Section 1: Academic Achievement - National Center for School ...

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content standards. I also assumed that the assessments would be designed to accurately and adequately identify bilingual students for the program, and that homeless and highly mobile data would not be difficult to attain. These assumptions did not hold up. I struggled to “do good work” with my students while constantly doubting whether the data I was supposed to use was reliable. Instead of getting frustrated and becoming passive, I quickly identified positive steps that I could take, in concert with others, to make changes that would help the program, the students, and educators as a whole. The biggest lesson was patience. Making changes in myself is easier than trying to make changes in an organization. Yet, through patience and action, positive change can and will happen over time. Works Cited Marilyn Burns, "Building a Teaching Bridge from Reading to Math." Leadership Compass. Winter 2005. Deborah Short and Jana Echevarria. “Teachers Skills to Support English Language Learners.” Educational Leadership December2004/January 2005 pp.8-13. Action Research to Study Homelessness and High Mobility in School Communities 77
Chapter 6 HOMELESS AND HIGHLY MOBILE STUDENTS, AT RISK FACTORS, AND EDUCATIONAL STRUGGLES IN NORTHEASTERN COLORADO By Pam Watson, Teacher Columbine Elementary Fort Morgan, Colorado Abstract: Considers the challenges teachers face in balancing standardized reading instruction with student engagement. Includes discussion of risk factors that impact academic achievement of homeless and highly mobile students and offers practical information to enhance educational practices. Keywords: Academic Achievement, Assessment, Elementary School, English Language Learner, Flexible Instructional Strategies; Literature Review, Reading, and Student Surveys Situation and Context The best way to describe the community in which I live may be to use your senses. If traveling to Fort Morgan during the fall, your nose will alert you to your destination a few miles before your eyes will be of assistance. All of a sudden your brain will be asking you, “What IS that smell?” The answer: The sugar beet factory. However, there may be other times during the year you find yourself asking the same question as you approach Fort Morgan on I-76, but the answer might be the meat packing plant this time. If you are lucky, you may be traveling along the Colorado Plains with the mountains in your rearview mirror and the only indication that you’ve reached Fort Morgan is the exit sign at mile marker 80. Fort Morgan is a smaller rural town of about 12,000 people located about 80 miles northeast of Denver. It has a strong agricultural base that includes farming, several food processing plants, and feed lots. The community does attract some migrant workers, but there are other employment opportunities here once the seasonal work is done. Over the past decade the make-up of the community has changed. Fort Morgan has seen a large increase in poverty levels, the number of second language students, the amount of mobility and a drop in the overall education level of parents. Action Research to Study Homelessness and High Mobility in School Communities 78
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WEB-BASED PROFESSIONAL DEVELOPMENT
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Chapter 1 OVERCOMING BARRIERS TO PA
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increase parent involvement as a so
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arriers such as time, money and chi
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Gathering Data This study was condu
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in school. They reported that their
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Action Taken Using the plan created
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more teachers and volunteers involv
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Appendix A -Parent/Child Homework G
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• Follow up with parents regardin
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Recommendations • Involve parents
Page 23 and 24: Appendix C - Individual Interviews
Page 25 and 26: Appendix D - Pre and Post Questionn
Page 27 and 28: Comments: Appendix E - Homework Bar
Page 29 and 30: more affluent, stable neighborhood
Page 31 and 32: started a lottery system to ensure
Page 33 and 34: perhaps because the Social Worker w
Page 35 and 36: Hopefully, you can offer quality af
Page 37 and 38: I had a total of 20 students. I hav
Page 39 and 40: • The parents also said that some
Page 41 and 42: struggling with. On Thursday it was
Page 43 and 44: Recommendations/Process for WBPD 1.
Page 45 and 46: Appendix 1 Student Survey! Name ___
Page 47 and 48: Appendix 3 Name____________________
Page 49 and 50: houses grades Pre-K through 5th. Lo
Page 51 and 52: strategies that students could use
Page 53 and 54: Etta Kralovec and John Buell (2000)
Page 55 and 56: directions, to help check the finis
Page 57 and 58: I then sent a letter to the parents
Page 59 and 60: were even able to hand out the mate
Page 61 and 62: are worthy of other teachers using
Page 63 and 64: Chapter 5 IN WHAT WAYS CAN I ADJUST
Page 65 and 66: year. She couldn’t provide me wit
Page 67 and 68: frustration level rose, yet I was s
Page 69 and 70: So, I made three adjustments. First
Page 71 and 72: left the room they knew they would
Page 73: How did I modify the Title Math pro
Page 77 and 78: Literature Background Many educator
Page 79 and 80: school year with representation at
Page 81 and 82: them eat in class. Additional reaso
Page 83 and 84: additional minutes of reading instr
Page 85 and 86: verbalize to me. It was their behav
Page 87 and 88: They have determined that by the en
Page 89 and 90: finding. However the 3 rd and 4 th
Page 91 and 92: Suggested Steps to Enhance Educatio
Page 93: Appendix 2 H&HM Research Survey 200
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