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From your research paper, reflect on what you have learned from your research:
I am still waiting for the results of my data so I'm not sure how well my work is doing, but I have learned so much. Since I am in a new position I have been trying to figure out my space at each school site, and trying to support all the teachers at both school sites. What I did learn through my research is how important an Academic School Coach is to the success of a school. I learned that an Academic Coach needs to have a focused plan when working with teachers. I also learned that teachers need to lead their own focuses for their classroom so that they can lead their own learning to get the most out of the time that is spent with the Academic Specialist. How well did it answer your research question? I am still awaiting the final results of the research for my project so I'm not sure who well it worked to answer my research question. What further research is suggested? I think it would be important to continue to research coaching strategies that are useful and time efficient for teachers. I would love to really get my coaching practices to help all the teachers at the school and not just the math teacher. What do results indicate about changes to the instruction and learning process? Still waiting for the results. I will be using quantitative data. Since I am an academic coach and not in the classroom I have access to many different platforms that produce quantitative data. I plan to use the MI data for the school since it is a test that shows growth over time since the students take the test three times during the school year. Also, this is a test that the district already requires all students to take, so teachers will already have to give this test and look at the data. I will also give the English Language Learners a quick Google Form to fill out that asks them a few questions about their experiences with the math vocabulary. Their answers will be given on a four point scale and there is no space for short answers to be given. So I will be able to have quantitative data for questions that seem more qualitative. I chose the questions on the Google form to help me understand what there experience is with the vocabulary for math class since all the research I have read talks about how important learning the math vocabulary is to the progression of math scores.
Coaching Teachers to use best practices to increase English Language Learners Math scores.11/5/2019 California has traditionally been a state where many immigrants settle down and make a new home. This means having English Language Learners is a common occurrence in the California schools. Napa, Ca is no exception to this trend. In the Napa Valley Unified School District 22.2% (ed-data.org) of the students are English Language Learners (ELL). In the state of California there is a gap of 32.54% between EO (English Only) and reclassified students and their ELL peers who score at or above proficient on the states CAASPP math test. This is a huge gap and it needs to be addressed. Teachers have focused on providing specific practice in the classroom on the math vocabulary. What happened is all the classroom time was spent on vocabulary, and not on learning any math concepts. In fact, math scores decreased as a result. So, in an effort to adjust this, I, as the academic specialist, and working with both the math and ELD team to have some time in ELD set aside to focus on and work on math vocabulary. This way the math teachers will still have a chance to focus on math concepts, and the ELL students will have an extra opportunity to work on their math vocabulary. Students need to have experiences with the mathematical vocabulary beyond just writing it down. The teachers need to make a conscious effort to create authentic experiences with the math language. “Rather the emphasis should be on getting students to work in natural mathematics context (e.g.to explain mathematical problem solving) beyond the mere translation of words.” (pg. 6 Gutierrez, 2002). ELL students will have an opportunity to explore the vocabulary in both their math and ELD classes.
My plan begins by working with administration to create a plan of how to implement a plan to have ELD teachers teach math vocabulary in the ELD and AVID Excel classes. Then, I will meet with math teachers to discuss when they will introduce the week’s vocabulary into the lesson. Have them create agreements about when and how it will be done. There needs to be some kind of consistency so that ELD teachers will have notes and vocabulary to review. After the math teachers have come to an agreement i will meet with ELD and Avid Excel teachers to explain the plan of teaching math vocabulary in class. Share and discuss strategies and what can be done with the vocabulary. (flash cards, Jeopardy, AVID note review, etc.) In ELD and AVID Excel classes provide a questionnaire for students that gages their comfort with the math vocabulary. Students will answer the same questionnaire before and after teachers review and discuss the vocabulary. The data will be used to measure a students comfort level with the vocabulary words. I, as the Academic Specialist, will support ELD and Math teachers during PLCs to create a plan of how teachers will address vocabulary in the core math class and address any issues or questions that arise. I will also push into class to provide extra support to teachers and students. Next I will gather MI Data from Winter ‘20 for all EL students in school. See where there were gains, and losses. After reviewing data, PLCs will discuss what adjustments can be to improve the plan for the next trimester with the ELD and Math PLCs. The Academic Specialist continues to support teachers to implement the joint venture to support math vocabulary. Last, the Academic Specialist will gather MI Data from Spring ‘20 and see what overall growth was for the whole school year. Did our EL students make more than one year’s growth? Did they make at least one year’s growth?
https://docs.google.com/spreadsheets/d/1yL2bC4398ZJV7hYFo1Mw_l7Y8xlgYuL1ZvSfOoNBDtE/edit?usp=sharing
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December 2019
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