2. Challenge Low English Language grades 2013-2014 “Substantially Below” NECAP scores 2013-2014 Low Writing Prompt scores 2013-2014 Low performing grade 8 students in Language Arts (28)

3. Instructional Design Extra English Language Arts Instructional Opportunity during UA section. Teach one unit ahead of Core English Class. Collaboration with Core English Language Arts Teachers (Ms. Akeley, Ms. Dawes, Ms. Lasselle). Small class size.

4. Intervention Thinking Out of the Box – Ms. Silsby Notify Parents of Opportunity Two Quarters for Each Group Taught by Ms. Heather Akeley- Literacy Specialist Master’s Program

5. Results After Semester 1 2014-2015 Grades Survey Questions Teacher’s Observations

6. Grades Quarter 1 Comparison ‘13-’14 to ‘14-’15 11 Students in the class this semester; 11-15 registered for next semester 55% showed significant improvement, up +4-16 percentage points (6 students). 18% showed no improvement(2 students). 27% Truancy interfered with progress (3 students).

7. 1.Are you finding learning and practicing much of the same information as your regular LA class has helped you? YES (9) NO (0) YES and NO (1) Survey Question #1 2014-2015

8.  “[This Class] helps me to understand the stuff my LA teacher says.”  “We do useful things to help us in LA class”  “Because a few days after Ms. Akeley’s class, my teacher does the same thing, and I get it.”  “It helps me remember.”  “The work in this UA class helps me with tests and quizzes.” Comments on Question #1 2014-2015

9. 2.Are you participating more in your ELA class as a result of taking part in the English UA class? YES (6) NO (1) YES and NO (3) Survey Question #2 2014-2015

10.  “I am participating the same amount.”  “I participate all the time now!”  “I can understand and answer about figurative language more.”  “I raise my hand more.”  “I know some things ahead of time.”  “Yes, it gives me more confidence with raising my hand even when I am wrong.” Comments on Question #2 2014-2015

11. 3.Are you more confident in your ELA class this year compared to last year? YES (8) NO (1) YES and NO (1) Survey Question #3 2014-2015

12.  “It is very good.”  “My ELA class is too fast.”  “It helps with projects.”  “It has helped me.”  “I am about equal.”  “Yes, the work is easier.”  “More confident to raise my hand.” Comments on Question #3 2014-2015

13. 4.Do you like the activities you do in the English UA class? YES (9) NO (0) YES and NO (1) Survey Question #4 2014-2015

14.  “I have fun with my classmates.”  “The activities are more fun.”  “I love the power points.”  “They are the same as in my LA class.”  “Movies, games and more.”  “They can be a little annoying.” Comments on Question #4 2014-2015

15. 5.What could English UA include to further help you in your regular ELA class? Survey Question #5 2014-2015

16.  “Nothing, I’m good.” (4)  “Give me a head start on some things.”  “I don’t see where she has to do anymore. The way she teaches us, we get a lot of education.”  “It helps you with reading words, figurative language etc.” Comments on Question #5 2014-2015

17. “I have three students who have been in the English UA this semester. All three students have benefitted from repetition or figurative language, annotating text and summarizing. Only one is below grade level in reading and not far below. Also, because they are doing more in-class writing, even short pieces, their writing has improved.” ELA Teacher’s Observations

18. “I specifically recall one day in the first quarter, we were reviewing the elements of plot, and a few of our shared students said to me excitedly, “Hey, this is what we are working on with Miss Akeley.” Beyond that, behaviorally, I see a sense of pride and confidence coming from the group of children who are receiving essentially three ELA opportunities between Resource, UA English, and my ELA class. The quality of work being produced from the majority of these students has been good to excellent.” ELA Teacher’s Observations

19. “The fact that students move to mainstream ELA class from the English UA class and are raising hands to answer questions and are more informed, is a huge change from last year. Great to see!” “Students who would not put a single word on paper at all last year are writing up to a paragraph, at least.” Resource Room Teacher’s Observations

20. Continue with teacher collaboration. Continue teaching skills and concepts before the ELA teacher’s instruction. Continue to progress monitor both S.1 and S.2 students. Continue to compare ELA grades and writing prompts from last year and this year. Next Steps

21. Survey students and teachers at semester’s end of English UA. Use Fountas and Pinnell Reading Inventory. Locate a standardized reading/language arts screening test for pre/post measurement, and diagnosis. Next Steps