Root Causes
Target Group and Identified Problem(s)
The target group selected are Grade 4, who currently not proficient in English Language Arts based on reading comprehension gaps from 2013 CST data. In addition, the target group is reading two or more grade levels below fourth grade expectation.
The organizational culture provides students with a “Do no Harm” environment. Students and staff members value Stephen Covey’s Seven Habits for Happy Kids with the guidance of Leader in Me website. Educators are dedicated in a school wide transformation and value of academic performance and equip students with skills of leadership, problem solving, creativity, communication, self direction, teamwork and accountability through each habit. In addition, the school thrives in creating leaders in a globally diverse world of the 21st century by providing language program opportunities in Mandarin and Spanish.
Some external factors that may lead to the problem in the target group is lack of parental involvement. Also, student demographics can be an external factor. Students primary language is English and all students are lacking the strong foundation of their primary language and continuous to have a challenge in second language of Spanish. Furthermore, Common Core State Standards and evolving curriculum, New educational tools have developed "lack of alignment of state assessment and pacing guide and difficulty in finding up-to-date additional resources of new content area for which students did not reach mastery" District is developing formative assessment, but majority of students performed below grade level and did not reach proficient, so within the organization there is a phase of curriculum development and teacher exploration. With teacher exploration, instruction is focused on Spanish with various GLAD strategies to ensure comprehensible input and language development for the target group. Lastly, the organizational structure of the school can allow educators to have an open dialogue about students patterns of classroom behavior. This factor can provide further insight into past grade level experiences from soft data observations. All these external factors can provide further information into a child’s educational experience .
Hypothesize Contributing Factors Data
The target group selected are Grade 4, who currently not proficient in English Language Arts based on reading comprehension gaps from 2013 CST data. In addition, the target group is reading two or more grade levels below fourth grade expectation.
The organizational culture provides students with a “Do no Harm” environment. Students and staff members value Stephen Covey’s Seven Habits for Happy Kids with the guidance of Leader in Me website. Educators are dedicated in a school wide transformation and value of academic performance and equip students with skills of leadership, problem solving, creativity, communication, self direction, teamwork and accountability through each habit. In addition, the school thrives in creating leaders in a globally diverse world of the 21st century by providing language program opportunities in Mandarin and Spanish.
Some external factors that may lead to the problem in the target group is lack of parental involvement. Also, student demographics can be an external factor. Students primary language is English and all students are lacking the strong foundation of their primary language and continuous to have a challenge in second language of Spanish. Furthermore, Common Core State Standards and evolving curriculum, New educational tools have developed "lack of alignment of state assessment and pacing guide and difficulty in finding up-to-date additional resources of new content area for which students did not reach mastery" District is developing formative assessment, but majority of students performed below grade level and did not reach proficient, so within the organization there is a phase of curriculum development and teacher exploration. With teacher exploration, instruction is focused on Spanish with various GLAD strategies to ensure comprehensible input and language development for the target group. Lastly, the organizational structure of the school can allow educators to have an open dialogue about students patterns of classroom behavior. This factor can provide further insight into past grade level experiences from soft data observations. All these external factors can provide further information into a child’s educational experience .
Hypothesize Contributing Factors Data
- Non-existing online program in English, Read 180 or LexiaCore 5, to drive instructional learning at home and school - lack of internet
- Minimal or No Parent Involvement
- Scholastic Reading Inventory implemented in later grades of Grade 4, and 5 and Lexile Levels are utilized to create intervention group
Goals and Objectives
SMART Goal: Students at Riverview Elementary School will improve their English reading comprehension scores in Read 180 and STAR reading programs.
Objective 1: The target intervention group will improve their SRI comprehension scores by 75 percent by the end of the school year.
Objective 2: The target intervention group will improve in STAR independent reading level by 80% percent by the end of the school year.
Objective 3: The target intervention group will score 8 out of 10 on the SRC independent reading quizzes that will include academic vocabulary and comprehension skills.
Objective 1: The target intervention group will improve their SRI comprehension scores by 75 percent by the end of the school year.
Objective 2: The target intervention group will improve in STAR independent reading level by 80% percent by the end of the school year.
Objective 3: The target intervention group will score 8 out of 10 on the SRC independent reading quizzes that will include academic vocabulary and comprehension skills.