Your name: Kendal Moss

615 DATA DRIVEN DECISION MAKING PROJECT

PHASES I, II, and III and MULTIMEDIA PRESENTATION INCLUDED HERE.

Phase I Data Driven Decision Making Project - (10%) Due Week 3

TEMPLATE
Name:

Kendal Moss

Date:

9/29/13

PART ONE - GRADEBOOK PREPARATION

1) Please list the Curriculum Area for Gradebook Analysis: Kindergarten: Maryland Technology Literacy
Standards
2) Please list the Standards for Gradebook Analysis: Maryland Technology Literacy Standards for Students
2.K.b.1- Practice responsible and appropriate use of technology systems, software, and information
3) Please list three learning objectives that are associated with the Standards and grades you are using for
your Gradebook Analysis:
1. The learner will be able to work cooperatively and collaboratively with others when using technology.
2. The learner will be able to recognize responsible use of technology systems and software.
3. The learner will be able to demonstrate proper care of equipment.
4) After analyzing the gradebook numbers, what patterns did you see? (Describe at least 3 patterns
completely and be sure to include patterns from the additional data tab on the excel gradesheet).
1. 3 out of 6 LEP students scored basic on both MSA Math and Reading. 5 out of 7 students with an
IEP scored basic on both MSA Math and Reading.
2. 14 out of 25 students (56% of the class) received an average score of 6.9 or lower for learning
objective 1. This also includes all 7 students who have an IEP, 5 LEP students, and 2 students who
had below poor attendance and scored below a 3 on his/her homework.
3. 16 out of 25 students (64% of the class) received an average score of 6.9 or lower for learning
objective 2. This also includes all 7 students who have an IEP, 4 LEP students, and 2 students who
had below poor attendance and scored below a 3 on his/her homework.
4. 16 out of 25 students (64% of the class) received an average score of 6.9 or lower for learning
objective 3. This also includes all 7 students who have an IEP, 5 LEP students, and 2 students who
had below poor attendance and scored below a 3 on his/her homework.
5. Attendance percentage for 3 out of 25 students falls below poor.
6. 7 out of 25 students received a 2 or lower on Homework score.
5) Now that youve described the patterns in words, display the most important patterns by creating a table
of that data and turning the table into a graph or chart that is most appropriate for discussion.
Copy/paste the table, graphs and/or charts below.

Average Student Scores for Learning Objective 1

Average Student Scores for Learning Objective 2

Average Student Scores for Learning Objective 3

Average Scores for LEP Students

LEP Students

Obj. 1
3
7
10
11
14
19

Obj. 2
3.6
2.6
4.8
6
5.8
9.6
5.4

Average

4.6
4.4
4.2
8.8
4.4
7.4
5.633333

Obj. 3
3.8
4.4
3
8
3.8
5.8
4.8

(Student #)
Average Scores for IEP Students
IEP Students

Obj. 1
2
6
13
21
23
24

Obj. 2
4.6
6
5.8
2.6
0.4
0.4

Obj. 3
2.6
3.2
3.6
3.4
2
1.6

3.4
3.4
2
3.4
2.2
0.4

25
Average

4.6
3.485714286

4.8
3.028571

4.4
2.742857

(Student #)
6) Relevant to the type of graph or chart: Why do you choose this visual to display the data to others?
The first three graphs present student averages for each individual learning objective that is visually
appealing and easily allows the reader to analyze the data of all the students in the class. The second to
last table and graph have been made to strictly focus on the average scores for each learning objective of
LEP students. The last table and graph have been made to strictly focus on the average scores for each
learning objective of IEP students. I choose tables for the LEP and IEP students for the reader to quickly
analyze and compare the numbers of the average scores. I decided to also create a graph to coincide
with the tables to give a visual representation of the data collected.
PART TWO - GRADEBOOK ANALYSIS Questions to be answered
1) What patterns seem most evident, most important and why?
14 out of 25 students (56% of the class) received an average score of 6.9 or lower for learning
objective 1. This also includes all 7 students who have an IEP, 5 LEP students, and 2 students
who had below poor attendance and scored below a 3 on his/her homework.
16 out of 25 students (64% of the class) received an average score of 6.9 or lower for learning
objective 2. This also includes all 7 students who have an IEP, 4 LEP students, and 2 students
who had below poor attendance and scored below a 3 on his/her homework.
16 out of 25 students (64% of the class) received an average score of 6.9 or lower for learning
objective 3. This also includes all 7 students who have an IEP, 5 LEP students, and 2 students
who had below poor attendance and scored below a 3 on his/her homework.
These patterns seem to be the most evident and important because teachers need to be able to analyze
and reflect upon student learning. Based on the student data provided, a major percentage of these
students including almost all LEP and IEP students, and students with below poor attendance who also
scored below a 3 on homework received a score of 6.9 or lower in learning objectives 1, 2, and 3.
2) What groups of students are affected by each of the patterns that you see?
The students being affected by each pattern are LEP/IEP students, students who have below poor
attendance, and students who have scored less than a 3 on their homework.
3) Why do think that that these particular students in EACH pattern are affected?

I believe these particular students are affected by each of these patterns because majority of the students
who received a score of 6.9 or lower in each learning objective are LEP and IEP students; which in most
cases these students are provided additional support, intervention or remediation.
Students who also scored a 6.9 average or lower in each objective have been recorded in having below
poor attendance, which greatly impacts the scores of each learning objective. If the student is not in
school to learn the information, it will greatly increase the level of difficulty in accomplishing the
learning objective. For those students who have scored less than a 3 on their homework, also impacts
student learning and increases the difficulty in accomplishing the learning objectives.
4) What other student information or student data could help with an even more thorough analysis of each
pattern?
Additional information could be helpful to further data analysis. Students could also be grouped by
ethnicity, economic status, and gender.
PART THREE STUDENT IMPROVEMENT PLANS Questions to be answered
1) Pattern 1: Based on your analysis and the students that are portraying that pattern, what plans can you
provide to improve their learning? (Please be sure to include technology tools in this plan).
14 out of 25 students (56% of the class) received an average score of 6.9 or lower for learning
objective 1. This also includes all 7 students who have an IEP, 5 LEP students, and 2 students
who had below poor attendance and scored below a 3 on his/her homework.
For learning objective 1, students are asked to collaboratively and cooperatively work with others when
using technology. Differentiated instruction, re-teaching/modeling, differentiated instruction and proper
accommodations/support in small group instruction would be appropriate to monitor and scaffold
student learning. Analyzing the average scores for objective 1, over half of the class received an average
score of 6.9 or lower. Based on the student data, it would be appropriate to supply a second dose of
instruction to the whole group. Then it would be beneficial to break students into small groups to
provide additional support. If additional adult support has pushed into the classroom, IEP, LEP, and
students who have scored low on homework or attendance could have the additional adult support to
provide scaffolding and differentiation. For example; students in this group could work in partners to
navigate through one letter on starfall.com. Advanced students may also be paired with students who
need additional support to provide additional differentiation.
Voice recorders, handheld cameras, or webcams would also be helpful to monitor student collaboration
of the small groups/partners when adult support is not available. These videos would also be helpful for
the teacher to reflect and assess student collaboration while using various pieces of technology. During
centers, students could collaboratively work together using computers, laptops, iPads, and the interactive
board. Each of these technological resources would have activities that are developmentally and
academically appropriate for Kindergarten students to complete cooperatively.
For additional work at home, for those students who have access to technology, can work with a sibling
or adult to practice working cooperatively on a computer game. Parents/Guardians would be given a
checklist to help monitor the childs collaboration. This will provide the student additional practice at
home, and will allow students the opportunity to build upon their collaboration skills that will be shown
in the classroom. Checklists as well as anecdotal notes will also be used to assess student learning. The
checklists will be graded and entered into Excel for the teacher to reflect upon student data.

Who will be involved in helping the student or student group toward more success? (Teacher, Groups of
Students, Parents, Administration, Other classroom teachers, specialists etc)
Teacher- Whole Group; Remodeling
Teacher/Adult Support- Small groups for differentiation instruction providing
scaffolding/accommodations and aiding in additional support
Parents/Guardians- Support from home to practice and build on collaborative skills that are being taught
at school
How will they be involved to help the student(s) be successful?
Parents/Guardians, and additional specialists/teachers (paraprofessional, instructional assistant) will be
the additional support needed for the IEP, LEP, and students with below poor attendance/low homework
scores. The additional support will provide additional scaffolding and instruction that will be
differentiated to meet the needs of these students. These students will be given additional time to work
collaboratively and cooperatively and will be given task t hat are developmentally and academically
appropriate.
How will you assess if this plan has helped?
Anecdotal notes taken through observation/ video and/or audio recordings, and provided checklists will
be used to monitor student progress and will allow the teacher to reflect and assess student learning.
These checklists when entered into Excel spreadsheet will allow the teacher to easily reflect upon
student data to decide if this plan of action has proven successful.
2) Pattern 2: Based on your analysis and the students that are portraying that pattern, what plans can you
provide to improve their learning? (Please be sure to include technology tools in this plan).
16 out of 25 students (64% of the class) received an average score of 6.9 or lower for learning
objective 2. This also includes all 7 students who have an IEP, 4 LEP students, and 2 students
who had below poor attendance and scored below a 3 on his/her homework.
For learning objective 2, the learner will be able to recognize responsible use of the technology systems
and software. Learning objectives 1 and 2 can have a similar plan of action; differentiated instruction,
re-teaching/modeling, differentiated instruction and proper accommodations/support in small group
instruction would be appropriate to monitor and scaffold student learning. Analyzing the average scores
for objective 2, 64% of the class received an average score of 6.9 or lower. Based on the student data, it
would be appropriate to supply a second dose of instruction to the whole group. Then it would be
beneficial to break students into small groups to provide additional support. If additional adult support
has pushed into the classroom, IEP, LEP, and students who have scored low on homework or attendance
could have the additional adult support to provide scaffolding and differentiation. For example, students
in this group would be given 2 choices; should we turn the computer off when we are finished, or should
we keep the computer screen on? Students have to identify, recognize, and choose which action is the
most responsible use for technology. Students in this group could also first be given pictures of a
student who has walked away from the computer with the screen still on, and a picture of a student who
is turning off the computer. These students would have to circle the picture that shows responsible use
of technology and try to explain their answer. Advanced students may also be paired with students who
need additional support to provide additional differentiation.
Voice recorders, handheld cameras, or webcams would also be helpful to monitor student use of
technology when in small groups/partners when adult support is not available. These videos would also
be helpful for the teacher to reflect and assess student use while using various pieces of technology.
During centers, students could recognize and apply responsible use of technology through the use of
computers, laptops, iPads, and the interactive board. Each of these technological resources would have
activities that are developmentally and academically appropriate for Kindergarten students. Students

would navigate through the technology appropriately and responsibly to complete an online activity.
The students would need to follow a list of directions to turn on the computer screen, navigate through
the activity responsibly, and turn off the computer screen.
For additional work at home, for those students who have access to technology, can work with an adult
to practice working responsible use of technological software; computer/iPad, etc. Parents/Guardians
would be given a checklist of scenarios to help monitor the childs knowledge of responsible use. This
will provide the student additional practice at home, and will allow students the opportunity to build
upon their knowledge of responsible use that will be shown in the classroom. Checklists as well as
anecdotal notes will also be used to assess student learning. The checklists will be graded and entered
into Excel for the teacher to reflect upon student data. Students may also be asked to complete a series
of scenarios where they are choosing the most responsible use of technology independently with teacher
supervision. The teacher will use the checklist to grade student responsible use performance to be added
to the excel spreadsheet for further data analysis.
Who will be involved in helping the student or student group toward more success? (Teacher, Groups of
Students, Parents, Administration, Other classroom teachers, specialists etc)
Teacher- Whole Group; Remodeling
Teacher/Adult Support- Small groups for differentiation instruction providing
scaffolding/accommodations and aiding in additional support
Parents/Guardians- Support from home to practice and build on responsible use skills that are being
taught at school
How will they be involved to help the student(s) be successful?
Parents/Guardians, and additional specialists/teachers (paraprofessional, instructional assistant) will be
the additional support needed for the IEP, LEP, and students with below poor attendance/low homework
scores. The additional support will provide additional scaffolding and instruction that will be
differentiated to meet the needs of these students. These students will be given additional time to work
collaboratively on identifying and recognizing responsible use skills to various pieces of technology that
are developmentally and academically appropriate.
How will you assess if this plan has helped?
Anecdotal notes taken through observation/ video and/or audio recordings, and provided checklists will
be used to monitor student progress and will allow the teacher to reflect and assess student learning.
These checklists when entered into Excel spreadsheet will allow the teacher to easily reflect upon
student data to decide if this plan of action has proven successful. Students may also be asked to
complete a series of scenarios where they are choosing the most responsible use of technology
independently with teacher supervision. The teacher will use the checklist to grade student responsible
use performance to be added to the excel spreadsheet for further data analysis.
3) Pattern 3: Based on your analysis and the students that are portraying that pattern, what plans can you
provide to improve their learning? (Please be sure to include technology tools in this plan).
16 out of 25 students (64% of the class) received an average score of 6.9 or lower for learning
objective 3. This also includes all 7 students who have an IEP, 5 LEP students, and 2 students
who had below poor attendance and scored below a 3 on his/her homework.
For learning objective 3, the learner will be able demonstrate proper care of equipment. Learning
objectives 1, 2, and 3 can have a similar plan of action; re-teaching/modeling, differentiated instruction
and proper accommodations/support in small group instruction would be appropriate to monitor and
scaffold student learning. Analyzing the average scores for objective 3, 64% of the class received an
average score of 6.9 or lower. Based on the student data, it would be appropriate to supply a second

dose of instruction to the whole group. Then it would be beneficial to break students into small groups
to provide additional support. If additional adult support has pushed into the classroom, IEP, LEP, and
students who have scored low on homework or attendance could have the additional adult support to
provide scaffolding and differentiation. For example, students in this group would be given only one
task at a time to complete responsibly and correctly such as; turning the computer screen on and off, to
then work their way up to multistep actions that require demonstrating proper care of equipment.
Advanced students may also be paired with students who need additional support to provide additional
differentiation.
Voice recorders, handheld cameras, or webcams would also be helpful to monitor student use of
technology when in small groups/partners when adult support is not available. These videos would also
be helpful for the teacher to reflect and assess student use while using various pieces of technology.
During centers, students could recognize and apply proper care of equipment through the use of
computers, laptops, iPads, and the interactive board. Each of these technological resources would have
activities that are developmentally and academically appropriate for Kindergarten students. Students
would navigate through the technology appropriately and responsibly to complete an online activity.
For additional work at home, for those students who have access to technology, can work with an adult
to practice working on proper care or equipment; computer/iPad, etc. Parents/Guardians would be given
a checklist to help monitor the childs care of equipment. This will provide the student additional
practice at home, and will allow students the opportunity to build upon their knowledge of proper care
and use that will be shown in the classroom. Checklists as well as anecdotal notes will also be used to
assess student learning. Students may also be asked to complete a series of tasks using proper use of
technological equipment independently with teacher supervision. The teacher will use the checklist to
grade students proper use and care of technology to be added to the excel spreadsheet for further data
analysis.
Who will be involved in helping the student or student group toward more success? (Teacher, Groups of
Students, Parents, Administration, Other classroom teachers, specialists etc)
Teacher- Whole Group; Remodeling
Teacher/Adult Support- Small groups for differentiation instruction providing
scaffolding/accommodations and aiding in additional support
Parents/Guardians- Support from home to practice and build on skills that demonstrate proper care of
equipment that are being taught at school
How will they be involved to help the student(s) be successful?
Parents/Guardians, and additional specialists/teachers (paraprofessional, instructional assistant) will be
the additional support needed for the IEP, LEP, and students with below poor attendance/low homework
scores. The additional support will provide additional scaffolding and instruction that will be
differentiated to meet the needs of these students. These students will be given additional time to work
collaboratively on demonstrating proper use of equipment to various pieces of technology that are
developmentally and academically appropriate.
How will you assess if this plan has helped?
Anecdotal notes taken through observation/ video and/or audio recordings, and provided checklists will
be used to monitor student progress and will allow the teacher to reflect and assess student learning.
These checklists when entered into Excel spreadsheet will allow the teacher to easily reflect upon
student data to decide if this plan of action has proven successful. Students may also be asked to
complete a series of tasks using proper use of technological equipment independently with teacher

supervision. The teacher will use the checklist to grade students proper use and care of technology to
be added to the excel spreadsheet for further data analysis.
_____________________________________________________________________________

PHASE II COLLABORATIVE CULTURE ASSIGNMENT TEMPLATE

Team member names: Melissa Wolfrey
Angela Kitchens
Melanie Hart Scott
Kendal Lynn Moss
Lea Drury
Goal of team: The Kindergarten team has begun analyzing data to monitor the progress of our students
in Reading. The Kindergarten team has identified three main areas that we feel require improvement in
order for our students to be successful in their academics. We have collected and shared data on different
learning objectives to determine which areas we felt needed improvement. These three areas are low
homework scores, students with IEPs, and attendance. The main goal of our Kindergarten team is to
come up with plans to improve academic success for our students in each of our targeted areas; low
homework scores, students with IEPs, and attendance. We seek to work with parents, specialists,
instructional assistants/paraprofessionals, counselors, administration, and other staff members that work
with the students to monitor the progress of each initiative to ensure that they are being productive in
reaching our initial goals for student improvement.
Curriculum level of students and field of study: Kindergarten Reading
Roles of team members: Melissa Wolfrey- Group Leader and Homework Initiative
Angela Kitchens- Writer/Reporter and Team Goals writer
Melanie Hart Scott- Communicator and Homework Initiative
Kendal Lynn Moss- Organizer and IEP Initiative
Lea Drury- Editor and IEP Initiative
Entire Group- Attendance Initiative
Timeframe of team interactions and plans:
Course
Week
Week 4

Week 5

Action Plans

Completions

Comments
Course Requirement: Meet in study group area
with team members and make introductions

Meet in our group Each group member

area to greet one introduced themselves
another
and greeted one another Team Progress: Formed a team of five primary
grade level teachers.
Timeline is
This week our group
Course Requirement: Discuss timeframe for
completed and all selected roles and decided completion of Phase II; assign team roles; post
members are
on a timeframe for each update in conference area
assigned to roles. week. Our group leader
Writer/reporter posts came up with a proposed Team Progress: Reviewed and provided
update in main
timeline for the Phase II feedback on all team members Phase I.
conference area with project and all group
Developed a schedule and assigned roles.
this information. All members unanimously Provided group update in the classroom
group members
agreed that the time frameconferences.
begin submitting
was excellent! We have
and reviewing each all posted our Phase I
others Phase I
projects in our groups

work.

Week 6

Week 7

collaborative documents
section. We have
discussed possible days
that everyone is available
to get on and provide
updates and discuss our
progress.

Compare Phase I
Course Requirement: Each members Phase I
school improvement This week our group
projects are shared and discussed; three
ideas and create 3 discussed the similarities initiative titles are chosen; post update in
initiatives. Post a
conference.
we found within our
summary of these Phase I problem areas andTeam Progress: Identified and assigned three
initiatives in
charts. We decided that initiatives Low Homework Scores (Melissa
conference area.
and Melanie), Students with IEPs (Lea and
the initiatives that we
Begin discussing
would focus on for Phase Kendal), and Attendance (Entire group).
initiatives and assignII would be low
Completed and posted initial drafts of initiative
which members will homework scores,
plans. Provided group update in the classroom
work on each
students with IEPs, and conferences.
initiative write-up. attendance. Our group
leader Melissa came up
with the idea of having
two people work on the
IEP and homework
initiatives and one person
write up the team goals
and the whole team will
work together on the
attendance initiative.
Team members have
begun discussing possible
student improvement
plans for each initiative.
Work on writing up
Course Requirement: Group members work
each initiative. Have
with their partner/group to begin creating;
Each member
each member post
contributed ideas summaries of each initiative are posted; plans
their initiatives in
and suggestions for made for communication frequency and
the study group area
complete template writing; update on progress
each of our
by the end of the
was posted in conference area..
initiatives and
week so the
wrote a summary Team Progress: Group members reviewed
organizer can put
describing what has drafts of initiatives from Week 6 and provided
them all together
been done for each comments. Members made revisions and posted
into one template.
initiative. We have to the Study Group. Asked questions about the
Post update in
begun editing our remaining portions of the template and
conference area.
rough draft of the discussed via a conference call. Discussed plans
Phase II template to complete the project. Posted an update in the
and set a date for classroom conference.
Sunday to post our
final edits of the
template for the
editor and

Week 8

organizer to make
sure the template is
together. We
continue to work in
the collaborative
documents and
conference area
uploading
documents and
communicating
with one another.
All group members Phase II is completed and Course Requirement: Phase II is due. Complete
review Phase II plan submitted by each group full document and edit for final submission.
once organizer has member.
Team Progress: Team members each reviewed
put it all together
the final document. Each team member wrote
(by mid-week).
their summary on their respective Phase II
Editor will make
templates and submitted them into their
any suggested and
assignment folders
agreed upon
changes. Turn in
Phase II by end of
the week.

Student learning considerations for team planning:

We had to take into account different student learning considerations during team planning. The most important
student consideration that was taken into account was the fact the students with IEP had the lowest averages
overall. This showed us that this specific group of students needs extra support. Also, we had to take into
account that LED students had lower homework scores. We felt that this might have to do with both the student
and parent needing more English language assistance at home. Students with lower homework scores (not just
LED students) also had lower overall class averages so we felt that students may need more support in
homework completion. Finally, we had to take into account that students who had lower attendance rates also
seemed to have lower class averages. It is important to be present at school in order to learn necessary skills
and be successful however at this young age it really is not the students fault if they are not attending school
regularly. At this age, they are not responsible for themselves yet and are unable to get to where they need to be
without the assistance of parents or guardians.
Student data considered during team planning:
When looking at the data we noticed the patterns that students with IEPs, students with low homework scores
and students with low attendance were the students who also had the lowest class averages. We have provided
graphs and charts in each of our initiative sections that will support the data patterns we have found. As a result
of the student and data considerations, we are presenting the following three initiatives: Foundational Skills
Improvement Plan for IEP students, Homework Improvement Plan and Attendance Improvement Plan.
Initiative I: Foundational skills improvement plan for IEP students

Initiative I Goals:
Grade Level: Kindergarten
Subject Area: Reading Foundational Skills
Standards: Maryland Common Core State Standards for Kindergarten 2013
RF.K.1d- Recognize and name all upper and lower case letters of the alphabet.
RF.K.3a- Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary
or many of the most frequent sound for each consonant.
Learning Objectives:

The students will be able to recognize and identify all upper and lower case letters of the alphabet.
The student will be able to demonstrate their knowledge of one-to-one letter-sound correspondences.
The student will be able to identify the primary sounds for each consonant.

This initiative focuses on improving the foundational skills of IEP students. Foundational skills are essential for
students to become successful readers. It is important to build upon foundational skills so that students gain the
ability to apply phonological and phonemic awareness. With this, students will be able to apply appropriate
reading strategies to become proficient and accurate readers.
Initiative I (Description that includes data-driven considerations, student considerations and general initiative
plans to improve student learning).
Data Driven Considerations
Based on the data we analyzed and graphed, it was clear to us that students with IEPs were struggling with the
learning objectives much more than those students with no IEPs (Figure 1). When each individual objective was
broken down, it was apparent that students with IEP goals scored relatively lower than those students with no
IEPs (Figure 2-4). When scores of IEP students are shown in isolation, it is transparent that their scores were not
meeting the expectations of each learning objective (Figure 5). With this in mind, we wanted to create an
initiative that would help support those students and get them where they needed to be to become proficient
readers.

Figure 1

Figure 2

Figure 3

Figure 4

Figure 5

Description:
To begin the foundational skills improvement plan, appropriate faculty and staff members will come together to
form a lesson study focusing on students with individualized education plans. The groups objective will be to
collect, analyze, and reflect upon student IEP scores in reading foundational skills. These group memebers will
reflect upon the lesson objective outcomes and use the data to develop a plan to improve reading foundational
skills for IEP students. Lesson study members will review student IEP goals in relavance to reading
foundational skills to determine if goals need to be added or changed to the individualized education plans.Once
these necessary changes are made, the team can then implement the foundational skills improvement initiative.
To begin implementation, classroom teacher will:

Differentiate instruction to accommodate students with IEP goals. This could be done by giving a
smaller quantity of letters for them to focus on. They can also isolate letters that need specific
individualized attention in small groups. These small groups will be formed based on the same skills that
need support.
When additional adult support is available, they will scaffold student learning via one on one or small
groups in the classroom.

Students will be provided with additional opportunities to practice and apply foundational skills through
technological resources (starfall, abc-ya, letter blaster) with the support of appropriate staff.

Students will receive a second dose of the Fundations reading program that specializes in foundational
skills with intervention staff.

Students will be given opportunities to practice these skills at home with differentiated homework
assignments that isolate specific letters according to their individual needs.

Additional Adult Support

If available, intervention staff will collaborate with classroom teachers and lesson study members to give
additional support to IEP students through push-in or pull-out intervention.
If no intervention staff is available, para-professionals or instructional assistants may support in remediation.
Assessment:
Daily: teacher observation, annecdotal notes, and checklist (teacher)
Weekly: formative assessments (teacher)
Monthly: fundations reading program unit assessments (teacher), special education/intervention staff progress
reports

Initiative II: Homework Improvement Plan

Initiative II Goals:
The goal of this initiative is to show kindergarten students the importance of completing their homework and
how it helps them to master the reading goals that they are being taught. Since kindergarten students rely on

the help and support of their parents when doing homework assignments, this initiative will also focus on
involving parent participation in the completion of student homework assignments to help improve the
students overall performance.
Grade Level: Kindergarten
Subject Area: Reading
Maryland State Reading Standard (2011)
RF2a. Recognize and produce rhyming words

RF2c. Blend and segment onsets and rimes of single-syllable spoken words

Learning Objectives
The students will be able to categorize words by same or different by onset and rime.

The students will be able to identify rhyming words.

Initiative Objectives
Create a web page where students and parents can find homework assignments on line and print out
when necessary.

Implement programs during or after school where students can receive extra help on difficult homework
assignments.

Provide homework incentive charts in the classroom for students to keep track of completed homework
assignments and receive a prize or recognition at the end of the week if they have completed all
homework assignments.

Offer workshops for parents who need help learning the English language and send homework in
different languages if necessary

Initiative II
Data-driven considerations
Here is the graph for red zone homework students (students with 2.9 or lower on homework completions.

Here is the data graph for yellow zone homework students (students with homework completion between 3
and 3.9)

Here is the breakdown of red zone students with LEPs which are highlighted in the pink color.
Students with Red Zone Homework
Students
#
3 (1)
6 (2)
7 (3)
14 (4)
15 (5)
21 (6)
22 (7)

Obj. 1
%
3.6
6
2.6
5.8
6.4
2.6
4

Obj. 2
%
4.6
3.2
4.4
4.4
4.2
3.4
5.4

Obj. 3
%
3.8
3.4
4.4
3.8
2.4
3.4
2.4

Average

4.43

4.23

3.37

4.3
4

3.3
4.46

3.4
4

The data shows that students with lower homework scores also had lower overall class averages. Also, it is
apparent that LED students had the lowest homework averages.
Student considerations
During the planning of this initiative, we had to take into account the fact that LED students had the lowest
homework averages. This could be because of the language barrier. We feel that if the school sent home
homework in other languages when necessary as well as provided workshops to help parents learn the English
language that LED students could become more successful in completing their homework assignments. This
would also hopefully help them to improve student learning overall. Also, it is important to note that the young
age level of the students calls for more assistance from parents while completing homework. This affects all the
students and is why we have put an emphasis on parent involvement in the homework process as well as
providing students with extra assistance after school.
Creating a webpage
The teacher will create a classroom webpage where they will post homework that is sent home every day so the
students or parents can download and print out the homework at home in case of it getting lost or damaged.
Within this webpage you can also put helpful hints for students and parents to help guide them to be able to
complete the homework to the best of their abilities. Depending on how often the teacher sends home work
they will send home a check list of work and check off the work that hasnt been completed or homework you
think they could use a little bit more work on. This webpage should help keep parents connected to their childs
work and schooling and with putting on the site pointers on how to complete the work will help the parents be

able to support their children working at home. Many parents are not sure how we are teaching certain subjects
but with help from the teacher, they can be more confident in helping with their child at home. When students
continue to practice reading skills, like phonological skills, rhyming, and blending onset and rimes; it will help
them become more confident when it comes to learning how to read. On the website the teacher could put a site
for parents to ask for help or tips in how to help promote good homework time at home. This is be beneficial to
both parents and the teacher because it will keep the line of communication open and also parents cannot say
they never saw the homework because they have access to the work online.
Implement programs during or after school to help students with homework
Students at the kindergarten level need help when completing their homework. If they are unable to get that
help at home we think it is essential to try to give them extra help to complete their homework either during
school or after school. During school hours, instructional assistants can work with small groups of students
who have missed homework assignments in the morning during arrival. Since there may not be much time to
work with small groups of students during the day, the instructional assistants should only work on assignments
that can be completed in a timely manner. In addition, students who have low homework scores can be
provided with an after school program where teachers across different grade levels can sign up to assist students
in completing their homework assignments. Teachers should notify and reccomend parents of students with
low homework scores to have their child attend the after-school program. Student homework should be
assessed by the teacher on a daily basis to see if their scores are improving. Teachers should create rubrics to
accurately assess each assignment.
Incentive chart
The teacher could create an incentive chart for each individual student as well as for the whole class. Each
student could get a laminated train of 10 cubes to put on their desk. Every time they bring in their homework
and it is completed to the teachers liking then the students can color in a cube with a dry erase marker. Once
each child fills up their train of 10 then they will get a special treat or a sticker depending on what the teacher
feels is appropriate to give their students. There will also be a chart outside of the classroom where they can put
their names up to show they have achieved their prize for completing 10 well done pieces of homework. This
will make the students feel good about working hard and letting everyone know that they are working hard
towards their goals. I would also put on the class webpage or newsletter a list of the names of students who
reached their 10 cubes. As a whole class incentive it is appropriate to reward the whole class once in awhile
when you get 100% of the homework turned in and completed well. When this happens you could put up stars
on the board and start small and work for 5 stars. When the class hits the 5 (see how long it took for them to
reach this) then you must reward the whole class with a snack, extra recess time, or have them vote on what
they want as a reward. You could always have them vote before starting the next group of stars if it becomes
too easy for them to hit the original number (example 5) then raise the number to challenge them. Now it is
important that if not all homework is turned in correctly, to let the class know that they didnt receive their star
but do not point out the students who didnt complete the assignment that night. This wouldnt help the
confidence of the students because you do not know why it didnt get completed.
Offer workshops for parents
This part of our initiative plan focuses primarily on getting LED students the help that they need to complete
their homework. Since the data shows that LED students had the lowest homework averages we feel that they
may not be able to get the help they need at home to complete or do well on homework. Offering workshops
for parents is a great way to teach English to them so that they can help their students at home with homework
assignments. Additionally, sending home assignments in both English and their native languages should also
assist parents in helping students complete their homework. This program should be assessed in different ways.
The parents themselves should be assessed by the instructor of the program to see if their skills have improved
after beginning the workshops. An oral assessment of the English language should help to obtain this

information. The teacher should assess the students homework on a daily basis to see if the students have
improved their homework scores as a result of their parents attending the workshops.
Initiative III (Title): Attendance Improvement Plan
Initiative III (Goal):
Description of Goal
The goal of this initiative is to improve student attendance by teachers, administrators and parents working
collaboratively. The Kindergarten team found that students that have low attendance scores also have lower
class averages for the different learning objectives. The team understands the importance that good attendance
plays in students abilities to have a higher chance of grasping and mastering content areas and learning
objectives. We seek to start an initiative that will get our administrators, teachers, and most importantly, parents
involved in improving low attendance scores. Once we begin our improvement plan, our hope is that this
initiative will help boost student attendance and progress student learning.
Grade Level: Kindergarten
Subject Area: Reading
Maryland Common Core State Standards for Kindergarten 2013
RF.K.1d- Recognize and name all upper and lower case letters of the alphabet.
RF.K.3a- Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary
or many of the most frequent sound for each consonant.

Learning Objectives
Students whose attendance percentage is 85% or higher, will increase their likely hood of meeting the following
objectives for reading foundational skills:
The students will be able to recognize and identify all upper and lower case letters of the alphabet.
The student will be able to demonstrate their knowledge of one-to-one letter-sound correspondences.
The student will be able to identify the primary sounds for each consonant.
Initiative objectives:
Utilize a school-wide computerized attendance program so that administrators can assist in keeping
track of student absences and contact parents when absences become excessive.
Provide parents with access to missed work due to student absence on school website, by email, and in a
specific location in the school and require students to complete the work in a reasonable timeframe.
Provide instructional assistants with time during school to work with small groups of students on missed
work.
Create a class incentive chart that awards the entire class when everyone attends school for a certain
number of days.

Initiative III (Description that includes data-driven considerations, student considerations and general initiative
plans to improve student learning).
Data-driven considerations
We have chosen to use attendance as one of our initiatives because we noticed a pattern present between
attendance scores and lower class averages. Students who had the lowest class averages (below 6) also had
lower attendance scores than students who had class averages above 6. This data can be shown in the following
graph:

Graph for Yellow Zone Attendance Students

Yellow zone students were 84% to 70%

Graph for Red Zone Attendance Students

Red zone students were 69% and below

Since it is apparent that students with lower attendance also have lower class averages, we have decided that the
data supports the creation of an initiative plan to help improve student learning.
Student Considerations
While planning our initiative to improve student learning, we had to take into consideration our student
population. In kindergarten, students are too young to be responsible for their own attendance. Students come
to school when their parents send them, so any student that misses school excessively when they are not sick
should not be held responsible for the absences. We have created an initiative plan that takes this into account.
Also, we had to consider the fact that some students/parents may not have access to the internet at home. Being
able to post missed work or email it to parents may be the most convenient way for students to make up their
work, however this may not be an option for some families.
General Initiative Plans to Improve Student Learning
In order to help boost attendance to improve student learning we have created a plan that requires the
collaboration of teachers, administrators and parents. When students have excessive absences, administrators
should be aware and involved so that they can help students be in school more often. The easiest way for the
administration to be stay aware of student attendance is to have a computerized attendance system in place so
that the administrators can contact parents when absences become excessive. Students who are absent need to
make up missed work. If the teacher has an assistant then the work can be made up in small groups during
school. If the teacher does not have an assistant to help with this then parents need to obtain any missed school
work and the student should complete it at home. It would be beneficial for the school to include missed school
work on their website if able to. Otherwise parents should pick up work from school or students can take home
missed work when they return to school. Finally, teachers should provide a class incentive chart for attendance.
The class as a whole receives a prize when all students come to school on time for ten days.
Utilize a School-Wide Attendance Program
When considering the attendance of students, it is essential that the administration be involved when absences
become excessive. Since teachers can become very busy during the day it would be convenient to use a
computerized attendance system that the administration can view on a daily basis to help monitor student
attendance. Many of the online grading systems such as Jupiter Grades, have this type of attendance system.
Administrators should be proactive in contacting parents when student absences become excessive. Parents
should be made aware of the consequences of students missing too much school such as the student being
required to repeat the grade. Teachers should also inform parents when student grades are being negatively
affected by too many absences. We feel that kindergarten students are unable to take on the responsibility of
attending school on a regular basis. It is the parents responsibility to get their child to school each day.
Because of this, it is important for the teachers and school administration to collaborate and inform parents of
the consequences of too many absences and be aware of which students are missing too much school. This
program can be assessed by the administration and teachers. Administrators should evaluate student absences to
see if attendance improves overall as a result of contacting parents. If there is an improvement in attendance,
teachers should compare grades to see if there has been an improvement in overall averages.
Class Attendance Incentive Chart
To motivate students to improve their attendance, each class will receive a 10s frame chart to hang in
their room. For each day of perfect attendance, the class will hang one ribbon on their chart. When a class fills
up their attendance chart (10 ribbons) the students will be rewarded. Rewards will be determined by classroom
teachers, grade levels, and/or faculty. The classroom with the most ribbons collected at the end of each month,
will receive an attendance banner to be hung in their classroom. At the end of the year, the classroom with the

most ribbons will receive a school decided reward. The use of a 10s frame not only make this incentive chart
universal for all classrooms, it also makes it educational. In kindergarten, students begin to use 10s frame to
help their number sense. Teachers can use this 10s frame as a daily math discussion.
Small Catch-Up Groups
Since we have indicated that Kindergarten students cannot be held responsible for their attendance and
they shouldnt miss out on instructional time, we determined that small groups would be beneficial. These
small groups could be initiated by the teachers during their free time, instructional assistance or
paraprofessionals or any other adults that work in the school that can give 15-20 minutes of their time to help
these students catch up. In these small groups you can also put other students that have been at school but could
use a bit more instruction to help. The importance of this group is to make sure it is a small group and no bigger
than 3-4 students. The smaller the group the more instruction and one-on-one help each student will get. Also
make sure these small groups are fun and not like they are being punished or taking something away from them.
These small groups can meet once or twice a week depending on the amount of work that needs to be caught up.
Within a couple months or even weeks you should see these students start to make progress and begin to catch
up with the rest of the class.
Creating a Website
We will create a website where the parents can go online and download to print all missed assignments
their child missed while they are out. Teachers can continue with the incentives and if they come back to school
with their work done then they will get full credit for the late work. As we spoke of before most of the times
when a Kindergartener misss school for long periods of time it is not in their control. Hopefully by making
parents see how much work their children are missing by being out, it will make parents try harder to get their
children to school. This would also help the students continue working on their work even when they are not at
school. On the website you could put ways of helping with the homework and other class work so parents
would know how to help with the work. You could make files for each student and place the missing work in
the students folder that is password protected for the parent to access. The teacher will keep notes to see if
students are bringing back the work from the webpage and also see if the students are not falling as far behind
since missing so much school. Another thing is, the teacher could follow to see if the students attendance starts
to improve since parents start to begin to understand how much learning their children are missing when they
are not in school.
Summary of group effort
Overall, I felt that our group communicated and collaborated effectively. I was very pleased with the entire
groups efforts, communication skills, and timeliness. I feel that our group created an effective project that
incorporated data from all of our individual projects. We all worked well together, and respectfully shared our
visions, thoughts and ideas. Our entire group presented information from each initiative in a timely manner
which allowed each person from the group an opportunity to provide peer feedback. The group worked
effectively throughout the entire process and I am proud of the final project that was created.

PHASE III SCHOOL LEVEL INITIATIVE PLAN (15%)

Purpose of this assignment: This is the third and final phase of the three-part course Data-Driven Decision-Making
Project and will be completed individually based on the Phase II group work. The goal of this assignment is to plan stepby-step actions for implementation of a level-wide data-driven improvement plan for students. An individual multi-media
presentation, in which the student reflects on planning collaboratively and using data as a base for discussions and
improvement will also be included in the submission.
Please fill in the answers to each question in the template below. Be sure to copy/paste the data/graphs/charts as
appropriate for some answers. A visual of a timeframe or other uses of tables and images will add interest and clarity to
the assignment. Please include these as you see fit.
1. Why did I choose this initiative and what learning will it support?

Initiative III (Title): Attendance Improvement Plan

Initiative III (Goal):
Description of Goal
The goal of this initiative is to improve student attendance by teachers, administrators and parents working
collaboratively. The Kindergarten team found that students that have low attendance scores also have lower
class averages for the different learning objectives. The team understands the importance that good attendance
plays in students abilities to have a higher chance of grasping and mastering content areas and learning
objectives. We seek to start an initiative that will get our administrators, teachers, and most importantly, parents
involved in improving low attendance scores. Once we begin our improvement plan, our hope is that this
initiative will help boost student attendance and progress student learning.
2. What data was used to substantiate my choice of this initiative?

Data-driven considerations
We have chosen to use attendance as one of our initiatives because we noticed a pattern present between
attendance scores and lower class averages. Students who had the lowest class averages (below 6) also had
lower attendance scores than students who had class averages above 6. This data can be shown in the following
graph:

Graph for Yellow Zone Attendance Students

Yellow zone students were 84% to 70%

Graph for Red Zone Attendance Students

Red zone students were 69% and below

Since it is apparent that students with lower attendance also have lower class averages, we have decided
that the data supports the creation of an initiative plan to help improve student learning.
Student Considerations
While planning our initiative to improve student learning, we had to take into consideration our student
population. In kindergarten, students are too young to be responsible for their own attendance. Students
come to school when their parents send them, so any student that misses school excessively when they
are not sick should not be held responsible for the absences. We have created an initiative plan that
takes this into account. Also, we had to consider the fact that some students/parents may not have access
to the internet at home. Being able to post missed work or email it to parents may be the most
convenient way for students to make up their work, however this may not be an option for some
families.
3. What group of students will this initiative best serve? In what curriculum area?

This initiative improvement plan will best serve the yellow and red zone attendance students. These are
students who have attendance percentages at 84% or lower. The attendance improvement plan will positively
benefit and impact student learning in all subject areas. However, in phase 2, our group decided to focus on one
curriculum area:
Grade Level: Kindergarten
Subject Area: Reading

Maryland Common Core State Standards for Kindergarten 2013

RF.K.1d- Recognize and name all upper and lower case letters of the alphabet.
RF.K.3a- Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary
or many of the most frequent sound for each consonant.
4. What are the learning objectives for this initiative?

Learning Objectives
Students whose attendance percentage is 85% or higher, will increase their likely hood of meeting the following
objectives for reading foundational skills:
The students will be able to recognize and identify all upper and lower case letters of the alphabet.
The student will be able to demonstrate their knowledge of one-to-one letter-sound correspondences.
The student will be able to identify the primary sounds for each consonant.
5. What are the detailed steps for initiative implementation?

General Initiative Plans to Improve Student Learning

In order to help boost attendance to improve student learning we have created a plan that requires the
collaboration of teachers, administrators and parents. The easiest way for the administration to be stay aware of
student attendance is to have a computerized attendance system in place so that the administrators can contact
parents when absences become excessive. Students who are absent need to make up missed work. If the
teacher has an assistant then the work can be made up in small groups during school. If the teacher does not
have an assistant to help with this then parents need to obtain any missed school work and the student should
complete it at home. It would be beneficial for the school to include missed school work on their website if able
to. Otherwise parents should pick up work from school or students can take home missed work when they
return to school. Finally, teachers should provide a class incentive chart for attendance. The class as a whole
receives a prize when all students come to school on time for ten days.
Attendance Committee
An attendance committee involving various faculty members and administration can be created to focus on
improving student attendance. This committee can discuss attendance percentages, ways to improve student
attendance, and keep track of attendance. When students have excessive absences (based on the number
provided by the attendance committee/below 85%; based on initiative objectives), administrators should be
aware and involved so that they can help students be in school more often and on time. The attendance
committee can meet once a month to analyze and compare specific student attendance percentages to student
learning data collected from classroom teachers to reflect upon the effectiveness of the initiatives created and
implemented. Attendance Committee may also encourage teachers and administrators to hold attendance
meetings with parents whose students have attendance percentages below 70%. Based on the monthly
meetings, necessary changes can be made to the attendance improvement initiatives to promote successful
attendance percentages and student learning.

Utilize a School-Wide Attendance Program

When considering the attendance of students, it is essential that the administration be involved when absences
become excessive. Since teachers can become very busy during the day it would be convenient to use a
computerized attendance system that the administration can view on a daily basis to help monitor student
attendance. Many of the online grading systems such as Jupiter Grades, have this type of attendance system.
Administrators should be proactive in contacting parents when student absences become excessive. Parents
should be made aware of the consequences of students missing too much school such as the student being
required to repeat the grade. Teachers should also inform parents when student grades are being negatively
affected by too many absences. Elementary students are unable to take on the responsibility of attending school
on a regular basis. It is much of the parents responsibility to get their child to school each day. Because of this,
it is important for the teachers and school administration to collaborate and inform parents of the newly created
attendance improvement initiatives at the beginning of the year. This program can be assessed by the
administration and teachers. The attendance committee should evaluate student absences to see if attendance
improves overall as a result of contacting parents. If there is an improvement in attendance, teachers should
compare grades to see if there has been an improvement in overall averages.
Class Attendance Incentive Chart
To motivate students to improve their attendance, each class will receive a 10s frame chart to hang in their
room. For each day of perfect attendance, the class will hang one ribbon on their chart. When a class fills up
their attendance chart (10 ribbons) the students will be rewarded. Rewards will be determined by classroom
teachers, grade levels, and/or faculty. The classroom with the most ribbons collected at the end of each month,
will receive an attendance banner to be hung in their classroom. At the end of the year, the classroom with the
most ribbons will receive a school decided reward. The use of a 10s frame not only make this incentive chart
universal for all classrooms, it also makes it educational. In kindergarten, students begin to use 10s frame to
help their number sense. Teachers can use this 10s frame as a daily math discussion.
Small Catch-Up Groups
Since we have indicated that Kindergarten students cannot be held responsible for their attendance and they
shouldnt miss out on instructional time, we determined that small groups would be beneficial. These small
groups could be initiated by the teachers during their free time, instructional assistance or paraprofessionals or
any other adults that work in the school that can give 15-20 minutes of their time to help these students catch
up. In these small groups you can also put other students that have been at school but could use a bit more
instruction to help. The importance of this group is to make sure it is a small group and no bigger than 3-4
students. The smaller the group the more instruction and one-on-one help each student will get, emphasizing
engaging curricular activities that were missed due to being absent. The idea of the small catch up group is to
encourage student learning, not as a consequence for being absent. These small groups can meet once or twice a
week depending on the amount of work that needs to be caught up. Teachers are encouraged to record the
students that are present in the small groups, and collect student data. Within a couple months or even weeks
you should see these students start to make progress and begin to catch up with the rest of the class.
Creating a Website
We will create a website where the parents can go online and download to print all missed assignments their
child missed while they are out. Teachers can continue with the incentives and if they come back to school with
their work done then they will get full credit for the late work. As we spoke of before most of the times when
a Kindergartener misss school for long periods of time it is not in their control. This would help the students
continue learning curricular objectives even when they are not at school. On the website teachers could put
ways of helping with the homework and other activities so parents would know how to help their child. On the
website, additional resources such as online games, simulators, and tutorials that correlate with curricular goals
and objectives can also be displayed to opportunities for additional practice. Additionally, teachers could make

files for each student and place the missing work in the students folder that is password protected for the parent
to access. The teacher will keep notes to see if students are bringing back the work from the webpage and also
see if the students are not falling as far behind since missing so much school. Another form of
assessment/observation is to utilize the statistics feature recorded by the website can verify when activities are
posted to allow students to complete missing work, gain additional practice, and observe which families are
checking the website regularly. Furthermore, the teacher could follow to see if the students attendance starts to
improve since parents start to begin to understand how much learning their children are missing when they are
not in school.
6. What is the timeframe for initiative implementation?

All of the programs and activities will be implemented throughout the school year. The attendance committee
can meet once a month to observe and reflect upon attendance data collected. The attendance reward system
will be used daily and consistently throughout the school year. The website will be updated regularly to keep
parents and families knowledgeable and involved with school assignments and activities. Small catch up
groups will be provided once or twice a week as necessary.
7. Who will be involved and be responsible for the successful implementation of this initiative? (Members of the
team).

All staff members:

Attendance Committee will involve various faculty members and administrative staff
Administration:
Taking part in Attendance Committee
Collaborating with teachers to contact parents/families about attendance percentages
Consistent use of computerized attendance recording program
Grade Level Teachers:
Collaboration with attendance committee and administration to track and record attendance percentages
Contacting parents/family members
Implementation of small catch up groups
Creating and updating class website
Implementation of class attendance reward system
Special Education Teachers/ Paraprofessionals:
When available, support grade level teachers instructing small catch up groups
8. What role will each member play in the implementation process and when?

Each member will be responsible for the tasks presented in the bulleted list in question 7. Teachers and
administration will need to implement attendance initiatives daily. Special Education teachers and
Paraprofessionals will support when available. Attendance committee will collaborate once a month and will
take on additional attendance responsibilities as needed.
9. What will be the assessment(s) of different parts of the implementation? How will the assessments take place?
By whom? When?

Students whose attendance percentage is 85% or higher, will increase their likely hood of meeting the
following objectives for reading foundational skills:

o The students will be able to recognize and identify all upper and lower case letters of the
alphabet.
o The student will be able to demonstrate their knowledge of one-to-one letter-sound
correspondences.
o The student will be able to identify the primary sounds for each consonant.
Who?
Grade Level Teachers

Attendance Committee

Administration

Special Education Teachers/Paraprofessionals

Assessment Tools
Daily Assessment Tools
Assessed during small catch up groups/regular
reading activities:
o Checklists
o Teacher Observations/Anecdotal Notes
o Exit Tickets
o Summative/Formative Assessments
Daily Class Incentive Chart
Used to help assess student attendance records
to observe yellow and red zone students.
Website
Updated daily to keep parents/guardians
informed of school activities. The statistics
feature recorded by the website can verify
when activities are posted to allow students to
complete missing work, gain additional
practice, and observe which families are
checking the website regularly.
Monthly Data Analysis:
Data comparison- Target students who are in
the yellow or red zone attendance percentages
and reflect upon student learning data collected
from grade level teachers.
Daily Attendance Record Tracker:
Used daily to monitor student attendance to
verify when to contact parents/guardians.
When available
Assist grade level teachers in daily assessment
tools used during small catch up group
activities and/or regular reading activities

10. Overall how will I know whether or not this initiative will be a success? What data, assessment processes and/or
indicators will give me this information? What are the expectations or 'criteria' for the assessment measures?

Overall, teachers and attendance committee members will be able to evaluate and compare student attendance
percentages based on the computerized attendance tracker, to student learning data collected from exit tickets,
and summative/formative assessments. In order for this initiative to be successful, teachers and administrators
will observe increasingly school attendance percentage resulting in progressively successful learning, and that

students who have an attendance percentage of 85% or higher, will increase his/her likely hood of meeting the
reading foundational skills objectives:
o The students will be able to recognize and identify all upper and lower case letters of the
alphabet.
o The student will be able to demonstrate their knowledge of one-to-one letter-sound
correspondences.
o The student will be able to identify the primary sounds for each consonant.
Summary: (Pull key points made in this document into a short, but complete summary paragraph).

The goal of this initiative is to improve student attendance through the collaboration of teachers, administrators
and parents. The Kindergarten team found that students that have low attendance scores also have lower class
averages for the different learning objectives. The team understands the importance that good attendance
positively impacts the students abilities to have a higher chance of grasping and mastering content areas and
learning objectives. An attendance improvement initiative plan which involves; a computerized attendance
tracker, teacher created website, implementation of small catch up groups, class incentive chart, and the
collaboration of an attendance committee, has been created that will acquire our administrators, teachers, and
most importantly, parents involved in improving low attendance scores. Once the initiatives are implemented
consistently, the idea is that the attendance improvement plan will positively impact attendance percentages and
student learning.
Conclusion: (Leave the reader with something to think about, and point to a new idea or question or area needed for further
research).

In conclusion, student attendance is essential to successful student learning. Based on the data collected,
students who attend school 85% of the time are more likely able to master curriculum objectives simply by
being in school. Is it possible to celebrate student attendance and boost morality? Shouldnt school be a fun
place to be? Perhaps the attendance committee can create small school functions or events to simply celebrate
being in school. How about the introduction Attendance Annie? This fictional character (a teacher/volunteer/
or paraprofessional) created by the attendance committee, whose job is to get kids excited about being in
school! Attendance Annie talks on the announcements once a week to celebrate school attendance percentages.
Attendance Annie can also encourage students in the hallways in the morning and afternoons to come to school
on time. Attendance Annie can create cheers, small contests and pep rallies to encourage student participation
and excitement in school attendance. Attendance Annie would possibly be an effective way to promote a
positive and exciting environment that will boost student attendance.
Multimedia Presentation is available here:

http://edtc615experience.weebly.com/