SPRING 2010 - Edinboro University

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Intern: Beth Redfield Onsite Supervisor: Christopher McNell School District: Superintendent: Dr. Robert Olzak The focus project studied the following questions: Are all of the New York State Learning Standards being addressed and implemented within the Big Picture “project based learning method?’ and How are the tenth grade students meeting requirements and performance indicators for the Gateway process into eleventh grade? Multiple measures intersected were student learning by school processes and perceptions and by student demographics. Curriculum data from the New York State Department of Education and Big Picture learning indicators were analyzed, along with teacher input from discussions. The results suggest that teachers may not be implementing all of the standards into the project based learning methods and that some tenth grade students are not meeting Gateway requirements. Results from statewide standards, NY State Regents exams, teacher’s discussions, and Big Picture learning indicators will be further studied to develop a plan to implement the state standards into the project based learning method across all curricular areas to achieve student success. Intern: Michelle Morris Onsite Supervisor: Joseph Torok School District: Reynolds School District Superintendent: Joseph Neuch The focus project studied the question, “Does the scheduling of the Music 7 course affect student scores on standardized mathematics tests?” Multiple measures intersected were Student Learning by School Processes by Demographics. Student assessment and demographic data from eMetric, PVASS, and OnHand Schools were analyzed. The results suggest that students, including those in the economically disadvantaged subgroup, who are scheduled for the course during the third quarter, during which time the PSSA is administered, have the highest percentage of scorers in the advanced level and lowest percentage of scorers in the below basic level of any quarter. Student scores and demographics will be further studied to see if this trend occurs in other tests and if any effect is sustained. Intern: Ryan Yates Onsite Supervisor: Thomas Shirey School District: Highlands School District Superintendent: Dr. Louis Baldassare The focus project studied the following question, “Does providing math study skills classes to 9 th grade students, who scored basic or below basic on the 2009, Grade 8 PSSA Math Assessment, help students to achieve a grade of 70% or higher in Algebra 1?” Multiple measures intersected include 2009; Grade 8 PSSA Math scores, student attendance, 4Sites Math Test scores, math
study skills class walkthroughs, and nine weeks grades. Research suggests that students who are assigned math study skills class show higher levels of achievement in Algebra 1, ultimately leading to increased Grade 11 PSSA Math scores. School processes relating to Math study skills curriculum and scheduling will be further studied to ultimately improve student PSSA Math scores. Intern: David Wolfe Onsite Supervisor: Marc Budd School District: Port Allegany Area School District Superintendent: Tony Flint The focus project studied the following question, “Do students who participate in the FastForWord program score higher on weekly AimsWeb reading probes as compared to students who do not receive the FastForWord intervention? Multiple measures used to determine student eligibility were the 6 th grade PSSA and 7 th grade 4sight assessments. The results will be analyzed upon student completion of 9 weeks of the intervention. Successful completion of the intervention will trigger the planning for a formation of a school wide intervention. Intern: Leslie Melquist Onsite Supervisor: Joe Yelich School District: Jamestown Public Schools Superintendent: Daniel Kathman The focus project studied the following question, “Do 10 th -12 th grade special education students with multiple disciplinary infractions within a single year, have a higher failure rate on NYS Standardized Tests, than special education students who have not had multiple disciplinary infractions?” (Multiple measures intersected were Student Learning with School Processes and Demographics.) Student assessment data from PowerSchool and nySTART were analyzed. The results suggest that 10 th -12 th grade special education students with multiple disciplinary infractions within a single year, do not have a higher failure rate on NYS Standardized Tests. School processes relating to NYS Standardized Tests and student demographics will be examined further to develop a plan to have special education students serve disciplinary time with certified teachers to increase student achievement.
Page 1 and 2: SPRING 2010 ELEMENTARY PRINCIPAL IN
Page 3 and 4: Intern: Vivian Demko Onsite Supervi
Page 5 and 6: 4Sight reading data. The results su
Page 7 and 8: Intern: Jonathan Frye Onsite Superv
Page 9 and 10: SECONDARY PRINCIPAL INTERNS Intern:
Page 11: school year when they were in 9th g
Page 15 and 16: processes relating to integrating c
Page 17 and 18: Intersections include Demographics,
Page 19 and 20: Intern: Jeff Matty Onsite Superviso
Page 21: they are more prepared for the PSSA

SPRING 2010 - Edinboro University

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