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Avaxat Elementary School ()

San Diego , CA

Closing the Gap

Closing the Gap Results Report Narrative.

The purpose of any closing the gap activity is to build a multi-tiered system for a targeted group of students to close a “gap” in the areas of attendance, behavior or academics. During the last few years, Avaxat has had tremendous growth in reading scores. One of the principal’s goals for the year was to shift the focus of professional development from reading to math to address our student’s lower scores in math. In alignment with the school goals, my program goals #1 addressed improvements in math.



Goal defined through data

One large gap that I found in data analysis was the opportunity gap due to a student’s economic status. The goal was defined through data by disaggregating the scores of all students vs. students who came from households of low SES. This was determined by cross-referencing all students with those who received free and reduced lunch. What I found at the end of the 2017 school year was that there was a 58-point gap on average between these two groups. On average, these student’s scores were about 12% lower than the school average. (See attached "Gap Table")



Selection of Interventions and Activities

In grades 3 and 4, I targeted the bottom 10 students in Math scores, disaggregated by Low SES, to participate in small groups with an emphasis on study skills. Of the initial 20, 14 returned permission slips and I worked with them on study skills based on AVID strategies. As mentioned before our school implements AVID strategies such as STAR Note taking, organizational skills, WICOR (Writing, Inquiry, Collaboration, Organization, Reading) and SLANT (Sit up, lean forward, ask and answer, nod your head, track the speaker). All of these practices are considered best practices for learning; nevertheless, some kids need more. In three small groups, I implemented study and focus/attention skills practice with students.

Following the group, I implemented multi-tiered supports to sustain progress post group. First, I developed a weekly progress-monitoring card, which asked students to implement academic related skills like showing effort, completing homework, being organized and participation. The card gauges students & teachers to share their perception on progress of skills learned in group. I implemented this process by collaborating with teachers to build the support. When students demonstrate the use of skills learned in group (e.g. organization & participation) it opens up opportunities for success which influence both marks in class as well as test scores. On top of implementing progress-monitoring checks with teachers, I also implemented a weekly version of a check in/checkout to review progress made and set goals for the students. Check in/check out is considered a best practice within any PBIS framework and I thought it would be helpful to reinforce the academic behaviors of my students.

Data Results

The interventions planned throughout the year utilized different strategies to reinforce learning. I implemented group demonstrations, role-plays, scenarios, and skill practices utilizing a resource called avid weekly, which creates short articles about current events to practice study skills such as annotation, note taking and organization. By coordinating with their teachers, we established time lines that minimized the impact on the classroom. As a result, implementation of the small group was successful evidenced by the perception data of students and teachers and the outcome data in math. The pre and posttests were aligned with the mindsets and behaviors standards to implement within the group. This included: Social emotional M5 referring to achieving high outcomes and developing a positive attitude towards learning, B:LS3 which focuses on organization and study skills. The standards are integrated with in the pre/post questions as well as with teacher and counselor check-ins to make the intervention successful. The school’s outcome data suggested there was growth across the board in math; nevertheless, the school average growth was 16%, Low SES general Group 30%, and the closing the gap group 44%. There is still a lot of room to grow; however, by growing at the fastest rate suggests that the intervention was working to close the achievement gap for these students. Due to the positive results in perception & outcome data and successful collaboration with teachers and counselors to impact learning, I highly recommend continuing this intervention. I’m looking to modify this for the next year to impact student behavior and to disaggregate with other subgroups.

Goal: By the end of the 2017-2018 School Year, all students in 3rd through 5th grade will increase their proficiency in math (Meets Standard and Exceeds Standard) by 10% from 40% to 44% as measured by the fourth quarter Scholastic Math Assessment (SMI).

Target Group: Students who fell fall below in 3rd and 4th grade in math and are identified as “low SES”

Data Used to Identify Students: SMI or MI Scores from end of Quarter 1

School Counselor(s): Felipe Zanartu

ASCA Domain, Mindsets & Behaviors Standard(s): Social Emotional M.5 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes Academic B.LS.4 4. Apply self-motivation and self-direction to learning Academic B.LS.3 3. Use time-management, organizational and study skills Academic B.SS.1 1. Use effective oral and written communication skills and listening skills

Type of Activities to be Delivered in What Manner?: 1. Group Counseling on Skills Skills based on AVID Strategies 2. Weekly Progress Monitoring (Individual Meetings with students and teachers) 3. Weekly
 Check in and Check out with Counselor (Individual Meetings) See more details in attached document "Closing the Gap Results Report"

Process Data (Number of students affected): 14 Students affected Intervention started in October 2017 and Concluded in June 2018

Perception Data (Surveys or assessments used): Attitudes 100% increase in students who believe that coming to school organized and prepared creates better grades and test scores (from 1.48 to 3.25) 11% increase in attitudes of feeling organized, motivated and prepared when coming to school. (from 3.2 to 3.56) Knowledge 50% increase in knowledge of using Agenda for academic preparation. (from 60% to 90%) 167% increase in students who could identify the first step in STAR notes (Set up notes) from AVID from 38.5% to 100% 100% increase in students who could identify SLANT (AVID focus and attention strategy) from 37% to 75% Skills 50% increase in students who could correctly identify the best study skill option to take in a scenario (two column notes) from 50% to 75% Work habits and social skills from quarterly Report card Q2 to Q3 3rd Grade PBIS Grades (behavior)
66.67% Drop in N’s (from 10 to 4) 4th Grade PBIS Grades (behavior)
16.67% Drop in N’s (from 8 to 7) Perception from Progress Monitoring & Check-in Check-out   3rd Grade Period #1 4% increase in Work Habits and & Study Skill as rated by teachers (From 3.5-3.7) Period #2 17% increase in Work Habits and & Study Skill as rated by teachers (From 3.7 to 3.9) Work Habits and Social Skills Grades -Be respectful -Be Responsible -Be Safe Q3 to Q4 50% Drop in N’s (from 4 to 2)  4th Grade Period #1 6% increase in Work Habits and & Study Skill as rated by teachers (From 3.1-3.3) Period #2 9% increase in Work Habits and & Study Skill as rated by teachers (From 3.2 to 3.5) Work Habits and Social Skills Grades -Be respectful -Be Responsible -Be Safe Q3 to Q4
57% Drop in N’s (From 7 to 3)

Outcome Data (Achievement, attendance, and/or behavior data): Average Math Inventory Scores 45% Improvement From 338 to 490 (Data Reflects Q2 and End of year Assessment ) Proficiency Levels 3rd Grade • 5 students moved up in proficiency levels • 1 Remained the same • 0 Reached Proficiency 4th Grade • 6 Students moved up a proficiency Band from Below Basic to Basic • 2 Students Remained the same 0 Students Reached Proficiency

Implications: Effectiveness of Interventions The small group focused on study skills strategies adapted from AVID and included, organizational skills, star note taking, focus and annotation techniques. Perception data collected indicated an improvement in attitudes knowledge and skills aligned with skills taught in small group. Large increases in change of attitudes, knowledge and skills suggest that students are going to utilize academic study skills in the classroom. Outcome data supports this conclusion with double-digit increase in both math in the CTG group. Data Collection I gave students a pre and post-test before and after group. The questions aligned with the mindsets and behaviors standards as well as the AVID study skills (e.g. Note taking, Organization, focus/attention techniques) taught in the lesson. As a result of the interventions, attitudes, knowledge and skills related to the group improved. Data collected showing the teacher’s perception of the students as documented on the report card of (respectful, responsible & safe) indicated progress. The result was a drastic change in perceptions of student behavior. The student and teacher perceptions change contributed to an immediate improvement in students' academic scores. Mindsets & Behaviors The pre and posttest questions were aligned to the mindsets and behaviors selected for the closing the gap group. Additions Modifications & Continuation The data suggests that intervention was successful. A recommended modification would be to implement this intervention for more students as many of them were successful with the help. I would recommend repeating this intervention due to the positive impact on every student! See more details in attached document "Closing the Gap Results Report"

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