hazelbrook dlc presentation
TRANSCRIPT
Hazelbrook Digital Learning
Collaborative2012-132012-132012-13
Team MembersRory Moore, Learning Specialist
Kana Sanders, Literacy Coach & 6th grade Language Arts
Danny Rowe, Literacy Specialist
Michelle McMillin, Social Studies
Jennie Movrich, ELD Specialist
Identifying the problemAccording to the Oregon Department of Education, 60% of Latino students are not reading at grade level. There is a real and persistent achievement gap between our white and latino students.
In 2011-12, 77% of Hazelbrook Middle School’s white students met or exceeded the state’s benchmark in reading. Only 46% of our Latino students were able to do the same.
The problem is exacerbated for our Latino students who are English Language Learners, eligible for special education, or both.
6th graders at greater risk
“The middle school years represent a distinct developmental period where by students are expected to develop a firm sense of self, establish and maintain a positive social support network and effectively balance social, academic, and personal demands. (Chen and Cleary, 2009, p.292)”
PurposeTo close the racial achievement gap in reading between our white and Latino students and to focus on the most vulnerable students in our school.
Our Focus Students6th grade students
Latino
19% are receiving Special Education
66%have limited English Proficiency
RationaleOur grant provided a 1:1 student to iPad ratio. Students who are learning English or speak it as a second language will have the opportunity to comprehensively improve their skills at a faster rate because of the iPad’s unique ability to strengthen the power of Sheltered Instruction Observational Protocol.
The Eight Components of the SIOP Model
The Eight Components of the SIOP
Model ModelSIOP
Our Apps
Pages, iMovie, Keynote
Edmodo & Assessment
Educreations & vocabulary
Creating & Summarizing with Story Kit
Reading, Speaking, Listening and Vocab
Measuring Growth
Primary Goal: For all Latino students enrolled in our team members’ classes (6th grade reading interventions, ELL, and general education language arts and social studies) to increase by 5-7 points on their Oregon Assessment of Knowledge and Skills in the area of reading.
OAKS Comparison
5th Grade 6th Grade
Students took the test up to 3 times
Students took the test twice
42/70 students increased
51/70 Students increased
9 students’ scores did not change
4 students’ scores stayed the same
OAKS Comparison
5th Grade 6th Grade
20/70 Increased by 5 or more
33/70 Increased by five or more
Average score was an increase of 2.59
Average score was an increase of 4.19
Median Score +2 Median Score +3.5
Average Score Comparison
Striving toward our Goal
ELPA Data
5th Grade 6th Grade
59.6 79.3
3.8 5.6
3 6
Elpa Comparison Chart
% increase one or more
levels
Average reading growth
Median
ConclusionsOur first year data is positive
Defied the trend of 6th grade decline
The district called this a technology grant, but from the start we viewed this as a SIOP Grant supported by technology, and we believe this strengthen our teaching and drove student success.