The Benefits of Using Phoneme Segmentation & Oral Reading Fluency CBM on 1st Grade

This action research was driven by the researcher\u27s interest in using curriculum-based measurement as an assessment tool and the effects they can have on student growth throughout the school year. The researcher utilized the STAR CBM phoneme segmentation tool quarterly, beginning in the first quarter, as well as the STAR CBM oral reading fluency passages quarterly, beginning in the second quarter. The research was conducted to analyze the effectiveness of using CBM, specifically phoneme segmentation and oral reading fluency, as a progress monitoring tool with 1st Grade students. The researcher is a first grade teacher in her eighth year of teaching first grade, and her seventeenth year of teaching overall. The findings revealed students were able to show student growth and progress through the scores, though the progress made is not enough to justify its significance. Findings also indicated a slight correlation between having a high phoneme segmentation score and having a high oral reading fluency score. This research was conducted to impact future classroom practices as well as school-wide decisions in placing students in reading intervention/Title I services

Increasing Student Achievement in English Language Arts at the Secondary Level

This school improvement paper aims to explore a comprehensive approach to enhancing English Language Arts (ELA) standardized test scores at the secondary level through the implementation of a literacy program. The research focuses on four essential components: differentiated instruction, co-teaching, and on-going assessments. The central question guiding this school improvement plan is: How does the integration of a literacy program, encompassing differentiated instruction, co-teaching, and on-going assessments, and lead to improved ELA standardized test scores at the secondary level? The proposed school improvement plan looks to provide educators with strategies and tools to effectively engage students in English Language Arts (ELA) learning, fostering a positive and inclusive learning environment. This research aims to contribute valuable insights to the field of education and support schools in their pursuit of academic excellence in English Language Arts (ELA) for secondary level students

SCCS Tinley Cultural Relationships School Improvement Plan

This school improvement plan (SIP) aims to identify and implement tangible practices to welcome families of color to the SCCS Tinley Park Campus and create pathways for cultural discussions to begin and grow within the school community. The plan also includes lesson plan materials in the form of tips and guidelines for conversation starters, a list of notable living people of color, technology resources and books for teachers to use in the classroom as they model and scaffold multicultural relationship building amongst students. This SIP also seeks to answer the question “What are effective strategies for increasing parent engagement from families of color and how does application of those strategies translate into a vibrant and visible multicultural community?” Participants for this plan include leadership of SCCS—administration and teachers, parents within the community, and all students enrolled at SCCS Tinley. The method is qualitative with heavy reliance on interviews, small-group conversation, and observation. I conclude the only successful way to improve the school experience of our families of color is to focus our attention on developing deep, vulnerable, and lasting relationships with each other

Impact Comparison of Face-to-Face and Asynchronous Learning Environments on Student Performance

The purpose of this action research project was to explore the impact of the Face-to-Face and Asynchronous learning environments on student performance. The recent Covid-19 pandemic of 2020 pushed primary and secondary schools nationwide to offer an online learning environment as an option in public education. Accordingly, grand debate arose about whether students’ performance remained the same regardless of learning environment. A mixed-method study was used to determine significant difference in student performance, and analysis depicted learning environment outcomes by race as well. Data analysis revealed no significant difference in student performance between the Face-to-Face and Asynchronous learning environments overall. However, when examining data by student background, it was found that students of some predetermined race groups demonstrated higher performance in one learning environment over the other. The research findings from this study may prove beneficial in informing individual educators as they improve their own practices in diversifying curriculum to meet student needs. The outcomes may also provide information for stakeholders of urban and/or diverse school districts to consider as they make program decisions and determine solutions to current faults and necessities in academics

Building the Weather Balloon with the Limited Budget and Observing the State of Atmosphere Both Visually and Statistically

Within the limited budget, we constructed the weather balloon, then launched it into the sky from Orange city to observe the condition of the troposphere and stratosphere. While we could not collect the balloon and the data after launching it, the experiment benefited us by learning and building our own scientific thinking. The materials of the balloon were bought from Germany. The weather balloon\u27s main body, which contained electronic devices for measurement and communication with the ground, was made of typical Styrofoam. And the main body was connected to the balloons, which continued the helium gas. The parachute was attached between the balloons and the Styrofoam box. So, the balloon was modeled to descend gradually with a parachute after the balloon burst at a certain altitude. The launching day was January 6, the temperature was 10 F°, and the wind was blown to the Northeast at 6.2 mph. After launching, the electronic device and the weather balloon\u27s communication was established in only the first 20 minutes. We also tried to take a video of the environment outside of the earth. The video might be good for the advertisement of NWC. However, since we could not collect the balloons which we launched with GoPro7, we could not check the sight

The Beacon, January 20, 2023

Unsung Heroes: Dr. Bob Hubbard; How MLK changed America forever; SZA makes killer return with newest album; Long-awaited sequel introduces new faces; Visiting professor impacts Music Department; Make some noise for Northwestern percussion; Students experienced extreme weather; Campus celebrates Martin Luther King, Jr.; 20 Students experience Urbana Mission Conference; An honored theatre professor; AI won\u27t break the Internet (But It Will Try); The Overrated City of Paris, France; Raiders win NAIA National Championship; Junior Schany Starts Semester off Strong; NWC Raiders Demolish Hastings in Weekend Sweep; Exploring questions about identity; Twelve Japanese students welcomed to campus

The Beacon, February 24, 2023

Unsung Heroes: Mere Reyes; What is student government at NW?; Rebecca Black\u27s debut dawns new day; Newest Ant-Man installation falls short; Senior Spotlight: Chloe Tschetter; Ads and halftime show triumph Superbowl; NW reflects on Ash Wednesday Services; Maintenance worker goes above and beyond; How do college students spend their money?; NW Student Government; Prehistoric Dino Controversy; NW Athletes in Intramurals at NW; Birds Can Fly, But Raiders Can Fly Higher; Chaotic Cool: Library Craig Fines Defenders; Jennifer Boeve Ruling the NW Raider Softball Roost; Professor prepares for a new journey; Flapjacks, fellowship and friendly competitio

Promoting More Play in Kindergarten

Kindergarten has changed immensely over the years. It is currently driven by academic standards. Kindergarten teachers use much of the day to implement direct instruction and seat work to meet the higher demands in reading and math. The problem is that this type of learning is not developmentally appropriate for kindergarteners. Research shows that play is the central way in which children at the kindergarten age learn. To be developmentally appropriate, this school improvement plan aims at initiating more time spent playing during the kindergarten day

The Effectiveness of Behavior Management Systems in Grade 5 Classrooms

This action research project, conducted over a 6-week period, aimed to enhance classroom management techniques in response to evolving educational trends which emphasize students\u27 self-regulation and intrinsic motivation. The study focused on a control and experimental group of grade 5 students, implementing two distinct behavior management systems: one grounded in a behavioral approach utilizing rewards and sanctions, and the other based on positive strategies. The researcher, a secondary school English teacher with 8 years international teaching experience, collected data through observations and interviews with former teachers. Even though the initial hypothesis proposed the superiority of a balanced system encompassing both positive and negative consequences, the analysis of the data rejected this notion. The findings indicated that both systems were equally effective. While the results may not be readily generalizable due to constraints in grade level and sample size, they offer valuable insights for educators, challenging conventional methods of behavior change. The study provides pertinent information for those navigating the delicate balance between maintaining discipline and fostering a positive learning environment

Social-Emotional Learning in Elementary Classrooms

This school improvement plan focuses on how a social-emotional curriculum can positively impact various aspects of an elementary school, such as academic progress, behavior, and the overall school environment. It uses reliable research to emphasize the importance of integrating social-emotional learning seamlessly. The plan is based on evidence that clearly demonstrates how this curriculum can promote good behavior and improve academic success. A key highlight of this effort is the combination of studies that show how a carefully designed social-emotional program, when fully implemented, can bring about significant positive changes in the school culture and environment, creating a better atmosphere for learning and personal development