EDUC 6331 Intern II

Spring 2019
Action Research Projects Overview Table

Intern Name: Selina Mancha

Action Area of Concern Needs Assessment Action Plan Evaluation Reflection

Research
Project

Project 1 Project 1: Campus Data was provided Task 1-Teachers, Through the Through this project I
Curriculum Curriculum through the use of instructional coaches and implementation of this had the opportunity to
Alignment Alignment Walks to verbal and written principal discussed best project, I was able to learn how curriculum
Walks to promote reflection of feedback of district practices in the classroom evaluate the impact of the alignment walks and
promote best practices in the administration, during weekly PLC project and determine the best practices can
reflection of classroom. instructional coaches, meetings. It is during this success based on student impact the teaching
best practices Curriculum Alignment and school time that the intern and score reports on TX KEA practices in the
in the walks and best administration. principal introduced the (Texas Kindergarten Entry classroom and the
classroom practices discussions Information was also purpose of these best Assessment) that is given manner in which
will provide an obtained through the practice curriculum to students at the students are learning
opportunity to use of teacher alignment walks that will beginning and middle of and responding to the
teachers, instructional feedback, through occur on a monthly basis on the year. Due to timing material taught. I saw
coaches, school to interviews, and data campus. Teachers had the circumstances, the end of a tremendous impact
reflect on best reflecting student opportunity to go on year TX KEA assessment in student test scores,
practices in the score reports on TX learning walks as a team. had to be pushed back to a products and the
classroom and KEA (Texas later date in May. I was practices that teachers
collaborate to improve Kindergarten Entry Task 2- Teachers reflected also able to obtain were using in the
strengths and Assessment) that is on a specific area or areas in information and classroom. With the
weaknesses to given to students at which they feel need perspective from implementation of this
improve quality of the beginning, middle, improvement and or instructional practices as project, it is evident
instruction for all and end of April. Due additional instructional well as student product that they served as a
students. With the to timing and guidance. Teachers took that came form from all guidance for both
guidance and feedback circumstances, the end turns demonstrating their personnel involved in best administrators and
of district of year data will not student’s products that were practices discussions and teachers in the manner
administrators, the be used at this time. reflected on their classroom curriculum alignment in which the
curriculum alignment Intern and mentor had bulletin board. walks. Along with consistent feedback
walks will provide the the opportunity to reflection and instructionaland opportunity for
opportunity for district compare data from the Task 3-The reflection of feedback from personal, I growth allowed
administrators such as previous to school target areas was documented was able to obtain this teachers to expand
the English Language year to current and through note taking and oral information from the their way of thinking
Arts Coordinator, reflect on the discussion in collaboration teachers themselves, as and truly take into
Math district differences presented with each team grade level, they participated in consideration the
coordinator, and other and what has impacted pre-kindergarten and learning walks during PLC teaching and learning
subject coordinators changes? Given the kindergarten. and took the time to that reflect their
provide feedback upon data that was reflected debrief any concerns and individual classrooms.
their visit to campuses on from the previous Task 4-Teachers and their ideas. Teachers and
every 3 weeks to view year, it is this project administration conducted As the district has decided administrations had
and observe the that allowed for best practice walks during to adopt a new literacy the opportunity to
instruction and work growth and designated PLC meeting. During curriculum, these best view the different
that the students are an area of concern. alignment walks, each team practice curriculum perspectives and learn
producing in the and grade level had the alignment walks will from one another and
classroom, and have opportunity to discuss and continue to take place on begin the journey of
the opportunity to collaborate on one another’s our campus to provide collaboration to
discuss and reflect student products as well ongoing support, ensure that needs of
with teachers. Product learning new ideas, guidance, and feedback to all learners were being
of student work will strategies, and approaches teachers. in met. As an early
be posted outside of from one another as childhood academy,
classrooms that reflect colleagues. This practice With the guidance of my we are the foundation
the current TEKS and allowed for reflection and mentor, we debriefed on for these students.
standards, and reflect critical feedback from one the data obtained through Through this project
that student products another. the use of the TX-KEA, we were able to
are meeting each of which indicated our scores ensure to stay on track
the TEK components Task 5-After district in the areas of math, and allow district to
to ensure that TEKS personnel have their science, and vocabulary know what goes on in
are being taught alignment walks with skills. As we analyzed data our classroom and
completely and with administrators, and from this assessment from how we can grow as a
no portions left aside. instructional coaches, the
intern will have the
opportunity to debrief as
team with discuss
curriculum alignment walks
best practices discussions
and how they are impacting
teaching practices, students
products, and overall
campus performance.
This was an ongoing
campus practice that
occurred through the month
of April. After the last
month, as a campus teachers
and administration had the
opportunity to debrief on
their perspective and
reflection regarding these
walks thought interviews,
written reflection, and
supportive data.
Student TX-KEA reports
were reviewed and
determined the difference
between the scores from the
previous year. This data was
used to reflect on impact of
having the opportunity to
work with the guidance and
feedback from district
personnel and our own
class reports, it was school community.
determined that student
scores increased from the
first assessment to second
assessment.
Math scores went up by
8%.
-The first assessment that
indicated that 68% of
kindergarten students were
on track in their math
skills, while the 32%
remaining of kindergarten
students were to be
monitored.
-The second assessment
indicated the growth in
math skills. 76% of
kindergarten students
indicated to be on track,
while reports
demonstrated the decline
in students needing to be
monitored.
 campus administration, and
reflect on our teaching
practices campus-wide.
Project 2 Project 2: In order to provide a Task 1-I conducted a needs I evaluated the success Through this project
Universal Universal Design For need’s assessment, I survey to begin this project. and impact of this project I had the opportunity
Design For Learning- discussed with each The survey asked teachers through student to improve the
Learning- implementing the team of teachers their questions regarding the performance data and manner in which
implementing UDL approach in all perspective regarding different learners in the engagement in the new approaches are
the UDL classroom the UDL framework. I classroom and their specific classroom in the particular introduced and
approach in all environments to focused in the area of needs. I also asked teachers to area of student learning implemented in the
classroom ensure equal learning student literacy provide feedback regarding stations. I along with the classroom to provide
environments opportunities for all learning stations, and their needs and resources to guidance of my mentor students with equal
to ensure equal students. the manner in which I provide students with learning evaluated the manner in learning
learning believe that opportunities that will meet which students are opportunities. I took
opportunities For this project in differentiation is their needs and individual teachers are responding to into perspective the
for all particular, I was able needed to provide goals. the UDL approach and various needs in the
students. to work with our students with equal impacting students general education
general and special learning opportunities. Task 2- I discussed with a performance. classroom, and also
education teams and With my mentor, I Region 4 coordinator the the special education
collaborative took into Universal Design for Learning Along with the evaluation and collaborative
classrooms on campus, consideration the Approach and the manner in of data regarding learning classroom. I am
and in collaboration different needs and which the school can begin the stations, I took a different truly in astonishment
with Region 4-an feedback provided process of introducing and approach and questioned in the impact that
Education Service from teachers, and implementing the UDL both special education and this framework has
Center that focuses on discussed with my framework into the classroom. collaborative teacher made particularly in
providing responsive mentor on how to further with the use of both the special
and effective support implement and Task 3- As a campus, we interviews and education and
that promotes student provide support attend Region 4 trainings questionnaires. Through collaborative
success and allows regarding the UDL outside and on site in this approach I was able to classrooms. Our
flexibility of resources framework. classroom trainings and obtain additional collaboration with
to target the specific support discussions. I had the information regarding the Region has truly
needs of our students opportunity to observe Region significant impact that been a guiding light
and communities. 4 UDL training and coaching UDL has made on the in the
in the classroom with our special education implementation of
campus teachers and
administration. In class
coaching and training and staff
development occur once a
month. (January, February,
March, and April)
Task 4: I debriefed and
reflected with campus
administration, region 4
coordinators, and teachers
regarding best practices and
the implementation of the
UDL approach after each of
the in class trainings.
Task 5: I along with my
mentor, general and special
education, and collaborative
classroom teacher’s w
reflected on the UDL
approach and the manner it
has impacted our campus and
teaching practices to best
serve our students. We
discussed and reviewed data
on student performance and
the utilization of the approach
to decide on the
implementation of the
approach campus-wide.
population. this framework. It
was overwhelming
The collaborative at the beginning as it
kindergarten teacher in was first introduced
particular was able to to teachers, however
provide specific given the consistent
testimonials regarding two support, teachers
students in her classroom took this learning
and the significant growth opportunity to grow
in the classroom. and expand the
opportunities for
Along with feedback from their students in the
teachers, student work classroom.
samples, and literacy
learning station As a leader, I was
discussions. I reviewed able to view how
and analyzed students important
DRA (Developmental collaboration and
Reading discussion among
Assessment (DRA) colleagues, and
and EDL (Evaluación del administration truly
Desarrollo de la Lectura is. The manner in
scores. which teachers work
According to the data, our together and learn
DRA reading scores from one another is
increased by 6% based on important in the
middle of the year field of education.
assessments. EDL scores Teachers are able to
increased by 3%. succeed and take on
The scores demonstrated challenges when
increase in comparison the they are supported
middle of the assessments and learn from one
from the previous school another.
year.
 The increase in data
demonstrated

As a campus we will
continue to utilize and
implement the UDL
framework and work in
collaboration with Region
4.

The feedback provided by

teachers and their
response to the
implementation of the
UDL framework in the
classroom, specifically in
literacy learning stations
was a significant factor in
the decision to continue to
utilize this framework.
Project 3 Project 3: Data was collected Task 1- Intern provided a The manner in which I Through this project
Expansion of the through the use of survey to both teachers and determine the success and I was able to view
Expansion of usage of Seesaw, a teacher and parent parents regarding their Seesaw impact of this project was the manner in which
the usage of student driven surveys in which both usage and knowledge. through data reviewed and students are
Seesaw, a portfolio and parent groups were able to collected from the end of engaging and
student driven communication tool. reflect on the use of Task 2-Intern and mentor April surveys conducted utilizing individual
portfolio and seesaw as both an reviewed survey feedback and for both teachers and student portfolios to
parent Seesaw is a student online student responses from both teachers parents. showcase their
communication driven portfolio and portfolio and as a and parents. products and work. I
tool. teacher-parent communication Data regarding parent was able to see the
communication tool. system between both Task 3- Intern and mentor usage was obtained manner in which
parents and teachers. reviewed and determined through the number of students expressed
Seesaw was a program where teachers and parents parents utilizing Seesaw. their knowledge and
introduced to the Survey Data was used have expressed concern, and understanding of
campus for 2018-2019 for in depth reflection will determine the need for The amount of parents what was being
school year. Through of the use and additional training for both utilizing the program taught in the
the implementation of implementation of the teachers and students. increased by 4% from the classroom.
seesaw, the campus technology-based beginning of the school to
goal was to allow a program in the Task 4- Teachers and the month of April. I was also able to
program that provides classroom for student administration discussed the view the manner in
students and teachers work, and outside the different components of Teachers voiced concerns which parents are
with effective classroom pertaining program and how it can better regarding parent usage able to communicate
classroom resources to communication fit their campus needs to and difficulty with parents efficiently with
and technology based with teachers and expand the manner in which it signing up to the use the teachers and utilize
learning for students. parents. is utilized for classroom Seesaw application the program to view
Seesaw allows for student products and parents their online student
students to build an Data was also used as communication and I reviewed feedback and portfolios and view
online portfolio in it was collected involvement with student data with my mentor and their student’s
which only their through the use of work and progress determined whether to progress. I very
parents and teacher individual teacher provide expansion to this much enjoyed seeing
would have access. usage reports along Task 5- Additional training technology based student the manner in which
with documented for parents and teachers was portfolio and parent parents were
The expansion would feedback from parents discussed, along with future communication tool. interacting and
allow the opportunity as they use the staff developments. leaving students
for parents to have program as a tool for Given the approval for the feedback regarding
access to completing communication with Task 6- Teachers were expansion of the program, their work. This
student activities teachers and to view provided with staff we will continue to motivated both
assigned by teachers to their child’s work in development presented by the discuss and debrief on the students and
support student and the classroom. It intern regarding the changes that will be made teachers to continue
parent learning provided for mentor implementation of technology to best integrate and to work and be
opportunities. and intern to in the classroom, particularly utilize the program proud of their
Along with the determine how parents the use of seesaw a campus wide for the products.
expansion and and engaging in communication tool and an following school year.
implementation of the student work and online interactive student The expansion will allow I also had the
program, an increase reflecting on student portfolio. for access for another opportunity to work
in both parent and progress in the year, and for parents and and view the manner
teacher participation classroom with the use students to engage in in which my mentor
would be determined of online interactive activities assigned by as our campus leader
and anticipated given student portfolios. teachers to add to his determined the
the necessary support portfolio given at home needs and
and guidance. access to thousands of effectiveness of such
activities. a program and
determined whether
Given the feedback or not to include the
received from parents, we expansion of the
will also take into program for another
consideration their year in the school
perspective and concerns budget. I was also
regarding this program. able to view how
For the following school such an important
year, teachers will have decision is made and
the opportunity to best what factors come
explain and teach parents into play
how to utilize this
program during Although, the
orientation at the increase in parent
beginning of the school usage and
year. communication only
increased by 2%,
this data will drive
the effort and
support that will be
implemented for the
application for the
coming school year.
This has taught me
the importance of
listening to feedback
from the school
community and
ensuring that they
have the necessary
tools and support
needed to be
successful.