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Dr. Toby York of Goose Creek Consolidated Independent School District

Dr. Toby York of Goose Creek Consolidated Independent School District. Closing the Achievement Gap Among At Risk Males Dr. Price Superintendent Seminar Melissa Botkin May 1, 2012.

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Dr. Toby York of Goose Creek Consolidated Independent School District

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  1. Dr. Toby York of Goose Creek Consolidated Independent School District Closing the Achievement Gap Among At Risk Males Dr. Price Superintendent Seminar Melissa Botkin May 1, 2012

  2. Problem: A significant negative correlation exits between academic achievement and absences in GCCISD’s African American male population. This deficiency has the most prevalence in elementary and high school pupils.

  3. Discussions with the Directors of C & I and Student Services • C & I Director, Holli Malloy was excited but, asked me to give a list of criteria for the participating principal to use rather than targeting a specific sup-population. • Dr. Bing, Director of Student Services gave her blessing in regard to the implementation and though it was a great idea to test the waters post STAAR math and reading; we conversed in regard to how to present the hybrid book club’s purpose to the participants (Pilot for next year’s 5th graders ect.)

  4. Literature Review • Not a lot of research available in regard to a hybrid book study • I broke apart components of study using “mentorship, achievement, self efficacy, web 2.0 tools, and action research from a college who had implemented this with a group of ESL students • My literature review encompassed a broad scope of research but all correlates to the characteristics of a hybrid book club implementation • One finding is that a lot is being done with secondary students to help close the gap between high school and college; my aim is to begin these same interventions but in the elementary school

  5. Implementation of Hybrid Book Club via face to face and edmodo.com • Connection of prior experience is the “hot button” • Frindle, relatable and able to get feedback • Application of knowledge to create autonomy • Fostering relationships • Peers correct behaviors • Young Men Rising, Mr. Wilson with CIS potential • Edmodo, private message capability, goes to my phone (reliable; ability to monitor)

  6. Future Implementation Suggestions • Librarian help would be an asset; Mrs. Sewell attributes much of her success to Mrs. Ehlig (San Jacinto’s librarian) • Adoption by librarians- could share lessons and ideas about hybrid book clubs & edmodo lessons • Form a committee Administrator, counselor, FIC, librarian, teachers, and CIS • Each could join the edmodo group and contribute • Incorporate Mr. Wilson’s Young Men Rising curriculum and sustain a partnership with CIS

  7. Alamo Hybrid Book Club

  8. Ellery & Zach

  9. Nathan and Aam’ron

  10. Armani & Zion

  11. I. Monday & Thursday Face to Face Meetings in LabII. Edmodo is used to communicate throughout the week III. Home visits with the FIC, letters and lunch

  12. Purpose • Foster self efficacy • Promote higher order thinking skills • Encourage collaboration in a group setting (respect) • Engage students in school (applying engagement to all subjects)

  13. Intended Outcome • Reduce suspensions and conduct referrals • Increase student achievement • Supporting the district’s college ready initiative • Mentor student’s toward a productive path (follow in 6th transition)

  14. References • Bouchey, H.A. (2004). Parents, teachers and peers: discrepant or complimentary achievement socializers? New Directions for Child and Adolescent Development, 106, 35-53. • Carraher, D.W., Schliemann A.D., Brizuela, B.M., & Earnest D. ( 006). Arithmetic and • algebra in early mathematics education. Journal for Research in Mathematics • Education, 37 (2), 87-115. • Douglas, O., Burton-Smith, K., & Reese-Durham, N. (2008). The effects of multiple intelligence teaching strategy on the academic achievement of eighth grade math students. Journal of Instructional Psychology, 35(2), 182-187. • Hodges, C.B. (2008). Self efficacy, motivational email, and achievement in an asynchronous • Math course. Journal of Computers in Mathematics and Science Teaching, 27(3), 265 • 285. • Janosz, M., Archambault, I., Morizot, J., & Pagani, L. S. (2008). School engagement trajectories • and their differential predictive relations to dropout. Journal of Social Issues, 64(1), 21- • 40. • Jordan, N.C., Kaplan, D., Olah, L. & Locuniak, M.N. (2006). Number sense growth in • Kindergarten: A longitudinal investigation of children at risk for mathematics difficulties • . Child Development, 77, 153-175.

  15. References Continued • Lei, Jing (2010). Quantity versus quality: A new approach to examine the relationship between • technology use and student outcomes. British Journal of Educational Technology, 41(3), • 455-472. • Leithwood, K., & Mascall, B. (2008). Collective leadership effects on student achievement. • Educational Administration Quarterly, 44(4), 529-561. • Marlow, M. L. (2002, August). The efficient mix of staffing resources. School • Administrator, 59(7), 34-36. • National Staff Development Council. (2004). Building for success: State challenge grants for • leadership development . Report of a Study. Seattle, WA: Bill and Melinda Gates • Foundation. • Nugent, G., Barker, B., Grandgenett, N., &Adamchuk, V. I. (2010). Impact of robotics and • Geospatial technology interventions on youth STEM learning and attitudes. Journal • of Research on Technology in Education, 42(4), 391-408. • Personal communication with Robyn Sewell, Holly Malloy, Dr. York, Dr. Bing, Mr. Wilson, Dr. • Wyatt, Brandy Onken, Mrs. Jackson, the Hybrid Frindle Group and Melissa • Botkin (2011-2012).

  16. References Continued • Pounder, D. G. (2010). Leader preparation special issue: implications for policy, practice and research. Educational Administration Quarterly, 47(1), 258-267. • Ruebling, C. E., Stow, S. B., Kayona, F. A., & Clarke, N. A. (2004). • Instructional leadership: An essential ingredient for improving student • learning. The Educational Forum, 68, 243-253. • Sellstrom, E., & Bremberg, S. (2006). Is there a school effect on pupil outcomes? A review of • multilevel studies. Journal of Epidemiological Community Health, 60, 149-155. • Sherblom, S. A., Marshall, J.C., & Sherblom, J. C. (2006). The relationship between school climate and math and reading achievement. Journal of Research in Character Education, 4(1&2), 19-31. • Southwest Educational Development Laboratory. (2004). Technology integration. Austin, Tx: • Southwest Educational Development Laboratory. • Strayhorn, T.L. (2010). The role of schools, families, and psychological variables on math achievement of black high school students. High School Journal, Summer, 177-194. • Williams, L.A., Atkinson, L.C., Cate, J.M., O’Hair, M.J. (2008). Mutual support between • learning community development and technology integration: Impact on school practices • and student achievement. Theory Into Practice, 47, 294-302. • Zins, J.E., Bloodworth, M.R., Weissberg, R.P., & Walberg, H.J. (2004). The scientific base linking social and emotional learning to school success. Journal of Educational and Psychological Consultation, 17 (2&3), 191-210.

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