My action research query is: What effect does working with a math coach have on the math achievement of 5th grade students in the regular education classroom at Birdville Elementary? You can find out more at my blog http://scholarlyendeavors.blogspot.com/ I look forward to any comments you may have.
As the person in our district who funds support personnel, I am very interested in your study findings. It seems we are never sure whether it is more effective to leave the struggling students in the room with the lead teacher, or pull them out with an interventionist. My question to you concerns the RtI process-how often will you progress check to move the students from one tier to another? I know some schools check and move as often as every two weeks, then others leave them for longer periods of time. I hope your study can shed some light on what is the optimum time/growth to check for tier movement-
My research project will also focus on the effectiveness of intervention programs with students that did not meet expectations on TAKS Math. I am specifically targeting the Hispanic and Economically Disadvantaged populations since these are the areas of concern on my campus. My blog is http://pattymanco.blogspot.com
My action research will be based around evaluating the effectiveness of implementing an math intervention class for struggling learners on my campus. You can follow my blog at redixresearch.blogspot.com
My personal belief is that pullout intervention is instrumental. I do believe there are levels,just as RtI seems to indicate, which should help determine if a child should be helped in the regular classroom or needs more intensive intervention done in a much smaller group setting. It is very difficult to differentiate in an ongoing manner and specifically target with intensive intervention one on one or in small groups at the level many struggling readers in the regular classroom need on a regular basis. Therefore, many students are left to work on the "grade level" work that everyone else in the classroom is working on. Some may water down the assignment by requiring less work, less spelling words, less paragraphs written....etc. However, if a student is on a first grade level they may need first grade phonics instruction that a third grade teacher may not know about, know how to teach, or the student may even feel uncomfortable being taught phonics in a third grade classroom. I believe pull-out intervention is a must.
Thanks for the questions and comments. Of course I don't have all the answers- if I did it wouldn't be my choice for action research though, right? I have taken down your questions to help with my study. My previous work (as a classroom teacher) has been with the students being pulled out from the classroom for small group instruction (SPED & RTI) with some SPED inclusion. My work will be with regular ed students and while the majority of my time is supposed to be in the classroom assisting and working with small groups there will be times that students will be pulled out. I foresee this being a part of the RTI process but seeing as it is a new position and new school for me I am unsure at this time. I know that the goal is to have them stay in the classroom for the majority of the time. I am looking to learn a great deal from this experience and posing it as an action research question is a great way to explore the data.
My action research query is:
ReplyDeleteWhat effect does working with a math coach have on the math achievement of 5th grade students in the regular education classroom at Birdville Elementary?
You can find out more at my blog
http://scholarlyendeavors.blogspot.com/
I look forward to any comments you may have.
As the person in our district who funds support personnel, I am very interested in your study findings. It seems we are never sure whether it is more effective to leave the struggling students in the room with the lead teacher, or pull them out with an interventionist. My question to you concerns the RtI process-how often will you progress check to move the students from one tier to another? I know some schools check and move as often as every two weeks, then others leave them for longer periods of time. I hope your study can shed some light on what is the optimum time/growth to check for tier movement-
ReplyDeleteMy research project will also focus on the effectiveness of intervention programs with students that did not meet expectations on TAKS Math. I am specifically targeting the Hispanic and Economically Disadvantaged populations since these are the areas of concern on my campus. My blog is http://pattymanco.blogspot.com
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteMy action research will be based around evaluating the effectiveness of implementing an math intervention class for struggling learners on my campus. You can follow my blog at redixresearch.blogspot.com
ReplyDeleteMy personal belief is that pullout intervention is instrumental. I do believe there are levels,just as RtI seems to indicate, which should help determine if a child should be helped in the regular classroom or needs more intensive intervention done in a much smaller group setting.
ReplyDeleteIt is very difficult to differentiate in an ongoing manner and specifically target with intensive intervention one on one or in small groups at the level many struggling readers in the regular classroom need on a regular basis. Therefore, many students are left to work on the "grade level" work that everyone else in the classroom is working on. Some may water down the assignment by requiring less work, less spelling words, less paragraphs written....etc. However, if a student is on a first grade level they may need first grade phonics instruction that a third grade teacher may not know about, know how to teach, or the student may even feel uncomfortable being taught phonics in a third grade classroom.
I believe pull-out intervention is a must.
Thanks for the questions and comments. Of course I don't have all the answers- if I did it wouldn't be my choice for action research though, right? I have taken down your questions to help with my study. My previous work (as a classroom teacher) has been with the students being pulled out from the classroom for small group instruction (SPED & RTI) with some SPED inclusion. My work will be with regular ed students and while the majority of my time is supposed to be in the classroom assisting and working with small groups there will be times that students will be pulled out. I foresee this being a part of the RTI process but seeing as it is a new position and new school for me I am unsure at this time. I know that the goal is to have them stay in the classroom for the majority of the time. I am looking to learn a great deal from this experience and posing it as an action research question is a great way to explore the data.
ReplyDelete