Presenters are sorted by alpha order based on last name.
Caroline Barrett | Elementary Education
Reflective Inquiry Research Project; How Specialized Small Groups Improve Literacy Achievement | Click here to view presentation
This intervention and presentation represent the reflective inquiry project working with four first-grade students, who all scored all composite scores below the benchmark in the DIBELs assessment. In this intervention, I began with strengthening students’ letter-name recognition and letter-sound correspondence, to support their ability to decode CVC and nonsense words. With this targeted support, students will be able to increase their phonemic awareness and begin their growth in reading fluency.
Paige Baxter | Elementary Education
Paired Reading Effects On Reading Fluency and Comprehension | Click here to view presentation
This research is focused on the effects of heterogenous pairings of students on students reading accuracy and fluency. This research will be conducted in a fourth-grade classroom at Lakeland Elementary/Middle School in Baltimore City, MD. Our classroom has 24 students with varying levels of reading skills. The group I will be working with consists of 6 students in the mid-level reading group. They are all below grade level for reading, some more than others. I will pair a slightly higher-level reader with the slightly lower-level reader and work with them every Monday, Wednesday and Friday using stories slightly above their reading levels short stories. On Monday, they will receive a new story in which they will take turns reading with their partner. Wednesday they will reread the story and fill out a worksheet answering questions about the story. On Friday they will reread the story, but this time for time. One partner will have a stopwatch and time the other for 60 seconds to see how many words they can read. I will take one running record at the beginning of this research and one at the end to compare.
Lisa Becker | Elementary Education
Strategies for Improving Multiplication Fact Fluency Skills | Click here to view presentation
This Reflective Inquiry Project focused on improving mathematical fact fluency in multiplication for fifth-grade students. These math skills are an essential foundation for the grade-level expectations within the curriculum. The inquiry question is, to what extent will a combination of explicit strategy instruction and mastery practice increase my students achievement in math fact fluency? The study reflected on a selected group of 12 students from a fifth-grade mathematics class in a public elementary school. These students were chosen based on results from a baseline assessment, with data demonstrating below grade-level performance in fact fluency. Throughout the project, these students completed various activities to build their skills in math fact fluency through a combination of whole-group and individualized instructional formats. Over the course of six weeks, I worked with small groups of students on explicit strategies and mastery practice exercises relating to multiplication fact fluency. These sessions involved fluency exercises, games, and/or direct instruction of strategies to use when solving multiplication problems. The outcomes of this study will be measured from pre-assessment data, teacher notes, and post-assessment data to determine student growth in math fact fluency.
Shannon Bedrossian | English
Classroom Read-Alouds and Reading Comprehension | Click here to view presentation
The purpose of my study was to explore the effect of reading texts aloud in the classroom on students reading comprehension, meaning that my research question was as follows What is the effect of reading texts aloud in the classroom on students™ reading comprehension? Moreover, through my research, I also sought to explore whether or not reading texts aloud in the classroom would affect students engagement with complex texts as well. I conducted my research in three of my English 12 classes at a suburban, public high school, meaning that approximately sixty twelfth-grade students participated in the study; however, data was collected from a specific focus group, consisting of fifteen students. Over a four-week period, read-alouds were conducted in the classroom; and, during and after those read-alouds, qualitative and quantitative data was collected through student writing samples, reading quizzes, and classroom observations. This data was then analyzed to determine the effect of the strategy on students reading comprehension and engagement with texts.
Melissa Campanini | Elementary Education
Exploring the Connection Between Vocabulary Acquisition and Reading Comprehension in English Language Learners | Click here to view presentation
This research seeks to answer the question of the extent to which targeted vocabulary instruction increases student reading comprehension in English language learners at the third grade level. In this research, various methods of vocabulary instruction were used with the goal of increasing student understanding of a grade level text.
Mariana Carrillo Obregon | Elementary Education
Improving Writing Performance through Writing-based Interventions | Click here to view presentation
Incorporating non-native English speakers diverse backgrounds, cultures, and experiences in writing instruction can help students feel confident and comfortable when expressing their ideas in a new language. Hence, this research sought to investigate: To what extent will model, shared, and interactive writing accelerate English Language Learners (ELLs) achievement in writing? This research was conducted with seven Spanish-speaking first-grade students enrolled in the dual-language program. The baseline data, a writing pre-assessment, revealed they all scored a 1.0 based on the WIDA rubric, demonstrating few writing skills when copying words provided, while also demonstrating a lack of writing conventions. These students met with a teacher intern for fifteen minutes, at least twice a week, for seven weeks. For the first week, the intern teacher collected pre-assessment data through word lists, reading, and writing attitude surveys. In the next two weeks, the teacher intern engaged in modeled and shared writing activities with students. Beginning in week three, the teacher largely changed the mode of instruction to interactive writing, giving the students more independence. Outcomes will be measured based on the students writing samples and scored based on the WIDA Rubric as well as the Education Northwest (2014) Traits Rubric for Conventions K-2.
Gillian Chambres | Social Studies
Positive Communication Home & Student Engagement: How Intrinsic and Self-Determined Extrinsic Motivation Influence Students Performance | Click here to view presentation
This research sought to answer the question: How do positive reports home influence students in-class participation, test scores, and rates of returning work? The research was conducted on nine high school seniors in World History and Economics classes who attended a Title 1 middle and high school in a large, urban city in the mid-Atlantic. By methodically and intentionally communicating students positive and productive behaviors and habits to their caregivers, this research aimed to identify a positive trend in students test scores, participation, and rates of returning work. The validity of this hypothesis was tested by comparing students engagement before the intervention and their engagement after the six weeks of positive communication home. The data did not demonstrate a significant or positive shift in students engagement. Students also self-described their motivators which revealed a partial a correlation between the intervention and the results. This research sought to provide an intervention strategy that educators could easily use in their classrooms without significant preparation and ultimately improves individual student engagement and the class culture. While the intervention was not successful in increasing engagement, it fostered relationships with students and their families creating a more positive learning environment.
Ryan Devlin | Elementary Education
Using Number Charts & Math Games to Improve Students’ Addition Fact Fluency | Click here to view presentation
This study aims to answer the question to what extent does the usage of number charts and math games help improve student achievement in addition fact fluency. The elementary school the students in the study attend is located in a suburban area and contains pre-kindergarten through 5th grade learners. The students in the study are in 2nd grade and in a class of 26 students. Addition fact fluency within the numbers 0-20 had been identified as an area in which many students in the class struggled. Four focus students were chosen for the study, and were pulled for 15 minute small group lessons three times each week for three weeks. In the small group, students learned how to use a number chart, played engaging math games involving addition fact fluency, and were assessed weekly to monitor whether or not improvement with addition fact fluency had occurred.
Reema Dogra | Science
Laboratory Corrections and Science Content | Click here to view presentation
Students struggle with gaining knowledge from laboratories. This is due to their lack of experience. When grading laboratories feedback is always provided, but students never use it to improve their laboratory understanding. This is because they are not given an opportunity to apply the feedback. This inquiry project focuses on how students understanding of science content, learned from laboratories, change when they are given the opportunity to make laboratory corrections based on the feedback provided by the teacher? The research focuses on 7 students that attend a suburban high school. These students are in 10th grade and are in a standard living systems class. After students completed a laboratory, they were graded with feedback and handed back to the students within 2 weeks. Students then had the option to use the feedback to improve their answers to the post laboratory questions. Those who did laboratory corrections had theirs regraded and took a survey asking their opinion of the process. Responses to the survey and before and after scores were collected and analyzed.
Joseph Doyle | English
The Effects of Group Size on Collaborative Student Learning | Click here to view presentation
This research project attempted to discover if there is an ‘optimal’ group size when instituting student group work in the classroom. The study planned to record feedback in the form of both student opinion surveys and assignment grades, however formal feedback to the experimenter and changing classroom conditions narrowed the focus to just assessment grades. As a result the study compares scores when students are working on their own, when they are in pairs, and then for when participants worked in their table groups of four. Designed to take place over the course of two to three weeks in a 10th grade English classroom, this study responded to a student request for more group work in a way that explores the nature of student achievement. The results revealed interesting trends about how students were best able to collaborate and make use of their resources while still representing their own knowledge and achievement authentically
Mia Ferri | Elementary Education
Integrating SnapWords Cards and Word Games to Increase Sight Word Literacy | Click here to view presentation
Sight word literacy is essential in improving students’ reading and writing skills and contributes to their overall academic success. Based on students’ Fountas and Pinnell reading levels, their performance in Wilson’s Fundations program, and a baseline pre-primer sight word assessment, a need for focused sight word instruction was clear. To what extent will a consistent review of sight words in a focused small group increase students’ sight word literacy? The research focuses on the use of SnapWord cards and a variety of word games to develop automaticity with sight words. This inquiry project was implemented at a suburban K-5 elementary school with a group of three second grade students who demonstrated reading levels below grade level and who scored less than 80% accuracy on the Dolch pre-primer sight word list. This group met three times a week over the course of five weeks. Each session ran for 20 minutes and consisted of a review of 10-15 sight words using SnapWords cards, and then an activity to practice the words. A sight word recognition assessment was given at the end of each week and analyzed to track student growth and determine which sight words to focus on in the following week.
Marisa Finkelstein | Elementary Education
Family Involvement with English Language Learners | Click here to view presentation
This inquiry project seeks to analyze the impact of family involvement and weekly small group intervention on English Language Learners (ELL) reading performance and engagement. The project takes place in a third-grade classroom at an elementary school (grades P-5) in Towson, Maryland. The school has a diverse student population, containing 700 students, with 15% of the student population identified as Hispanic. In the focus classroom (third grade), eight of the 22 students are native Spanish speakers, five of them being bilingual and three of them learning English for the first time. The participants of this inquiry project are six of those seven students, and they worked together weekly in a small group or as partners. In this study, family outreach is achieved via weekly home assignments to be completed with students, and weekly newsletters from the teacher. Data on home engagement, performance in small groups, and responsiveness to newsletters was tracked in a spreadsheet. This project is designed to take place over four weeks in a third-grade classroom. The investigator will look at student work samples, responses from families, and her own observations to analyze the collected data and identify potential impacts on student engagement.
Katie Forsythe | Elementary Education
Ability to Improve ESOL English Proficiency | Click here to view presentation
Within our school districts each year more ESOL students enter the programs. Schools attempt to pull each student multiple times a week, but some students need more individualized help than others. These ESOL students need help with phonological awareness in order to be successful in the classroom. This phonemic awareness is typically used in everyday classrooms for younger students. The classroom I wished to implement this in is a 4th grade room, with an even amount of boys and girls. The school as a whole is within Baltimore County and has 698 students from P-5. Each day during word work, where other students would practice spelling, I would pull these 2 students and work on letter-name and letter-sound correspondence through onset and rhyme. After working together for a few weeks, I will add in site words, and short CVC words to improve phonemic awareness. At the start and end of each week I would assess the students separately and track their growth.
Victoria Frank | Elementary Education
Using Small Group Rotations to Increase Achievement in Mathematics | Click here to view presentation
This research focuses on the effects that small group rotations have on students who are below grade level in mathematics and will assess students’ achievement in mathematics. This research was carried out in a third-grade classroom at a Title I elementary school, focusing on the mathematics groups with six to eight students in each group who were performing below grade level. Each group would spend fifteen to twenty minutes meeting with the teacher during mathematics time while the other groups would have different assignment. The groups would have differentiated instruction to best support their needs. After the time ends, the students would switch to another rotation and another group would meet for instruction. Work samples and field notes were collected and analyzed throughout the intervention. Post-assessments were given at the end of each unit to assess students’ progress and growth.
Kari Gillman | Visual Arts
Exploring Trauma-Informed Teaching Practices in the Arts Classroom and Its Effect On Student Engagement and Confidence. | Click here to view presentation
Even as students have (for the most part) returned to brick and mortar schools, we are not back to normal. We as a collective society have struggled through the past couple of years and our students are not immune to that. Trauma may cause students to have difficulty self-regulating, be on high alert, have trouble trusting adults, and engage in negative thinking patterns. This study explores how implementing trauma-informed practices in the arts classroom affects student engagement, confidence, and feelings of safety. The co-ed 8th grade class participating in the study consists of 30 students in an urban elementary/middle school. Throughout this study, students engaged in choice-based artmaking aiming to express their emotions and/or identity. The teacher collected multimodal forms of data such as visuals (photographs of students artwork), language (text and speech), and a pre and post student surveys to gauge the level of student engagement and confidence.
Abigail Haines | Elementary Education
Improving Fifth Grade Students’ Multiplication Fact Fluency Through Daily, Varied Fact Practice | Click here to view presentation
This Reflective Inquiry Project is focused on improving students math fact fluency, specifically multiplication facts, through daily and varied fact practice. Knowledge of multiplication facts is a vital skill for 5th grade students to successfully achieve grade level math learning standards and objectives. This study was performed at a public school in Maryland with a group of fifth-grade students. Although daily fact practice was provided to all 23 students in the class, the focus group for this research consisted of 6 students. In order to improve multiplication fact fluency in these fifth-grade students, students practiced multiplication facts daily for 10 minutes. This was accomplished through a variety of approaches including First In Math, multiplication fact flashcards, and interactive games, Around the World and Kahoot. Data was collected in the form of First In Math reports (pre, mid and post assessments), fact practice worksheets (weekly) and anecdotal teacher notes (daily). Each of these practices were designed to answer the question, To what extent will daily, varied fact practice increase my students achievement in multiplication fact fluency?
Sharon Houlihan | Elementary Education
Reflective Inquiry Project Multiplication Fluency | Click here to view presentation
This project follows the question, to what extent will fluency in multiplication facts increase students’ achievement in solving multi digit problems? This study takes place in a city school with fifth grade students. The students selected are on a second to kindergarten level. Due to them being at this level most do not have their multiplication facts memorized. The intervention involves surveys, discussion about why math is hard, timed tests and extra practice and games. With these steps two of the three students showed some growth with memorization of facts. Outcomes were measured by how many multiplication facts a student could get in one or two minutes. The students were not competing against each other but rather trying to beat their own score. By allowing them to compete with themselves it reduced stress and made math more interesting. Based on survey data taken at the start of the intervention and at the end two of the three students felt that math was not as bad as they thought in the beginning. Students need to be able to quickly recall multiplication facts to be successful in multi digit multiplication problems and division.
James Kavanagh | Social Studies
Integration of maps and other geographic tools into the social studies classroom to improve geographic literacy | Click here to view presentation
This research aims to identify how secondary social studies teachers can use maps and other tools in lesson plans in order to improve the geographic literacy of their students. The research was conducted with 7th grade World History students in a public middle school. Data was collected in the form of a pre-test prior to the intervention, and a post-test after the intervention. During the intervention, maps and references to geography were incorporated frequently into lessons in order to familiarize students with basic geographic concepts. Participants completed the pre-test and post-test, answering basic geography questions to check for their understanding. Students also responded to several open-ended questions where they explained their attitudes towards geography. A total of 74 students were tested across differing ability levels (GT and standard classes). After the tests were completed, results were compared to check for any changes in average scores in order to assess the effectiveness of this intervention.
Danny Kelly-Buckley | Elementary
Intervention Through Multiplication Fluency Games | Click here to view presentation
Inquiry Question: To what extent will playing math games related to fluency in mathematical operations increase my students achievement in multiplication fluency?
I am at an elementary/middle school, located in Baltimore. The third grade class I focused on for the project contains approximately 25 students, with most students performing below grade-level. There are two students with IEPs in the class, and many students who struggle with basic mathematical fluency skills. Four students were involved in the intervention, all four being students who needed extra support in mastering their multiplication facts. These students were below grade-level in math.
Before beginning the intervention, I looked over the results of the students Fact Master multiplication quizzes to see where my target students were in regards to their ability level in multiplication. I collected data through pre-tests and post-tests each week of intervention, and through a final post-test that was an assessment of the multiplication facts the students were learning throughout the intervention. I conducted an interview with the students at the end of the intervention to determine the effectiveness of my assessments and fluency games. I made graphs of my students assessment scores to provide visuals on the students progress.
Seungmin Kim | Elementary Education
Dual Language Classrooms and Translanguaging Impact on English Language Learners | Click here to view presentation
My inquiry is about dual language classes and if teaching students in deal language is effective for students with below grade level reading skills through the usage of translanguaging. For my research I mainly looked at 5th grade as that is the class that I worked with the most. I used 5 students in regular class and 5 students from dual language class. These students are mostly ELL, but they are not a newcomer as the newcomers English Language is very low. The method that I have implanted is to collect data of their Amplify scores to pick the 5 students that are in below grade level and their scores are close to each other. That way, when I compare the data, the data will not be skewed. Then, I will take the data over 3 weeks to get their QRI three times per student to see if their scores grow. During this time, their teachers will be given lesson plans by me which they will follow to teach the class. After collecting the data of their QRI scores, I will run the t-test for both dual language class and normal class to see who grows more.
Jessica Kirkner | Elementary Education
Improving Phonics Skills By Implementing Different Word Studies | Click here to view presentation
Phonics instruction has been something students have been working on since the beginning of the year. A suburban elementary school, in a 4th grade classroom of 19 students has phonics instruction every day. Students were used to phonics word study that included looking up the definitions and writing a sentence using the word correctly. By implementing an updated version and a new intervention into their phonics instruction, it could draw more interest and could lead to higher scores. This inquiry project focuses on the students using new and changed word study to improve their overall ability in phonics. To what extent will changing and implementing new word study improve students’ achievement in phonics? Over a 6-week period, 5 students in one phonics group will be given this intervention in order to monitor their overall progress with their word lists. Students will be using the same activity of dictionary definitions. We will be updating and changing their sentences to be super sentences and implementing a picture dictionary activity. At the end of each week, assessment scores for that word set will be collected. At the end of the intervention, they will be collected to determine the overall effectiveness.
Ellen Larson | English
Creative Writing Workshopping on Academic Writing | Click here to view presentation
Creative writing workshopping strategies (interpretation without writer feedback, deliberately respecting the writer’s process of craft, nonverbal feedback, and preservation of voice) all have individually shown positive impacts on factors of a student’s performance, such as self-confidence, retention of growth, and ability to meet standards. However, there is not much research into the application of a creative writing workshop format on academic writing. How does the application of 4 core creative writing workshopping strategies to provide feedback on academic student writing impact the quality of their academic ELA writing? This inquiry project seeks to look at student growth in their writing before and after the creative writing workshopping model is used as a peer editing strategy in a 6th grade urban ELA classroom consisting of mainly low-income students with Hispanic/Latinx racial backgrounds. There are 3 target groups looked at additionally within the inquiry: Students with IEPs/504s, English Language Learners, and identified struggling readers. Students were introduced to the workshopping model before participating, and then later participated in it and were assessed before and after for both writing growth and effect on their feelings about their writing. Their feedback and scores were analyzed to determine the impact of the workshop.
Amanda Lecuona | Elementary Education
Inquiry Proposal | Click here to view presentation
The inquiry topic that I have chosen to study in my internship is the importance of reading comprehension and how it is taught in the classroom. For this study, I chose to work with a small group of four students. These students are in fourth grade and are at different reading and comprehension levels. These students attend a suburban elementary school. The fourth-grade classrooms in this school are departmentalized, and these students are in their ELA class for two and a half hours every day. Given the amount of time students had in their ELA class, this study took place over the course of three weeks, three days a week for thirty minutes. This research was conducted through a series of lessons, followed by assessments to track student progress. A preliminary assessment was given on the first day to be able to analyze the four student’s abilities and decide where we needed to start. At the end of the three weeks, a final assessment was given to assess their progress throughout the study.
Nicole Levine | Elementary Education
Small Group Decoding and Blending Activities and Reading Fluency | Click here to view presentation
This reflective inquiry project focuses on improving first grade students reading fluency. The focus question of the study asks What impact does the implementation of decoding and blending activities and strategies during small group time have on reading fluency? And, what activities are effective? The research was conducted in a first-grade class composed of 19 students in a Baltimore County Public School in Towson, Maryland. The class is diverse: students are of varying races, ethnicities, genders, abilities, and needs. Six students were involved in the small group intervention lessons in this study. Early in the year I noticed that many students struggled with decoding and blending, which was inhibiting their reading fluency. However, throughout the course of my time in this classroom I noticed that students decoding skills had improved, while they were still struggling with their comprehension skills, so the implementation of the intervention was modified to meet students’ needs and abilities. Students were pre and post tested using DIBELS data. Over six weeks, students partook in small group guided reading lessons 2-3 times a week, which focused on decoding and comprehension skills. Lessons were interactive and involved discussions, games, and manipulatives.
Bridget O’Neill | Elementary Education
Improving Phonemic Awareness through Small Group Focus on Letter-Sound Fluency & Phonological Awareness | Click here to view presentation
Summer Pearson | Music
Differentiation Strategies for Music Students with Cognitive Disabilities | Click here to view presentation
This is a research study proposal which seeks to identify effective differentiation strategies for use in elementary school general music classes that improve understanding and engagement of students who have cognitive disabilities. This study will also explore how elementary general music teachers can collaborate more with special educators and general educators to improve student understanding and engagement for students with cognitive disabilities. In this study I will use a mixed methodology approach to collect data at Solley Elementary School. Specifically, I will collect data based on interventions designed to improve student understanding of grade-appropriate rhythm concepts. I will use thematic analysis to analyze the data collected from assessments, observations, interviews, and my notes and reflections. The study is designed to take place once/week over the course of three weeks in an elementary general music classroom.
Kayla Puccio | Elementary Education
Targeted Instruction to Improve Math Fact Fluency | Click here to view presentation
My research focuses on the question: to what extent will targeted instruction on developing number sense increase my students achievement in fact fluency? This question was developed alongside the math SLO that was being created in the fourth-grade classroom where I am placed. The school where this project took place in an elementary school in Glen Burnie, MD, where the grade levels range from pre-K to fifth grade. The school is located in a suburban neighborhood. There are a group of ten students in this project who were chosen based on the math SLO. To conduct my research, I worked with these students who are a grade level below fourth grade math expectations. A baseline and a post assessment were administered to each student to track the growth that they had. The practices implemented in this project include fluency folders where the students track personal goals, iReady math lessons, concrete and representational strategies, flexible grouping, and First in Math- Very Important Facts. Improving math fact fluency is an important area to study because it aligns to students applying these skills to real-world scenarios. Math fact fluency is an important skill that all students need to have a strong understanding of.
Abigail Ross | Elementary Education
Strategies to Improve Regrouping Subtraction Problems | Click here to view presentation
Math is my topic for this research and my inquiry question is: To what extent will math manipulatives increase my student’s achievement in subtraction? The context of my school is that it’s a public elementary school, I am in a 2nd grade class and 10 students were involved in the study; the small groups consisted of 5 each from that 10. The 10 students were a part of the SLO math group because they were the students who seemed to struggle the most with subtraction problems that involved regrouping. To collect data from these students, they were given a pre-assessment to see where exactly they were struggling with these math problems. Moving forward, I would work with some of them in a small group where they were given math problems focused on the subtraction. When the students were solving these problems I provided them with math manipulatives such as a 120 chart and didax counting cubes. These manipulatives are supposed to help the students visualize the problems and find their answers accurately.
Blair Skeffington | 4th Grade Mathematics
To what extent will use math manipulatives in small group instruction increase my students’ achievement in mathematics? | Click here to view presentation
I pulled a small group of fourth graders for two weeks in my reflective inquiry project. I worked with the students and provided math manipulatives with whiteboards. I began the intervention with learning cubes and whiteboards with addition one digit by one digit equations. I noted the data of the student’s accuracy in their showing of the manipulatives, equations, and answers. Throughout the intervention, I was able to see the confidence in the students. They began participating more in whole group instruction and their scores on exit tickets. The students really enjoyed using the math manipulatives and show an increase in their understanding of the operation of addition.
Sarah Swanson | English
Audio Feedback and Standard English Conventions | Click here to view presentation
Graduating seniors are expected to be able to demonstrate a mastery of Standard English grammatical conventions in their writing. This was a challenge for many of the 12th grade students in one small urban high school where the majority of the student population is Black. Most students there scored a one or two out of three points on this category of their essay rubric in the first quarter. How will audio feedback on student writing impact their mastery of grammatical conventions? Throughout the third quarter, the teacher provided links to grammar instruction YouTube videos in the comments on students’ work in Google Classroom. She then compared the students’ score on the grammatical conventions portion of their first quarter and third quarter essays.
Vy Tran | Elementary Education
Reading Fluency Among English Language Learners | Click here to view presentation
This is a qualitative research that aims to focus on the reading fluency growth of English language learners. The research will take place at an Elementary school in a third-grade general education classroom. There are 29 students in the class but only 8 students will be part of the research. The students who are in the research are English language learners. The research will focus on both an experimental and control group of students within a third-grade class. Both groups of students will be assessed on their reading fluency before and after the intervention. The intervention will take place in a small group setting. The students in the experimental group will meet with me for reading intervention instruction. We will focus on building reading fluency by doing sight word recognition, blendings multisyllabic words, and reading grade-level passages. At the end of the intervention period, I will re-assess the two groups and compare the data. The data will be able to show me if there is any growth and how reading intervention strategies work to support English language learners in the classroom.
Olivia Ventola | Elementary Education
Reflective Inquiry Project | Click here to view presentation
The topic I am investigating is reading fluency. I will implement an intervention targeted at improving the reading fluency of a small group of third grade students. The data collected from students’ Oral Reading Fluency Beginning of Year scores, as well as Composite BOY scores reveals a need for these students to have extra practice with fluency (InTASC 1a, 6l). To be in the 75th percentile for ORF BOY scores in third grade it is 83. The ORF BOY scores for these students were 1, 5, 8, 13, 18, and 45. All four of the students I am working with are English Language Learners. One of the students receives IEP services and one receives reading intervention from the program Success for All.
Sydney Votruba | Mathematics
Developing Automaticity in Mathematics | Click here to view presentation
After analysis of student exit tickets, exams, class work, homework, and quizzes, it is quite evident that they need support in integer arithmetic. The majority of students are lacking the basic computational skills of adding, subtracting, multiplying, and dividing with integers. Without that foundation, students are already at a massive disadvantage in successfully fulfilling the algebraic objectives and curriculum standards they are currently learning. This study aims to help students develop automaticity in math facts through repeated intervention of daily minute math quizzes. Pre and post data will be collected to determine if students’ scores improve after the intervention.
Through this project, I am aiming to answer the question: To what extent will timed minute math quizzes increase my students’ achievement in integer computations? The data collected in this research will be the scores each student achieves on the quizzes. This will be done prior to taking the quiz and analyzed again at the end of the semester. The quiz scores will be compared with the baseline test scores to determine the effectiveness of the intervention. If students have been consistently scoring higher than their baseline score, I can be confident that this intervention was successful. Throughout the course of 13 days, I implemented a daily 20 question fact fluency quiz for the Do Now. I put a timer on the board for 5 minutes, and students had until the timer ran out to complete the quiz. These quizzes were 20 questions, consisting of 5 addition problems, 5 subtraction problem, 5 division problems, and 5 multiplication problems.
Overall, this intervention was an effective way to reinforce basic skills that might have declined due to the COVID-19 pandemic and switch to virtual learning, or lack of repetition and repeated practice. Data collected showed that the average number of questions the students got right increased from 15 to 18.12. I was also happy to see that the range of scores decreased over time, meaning that there was not as much differentiation between scores at the end of the intervention. I noticed that at day 6 and almost every day after that the mode score included a 20, meaning that a 20 was scored most frequently out of all the scores. This data indicated that the intervention was successful. Going forward, I will continue to execute minute math quizzes, but I will modify the quizzes based on students’ needs. Implementing this scaffold is a great way to develop students’ automaticity in math facts which will support them in solving more advanced problems for their grade level. This intervention can be differentiated and applied across different grade levels and content areas.
Hannah Wolf | Elementary Education
Implementation of Systematic Instruction in Phonological Awareness, Phonics, and Sight Words (SIPPS) | Click here to view presentation
The topic being researched was guided by my research question: To what extent will implementing Systematic Instruction in Phonological Awareness, Phonics, and Sight Words (SIPPS) increase my students achievement in phonemic awareness and decoding? The research took place in a Title I public school located in the suburbs. I was specifically in a third-grade general education classroom where I implemented the instruction with a small group of four students to ensure intervention was intensive and a focused environment. The students were placed into the group because they displayed deficits in their ability to decode words and in their phonemic awareness based on their DIBELS scores from the beginning of the school year. I worked with students on a total of 10 lessons throughout the course of five weeks on days that were available due to having an abundance of snow days during implementation of the intervention. Students progress was compared to their beginning of the year DIBELS assessment scores at the end of the intervention by re-assessing the students. They also took a pre and post-assessment with the SIPPS skills that should be mastered by the last lesson of the five weeks, lesson 35.
Matthew Zamow | Social Studies
Strategies to Incorporate Effective Internet Usage | Click here to view presentation
This is a research study proposal seeks to analyze the effects of internet devices for students learning Social Studies. In this study, students will be educated through devices that use the internet and through paper materials. This study is designed to take place for four weeks in a 9th grade Social Studies classroom at Overlea High School. Research will look to analyze the impact of the use of primarily device instruction on the students.
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