Tawana+Stiff's+Performance+Improvement+Intervention+Project

=__Assignment 5.1__= = __**Assignment 4.1**__ = = = = = The middle end intervention is consistent with the vision of teachers and district officials. The limitation of this intervention is that it cannot be done within the current building budget. It will not sufficiently resolve the stated problem if funding is inadequate. The strengths of the middle-end intervention are that it is compatible with the current systems in place and will not require a change in the dynamics of the building. Dissimilar from the low-end (schedule restructuring) intervention, this intervention will not omit classes and jobs. Unlike the high-end intervention, this intervention does not require an astronomical fund to purchase technology that may prove ineffective. This practical intervention will result in teachers spending less time compiling data and more time executing data driven instruction. Students will have greater opportunity to receive small group and one-on-one instruction with the addition of another qualified staff. = = Tim Miller, the assistant superintendent for the district, stated that the performance gap is partly attributed to a lack of continuity within the district. Creating a data/tech position would add continuity to the district’s current data collection practices. In the same interview, Miller noted the need to identify students who are below so they can receive intense intervention services that are in alignment with common core learning standards. Creating a tech person to identify these students and group them for skills-based tier 2 intervention will address this need. = = The organizational goal is to close the performance gap in math and reading. The middle-end intervention is purported to accomplish this by hiring a staff to use and analyze MAP data in reading and math. The data analysis will be used to support data driven tier 2 instruction. Increasing student exposure to areas of deficiencies will increase the probability of academic growth and test performance in these two areas. = = Though the low-end strategy can be accomplished within the current budget, implementation may be ineffective without the allotted $5,000 stipend to provide training on effective block scheduling that works. Tim Miller attributes the performance gap to human performance error that partly stems from a lack of meaningful professional development. The professional development provided as a part of this intervention is relevant and directly correlates with the adoption of block schedule. The math and reading ISAT scores for Neal Math and Science academy dropped with decreased instructional time in math and language arts. In 2006, 54% of NMSA students were categorized as //meets// or //exceeds// on the ISAT. In 2007, this number increased to 55%. In 2008, the first year of decreased time in math and language arts, the percentage fell to 52%. In 2009, the percentage fell to 49%. This intervention will increase student achievement by increasing time in these two core subjects. The complexity of this innovation creates a limitation due to potential class omissions and the loss of jobs. This intervention requires a complete restructuring of the master schedule. This may conflict with pre-existing mandates regarding time allocations. With a lack of meaningful professional development, this intervention may be ineffective as a result of providing longer periods of ineffective instruction. = = The high-end strategy provides 21st century learning resources that provide students with interactive learning experiences. This intervention provides a means for engaging learners to actively construct knowledge in meaningful context. The limitation is the risk. The school building has had a history of server problems. Many of the SMART board components require a stable internet connection. In the absence of a stable internet connection, the SMART Boards will not function to their full capacity. = = = = Project management techniques: The project manager will ensure that funds have been approved for hired position and intervention components; designate (2) days per week and establish location for data/tech staff to perform job tasks; provide data/tech staff with MAPS training prior to on-site operation; corroborate with tech/data staff and applicable teachers to create protocol and procedures for information exchange and RTI schedule rotation. = = Resource management techniques: Stipend will be used to purchase learning aids and materials. Tech/data person and applicable teachers will identify areas of most need and correlate each purchased resource with one of those needs. = = Delivery system management techniques: The tech/data person will access //dynamic reports// in the MAPS data base to analyze student performance data. The analysis will be used to group students based on RIT score and learning needs. The data/tech person will create skill based RTI list for teachers and recommend available resources to enhance tier 2 instruction relevant to the specified skills or learning objectives. = = Information management techniques: The effectiveness of this intervention will be determined by MAPS data. MAP data for Fall, Winter and Spring exams can be accessed in the MAPS online database. Student growth reports, teacher surveys and ISAT results will indicate growth or the absence thereof. = = = __**Assignment 3.2**__ Please Note: My PII will focus on the middle end intervention...Thanks for your feedback. =
 * Justification for Intervention Strategy **
 * Project Manager Roles **

**__Assignment 3.1:__** ** Three Intervention Strategies **
**Middle end intervention.** Create a part-time technology position. The person filling the tech position will proctor the computer based MAP assessment three times a year (Fall, Winter, and Spring). In addition, the tech person will be responsible for printing, compiling, analyzing and reporting student MAP data to reading, math, SPED, and bilingual teachers. In addition, the data person will group students (within a given pod) by RIT scores and make Response to Intervention (RTI) recommendations to teachers. The tech person will also provide one-on-one and small group tutoring and compile objective-specific resources (as requested) that teachers can use for small group and 1-on-1 tier 2 instruction. The tech person must hold credentials in a technology-related field and demonstrate proficiency in both math and reading. An annual salary of $12,600/year will be used to pilot this position at a rate of $25/hour for two 7 hour work days/week. The additional monies will be utilized to provide MAPS training for the tech person and purchase objective-specific materials for a prospective resource/tutoring center. The total cost for this intervention will be approximately $25,000.
 * Low end intervention. **Create a block schedule in which all students have a 90 minute block for both math and language arts. A team comprised of one administrator and one teacher from each department (SPED, BIL and specials included) will corroborate to create a master schedule over the course of 3 consecutive 3 hour days. A $36/hour stipend will be needed to pay all individuals who work on the master schedule. In addition, one administrator and one representative (from each department) will attend Professional Development to enhance effective implementation of block scheduling. The total cost for this intervention will be approximately $5,000.
 * High end intervention. **Purchase Smart Boards and other 21st century tools for the seventh grade math and language arts classrooms. Professional development and on-site training will be available for teachers. A total of 10 SMART Boards will be piloted in the following 7th grade classes: 3 mainstream math, 3 mainstream language arts, 1 bilingual (math), 1 bilingual (language arts), 1 SPED (math) and 1 SPED (language arts). $4,000 will be allocated for each SMART board and components. Additional monies will be utilized to facilitate training. The total cost for this intervention will be approximately $50,000.

<span style="font-family: 'Times New Roman','serif';">In terms of a performance gap, the problem that exists within Neal Math & Science academy is that the students have not made adequate yearly progress (AYP) on high stakes tests since the 2006-2007 school year. According to the school report card found at [|http://iirc.niu.edu/School.aspx?source= Test_ Results & source2= ISAT&schoolID=340491870261003&level=S], a high percentage of the students within this school are performing below expected levels in //math// and //reading//. The performance information for the 2010-2011 ISAT results are as follows: = = = = Meets: 43%/51% Below: 44%/44% Warning: 9%/3% = = = = Meets: 39%/56% Below: 55%/33% Warning: 2%/1% = = *7th grade percentage/8th grade percentage = = <span style="font-family: 'Times New Roman','serif';">The performance gap exists in the difference between the above percentages and the desired percentages. To make AYP, at least 85% of Neal students must fall into the //meets// or //exceeds// range. However, a flexibility provision allows 14% to be added if the school’s progress is soley impacted by an IEP group’s failure to meet the 85% minimum. = = <span style="font-family: 'Times New Roman','serif';">To achieve the 85% minimum school wide, the majority of students who are //below// will need to be shifted to //meets//. Further, the students who are already meets will need to maintain their //meets// status or shift to //exceeds//. = = = = <span style="font-family: 'Times New Roman','serif';">I believe the failure to meet AYP requirements stems from systemic problems. During the 2006-2007 year, students had 60 minute math enrichment and 60 minute accelerated reading in addition to their core courses. This extra time may have attributed to student success in these areas. In addition, students completed monthly (school-wide) prompts to practice completing extended response items for both reading and math. In subsequent school years, these practices either disappeared altogether or were only partially in place. During the 2009-2010 school year, there was an upward trend in reading scores - - which I attribute to the double block of language arts courses. So in essence, the problem may have developed as a result of lessening the amount of time the students spend learning in these content areas. = =
 * __ Assignment 2.1: __**** PII – Human Performance Problem (Performance Gap) **
 * __ Math __**
 * __ Reading __**
 * __<span style="font-family: 'Times New Roman','serif';">Cause Analysis __**

= = <span style="font-family: 'Times New Roman','serif';">Why does the gap exist? Well, if students are not getting adequate exposure and time in the content areas, their level of understanding will decrease. And as this inadequacy carries on for years, the gap between where they once were and we are currently at continues to widen. = =

= = = = <span style="font-family: 'Times New Roman','serif';">Since Neal Math & Science Academy’s placement on the academic warning list, there has been a push to establish cohesiveness and a universal push to excel. So during the 2008-2009 school year, we adopted //Academic Vocabulary// as a means for strengthening student understanding of content related terms. Regional office representatives would periodically visit our school to look for evidence that //Academic Vocabulary// was being implemented with fidelity in each classroom. The visits and training on this implementation eventually stopped. And now it’s as if //Academic Vocabulary// is merely an option. = =
 * __<span style="font-family: 'Times New Roman','serif';">The Organization’s History and Background __**

= = <span style="font-family: 'Times New Roman','serif';">During that same school year, Neal students also began taking the MAP assessment since the results are suppose to correlate with and serve as a prediction for their ISAT performance. = = <span style="font-family: 'Times New Roman','serif';">However, frequent server crashes resulted in many students not being able to complete the test. Furthermore, there was no data available to administrators or teachers due to problems in the tech department. So although there was an effort to determine where students were at, it proved ineffective. = =

= = <span style="font-family: 'Times New Roman','serif';">As of this year, the district has a new director of technology. So with regards to MAP testing, all students were able to complete the assessment with no server crashes. Also, the math and language arts teachers have access to the results. So results can now be utilized to determine learning gaps and deficiencies. This is a step forward since we can now remedy problems if we know what they are. = =

= = <span style="font-family: 'Times New Roman','serif';">Decision makers and administration would like the math and language arts teachers to identify the cusp students who barely met standards on the MAP test. The math and L.A. teachers are to provide tier 2 instruction or focused intervention to those students based on their deficiencies as indicated in the MAPS results. The goal is to move those cusp kids from the lower end of meets to the higher end of meets. The students will then retake the MAP test on January 20, 2012 to determine if there has been any growth. If the cusp kids are performing on the higher end of meets, they will no longer require tier 2 focused intervention. Then math and L.A. teachers will provide intense tier 2 instruction for the students who barely met or fell slightly below expectations on the January 20th assessment. = =

= = <span style="font-family: 'Times New Roman','serif';">Simultaneously, math and L.A. teachers will also provide tier 2 instruction to students struggling with the objectives currently covered in their core course. = =

= = <span style="font-family: 'Times New Roman','serif';">With this focused intervention in place, the administration would like to see each student show growth by at least a few points with each MAP assessment. The administration realistically acknowledges that Neal math and Science Academy may fall short of making AYP this spring as well. However, we would like to see at least a 7%+ improvement with regards to the students who are meeting minimal standards. = = = = = = =<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">__** Assignment 1.3 **__**:** Performance Improvement Intervention (PII) =
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Name of Organization: __**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Neal Math & Science Academy


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Problem Summary: __**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">According to the Illinois State Achievement Test (ISAT) results, the 7th and 8th grade students within this building have not made adequate yearly progress (AYP) in reading or math since the 2006-2007 school year.


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Background of Organization: __**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Neal Math and Science Academy was built and established in 1956. The building was originally designated as a school, and is still being utilized as a school to this day. During the decade in which the school was built, the city of North Chicago was thriving in terms of economics. The city was industrialized and generated lots of revenue from local corporations that included but were not limited to <span style="font-family: 'Times New Roman','serif';">Abbott Laboratories, Goodyear, Ocean Spray and Johnson Motors. However, by the 1970s, many of the plants began to close. This resulted in people losing jobs and a decline in both the North Chicago population and economic standing. And by the 1990s, North Chicago was one of poorest municipalities (ranking as 253 out of 261) in the Chicago land area. Furthermore, the term “poor” did not only apply to the economic status; but also applied to the low level student performance on high stakes tests.

<span style="font-family: 'Times New Roman','serif';">The school has serviced students of various age groups since its establishment in 1956. The school currently services 7th and 8th grade students residing in either North Chicago, IL or Great Lakes, IL. Over 90% of the original clientele was White American students. As of today, the racial demographics are as follows: White 7%, Black 43%, Hispanic 43% and other 7%.

<span style="font-family: 'Times New Roman','serif';">I believe information regarding demographics, pupil spending, student career goals, current intervention programs, watch list designation, ISAT test scores, Explore test scores, MAP test scores, student scheduling, teacher professional development and staff/students with high mobility would be useful information in planning an appropriate intervention.

<span style="font-family: 'Times New Roman','serif';">The organization’s URL is: []. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The school's annual report card can be accessed at the following website: __<span style="color: blue; font-family: 'Times New Roman','serif'; font-size: 16px;">http://iirc.niu.edu/SearchResult.aspxSearchText=North+Chicago&type=CITY. Public Relation __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Documents such as school board minutes, can be viewed at the following website: __ https://docs.google.com/leaf?id=0B1jli-tKip4eMmFmYjE0ZTctNDU5OC00YzA5LWIwYzEtMTViODM4NzIyYTZh&hl=en_US __

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The people who will be affected by my plan are district officials, principals, teachers, social workers, counselors and students. District officials and building principals will ultimately decide to move forward with implementation once the intervention plan has been developed.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Stakeholders and Decision Makers: __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The following individuals are key personnel that can provide insight regarding the performance problem for which I will propose an intervention:

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Olivia Brothers and Fran Rodriguez are pre-algebra teachers.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Nicole Patterson and Karen Fletcher are English Langauge Arts teachers.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The Reading specialists are Joan Meltz and Lisa Zalapukis.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Antoinette Weatherspoon is a former administrator. The students met AYP in both math and reading under her principalship.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Jane Rosenblum is the social worker.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Dick Morley is the school counselor.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Tim Miller is the assistant superintendent.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Michael Grenda is the building principal.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Scott Whipple is the assistant principal.