Blog # 4 Suzanne Graybush LTED667
What programs would I institute now to add meaningful engagement with our students in my middle school? We are currently using an I READY reading program throughout our school to aid in student reading achievement due to the fact that many are below grade level. For example about 15 of my students out of 55 are on a 5th grade reading level in 8th grade, yet others even lower. I would create incentives school wide, and plan to do so currently with my class. As the students complete lessons and move up levels through individualized instruction each would be eligible for raffle tickets. As students build up successful minutes on the students' individualized learning paths they too would be eligible for raffle tickets. The school could raffle off gift cards, special lunches, teacher & administrative roles for the day and more. I would leave the gift choices up to the students in one of my surveys in order to promote reading and motivate the students with what they want for meeting their individualized reading goals.
This idea came to me because we are asked to have students work in IREADY during class time for 40 minutes a week, but many think it's free time to click, click, click and rest. This did not fly with me, and therefore have created motivators. First I would have the teachers meet and conference with the students to reveal their grade level and what they need to do in order to raise their level of achievement. School wide, I would put the students in charge of tracking their successes and making learning goals. Our class text also explains how this strategy has proven successful, "Students benefit from, and are capable of participating in, goal setting and evaluating their proficiency in learning to be critical and strategic readers,"(p. 160). Reflecting on this, students will want to meet these goals to move up grade levels once the tools are in their control and incentives are available.
In using I ready there are various reports available to determine successes and target areas for improvement. Teachers and students can work together to see which learning paths and skills need to be addressed in order to move to the next level of instruction, and eventually reach the next grade level. One of my students was on a 4th grade vocabulary level according to the diagnostic test, but on a 6th grade level for reading and comprehending nonfiction and literary text. His learning path was inundated with vocabulary type questions. Once we sat down together and discussed his learning goals, we realized that he was stuck in one path. I had to explain what analogies were, and then he was able to progress. Even though these programs are in place, students will NOT see the value unless we analyze the information and help them progress through it. Now, if all of our middle school teachers were doing this, it could impact students school wide!
Besides sending out a needs assessment in order to know how to motivate students and staff, I would also want to schedule a Professional Development day in order to kick off this I READY incentive. Here along with IREADY facilitators, I could give teachers forms for student tracking, tips for finding success in the IREADY portal and reports, and give teachers opportunities to be included in the planning of the "fun" part of IREADY, the prizes given along with raffle chances. By working together on this, many more teachers will feel empowered to execute the program.
My skill set includes 20 years of teaching experience at the middle school level. I have worked with honors students, BSI, as a push in partner teacher, and on various reading and writing curriculum development teams. As well as creating a base of knowledge in helping students, I have also built many lasting dependable relationships with my colleagues as well.
As a teacher, one of my best attributes is being able to reach students at their level and bridge the gaps in order to get them to the next level. Maybe not perfect students, but I can equip them with the skills needed to be successful in the next grade. As long as my students are willing to meet me in the middle, I have been successful in creating activities that are at a level each can understand and push them forward. By using a hybrid of technology and “hands on” activities, including student choice and modeling, many students who may have NOT thought they could be successful in ELA, have been successful. I like to include fiction, nonfiction, choice, and excerpts from new adolescent novels built into stations. Another activity that the students like are various escape rooms in order to engage students. I have mandated daily activities too. This includes "Mindful Mondays," "Vocabulary Wednesdays," "Think About it Thursdays,"(editing activities) and even "First Page Fridays" ; this keeps us on track for practicing a variety of strategies weekly and keeps their interest. I have made it my goal to try to reach my students through the curriculum in one way or another with various interactive online activities, topics, debates, books, and even learning games.
References
Shearer, B., Carr, D., and Vogt, M. E. (2019). Reading specialists and literacy coaches in the real world. Waveland Press.
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