Action Research Update for EDLD 5326

In my action research on “How Technology Affects ELLs and Non-ELLS in Math”, students who were provided lessons using technology in the classroom, and then worked daily in the computer lab on assignments related to the subject. At first, I utilized the programs that we already had, and then I researched some addition free internet resources that contained games in the topics that we studied in math.  I created a class webpage and housed links to these programs so that the students could easily access them at school and at home.  As the year progressed more internet based learning games were added to the links. These students worked on word problems, reviewed vocabulary words daily through games and self-testing, and were able to do games that competed against each other to enhance their math skills. The students were also able to work on these programs at home.  About January, all the internet based learning programs were being utilized by the students.  Periodically through the year, last year, students were given benchmarks to see how they were progressing. During the summer, I pulled all the benchmarks to see how the students increased and compared the averages between the ELLs and the non-ELLs. The results of the program showed that ELLs improved more than the non-ELL students.  Factors that could have contributed to this outcome is:  the ELL students were more eager to learn based on culture, students learning was engaged because of having access to technology, students were able to compete against themselves or other students within the class continuously setting higher goals for themselves, or students were seeing problems more visually.  One thing that I thought was interesting; I had students that had learning issues on both the ELL and non-ELL side.  The students with the learning issues benefited

Third Benchmark Complete

This week we completed the third benchmark.  This benchmark was created from Countdown to STAAR which is suppose to be equivalent questions that will appear on the STAAR test.  The test was harder than the previous test.  Students who needed accommodations were granted the accommodations.  The ELL's result was that three of the four passed and the one who showed no improvement last time has come up 20 points from the last test.  The non-ELL's, 13 students have passed, and the ones who have not passed all of their scores have increased as well.

Since the state will not be getting is the scores on the actual STAAR test that will be taken in April to us until next year (after this project is due), this will be the last data pull, and the research is complete. Now data will be collected an analyzed more in depth. Students will continue to work on Study Island and vocabulary until the end of April. I spoke with my mentor (principal) to ensure this would be a correct action.  I will be waiting for the results to come back from the TELPAS scoring.

SPED Teacher Comment

Today in math we were speaking about equivalent fractions and number lines.  One of my students who recently came out of the Title 1 class answered a question about what 4/4 would be equivalent to.  He immediately answered 1.  The SPED teacher was surprised he answered so quickly and asked him how he figured it out so fast.  He stated that it was the same thing as 4 divided by 4 which would equal 1, and proceeded to stated that any number over itself was 1 listing off examples.  The logic was very simple, but seeing other 3rd grade classes she was surprised to see students making connections to fractions and division.

Computer Lab (Flashcards)

One of my students noticed a new icon popped up to each section in Study Island.  The Study Island group has added flashcards as a self check before students begin answering recordable answers.  Students have now been informed to watch the video, complete the flashcards, then take the test.  Note:  students are still using quizlet to aid in the learning of vocabulary.

Computer Lab (Study Island Cleaned)

I have requested that the IT Director to revert the Study Island program back to having no student use to allow students to begin reviewing all concepts again.  Students will be required to retake each section by viewing the video then doing the questions.  Students will be required to repeat each section until they have a minimum of an 85 on each section before they can go on to the next.

Second Benchmark Complete

The second benchmark has been completed.  This benchmark was a previous April 2009 released TAKS test.  This test was easier than then previous test.  Students that required modifications were given the accommodations on this round of test.  I will begin to pull reports and begin to compare to see how students are doing.  In the preliminary round, the ELL's 2 out of the 4 have passed, and the third has improved.  We are now looking at the 4th ELL to see if there are any learning issues that may be resulting in the lack of improvement.  As far as the non-ELL's 13 have passed this round of test.  Those who did not pass are maintaining and are being sent to get small group tutoring. One of the students who did not pass is new to the school and was not in the previous round of testing.

Computer Lab (Study Island Videos)

One of my students noticed that videos has been added to Study Island.  Students are now instructed to review the videos before working that sections problems.  The video is an interactive video that checks for learning understanding.  This is now incorporated into computer time.

Computer Lab (Quizlet Included)

The technology director for the school sent out a list of open source programs.  One of the programs was called quizlet.  This program allows a person to set up vocabulary study cards.  Then it allows the user to play games, study, or quiz over the vocabulary.  I have set up all 3rd grade vocabulary cards in this program.  I have broken the vocabulary down into five sections to make it easier to study.  I have shown the students how to access the program off of my web page.  We are now beginning computer lab time using this program the first 5-10 minutes then going to Study Island.

Computer Lab Changes (All Study Island)

Students will be working on Study Island all five days practicing in STAAR based math problems.

Title 1 Math Teacher Comment

Speaking with the Title 1 math teachers, we were conversing how the students were doing.  She informed me that she was impressed with how my students were able to think through problems and actually solved the problems.  An example,  a student was given a multiplication word problem.  The students have not been taught about multiplication nor have the studied their facts.  The students were able to draw out the problem and were able to solve the problem.  She stated that most 3rd grade students in her other classes just gave up on the problems.

Computer Lab Changes (removal of learning.com)

Students have just completed their first benchmarks.  Students will now be working problems in Study Island on math STAAR based problems four days a week.  The other day will be devoted to working on Math-Facts-in-a-Flash on math facts.

First Benchmark Completed

We just completed our first round of math benchmarking.  The scores are coming in.  This will give me the foundation to see if improvement will be made.  I have 4 ELL's, and they all were not passing the first round of test. I have 17 non-ELL's of which 7 passed the first round.  Areas of each students weakness will be further analyzed.  The test contained many multi-step problems which is a high level test and most of the students have not been taught the concepts yet.  All students took the same test and no modifications were used.

Computer Lab Changes (learning.com)

Students have moved from web safety to learning about spreadsheets and creating tables.  They will be working on this for the next two-three weeks.

Action Research Plan

Action Planning Project
Goal: Does technology in a 3rd Grade math class with ESL inclusion increase the scores of both the ESL and non-ESL students? ·         Does technology increase scores equally basing the average of ESL students vs. average on non-ESL students? ·         With the aid of technology (blogging and PowerPoints) are students able to answer higher level thinking questions that might appear on the STAAR test? ·         Will the TELPAS scores from a classroom that uses technology increase more than those without technology? ·         With posting the blogs and PowerPoints on the internet, does it lead to more discussion between students and parents about what is being taught in the classroom? ·         Does it help students remember the topic long term?
Action Steps(s)	Person(s) Responsible	Timeline: Start/End	Needed Resources	Evaluation
Video formatted lessons  (listening skills)	Angelia Moses	8/22/11-5/1/12 (daily)	Envision web textbook	The students have a better understanding of the lessons using the visual aspect of the video lesson.
Study Island (focused on reading and analyzing questions)	Angelia Moses	8/22/11-1/30/12 Restart 2/1/12 – 4/30/2012 (twice a week)	Study Island	After the lesson has been taught and students’ independent work is complete, students’ will take STAAR-based questions as reinforcement and after reset in February, as a review.  Passing or mastery should be seen when completing as a review.
Math Facts in a Flash	Angelia Moses	8/22/11-5/1/12 (once a week)	Math Facts in a Flash	Students should be able to recall their basic math facts.
Blogging – high level questioning collaborating in small groups (focused on writing, speaking, and listening) a.    Students must write and speak in complete sentence. b.   Students must check their writing for correctness before posting. c.    Students will use proper grammar when presenting their ideas to the class from the blog.	Angelia Moses	8/22/11-5/1/12 (minimum of once per topic)	Internet Math Blog Site	Students in small groups will discuss questions or create problems to be discussed by the class.  Using proper English in the written and spoken form will be reinforced.  Allow parents to see work from home and allow parent/students review.
PPTS – independent work to share as a review (focused on pictures, writing,  speaking as a presenter,  and listening to others)	Angelia Moses	9/1/11-5/1/12 (once per topic)	MS PowerPoint	Students will create PowerPoints in small groups each with a different lesson discussed during the topic.  Students will present their PowerPoint as a review for before the Topic test.  PowerPoints will be posted on the internet for future review (before benchmarks and/or STAAR testing)
Benchmarking/STAAR Test	Angelia Moses/ Mrs. Johnson or Mrs. Lowe	October 2011 January 2012 March 2012 April 2012	Eduphoria	After each benchmark and/or STAAR test the scores should increase in both ESL and non-ESL students.
TELPAS	Angeila Moses / Mrs. Wetton	September 2011 May 2012	Eduphoria	Looking at previous years TELPAS scores and comparing them to the scores in 2012, there should be more of an improvement than those who did not receive the learning through technology.
Analyzing Data	Angelia Moses	October 2011 January 2012 March 2012 May 2012	Eduphoria / MS Excel	After each benchmark scores will be analyzed for areas that still need to be reinforced for each student to ensure success on the STAAR test.

Math Blog

Today the students used a math blog (Math Blog).  I set the students up into small groups (4-5 in each group).  I provided them with two questions about place value.  I watched as each group discussed their answers then posted their responses to the blog. One issue that I has was that the blog required me to use my passcode because of the firewall to allow them to post.  This was time consuming.  While writing their answers, I could tell students were not use to writing out their thought process and their writing in general was very weak.  After the post were made, I pulled their answers up so the whole group could discuss everyone's thoughts.  One group in specific just stated that it was important in building.  I didn't know what they meant about place value and building.  I asked, and the students replied that if you didn't constantly read the numbers where they should go  using place value the numbers would change.  Their example was if you read a blue print and one side said 3 feet tall and the other side was read as 30 feet, the object would be slanted.  At that point I understood what they were talking about, and realized they understood the concept.

I will have to follow up with follow up to see if there is a way to work around the passcode issue.

Computer Lab Time

Students are going to the computer lab and are doing 2 days of Math-Facts-In-A-Flash studying facts, 2 days in Study Island studying math concepts as they might appear on the STAAR test, and one day of learning.com (beginning with internet safety).  Computer lab time will be daily from 10:45 - 11:15.