SPRING 2010 - Edinboro University

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Intern: Sherry Cowburn Onsite Supervisor: Richard Toner School District: Coudersport Area School District Superintendent: Richard Toner The focus project studied the following question, “Do students in grades 3 through 5 who receive ninety minutes of Language Arts instruction and thirty minutes of intensive tutoring scaffolded from standardized test results studied in data teaming meetings, show higher levels of student achievement than students who have not received targeted instruction and tutoring?” Multiple measures intersected; School Processes by Student Learning by Demographics. PVAAS, PSSA, 4-Sight, and DIBELS data were analyzed. The findings conclude that defined times for Language Arts instruction and intervention and data teaming using standardized assessment results have impacted positively the outcome of the PSSA and 4-Sight scores. Further study includes; core program fidelity, refined flexible grouping/differentiation, and data based decisions leading to individualized explicit instruction. Intern: Matthew Sottolano Onsite Supervisor: Dr. Timothy Bowers School District: Northern Tioga School District Superintendent: Dr. Timothy Bowers The focus project studied the following question, “Do students who are assigned to math tutoring in 7 th and 8 th grade show growth/improvement on the 7 th and 8 th grade math PSSA.” Multiple measures intersected include 2008 6 th grade PSSA math scores, 2009 7 th grade PSSA math scores, 2008 7 th grade PSSA math scores, 2009 8 th grade PSSA math scores and student assessment data from PVASS were analyzed. The results suggest that students who participate in math tutoring in the 7 th and 8 th grade show growth on their 7 th and 8 th grade math PSSA tests. School processes relating to math tutoring will be further studied to develop a plan to provide tutoring at other grade levels to improve overall PSSA math Scores. Intern: Dr. Jill Earman Onsite Supervisor: Dr. Deborah Clawson School District: Indiana Area School District Superintendent: Dr. Deborah Clawson The question guiding this focus project was: “Do students in grades four through six who participate in the PSSA Parent Partnership program improve their PSSA scores and perceive that
they are more prepared for the PSSA than students who do not participate?” The intersection of student learning data (PSSA scores from eMetric), school process data (participation in the program), and perception data (student surveys) provide a complete picture of the impact of the PSSA Parent Partnership on student achievement and perceptions. The author supports the best practices of using a standards-based curriculum and formative assessment as the foundation for an educational program, but the findings of this study support the use of test preparation programs that involve parents as well. Intern: Caron Anthony-Higley Onsite Supervisor: Jan Feleppa School District: Northwest Tri-County IU5 Superintendent: Dr. Marjorie Wallace, Executive Director The focus project studied the following question, “Does a direct communication program implemented in an MDS (Multiple Disabilities Support) classroom improve expressive communication in nonverbal students?” Multiple measures intersected were teachers’ pre- and post-perceptions of expressive language in nonverbal students and pre- and post-assessment of students’ expressive language skills. The results suggest that MDS students who participate in a direct communication program improve their expressive language skills. A comparison of student PASA reading scores from 2009 to <strong>2010</strong> will determine if the direct communication program impacted student achievement in reading. Intern: Dr. Melanie Kerber Onsite Supervisor: Dr. Fran Serenka School District: Sto Rox School District Superintendent: Dr. Fran Serenka This focus project will answer the question, “Are eleventh grade students who score at basic or below basic on the 8 th grade PSSA test in a low functioning district with a high rate of poverty, special education and diversity helped by an infusion of supports including reading and math lab, PSSA Coach materials, standards aligned curriculum, end of season blitz reviews and unconditional support raise test scores at the end of their junior year?” Results will be interpreted from data on the 4Sight, attendance and discipline monitoring, grades, teacher reports, student survey, student interview and classroom observations to assess engagement and a review of past PSSA scores. Results will be used as one of multiple tools to drive instruction.
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Page 9 and 10: SECONDARY PRINCIPAL INTERNS Intern:
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SPRING 2010 - Edinboro University

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