School Demographics

Marysville Pilchuck High School is located in the Marysville School District. It has undergone some changes and broke into eight small learning communities. The figures below are from when the two biggest high schools were combined. The total student count in October 2009 was 2,655. Of those 2,655 51.8% were male and 48.2% were female. The race/ethnicity breakdown is as follows: American Indian/Alaskan Native 4.5%, Asian 9.8%, Pacific Islander 0.5%, Black 2.8%, Hispanic 9.6%, and white is 71.0%. 30.1% of students qualify for free or reduced meals. 11.7% of students are special education students. 3.4% of students are transitional bilingual. 0.7% of students are migrants. 1.4% of students are on section 504 plan. And 0.2% is in foster care.

In 2009 there were 120 classroom teachers. The average years of teacher experience is 11.7 years. And 60.8% of teachers have at least a Master’s degree. 100% of teachers were NCLB highly qualified.

Survey Population

The group surveyed was comprised of ninth and tenth grade students. These students are enrolled in either a freshman support class or a modified language arts course. All of the participants have an Individual Education Program (IEP). We have 20 freshman and 18 sophomores for a total of 38 students. 27 of the 38 students (71%) participated in the survey. 17 (85%) of ninth grade students took the survey and 10 (55%) of tenth grade students.

Procedure for Administration

Our group wrote the survey and paper copies were made and passed out in four classes. Two classes were freshman and two classes were sophomores. If a student was absent on the day of the survey they did not take the survey. All students who were present on day survey were given participated in the survey.

Overall Results

Overall the 9th grade students are doing as well or better on grades than in their 8th grade year because of freshman orientation (support class). Of the 17 students nine of them report their grade has improved between 8 th grade and 9th grade, six reports their grades have stayed the same and two report their grades have declined. Overall 15 of the 17 (88%) report their grades have remained the same or improved because of the freshman orientation class. In considering students whose grades remain the same its interesting to note that all of these 17 students spend

less time in an IEP support class than they did their 8th grade year. Of the 10 sophomores 8 students report their grade stayed the same or improved between 8th and 9th grade (80%). We noted that 60% said their grades remained the same and only 20% said it improved compared to the 53% of freshman who report their grades have improved. 30% of freshman report receiving mostly A’s whereas 1% of sophomores report receiving mostly A’s this year.

Conclusion

Action Plan

List SMART Goal: Communication and Collaboration

During the 2010-2011 school years we will communicate students IEP goals and modifications/accommodations at the beginning of the school year and again at second semester.

Goal Champion (Who will take the lead?): Special Education Teachers

Description of Proposed Action/Activity (What is going to be done to address this goal?)

Special education teachers will provide general education teachers with students IEP goals and

accommodations through email

Hard copies of goals and accommodations placed in teachers mail boxes or handed to

teacher.

Verbal conference with groups or individual teachers to see if they received paperwork and

answer any follow up questions.

Research/Rationale For Activity (Explain how best practices and

needs assessment data justify this activity)

This is a federally mandated legal requirement.

In order to meet district goal all teachers need to be informed

about what individual students need for success.

Results

(What will be the evidence of the impact on the goal)

Students will be more successful in the general

education classrooms (i.e.; passing grades/teacher

reports)

Students will recognize that they are receiving

accommodations and the role they play in student

success.

Person(s) Impacted

(Who will be involved?)

Special Education Teachers

General Education Teachers

Students with an IEP

Resources(What will be

needed?)

Copies of IEP(either

electronic or paper)

Tracking sheet to see when IEP

was sent and any communication (email history

report, indicating teachers

received email)

Timeline(When will the activity occur?)

This activity will occur within the first two weeks of the beginning of the year and again within the first two weeks of semester 2.

References:

Action Plan

List SMART Goal: Collaboration

During the 2010-2011 school year, special education teachers will advocate for collaboration with general education teachers in progress monitoring and IEP development measured by teacher reports on progress, emails for information, attendance at meetings, face to face conversations.

Goal Champion (Who will take the lead?): Special Education Teachers

Description of Proposed Action/Activity (What is going to be done to address this goal?)

Hard copy invitations delivered by the student

Electronic invites

Principal request

Research/Rationale For Activity (Explain how best practices and

needs assessment data justify this activity)

Federally mandated requirement

Additional feedback supports students needs

Results

(What will be the evidence of the impact on the goal)

IEP will have comments from each general

education teacher in appropriate sections

At IEP meetings and staffing, General Education teachers will give specific

information about student progress towards goals and use of accommodations in

class.

Person(s) Impacted

(Who will be involved?)

General Education Teachers

Special Education Teachers

Administration

IEP students

Resources(What will be

needed?)

Copy of IEP goal and

accommodation pages

Form to document

informal meeting dates and topics of conversation

Form for gathering quarterly

progress report information to include in IEP

update

Timeline(When will the activity occur?)

Monthly checkins

Quarterly progress reports on IEP goals

Annual IEP review meetings

References:

Action Plan

List SMART Goal:

During the 2010-2011 school year freshman will participate in a freshman orientation course improving learning as demonstrated though improvement in grades.

Goal Champion (Who will take the lead?): Special Education Teachers/School Counselor

Description of Proposed Action/Activity (What is going to be done to address this goal?)

Attendance in Orientation class

Instruction in graduation requirements

Transcript review

Participation in IEP development and meeting

Instruction in self advocacy regarding IEP goals and accommodations

Instruction in study skills

Research/Rationale For Activity (Explain how best practices and

needs assessment data justify this activity)

10th grade students expressed the belief that this class could have

supported their learning

9th grade students expressed that freshman orientation was supporting their learning

Data shows improvement from

Results

(What will be the evidence of the impact on the goal)

Improved grades

On-time graduation rates

Student understanding of individual needs for

learning

Increased participation in

Person(s)

Impacted

(Who will be involved?)

Students

Teachers

Special Education Teachers

Resources(What will be

needed?)

Freshman Orientation curriculum

Transcripts

Copy of district and state

graduation requirements

Copy of IEP and

Timeline(When will the activity occur?)

Weekly grade checks

Quarterly IEP goal monitoring and discussions

Student tracking of accommodations requested and

previous year

Students are part of IEP team IEP and classes

Administration

District Administration

accommodations page

received

Quarterly grade reports

Semester grade/transcript review

References:

Action Plan

List SMART Goal:

During the 2010-2011 school year students who are not passing one or more classes will participate in a daily study hall during lunch.

Goal Champion (Who will take the lead?): Building Principal and Teachers

Description of Proposed Action/Activity (What is going to be done to address this goal?)

Attendance at lunch

Grade review

Collect missing assignments from other classes to work on

Research/Rationale For Activity (Explain how best practices and

needs assessment data justify this activity)

Research shows improvement in academic success with extended

study time

Students failing one or more classes require additional time

Special education students often have extra time as IEP

modification

Results

(What will be the evidence of the impact on the goal)

Passing grades

On time graduation

Lunch with peers

Self competency

Person(s)

Impacted

(Who will be involved?)

Students

Gen Ed teacher

Special Ed teacher

Resources(What will be

needed?)

Missing work lists

Missing assignments

Grades

Various classroom texts

Timeline(When will the activity occur?)

2 week cycle; Student begins tutorial and is allowed to leave at the end of two weeks if up to passing grades.

Administration

Tutoring Learning Disabled Students: A Critical Review Thomas E. Scruggs and Lori Richter Learning Disability QuarterlyVol. 11, No. 3, 10th Anniversary Issue (Summer, 1988), pp. 274-286

Abstract Twenty-four empirical investigators of tutoring interventions were evaluated. Although all authors favored their use, equivocal results were reported. Particularly weak were substantiated reports of social benefits to tutors and tutees. Methodological problems associated with such research in field settings are discussed, and implications for future research given.

ResultsBenefits of tutoring (a) allows the teacher to move ahead with instruction for students who are ready, (b) forces the less able student to share in the responsibility for his/her learning, and (c) fosters cooperation, empathy and understanding among those involved in the tutoring. Such benefits appear ideal for children identified as learning disabled (LD). Additional benefits of tutoring were part of a critical condition of mainstreaming LD students into regular classes by (a) alleviating the pleasure on teacher time, (b) allowing LD students to work in a general education setting, and (c) helping to develop cooperative attitudes and mutual self-respect among students.

The Effects of an After-School Tutoring Program on the Academic Performance of At-Risk Students and Students with LD

Michael F. Hock, Kim A. Pulvers, Donald D. Deshler. and Jean B. Schumaker

Abstract

“Two studies were conducted to determine the efficacy of an after-school tutoring program. Results of the studies showed that at-risk students and students with learning disabilities who were failing classes could earn average or better grades on quizzes and tests if they had the support of trained adult tutors. Additionally, researchers found that tutors could teach strategies during their tutoring sessions and that students could learn the strategies while they worked on their class assignments.”

Specifically, the studies addressed the following questions: (Studies 1 and 2) Does the tutoring provided during an after-school program significantly affect the performance of at-risk students and students with learning disabilities (LD) on quizzes and tests

administered in junior high general education classes?; (Studies 1 and 2) Can afterschool tutoring have an impact on the semester grades of students?

Procedure

Each student met after school with his or her assigned tutor individually two to three times per week in the library, for approximately 30 minutes per session. The student shared with that tutor his or her assignment(s), and the tutor applied strategic tutoring methods and taught strategies appropriate for the assignment. Tutoring lasted 4 to 12 weeks, depending on the student's assignments.

Results

Quiz and Test Scores: During the baseline period, the students as a group earned a mean score of 50.31% on test~ and quizzes. They earned a mean score of 80.26% after strategic tutoring. Student 6 had lower scores during the tutoring condition than during baseline; the other students had higher scores during the tutoring condition than during baseline. Additionally, four of the six students maintained their performance 4 to 5 weeks after strategic tutoring support ended (sec Figure" 2, 3, and 4).

Semester grades: Students earned during baseline were Fs and Os. The grade" student" earned for the semester in which strategic tutoring was provided were all in the C range, with the exception of Student 6, who earned an F for both the baseline and treatment semesters because of low or missing scores on tests and quizzes. Low homework grades, and excessive absences.

Evaluating the Effectiveness of Free Tutoring Programs to Augment Student SuccessEunetra Ellison, William Allan Kritsonis, PhD

AbstractIn hopes of resuscitating the scholastic propensity of underachieving students, administrators implement intervention programs such as after-school tutoring. However, there is a lack of clear, definitive regime for the substance and configuration of tutoring programs. Ensuring that compensatory education programs are effective will enable educators to advance a step further in the quest to completely ameliorate the achievement gap between at-risk students and students of mainstream America. The authors discuss practical ideas for implementation.

Effective TutoringWith dollars short and AYP and HQT hanging as double pendulums, educators are frequently left to their own investigation to determine whether a method meets the current SBR standard of NCLB, and the onus for making fiscally and programmatically

responsible decisions about the programs and practices that are used in schools continues to fall to local personnel (Simpson, LaCava, and Graner, 2005). Goodyear (1991) asserts that it becomes harder for teachers to know how their interventions can be helpful, and what precise purposes they serve. To successfully implement an intervention, teachers must remain cognizant of the learner’s academic deficits and needs. To say that an instructional program or practice is grounded in scientifically based research means there is reliable evidence that the program or practice works (Simpson, LaCava, and Graner, 2005).

Tutoring ProgramsIn hopes of resuscitating the scholastic propensity of underachieving students, administrators implement intervention programs such as after-school tutoring. As indicated by Roe and Vukelich (2001), typically the purpose of tutoring is one of the following: 1) preventing academic problems, 2) providing remediation for those having difficulty, 3) maintaining students’ current academic status, or 4) enriching children’s academic abilities. Generally, the components of effective tutoring programs involve trained tutors, structured materials, and specific procedures for implementation.

Concluding RemarksIn conclusion, educators must consistently evaluate the effectiveness of interventions in order to determine their impact on student success. Such a query may serve as an apparatus of transformational change in streamlining the content and structure of tutoring programs. Ensuring that compensatory education programs are effective willenable educators to advance a step further in the quest to completely ameliorate theachievement gap between at-risk students and students of mainstream America.

References:Goodyear, P. (1991). Teaching knowledge and intelligent tutoring. NJ: Intelligent Books.

Simpson, R., LaCava, P., and Graner P. (2004). The No Child Left Behind Act: Challenges and implications for educators. Intervention in School and Clinic, 40 (2), 67-75.

Roe, M. and Vukelich, C. (2001). Understanding the gap between an America Readsprogram and the tutoring sessions: The nesting of challenges. Journal of Research, 16 (1), 39-53.