Hazelbrook DLC presentation
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Hazelbrook DLC presentation



2013 DLC Showcase Pres

2013 DLC Showcase Pres



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Hazelbrook DLC presentation Hazelbrook DLC presentation Presentation Transcript

  • Digital LearningCollaborative2012-132012-132012-13
  • Team MembersRory Moore, Learning SpecialistKana Sanders, Literacy Coach & 6th grade Language ArtsDanny Rowe, Literacy SpecialistMichelle McMillin, Social StudiesJennie Movrich, ELD Specialist
  • Identifying the problemAccording to the Oregon Department of Education, 60% of Latino students are not reading at grade level. There is a real andpersistent achievement gap between our white and latino students.In 2011-12, 77% of Hazelbrook Middle School’s white students met or exceeded the state’s benchmark in reading. Only 46% ofour 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 periodwhere by students are expected to develop a firm sense of self,establish and maintain a positive social support network andeffectively balance social, academic, and personal demands. (Chenand Cleary, 2009, p.292)”
  • PurposeTo close the racial achievement gap inreading between our white and Latinostudents and to focus on the most vulnerablestudents in our school.
  • Our Focus Students6th grade studentsLatino19% are receiving Special Education66%have limited English Proficiency
  • RationaleOur grant provided a 1:1 student to iPad ratio. Studentswho are learning English or speak it as a second languagewill have the opportunity to comprehensively improve theirskills at a faster rate because of the iPad’s unique ability tostrengthen the power of Sheltered InstructionObservational Protocol.
  • The Eight Components of the SIOPModel
  • The Eight Components of the SIOPModel ModelSIOP
  • Our Apps
  • Pages, iMovie,Keynote
  • Edmodo &Assessment
  • Educreations &vocabulary
  • Creating & Summarizingwith Story Kit
  • Reading, Speaking,Listening andVocab
  • Measuring GrowthPrimary Goal: For all Latino students enrolled in ourteam members’ classes (6thgrade readinginterventions, ELL, and general education languagearts and social studies) to increase by 5-7 points ontheir Oregon Assessment of Knowledge and Skills inthe area of reading.
  • OAKS Comparison5th Grade 6th GradeStudents took the test up to 3timesStudents took the test twice42/70 studentsincreased51/70 Studentsincreased9 students’ scores didnot change4 students’ scoresstayed the same
  • OAKS Comparison5th Grade 6th Grade20/70 Increased by 5 ormore33/70 Increased by fiveor moreAverage score was anincrease of 2.59Average score was anincrease of 4.19Median Score +2 Median Score +3.5
  • Average ScoreComparison
  • Striving toward our Goal
  • ELPA Data5th Grade 6th Grade59.6 79.33.8 5.63 6Elpa Comparison Chart% increaseone or morelevelsAverage readinggrowthMedian
  • ConclusionsOur first year data is positiveDefied the trend of 6th grade declineThe district called this a technology grant, but fromthe start we viewed this as a SIOP Grant supportedby technology, and we believe this strengthen ourteaching and drove student success.