Case Study- Allocation of Funds
It is December of the school year. The Superintendent recommended to the Board of Education that an additional $10,000 be allotted to reduce the number of students who do not meet the minimum standard on the state testing program in sixth grade mathematics. (The funds will be available immediately)
You are a member of the sixth grade staff.
You are a member of the committee to decide how to use the funds.
There are no preconditions to the manner in which the funds are to be used.
Below is a list of the students who did not meet the standard the previous year:
Student State test score (5th grade) Additional Information
Sally 185
Sue 191
Frank 198
Jane 199
Jim 184 Has an IEP
Bob 189
John 185 Has an IEP
Ann 180
Pam 195
Tom 181 Has an IEP
Note: The minimum passing score on the state test is 200
Using the decision making model decide previously discussed decide on a course of action. (Page 192 of the text)
It is December of the school year. The Superintendent recommended to the Board of Education that an additional $10,000 be allotted to reduce the number of students who do not meet the minimum standard on the state testing program in sixth grade mathematics. (The funds will be available immediately)
You are a member of the sixth grade staff.
You are a member of the committee to decide how to use the funds.
There are no preconditions to the manner in which the funds are to be used.
Below is a list of the students who did not meet the standard the previous year:
Student State test score (5th grade) Additional Information
Sally 185
Sue 191
Frank 198
Jane 199
Jim 184 Has an IEP
Bob 189
John 185 Has an IEP
Ann 180
Pam 195
Tom 181 Has an IEP
Note: The minimum passing score on the state test is 200
Using the decision making model decide previously discussed decide on a course of action. (Page 192 of the text)
Kimberly Leight
ReplyDeleteThe problem in this case study is how the additional $10,000 should be spent to help increase 6th grade students mathematics scores on the state testing program.
The possible solutions consist of:
1. Additional technology.
2. Hiring additional highly qualified and experienced teachers.
3. Purchasing more hands on materials and resources.
4. Creating a breakfast program.
5. Starting an after/before school homework and tutoring program.
1. Advantage: The society is becoming reliant on technology. The students are probably more comfortable using different forms of technology. There are unlimited options online and through programs for students to learn different topics.
Disadvantage: The property can easily be damaged or stolen. Technology is fragile and difficult to secure. Another issue with purchasing technology is that it is not always reliable to work and can be difficult to navigate at times.
2. Advantage: The students will receive more one on one attention inside the classroom or in a resource room if needed. The attention will help struggling students master key concepts. Small groups can help students feel comfortable and more inclined to ask questions and follow along without getting distracted.
Disadvantage: Some parents are skeptical and resistant to using resource room for their child. Also when in classrooms it is difficult to meet all the students’ needs with additional help and guidance with limited number of teachers; unless a majority of the students were together.
3. Advantage: Using hands on materials and manipulatives in mathematics is usually very helpful. Allowing students to visualize the problems or equations may be beneficial to solving them correctly.
Disadvantage: It may be difficult to select the most beneficial materials for all students to work with. All the students’ unique needs need to be accounted for when thinking about the purchasing from such a wide variety of options.
4. Depending on situation only way students get a nutritious meal is through school, being hungry puts a damper on students learning. Hard to get there and find provider
Advantage: Students perform better when they are feeling energized and comfortable. Sometimes students only receive nutritional food when at school, starting the day prepared to learn will keep the students focused. Being hungry puts a damper on students’ success.
Disadvantage: Some parents may find it hard to get their children transportation at earlier hours. Getting students up for school and on time is enough of a difficult task for middle school students.
5. Advantage: This will insure that work is being done outside of the classroom. It will provide a quiet environment where students can get attention, ask questions and relearn material they missed in class.
Disadvantage: Transportation becomes an issue when asking parents to change routine they are accustomed to. Finding teachers can be a problem when asking them to add work onto their already busy schedule.
A majority of the students are close to passing and need to be focused on inside and outside the classroom. The students need support and alternative learning options. Mastery of key concepts, especially in math is needed. The students with IEP’s should have a review of their IEP and make sure all the appropriate measures are in place for the ultimate learning experience.
I don’t think money can fix the problem and isn’t always the solution but it can be beneficial in increasing certain aspects of the schools staff, environment and resources. Depending on circumstances different solutions can be put into affect. The strategies should be analyzed and eventually ranked on effectiveness. If the original solution/s don’t resolve the issue they can be altered or another strategy can be implemented.
Kathryn Beegle
ReplyDeleteIn order to reduce the number of students who do not meet the minimum standard on the state testing program in sixth grade mathematics, a detailed plan of action must be implemented. In order to address the issue at hand, the committee would need to gather immediately. During this time, the committee must discuss the problem as a whole—a large number of students do not meet state testing requirements. By addressing the problem as a whole, the committee will need to analyze where students struggled the most on the test. The committee must also address the individual student that did not meet the standard score for the state test the previous year. While discussing the individual students, it will be important for the committee members to address individual needs, such as students with IEPs as well as the areas where each individual student needs the most improvement.
After addressing the problem, the committee would have to determine what needs to be done in order to have the students meet the state test requirement of a score of at least 200. The committee will have to take into consideration the individual student needs discussed. The committee will have to come up with possible interventions that will help to improve student test scores. Options could include pre and post tests, after school tutoring, differentiated instruction in the classroom (homework, warm-ups, etc.), programs to help teachers learn how to help these students, test prep courses/programs, or classroom/at home supplements.
Once the committee discusses possible options for addressing the issue, the members must choose the strategies and interventions that will be implemented into the classrooms, after/before school programs, and/or at home. The committee will then have teachers and staff put into action these plans. The interventions and strategies should be monitored and evaluated throughout the school year—a pre-test should be given to show improvements.
Finally, after implementing the strategies and interventions, the committee will need to determine how effective they were in helping the students improve their math skills. This can be done through a post test to the pre-test, as well evaluations throughout the course of the school year. By using evaluations during the school year, the committee will be able to decide if changes need to be made to help individual students or the entire group of students. It will be important to make changes if the programs do not seem to be helping the students better their math skills.
Natasha Bucknell Pryce
ReplyDeleteAs discussed in class there is a several step system for solving problems. If we go step by step, I’m positive a solution can be mad. The first step is to state what the problem is. The problem is 5th grade test score are not meeting state standards. The school has been given a budget to raise the test scores of the students. How will the staff use the money to increase test scores? Well the next step is to identify options and then identify positive/negative outcomes. Some options I thought of were implementing an afterschool math club which would include incentives for the student, like reward parties, etc. One benefit of the program is there would be no disruption of instruction time; it would serve as a complement to the student’s main math class. Some disadvantages to the program would be how the students will get home if they are bussed to school. What if they are having extracurricular activities after school? And are teachers willing to stay after school to work with the student’s? Another option would be to assign special math homework that will be created similar to the test. Students will be explained homework during math class when all classwork is done. The advantages are students will be remaining a part of the main stream classroom and not be subjected to staying after school. Another setback is the extra work on the part of the teacher to make modifications to the lesson plan. The last idea I came up with is to create a separate class during the day that the students go to in order to increase math scores. The advantages are students would learn materials during the day rather than after school when they could have prior engagements. The disadvantages are who would teach the class and when will students meet for this class? The decision I would make would be the after school math club because it doesn’t take from instruction time, which the students probably still need just as much. Now as we experiment with the program, assessment would be done to ensure the program is effective. Lastly, necessary modifications will be done to create the optimum program with the best positive outcomes.
Jennifer MacDonald
ReplyDeleteWith a $10,00.00 allotment appointed to students who failed to meet a passing score on the state test, there are endless possibilities; but with possibilities, there are always complications. One of the major complications or problems that will occur almost immediately will be where the money will go; especially because the money is allocated immediately. Teachers or board members will have ideas that are spur of the moment without detailed thought.
Based on our discussion last class, most of the problems stem from the home. Students encounter many personal boundaries; night working parents, lack of supervision, lack of help after school, "fend for themselves" households after school, ELL parents, parents who do not know how to do math, etc.
There are 10 students who have below acceptable scores on their state tests and 3 out of that 10 have IEP's.
I think with that $10,000 increment, there can be a great after school educational program implemented for those particular students.
There should be one math teacher and one in support/resource/special needs teacher. The dates can be discussed but a 2-3 times a week program would be great extra practice for the students struggling. It will be like a personalized tutoring session for particular students.
The $10,000.00 can cover several factors:
1. 1 Math teacher (not salary; hourly pay)
2. 1 In class support Teacher (for IEP's; also hourly pay)
3. Materials including test related problems (old standardized test samples)
4. Transportation (Bus for student drop off after session)
The after school program will be considered tutoring or extra help for students to get their state standard grades up. It will not be optional, unless extenuating circumstances are discussed with the parent. This program is to help the student succeed and give them the help they may not be receiving at home.
To me, math is one of the hardest subjects to understand if you're already having trouble. In a classroom setting, a teacher cannot stop a lesson to individually help you overcome an obstacle. This program will help all students. Math has changed from the time I was in elementary and middle school; parents (who may even be home after school) may not know how to teach their child something they are not understanding. Having two teachers who know the content and ways to teach it, is a great way to implement positive reinforcement and successful test scores.
Some students may just not be good test takers; this after school program will explain test-like situations. Teachers will be able to not only explain how to get the answer to the math problem, but also how to take the test and go about important factors when taking a standardized test; time, logic, process of elimination, etc.
Claudia Ramos
ReplyDeleteProblem: Reduce the number of students who do not meet the minimum standard on the state testing program in 6th grade.
The first thing I would do is ask myself “What are other schools doing to obtain high scores?” “What are we doing different?” “What are we not doing?”
I would research those schools obtaining high math scores; research what they do and programs they use and compare.
Solutions:
1. Workshops for teachers:
Teachers need continuous professional development to help them improve as educators.
Advantage:
• Teachers can learn new ideas, strategies, methods that focus more on logic and less on routine computational skills.
• Teachers can learn how to find, use and incorporate technology into a lesson.
• Teachers will meet their hours for the school year, learn and improve.
• Students will benefit from their improvement, putting them a step closer to achieving success.
Disadvantage: Some teachers will oppose to workshops for many reasons:
• They don’t like change.
• They believe their old ways (teaching methods) work and will completely disregard new information.
• They have a difficult time using or learning how to use technology.
2. A before or after school supplemental class: (small groups/3 x a week)
Providing a class only for students that did not meet the standard score; class structured just for developing mathematical skills.
Advantage:
• Students will learn and understand math skills they lack, allowing them the opportunity to meet standard.
Disadvantage:
• All students who need help will not sign up for the class.
• There may not be a willing teacher(s) to do the job.
A supplemental class will work best in this situation. I believe students that did not meet standard, lack important skills; skills they completely missed or simply find it difficult to understand sitting in a fast pace classroom. Creating small classes with only students who did not meet standards will be easier for the teacher(s) to focus on developing these skills and will also allow teacher to give one on one attention when needed.
Students should be given homework to reinforce skills learned and assessed every week. Assessment will allow students to demonstrate their knowledge and allow teacher(s) to assess him/herself and determine whether or not this class is serving its purpose.
Having both morning and afternoon sessions is important. Parents have different work schedules and the school should be able to provide parents with an option.
Paula Guerra-Lado
ReplyDelete1- Identify the problem: ten students do not met the minimum standard on the state testing program in sixth grade mathematics.
2- Determine solution requirements and solution alternatives: the only way I think that the students can pass the math state test is by practicing. I believe that practice makes the master reason why the school should give students extra hours.
3. Select the solution: since there are only ten students, the school can create a small class on Saturday mornings for a couple of hours where the students will only focus on the practice of similar test problems.
The money will be use to cover the cost of the bus/bus driver. The volunteer teachers can also get a little extra money from the funds. If the students pass the test they will meet the next Saturday to have a little congratulation party.
ReplyDeletePossible Alternatives:
1. Work with each student who did not pass 5th grade testing with a 200 individually.
2. Create a study group for those students who did not meet standards in 5th grade and give them work to complete each week.
3. Focus on grade as a whole, focusing the work on what most of the class had trouble on (or most of those select students had trouble with)
4. Go over the students' plans who have IEP's and see if they should have their own study group.
Natalie Jaros (resubmission)
ReplyDeleteAs being head of the funds commitee, I would use the money for educational resources. I would purchase helpful technology for the classroom to aid the students for their studies. I would try to make it hard for the students to fail. I would purchase the best computers and software to aid the students so they know and understand everything that they will be tested on. I would plan educational field trips to museums and historical sites so the students are more immersed in their studies and understand more.
Natalie Jaros (continued)
ReplyDeleteFoe the students with IEP's I would have the child study teams look over their educational plans and incorporate more of the testing curriculum and have their aids be aware of what they need to be able to achieve.
Victoria Castro
ReplyDeleteIdentify the problem: There are many students in the 6th grade who are not meeting the state standard test scores. How should the committee allocate $10,000 to help students meet standards on the state testing program in sixth grade mathematics.
Determine solution requirements and solution alternatives: Hire new staff? Purchase new technology or in-class equipment (smart boards), implement new after school activities, require more testing in classes, improve class curriculum, create a morning study program.
Select solution strategies: I believe the committee would have to meet together to discus all possibilities for allocating the funds. A system of pros and cons can be established. A big question would be if the money should go to man power, by hiring new/more teachers or aids, or should the money be used for buying resources, like extra books, projectors, simulators, games, etc.
Implement select strategies: I believe the best way to allocate the money is to put into an after school program where all the students how have low test scores can go and practice study skills and mathematics. It can be based on a volunteer program (like Big Brothers Big Sisters) to keep the cost low.
Determine performance effectiveness: This new system should be used for a year, and the results will be the test scores. Are there more passing or below average scores? This program would be revised as required at any step in the process.