Hazelbrook

Digital Learning Collaborative

2012-13

Team Members
Rory 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 problem

According 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 Schools white students met or exceeded the states 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)

Purpose
To 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 Students

6th grade students Latino 19% are receiving Special Education 66%have limited English Proficiency

Rationale
Our 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 iPads unique ability to strengthen the power of Sheltered Instruction Observational Protocol.

The Eight Components of the SIOP Model

Lesson% Prepara.on%

Strategies%

SIOP%
Comprehensi ble%Input%

Building% Background%

The Eight Components of the SIOP Model

Interac,on%

Review%and% Assessment%

SIOP%
Lesson% Delivery%

Prac,ce% and% Applica,on%

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 4 students scores stayed change the same

OAKS Comparison
5th Grade 6th Grade

20/70 Increased by 5 or more Average score was an increase of 2.59

33/70 Increased by five or more Average score was an increase of 4.19

Median Score +2

Median Score +3.5

Average Score Comparison

OAKS%Reading%Scores%
4.5" 4" 3.5" 3" 2.5" 2" 1.5" 1" 0.5" 0"

A v e r a g e ' R I T ' I n c r e a s e '

5th"grade"growth"

6th"grade"growth"

Striving toward our Goal

ELPA Data
Elpa Comparison Chart
5th Grade
% increase one or more levels Average reading growth

6th Grade 79.3 5.6 6

59.6 3.8 3

Median

Conclusions
Our 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.