The goal of this research investigation is to increase math TAKS scores of African American students in grades 3-5. Key action steps include: 1) Creating a survey to assess opinions on current math instruction and gather input from parents, teachers, and students. 2) Utilizing a campus math helping teacher to provide pull-out small group instruction to struggling African American students. 3) Creating monthly after-school and Saturday math camps focusing on African American and economically disadvantaged students who are struggling with math. 4) Providing individual teacher small group support during supplemental instruction (SI) math time each day.

1. School Vision: Our mission is to ensure an educational program
that will assist all students in becoming contributing members of
society. The curriculum provides for acquisition of academic skills,
development of responsibility, fostering of social and emotional
growth, and strengthening of physical capabilities to each student’s
potential. Inherent in this mission is our desire to promote joy in
learning and the realization that education can make a difference in
each student’s life.
Goal: The goal of this research investigation is to increase the Math TAKS
scores of African American students in grades 3-5.
Action Step(s) Person(s) Timeline: Needed Evaluation
Responsibl Start/End Resources
e
Create survey We will know
for parents, Myself Start: July The survey this survey
teachers, 2010 for teachers, is completed
administrators administrators when at
and possibly and students least 75% of
students. End: all surveys
can be created
Survey should September have been
using a
include 2010 returned.
web based
questions program such This should
centered on as Survey provide
the opinion of Monkey. A enough
current Math separate information
instruction, time survey should to begin with.
spent working be created for We will also
at home parents, as have solid
(parents), time this population documen
spent planning is not as tation on
for instruction likely to have the survey
(teachers), a computer website
time spent on at home. and with
data analysis Resources hard copies
(teachers/ needed would of return
admin), etc. If be paper and surveys from
students are to envelopes. parents.
be surveyed,
they need
to be asked
questions

2. regarding
current feelings
about teachers
& instruction,
time/effort
put forth on
homework, and
interest in Math
Super Camps.
Utilize campus Shareen This activity
Math Helping Shareen Start: has her own will be
Teacher Quintero August 2010 classroom at completed
for pull-out – Bang our school, after the
instruction Elementary complete second round
of African End: May with many of TAKS
Math
American 2011 resources testing in
Helping
students in Teacher provided by May 2011.
grades 3-5. the school and Our district
Instruction district to aid Math leader
can take her with her closely
place during instruction. examines
Supplemental Teachers and tracks
Instruction, need to be the progress
or SI time, as very flexible made by
well as during with her when students who
recess or Large considering work with a
Group class their own Math Helping
(excluding days instruction, Teacher.
when students as some of We use data
are in PE). their time is from monthly
imposed upon, Benchmark
but otherwise testing to
no resources monitor
are needed. progress
throughout
the year.
The final
evaluation
process will
be examining
TAKS scores
in May.
Create and Myself, Many This activity
implement campus Start: resources are will be
monthly After Instructional Creating needed for the completed
School & Specialists calendars camps to two weeks

3. Saturday and our and work, such as prior to the
morning Math Title I securing food, drinks, first Math
Super Camps At-risk teachers rewards for TAKS exam
for students Coordinator should students, and in April 2011.
who are begin in teaching Documentatio
struggling with September supplies. n on who is
Math. Although 2010. Resources invited to
these camps Actual that must be each camp,
are often used camps can paid for are who replies
for all struggling begin after provided to the invite,
students, we the first primarily from and who
will primarily round of grants that are attends each
focus on our benchmark written the camp will be
AA and ED testing in summer documented
students, as October before the in the
many students 2010. new school Instructional
tend to double year. Specialist
dip into both End: Teachers are office. Test
populations. Camps will generally paid scores are
We also conclude in for their time also
generally invite April 2011, using this documented
ESL students just before grant money and
to camps, the first as well, improvement
as some of round of though some s are noted
our funding Math TAKS volunteer their prior to each
comes from testing free time as camp. We
this source. well. Since will
we will be a determine if
Title I school progress is
this year, being made
some of the by analyzing
funding can monthly
come from District Quiz
Title I funds. data and
Teaching District
supplies for Benchmark
the majority of data.
the camps
come from the
district.
Individual All 3-5 Math Start: SI Teachers Progress is
teacher small teachers Math begins generally determined
group support on the volunteer their by each
during SI Math second day time to work teacher
time each day, of school. before and depending
as well as Individual after school on their
before school/ teachers with students, assessment

4. after school/ determine though grant tools used
recess tutoring. before money can be in the
school, after used to fund classroom.
school, this as well.
and recess In order for
tutoring teachers to
based tutor during
on data recess,
analysis. arrangements
This must be made
typically with all grade-
begins level teachers
around to ensure
November. there is proper
coverage
during lunch
End: SI
and recess.
Math will
Sometimes,
end on the
paraprofessi
second to
onal support
last day
is needed to
of school.
make recess
Tutoring
tutoring
generally
possible.
ends after
the second
administrati
on of the 5th
grade TAKS
test in May.