments that are completed, scores will show an
increase in mastery for students classified as Proficient and Basic in MSA reading scores. The
following Figure 12 shows the intended outcome in homework scores, should students
make a minimum of 20% improvement in homework grades and Language Arts content.
Figure 12: The intended scores when students make a 20% improvement in
their homework scores when compared to the initial data in Figure 1.
Summary and Conclusion:
The overall goal of the Homework initiative is for students to improve their
understanding of middle school Language Arts content through enrichment
activities. Such help provided by the teacher in the form of homework and assistance
will ensure students are supported in regards to reading and writing. Homework
assignments extend school experiences through related home activities, while also
reinforcing learning by providing practice and application outside the classroom.
Initiatives with specific attention paid to Homework completion and assistances
provides students and parents with explanation of what assignments have been given
and how to complete them successfully for student mastery of the content. With the
implementation of a during-school intervention class, an after-school program, and
at-home homework help and resources, the goal of improving student homework
scores by at least 20% will be met by the end of the final semester of the school year.
Page 40 of 41
Samantha Biskach
EDTC615 Fall 2014
For all students to gain mastery of learning objectives, supplementing learning with
homework practices takes the learning beyond the classroom walls. Providing students with
homework assignments provides each learner with the ability to take what they have learned
under the guidance of the classroom teacher, and apply their comprehension to assignments
completed at home. During Phase 1 and Phase 2, it was identified that students who had
lower scores in Learning Objectives and standardized testing, also performed less than
satisfactory in Homework. Through developing plans that support homework assistance
programs and resources, the primary goal of the Language Arts Homework Initiative team
will be to pay specific attention on how to raise grades in this content area. Working in
collaboration with grade level teachers, administration, media specialists, and reading
specialists will prove to support students in their journey of mastering Language Arts
content through the Phase 3 initiative. In the future, not only can this initiative support
middle school Language Arts learners. One may wonder how such a program can fit with
other content areas and grade levels. By working cooperatively with school officials and staff,
such examples of Homework Initiative plans can be modified to meet the needs for any and
all students in need.
Multimedia Presentation for Phase II Reflections
Multimedia Presentation is available here: http://samanthabiskachphase3.weebly.com/
In the above link for the Multimedia presentation portion of Phase III, I have shared reflections
on the team process for Phase II and answered the following questions:
1. What was the most powerful part of the team experience?

2. What was my weakest moment?
3. What was my biggest challenge during the process? Why? What can I do
personally to eliminate this challenge next time?
4. How did this Phase II team process and assignment add to my understanding of
data-driven decision making in the schools?
5. What suggestion(s) do you have to the team and/or the instructor so that Phases I,
II, and III can be better planned for next semester's 615 students?
By using Weebly.com software as the overall platform for completion, as well as the
Vocaroo.com online voice recorder for supplementary audio transcripts, I have been able to
reflect on my experiences in the Phase assignments during the fall 2014 semester of EDTC
615.
Page 41 of 41

Samanthabiskach Threephases DDD Plan

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Samantha Biskach

Phase I, II, and III Report

Phase I Data Driven Decision Making Project

Name: Samantha Lorraine Biskach Date: September 30, 2014

PART ONE - GRADEBOOK PREPARATION

1) Please list the Curriculum Area for Gradebook Analysis:

2) Please list the Standards for Gradebook Analysis:

RI.6.7. Integrate information presented in different media or formats as well as in words to

Standard 3: Research and Information Fluency

AVERAGE 8.6 7.6 7.2 4.3

AVERAGE 6.3 5.4 4.6 2.0

MSA: BASIC AVERAGE 3.5 3.6 3.1 3.0

IEP AVERAGE 3.5 3.0 2.7

AVERAGE 7.0 6.4 5.8

1 7.2 5.6 3.4 5.4 93

2 4.6 2.6 3.4 3.5 80

3 3.6 4.6 3.8 4.0 86

4 8.2 7.8 7.6 7.9 90

5 9.0 7.6 8.0 8.2 100

6 6.0 3.2 3.4 4.2 78

7 2.6 4.4 4.4 3.8 87

8 7.2 6.8 7.4 7.1 78

9 9.2 7.2 7.0 7.8 96

10 4.8 4.2 3.0 4.0 92

11 6.8 8.0 8.8 7.9 94

12 7.6 7.2 7.8 7.5 82

13 5.8 3.6 2.0 3.8 98

14 5.8 4.4 3.8 4.7 81

15 6.4 4.2 2.4 4.3 68

16 9.4 8.4 7.0 8.3 84

17 8.4 8.2 6.8 7.8 100

19 9.6 7.4 5.8 7.6 94

20 7.6 5.8 7.2 6.9 94

21 2.6 3.4 3.4 3.1 65

22 4.0 5.4 2.4 3.9 64

23 0.4 2.0 2.2 1.5 98

24 0.4 1.6 0.4 0.8 99

25 4.6 4.8 4.4 4.6 100

1) What patterns seem most evident, most important and why?

PART THREE STUDENT IMPROVEMENT PLANS Questions to be answered

How will they be involved to help the student(s) be successful?

How will you assess if this plan has helped?

How will they be involved to help the student(s) be successful?

How will you assess if this plan has helped?

How will they be involved to help the student(s) be successful?

How will you assess if this plan has helped?

Team member names:

Curriculum level of students and field of study:

Roles of team members:

Timeframe of team interactions and plans:

Week 5 -Begin -Created the Wiggio Personal Learning Holly as lead

Student learning considerations for team planning:

Student data considered during team planning:

Title: Strength-Centered and Leveled Learning

Grade Level: 6th, 7th, 8th English

Initiative I Objective: To effectively implement the Strength-Centered and

Common Core English/Lang. Arts College and Career Readiness

CCSS.ELA-LITERACY.RI.6.10 Read and comprehend literary nonfiction in the

Initiative I Overview: Strength-Centered and Leveled Learning Initiative

Part I - Teacher-Student Collaboration:

Part II - Leveled Lessons and Activities:

Non IEP vs IEP Student Objective

3.48 3.02 2.74