Abstract
This action research was created as
collaboration between the Assistant Principal and the Principal at Livingston
High School. With the increase of the State Standards in testing and the push
to increase students’ learning increases the need for more rigor and relevance
in the classroom is essential. Rigor and relevance is a part of the Blooms
Taxonomy; unfortunately it is not being used in the classroom to the full
extent for which it was created. With an
increase in rigor and relevance in the classroom, with the help of technology,
this research will show how an increase in rigor and relevance will improve
learning. To understand how and why this is important to students’ learning; we
will first look at what rigor and relevance in the classroom is and how it
impacts learning. Rigor and Relevance relies on taking knowledge and showing
students how to apply the knowledge in a practical, relevant setting. Studies
have shown that teachers who rely on the old fashioned manner of standing in
front of the classroom behind a podium lecturing is not an optimal learning
environment.
Most
of our students are economically disadvantaged and many of them are considered
‘at risk’ of not graduating high school. It is our responsibility as teachers
to prepare them to be leaders in the 21st century, regardless of
their lack of income or home lives. Livingston ISD is a Title I school district
which has a large number of economically disadvantaged student body; although,
the district is primarily a white school district with a low ratio of Hispanics
and African American students. With the funding the district receives from the Federal
Government and numerous grants the school has received the district has a good
technology program. We have a large group of technology specialists who closely
with all the teachers at each of the campuses to ensure the students have the
access they need in technology.
Students have a need to be educated and to be
successful in a global community; even with a lack of finances or in some
instances proper home lives. Students
should not be held back in their abilities to learn and become productive leaders
and adults because of a lack finances.
We have ample access to technology on our campus, including numerous
computer labs, between 1-3 computers in each room, as well as laptop carts for
grades 1-4. While the technology is
available, the need to increase the level of teaching in the classrooms is
prevalent. Many of the students
graduating from high school and going into either the life of college or the
business world are unprepared. This is due in part to a lack of discipline as
well as a lack of rigor in the classrooms.
The
purpose of this research will be to determine if increasing rigor and relevance
while adding technology will be enough to increase student activity in the
classroom while increasing their learning. The second part is to determine if
increasing rigor and relevance will help to decrease discipline issues in the
classroom. There have been numerous reports or statements made which state that
students are disrupting class because they are bored and not being challenged.
This study will either prove or disprove those statements.
Proving
these statements accurate will be a huge benefit for not only the students but
also teachers and administrators, alike. When there are less discipline
problems in the classroom the potential for learning increases dramatically. An
increase in learning makes it easier for teachers to increase the rigor double
fold. Less discipline frees up the administrators to take care of other issues
instead of spending all their dealing with student discipline.
Purpose of Study
The continual increase and changing of state
testing requirements; we are seeing an increasing number of students not
meeting the states’ standards for academics. As research has proven our
students are not learning what is being taught. This is not to say that
teachers are not teaching the information given to them in the curriculum;
however, what it does mean is the information is not being presented in a
manner which the students can apply their knowledge in a practical environment.
Our goal is to increase the rigor and relevance in the academics in an effort
to teach the curriculum in a way our students can learn and remember.
Remembering and comprehension seems to be the biggest issue in our classrooms.
Our teachers are teaching but are they teaching in a manner the students cannot
understand and comprehend. The days of
standing behind the podium and telling the students what they need to learn are
gone. It is time to branch out and use all the resources available to us as
teachers, including technology. According to Dr. Daggett; in his paper Achieving Academic Excellence through Rigor
and Relevance “Priorities and
goals set by educators at all levels of academia are not closing the gap. The
focus on state assessments as the one true measure of academic excellence is
slowly but surely limiting our young people’s chances of experiencing any
semblance of the success in life that we expect for them and that they believe
school will provide for them.” (Daggett,
W.R.; International Center for Leadership in Education; Academic Excellence,
2005) Since the Federal Government passed
the ‘No Child Left Behind’ program the states are becoming pressured to get
students’ through high school and into the working force or college. The
problem with the Federal plan is that it does not take into considerations any
circumstances which could be beyond a teachers’ control or the school district.
However; regardless of our thoughts on the law, we have been given a huge task
to accomplish.
Significance of the Study
With
the help of Bloom Taxonomy, following the Rigor and Relevance framework
(fig.1), along with the increase in technology in the classrooms; we as
teachers can be successful in increasing students’ learning. Increasing rigor and relevance is about
taking a students’ knowledge and showing them how to apply their knowledge. The
goal is to start by the student’s obtaining knowledge based on 6 levels;
ranging from Awareness to Evaluation. Once the knowledge is there; the
students’ must then learn to apply the knowledge in a series of 5 steps;
ranging from knowledge of one discipline to application to real world
unpredictable situations.
Literature Review
Research
shows that the education our students in the United States do our students no
good when they are competing for jobs against China or India. It has been
proven numerous times that the education system in the United States cannot
compete with those from China, Japan or even India; just to name a few. What
does this say for our education system? “Upon
the rather sobering results reported by research on traditional secondary
schools, which reveals year-by-year decreases in student motivation,
engagement, and interest in school.” (Eccles, J., Midgley, C., &
Adler, T., 1984, p. 228-331) Further research shows that the typical middle
and high schools are no meeting the developmental needs of adolescents, which
in turn creates higher drop-out rates, and a significant decrease in morale and
self-esteem. Students are not actively engaged in their learning if their
developmental needs are not being met. This is not to say that public schools
are now suddenly supposed to take on the role of their parents but when
students spend the majority of their time at school, it is our responsibility
to ensure their needs are being met in as many ways as possible. (Eccles & Midgley, 1989)
According
to McNulty and Quaglia, increasing rigor in the classroom is not a simple one
step approach but yet a combination of functions. The functions consist of a series of steps put
together by McNulty known as the McNulty Quadrants, which reflect the two
dimensions of higher standards and student achievement. The quadrant consists of the following
procedures; knowledge taxonomy and Application model developed by the
International Center for Leadership in America. The application model
“describes the five levels of relevant learning: knowledge in one discipline,
apply knowledge in discipline, apply across disciplines, apply to real-world
predictable situations and apply to real-world unpredictable situations.
Relevant learning is interdisciplinary and contextual. It requires students to
apply core knowledge, concepts or skills to solve real-world problems.” (McNulty
& Quaglia, 2006, p. 2)
According
to districts ‘report card’ our students’ testing scores over the last 2 years
have been decreasing. (Livingston ISD) The data on the table shows the Intermediate
school did not meet AYP (Academic Yearly Progress) in Math. (Fig. 2) This
means, according the Federal Government, the district has to improve their
scores and reach AYP or risks having the State intervene by coming in
monitoring our academics and teachers. With
the new End of Course (EOC) test which the State began using last year, our
scores decreased dramatically. Students which previously passed the state test
with good scores are all of sudden failing the new tests. According to the
state, this issue comes from a lack rigor and relevance. With all the research
showing the need for an increase in scores on testing; our goal from this
research is to prove without a doubt that increasing rigor and relevance is the
answer to all our prayers. The practice
of increasing rigor in the classrooms at the high school, up to this point, is
still unclear. Some teachers report that with the help of certain aspects of
technology made increasing the rigor and relevance easier and the students were
able to keep up and understand. However, other teachers report increasing the
rigor actually increased the failure rate among their students. Research is still open in this aspect but it
appears that depending on the subject and the type of students depends on
whether or not increasing relevance is helpful. With Special Education
students, increasing rigor is extremely difficult.
How
the talk about increasing rigor and relevance in the classroom is great;
however, if one does not fully understand what rigor is or why it is important
than it is just talk. All the research in the world becomes irrelevant if a
teacher does not fully understand why or how to increase rigor in their
classroom. First, we must understand what rigor is; as teachers we here the
term differentiate instruction on a daily basis but do know what an
administrator is talking about when they say ‘you need to differentiate your
instruction’ or when they say ‘if you would increase the rigor and
differentiate your instruction the students will respond with higher
participation’. There have been numerous this has been said to teachers and the
teacher in turn is asking themselves ‘okay, but what exactly do they mean
increase rigor or differentiate my instruction?’ For those of us do not fully
understand; this portion of this research will clarify the issue. According to
Bertie Kingpore, PhD, Rigor represents the following:
“Recognize realistic and relevant five
key elements for action
Integrate complexity, breadth, and depth
in content, process, and product
Generate cognitive skills
Orchestrate support systems and
scaffolding for success
Refine
assessments to guide instruction and benefit learners” (Kingpore, 2011, p. 9-15)
Recognizing realistic
and relevant key elements, simply put means to create a higher level of
thinking in the classroom. If you let your students know from the beginning of
school that will need to bring to three things to class every day, students
must come prepared to think, participate and try. If they are willing to commit
to those three items, success in the classroom can be guaranteed. The trick
lies in obtaining the student buy in. Students today are used to being able to
just walk in the classroom and half-way participate and pass. We have created a
compliance in on educational system. The hardest aspect of increasing rigor
will be to pull those students out of their compliance and to drag them into
the process of learning. They may come kicking and screaming at first, but they
realize that thinking, participating and trying is easier than it seems and can
actually be fun, they will leave academically challenged, happy and ready to
take on the world.
Increasing rigor and relevance is not an easy task but
using technology can help. Technology
saves time but is also beneficial in bringing real world experiences into the
minds of our students. With the help of technology, students can use websites
such as easybib.com to help with citations which saves time. In addition to saving time technology is a
great way to motivate students. Students in this time need all the extra support
and boost in self-esteem they can receive.
Many of our students at Livingston come from low economic homes, some of
which do not even have running water or electricity. Many of them also come
from parents who are drug addicts or alcoholics and have spent time in jail.
Children brought up in homes such as those tend to lack the incentive and
self-esteem they need to learn. However, something all teachers know is that
regardless of where a child comes from or what previous academic background
they have is: ‘all children, regardless of age, loves technology’. Technology
can therefore be used as a stepping stone into the minds of those young people.
How a teacher uses the technology in the classroom to their advantage is what
makes the difference. Teachers need to find a way to spark the curiosity of the
students in their classrooms. Everyone already knows about Martin Luther King
and the other famous people who have been taught all their lives but what do
they do know Malala Yousafzai, Nelson Mandela or Ai-Jen Poo? These are not necessarily the people you will
read about in history books, so how can we spark a child’s interest by learning
about these people; through technology. The internet in all its marvelous
ingenuity can be relevant by bringing to people of the past into this time
period and people from other countries into our classrooms. This can only
happen if teachers know and use the technology which is readily available at
their fingertips. (Larkins, 2013)
This research will be used in the Livingston High School in the English
classrooms. The outcome of the study will become known at the end of May when
test results come back from the state.
Subjects
The subjects of the
research will be high school students ranging from 9th to 12th
grades in all subject areas. The data
will be assessed over the next several months as our students progress through
the different benchmark tests which will ultimately end with the final End of
Course test to be performed in early spring. The 9th through 11th
graders will be the primary subjects, as they are ones still taking the state
mandated tests. The seniors who will be subjects will be the 120 students in my
classrooms. Since they are not being tested the State; I will use their test
grades in my classes as a method of proving success in the research. For the 9th
through 11th the scores from the various benchmarks given to them in
their classrooms, since the scores from the End of Course and TAKS tests will
not be back until the end of May or first of June.
Procedures
The first step in
increasing rigor in the classroom is ensuring all teachers are involved. Campus wide involvement is essential if all
students are to be successful. Research
has shown; few students graduating high school are prepared for college and if
you keep going further down, middle school students are not prepared for high
school. Schools are sliding downhill in preparing our students to succeed in
life. Statistics at Livingston High School has shown that over 75% of the
graduating seniors who go to college, some of those on scholarships will fail
out of college within their first year. Those numbers are too high; therefore,
the need to increase rigor and relevance is even prevalent. The below timeline
will show how this increase will occur.
All teachers must be on
the same page in the definition of rigor and what is expected. Confusion among
what is expected will only serve as contention among teachers, students and
administration. Teachers need to understand that creating a culture of high
expectations does not mean giving more homework or increasing the number of
worksheets students use in the classroom. A great example for teachers to use
in creating the high expectations and developing lesson plans is the Blooms
Taxonomy. (See Fig. 3)
Data Collection
Data
collection will come from a variety of sources. The beginning data will come
from previous benchmarks and state test scores. Throughout the year, we will
use new benchmark scores and surveys from both students and teachers. The
survey for teachers will focus on student involvement in the classroom and the
ease of the program and the survey for students will focus on the challenge of
the work and if they feel as if they are receiving the support necessary to own
up to the challenge. The final part of the data collection will consist of
evaluations and walk-throughs performed by the principals. Their evaluations
will for the following items: student involvement in the lesson, teacher
feedback and support to all students, praise given to students and no negative
feedback. If a student does not get an answer correct, the correction needs to
be in a positive manner which motivates the student to continue with their
learning.
Data Analysis
At the end of the first semester the
data will be collected and analyzed. When analyzing the data, we will be
comparing bench mark scores, assignment grades to a grade on a similar
assignment, amount of referrals to the office, and finally a formal evaluation
given each semester. Once the data is analyzed and segregated, the information
will be presented using graphs and narrative. The graph will show the increase
in scores and the decrease in office referrals. The narrative will explain what
the graph shows and report on student involvement and teacher feedback.
Evaluating the results of the study
The results of the
study will be evaluated by reviewing the decrease in the number of students
being sent to detention, in school suspension and alternative school. The test scores from benchmarks will also be
reviewed and a graph will be created reflecting either an increase or decrease
in test scores and daily assignment grades.
At this time in the research, there has not a change in the climate at
the school although we are seeing some increase in grades for a small amount of
students. The changes in the test scores will be based on the two benchmarks
given in the first semester. The first benchmark scores will be in October and
the second set of test scores being in December, just before Christmas break.
The comparison will be created using a bar graph showing benchmark 1 and
benchmark so the increase or decrease can be easily seen. Evaluating the results of the study in terms
of discipline will be done every 3 months. A report will be run every 3 months
evaluating the number of referrals, number of students in ISS, number of
students sent to alternative school and the number suspended. The goal is to
see a steady decrease in the overall numbers by the beginning of the second
semester.
Dissemination of the results of the study
Research which concerns teachers in the
classroom is always being sought out by both teachers and administrators all
over the United States. Many research studies can be found simply by search
Google. Keeping this in mine, the results of this study will be published on
both my blog site and my wikisite. The second step will be to submit the
results to the school district in hopes the result will be published on the
district website so others in the community can see what is happening in the
classrooms and the progress which is being reached. These results can help a
lot of struggling teachers and even districts as a whole, providing they read
the research with an open mind and realize that success will not come quick or
easy but it will come with time and patience.
Fig 1.
Figure 2
Final
2012 AYP Results
Campus
Name: LIVINGSTON INT (187907101) LIVINGSTON
Status:
Missed AYP - Mathematics (Performance)
2012-13
School Improvement Program Requirement: None
All
African Econ. Special LEP LEP
Students American Hispanic White
Disadv. Education (Measure: (Students)
|
Current & Monitored)
|
Performance: Reading/English Language
Arts (ELA) (AYP Target: 87%)
|
AYP Proficiency Rate 2011-12 Assessments
|
Met Standard 486 43 88 339 302 34 48
n/a
|
Number Tested 583 63 113 388 387 55 71
43
|
% Met Standard 83% 68% 78% 87% 78% 62%
68% n/ a
|
Student Group % 100% 11% 19% 67% 66%
9% n/a 7%
|
Performance Improvement/Safe Harbor
|
2010-11 Assessments
|
Met Standard 449 37 75 325 272 42 39
n/a
|
Number Tested 582 66 107 391 380 64 66
48
|
% Met Standard 77% 56% 70% 83% 72% 66%
59% n/a
|
Change in % Met Standard 6 12 8 4 6 -4
9
|
Improvement Required 2 4 3 3
|
Special formats ('*',
>99%, <1%) are used to protect student confidentiality (Livingston ISD)
Fig. 3
Appendix
Table 1
Leadership
Plan
Build trusting relationships
|
Work cooperatively with team teachers and create
an open line of communication.
|
Create a shared vision
|
Work with the teachers and administration to
ensure the vision is a shared vision; one that all agrees on. In order for a
vision to succeed, all involved must in agreement on the vision.
|
Collaborate on decisions
|
Worked the department and teachers on lesson
plans, testing data and techniques to improve student grades.
|
Communicate effectively
|
Create an open line of communication with the
other teachers in the department and with the Assistant Principal over the
department.
|
Lead productive groups
|
Lead a group of teachers in increasing technology
in the classroom and how to use the technology to increase rigor in the
classroom.
|
Resolve issues or conflicts
|
There will always be conflicts; it is a part of
human nature. However, conflicts cause problems in the workforce. The best
way to resolve issues of conflicts is to have an open line of communication
and to use that communication to ensure trust and confidence is created.
|
Motivate others
|
Students are not the only ones who need
motivation. Teachers need motivation on a daily basis after a daily struggle
in the classrooms. The best way to motivate teachers is to praise them when
they do something good; let them know they are appreciated throughout the
school year.
|
Manage a positive culture and climate
|
Managing a positive culture and climate is a hard
task to take on; however, it is necessary.
The best way to promote a positive culture and climate is to keep open
communication, listen to the staff and take their comments and
recommendations seriously. The worst thing you can do to create a positive
culture is to ignore your staff as if they do not exist.
|
Use appropriate leadership style
|
Using appropriate leadership style varies
depending on the administration. One thing I need learn is that an
inappropriate leadership style is to bully your staff into submission. Using threats and bullying tactics is not
an appropriate leadership style. An appropriate leadership style is one that
leads their staff instead of bullying or ‘managing’ their staff.
|
Empower others
|
Empowering others can be done through motivation.
|
Manage change
|
Change is all around us and we all have to be open
to change. The best way to manage change is to talk it up, but be honest with
your staff about the changes. Focus on the positive of the change.
|
Evaluate self and overall study
|
Honestly, I feel I still have some further
training before I feel I would be completely ready to take on a leadership
role. The study of these courses have been great and I have learned a lot but
still do not feel as confident as I should be in my leadership ability before
assuming a leadership role.
|
References
Daggett,
W. (2005). International Center for Leadership in Education Academic
Excellence.
International Center for Leadership in
Education. Retrieved from w.
Livingston ISD. (2012). Accountability
Ratings. Retrieved from
http://www.livingstonisd.com/education/components/docmgr/default.php?sectiondetailid=17041&
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