Service Leadership Project (SLP):

Positive Impact on Student Learning and Development (SLP 1)

Jerry Taylor Matkins
Service Leadership Project
Improving Student Achievement through Jag Period (Remedial Program)

Coversheetpg 2-5
Data Collection and Data Analysis..pg 6-16
Identification of Areas of Improvement.pg 17-18
Professional Language Summary..pg 19-27
Action Plan.pg 28-30
Project Evaluation and Impact Summary..pg. 31-33

DPI Evidence 1: Positive Impact on Student Learning and Development

Project Name: Providing Critical Support for the Beginning Teachers while Building
Collaborative Groups
Overview
School: E.B. Aycock Middle School
District: Pitt County Schools
MSA Students Name: Taylor Matkins
Principals Name: Janarde Cannon
University Professor/Supervisor: Dr. Stevens
Brief Abstract describing project:
The principal at E.B. Aycock Middle School and I determined that my Service Leadership
Project should be to increase achievement and self-esteem of our students. Since this SLP
involves student achievement and development, I will look through the scope of students
progress and accomplishment. The Jag Period program will be organized and managed in
a way that every week all of our teachers will have a designated group that they will meet
with three times a week for 40 minutes each throughout the year. Student achievement
has typically been low at Aycock, so the idea is to help bridge that gap of low-achievers
and high-achievers with this program. The program is also designed to help the students
build self-efficacy in their daily lives to make them successful. The program will allow
all of the teachers to establish and develop a relationship with the students that they can
foster and develop. The hope is that the program will increase our students achievement
and give all of our students an opportunity to succeed. In the end, this SLP will have
increased student success while increasing the self-esteem.
Brief Impact/Evaluation of project:
At the beginning of this project, I was hoping to simply increase student achievement in
my school. There is a large, noticeable difference in the success of different races at our
school and I felt that was something that needed more attention. For such a long time,
certain races and socioeconomic statuses were appearing to be neglected and not
appreciated for the work that they were doing. After reviewing state assessment data, it
became more evident that this was a big problem. Our school happens to be the second
largest school in Pitt County and one with a large, diverse population. With such a large
population of students with such different backgrounds, we knew that providing support
for all of our students, no matter their background, would help in the success and
achievement of our students.
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Obviously, the biggest impact that I saw with this project is the increase of student
success. In our school, we have wonderful and diverse teachers that pride themselves on
their hard work. Based on our state data, there are students with certain demographics
that are simply not accomplishing what we want them to do. Even though the program is
designed to last for only a year, we hope that our current cohort will show great progress
and we can continue this for years to come.
The second impact was the increased in self-esteem among our students. This program is
designed to allow for teachers to meet and guide smaller groups of students. The first
marking period has been designed to go over 7 habitats of effective teens. The teachers
have been talking about goals and discussing life outside of middle school and high
school. It has allowed our teachers to bond and nurture relationships that have helped our
students gain self-esteem.
Briefly describe your interactions with various cultural groups:
Since this project encompasses my entire school, I had plenty of interactions with all
cultural groups. For this project I worked with 27 core subject teachers that covered the
Caucasian, Asian, and African American races. I worked with 12 encore teachers that
covered those races as well, along with one South American race (Venezuela). I worked
with eight special education teachers, three administrators, one secretary, one bookkeeper,
and one data manager that included both the Caucasian and African American races.
Having the opportunity to work with the entire school gave me the opportunity to explore
new areas and get to know more about the staff that I work with every day.
I have worked at this school for four years. I have seen it transform a lot over the four
years. I was pleased with the support and appreciation that the school provided. Even
though I have worked there a short time, I have had the privilege of getting to know many
people. This Service Leadership Project allowed me to branch out and get to know all of
the 70 plus staff members that work at the school. I did not know what degrees or
certifications were necessary for certain positions, but this project allowed me to explore
them. I was able to network with more people that will allow my future projects to go
smoothly.

DPI Evidence 1: Positive Impact on Student Learning and

Development SLP

Descriptors of the elements addressed in the evidence: DPI: 1b1; 2a1; 2a2;
2a3;2b1;2b2;4a2; 4c1
Project Name: Providing Critical Support for the Beginning Teachers while Building
Collaborative Groups
DPI pre-service descriptors

Service Leadership Project Evidence (what

you did)

1b1.

Works with others to

systematically consider new
and better ways of leading for
improved student
achievement for all students
and engages stakeholders in
the change process.

For this descriptor, I worked with the administrators,

our instructional coach, and a committee to research
what students were not successful in our school. We
visit other schools to observe their methods and
discussed strategies that we have observed in other
settings that would help change the gap at our school.
(Action Plan)

2a1.

Works with others to

systematically focus on the
alignment of learning,
teaching, curriculum,
instruction, and assessment to
maximize student learning.

The Jag Committee and myself worked to develop a

program that would align our curriculum with a
program that would provide remedial and extension
services to the students in our school. We designed
the program to help our low-achieving students grow
and learn in a smaller setting. (Action Plan, Data
Analysis)

2a2.

Helps organize targeted

opportunities for teachers to
learn how to teach subjects
well with engaging lessons.

I worked with our instructional coach and an ECU

faculty member to provide training for our teachers
on the 7 Habitats. We discussed and created lesson
plans for the teachers to use for the first marking
period during Jag Period. (Action Plan)

2a3.

Utilizes multiple sources of

data, including the Teacher
Working Conditions Survey,
for the improvement of
instruction

2b1.

Adheres to legal requirements

for planning and instructional
time

2b2.

Reviews scheduling processes

and protocols that maximize

I worked with the administrators to analyze the data

from our Teacher Working Conditions Survey and
data from state assessments. We determined what
subgroups of students needed the most attention and
would make the biggest impact on our instruction.
(Data Analysis, Action Plan, Professional Language)
I worked with the administrative team to make sure
that we were adhering to legal requirements when we
enacted the Jag Period. We made sure that teachers
were still receiving the legal amount of planning time
on days that we were doing Jag Period. (Action Plan)
The desire and need of this entire program was to
increase student achievement. We could not do that

staff input and address diverse

student learning needs

without the buy-in from the staff. We surveyed and

assessed the requests of the staff before we create the
Jag Period program. We created a committee that
represented all of the groups in our school so that
input could be heard (Action Plan, Data Collection)

4a2.

Routinely participates in
professional development
focused on improving
instructional programs and
practices

Throughout the year, we will continue to have

professional development that is designed to
maximize and improve upon instruction. We will
receive in house trainings and we invite speakers
from outside to participate as well. (Data Collection,
Action Plan)

4c1.

Works with others to provide

formal feedback to teachers
concerning the effectiveness
of their classroom instruction
and ways to improve their
instructional practice

We created a forum that would allow teachers to

give feedback about the Jag Period throughout the
year. They will provide valuable insight that we will
assess throughout the year. We will determine what
areas need to be changed immediately and what
needs to be addressed next year. (Action Plan)

Section 1: Data Collection and Data Analysis School Improvement SLP:

E.B. Aycock Middle School

1. History of E.B. Aycock Middle School

E.B. Aycock Middle School, home of the Jaguars, was built in 1969. When E.B.
Aycock opened, it was a junior high school that served grades 6 through 8. In the
1980s, E.B. Aycock was switched over to become a middle school. It has served
over its time, thousands of students. Altogether, E.B. Aycock has had 23 principals
that have served as leaders in its halls. In the last ten years, E.B. Aycock has had
three principals. E.B. Aycock has also experienced great diversity through its time
as well. Since it is an inner-city school, it has experienced five different
redistricting initiatives that have been documented. After each redistrict, it has
brought in a new set of faces each time.

Analysis:

E.B. Aycock has been open for a while, and throughout its history, it has experienced a
great diversity in students and staff.
E.B. Aycock has experienced a lot of administration turnover in both the principal and
assistant principal positions.

2. NC School Report Card

The 2014-15 test scores were released for North Carolina schools. Below is E.B.
Aycocks scores.
Grades: 6th-8th grades
Overall SPG Grade: D
SPG Score: 53
Reading SPG Grade: D
Reading SPG Score: 53
Math SPG Grade: D
Math SPG Score: 44
EVAAS Growth Status: Exceeded
EVAAS Growth Index: 4.3
Math 1 Grade Level Proficient: 88.1
Last year, E.B. Aycock had a letter grade of D as well. However, our growth
index was a -2.6. That meant that the school did not meet expectations. E.B.
Aycock made an increase of 6 points in one year. Other data is still waiting to
be released by the state.

Analysis:

E.B. Aycock still needs to work on the proficiency of their students even though
the growth has increased.
E.B. Aycock managed to have the largest increase of a growth index out of Pitt
County.

3. NC Teacher Working Conditions Survey Results: Sections on Professional

Development and Instructional Practices and Support
E.B. Aycock Middle School participated in the NC Teacher Working Conditions
Survey during the 2013-14 year. The school did give a climate survey for the
teachers to complete as well.
a. Total number of teachers 48 at our school
b. 88% of Respondents to the Staff Climate Survey (42 teachers participated)
Professional Development
Please rate how strongly you agree or
disagree with the following statements
about professional development in your
school.

NC TWC
2012

NC TWC
2014

Change

a. Sufficient resources are available for

professional development in my school.

81%

84.6%

3.6%

b. An appropriate amount of time is

provided for professional development.

77.3%

88.5%

11.2%

c. Professional development offerings

are data driven.

100%

84.2%

-15.8%

d. Professional learning opportunities

are aligned with the schools
improvement plan.

100%

94.4%

-5.6%

e. Professional development is
differentiated to meet the individual
needs of teachers.

66.7%

79.2%

9.5%

f. Professional development deepens

teachers content knowledge.

59.1%

87%

27.9%

g. Teachers have sufficient training to

fully utilize instructional technology.

59.1%

88.5%

29.4%

h. Teachers are encouraged to reflect on

their own practice.

90.9%

100%

9.1%

i. In this school, follow up is provided

from professional development.

68.2%

92.3%

24.1%

j. Professional development provides

ongoing opportunities for teachers to
work with colleagues to refine teaching
practices.

81.8%

84.6%

2.8%

k. Professional development is evaluated

and results are communicated to
teachers.

59.1%

82.6%

23.5%

l. Professional development enhances

teachers ability to implement
instructional strategies that meet diverse
student learning needs.

90.9%

92.3%

1.4%

m. Professional development enhances

teachers abilities to improve student
learning.

90.9%

92.3%

1.4%

Analysis: Overall, the teachers feel that they are being provided with adequate
professional development. They do feel that they are not having enough
development that is data driven.

Instructional Practices and Support

Please rate how strongly you agree
or disagree with the following
statements about instructional
practices and support in your
school.
a. State assessments data are
available in time to impact
instructional practices.

NC TWC
2012

NC TWC
2014

Change

55.6%

37.5%

-18.1%

b. Local assessments data are

available in time to impact
instructional practices.

72.2%

54.2%

-18%

c. Teachers use assessment data to

inform their instruction.

85.7%

100%

14.3%

d. The curriculum taught in this

school is aligned with Common Core
Standards.

57.9%

100%

42.1%

e. Teachers work in professional

learning communities to develop and
align instructional practices.

81%

96.2%

15.2%

f. Provides supports translate to

improvements in instructional
practices by teachers.

90%

100%

10%

g. Teachers are encouraged to try

new things to improve instruction.

30%

75%

45%

h. Teachers are assigned classes that

maximize their likelihood of success
with students.

30%

75%

45%

i. Teachers have autonomy to make

decisions about instructional
delivery.

71.4%

90%

18.6%

j. State assessments provide schools

with data that can help improve
teaching.

50%

66.7%

16.7%

33.3%

37.5%

4.2%

k. State assessments accurately gauge

students understanding of standards.

Analysis: The teachers do not feel as if the state assessments are an accurate
display of the knowledge that the students are getting. They also feel that they are
not receiving the scores back in time to make it more effective.

Analysis:

Overall, the teachers feel that they are being provided with adequate professional
development. They do feel that they are not having enough development that is
data driven.
The teachers do not feel as if the state assessments are an accurate display of the
knowledge that the students are getting. They also feel that they are not receiving
the scores back in time to make it more effective.

4. School Attendance Data

Below are the numbers for attendance during the 2014-15 school year.
6th Grade: 251 students
7th Grade: 206 students
8th Grade: 268 students
Total: 725 students
>5% of the student population missed 20 days or more of school
9% of the student population missed 10-19 days of school
8% of the student population missed 5-9 days of school
Around 80% of our student population maintains less than 3 days of being absent
throughout the year

Analysis:

Attendance issues at E.B. Aycock are at a minimal.

There were four students during the 2014-15 school that missed more than
20 days of school

5. Subject Performance Data by Subgroup and Subject

E.B. Aycock has grades 6th-8th. They participate in math and reading EOGs. They
also have 8th grade science EOG and Math 1 EOC. Below are the results from the
2014-15 school year based on subgroups.

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All
EOG/EOC
Subjects

EOG
EOG
Reading (6- Math (6-8)
8)

EOG
Science (8th
only)

EOC
Math 1
(8th only)

All
students

43.8%

45.3%

33.4%

58.2%

88.1%

Female

41%

41.7%

31.5%

54.4%

86.2%

Male

46.5%

48.5%

35.2%

61.8%

90%

American
Indian

80%

N/A

N/A

N/A

N/A

Asian

90.6%

75%

>95%

N/A

N/A

Black

29.4%

33.2%

18.5%

44.2%

78.6%

Hispanic

55.6%

51.5%

51.5%

>95%

N/A

Two or
more
Races

48.7%

46.9%

37.5%

80%

N/A

White

71.6%

72.1%

62.6%

83.8%

89.7%

EDS

31.4%

33.1%

21.8%

48.8%

76.5%

LEP

36.8%

14.3%

28.6%

80%

N/A

SWD

14.4%

14.6%

8.6%

24.1%

N/A

AIG

93%

89.6%

92.5%

>95%

>95%

Analysis:

E.B. Aycock has a big difference amoung race achievement. The black
population is suffering along with our students with disabilities.
Math scores are at an all time low. Only 1/3 of the student population is
working at grade level.

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6. Evidence of Curriculum/Instructional Team Development

E.B. Aycock is employs about 40-50 teachers that deal with core subjects, special
education, and elective classes. E.B. Aycock also employs one full-time
instructional coach.
The principal, assistant principals, and instructional coach sit down at the
beginning of the school year to map out the development of the curriculum for the
teachers. They discuss the integration of topics and the flow throughout the school
year.
Pitt County Schools also mandates certain instructional and curriculum
developments. They send it to all of the principals and the principals discuss it
together. They then have a conversation with their assistant principals and
instructional coach about how the delivery will be carried out with the staff.

Analysis:

E.B. Aycock maps out their curriculum and instructional development at the beginning of
each school year.
Pitt County Schools also mandates a few topics to be discussed with each school.

7. School Improvement Development and Evidence of Professional

Development on Student Learning
The School Improvement Team sits down as a committee and discusses how they
will improve on student learning. One goal of the SIT plan is devoted to that and
how the process will be mapped out.
E.B. Aycock has had a difficult time in the past with student achievement. The
school decided to implement a program called Jag Period that will help alleviate
some of that loss. The SIT included in their plan the Jag Period and how they will
implement in during the school year to help with student learning and
achievement.

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Analysis:

Currently, the SIT is reviewing and implementing new methods to

increase student achievement.
Jag Period was started this year to help with learning retention and
frontloading for the students.

8. Record of Professional Development and Evidence of Professional

Development on Student Learning
E.B. Aycocks School Improvement Team developed three goals that addressed
professional development on student learning .The SIT members developed a
strategy that would help all staff members receive professional development to
their classrooms. As mentioned early, Jag Period is a program that we are
implementing this year to help bridge that gap in student achievement. Teachers
participated in a professional development before the program was implemented.
The instructional coach and our technology specialist also sit down and review
different types of professional development. They plan and perform the
development so that all teachers can participate.
Finally, our district had mandated certain professional developments on teacher
workdays. They inform our principal of the training and the instructional coach is
responsible for implementing it.

Analysis:

E.B. Aycock has set forth a method to train and implement new professional
development.
Pitt County Schools also mandates professional development throughout the year for
schools to participate in.

9. Assignment and Utilization of Mentors and Coaches

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E.B. Aycock has a lead mentor at its school. This lead mentor is the person that
is responsible for all of the other mentors in the school. The lead mentor acts as
the liaison between the school and the county. Interaction and communication
goes through the lead mentor. It is the responsibility for the lead mentor assess the
beginning teachers at the school and determine their needs. The lead mentor then
determines what candidates are available for mentors. Mentors and beginning
teachers are then matched up based on the subjects that they teach, the grade
levels they are on, and the amount of experience they have. A quick orientation is
set up with the mentors and beginning teachers to make sure that everyone is on
the same page. Mentors are then required to meet with their beginning teachers at
least once a week and document the interaction that occurs. Documentation is
then sent in to the county for review. We currently have 7 beginning teachers and
7 mentors. Monthly meetings and orientations are required of both mentors and
their mentees.

Analysis:

It is the responsibility of the lead mentor to set up the relationship between mentor and
beginning teacher.
Weekly and monthly meetings are required of both the mentors and mentees.

10. Adherence to Legal Requirements for Planning and Instructional Time

E. B. Aycock follows all district policies when it comes to planning and
instructional time. The school must submit plans or intentions to change those
plans to the district. The district reviews the requests and will either approve or
not approve the plans.
E.B. Aycock also must follow state policies when it comes to planning and
instructional time. District officials work with the school to make sure that all
policies are being followed with fidelity.
The teachers receive 90 minutes of planning.

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Analysis:

E.B. Aycock follows detailed policies that outline how much time is allowed for planning
and instruction.
Ninety minutes of planning is allowed for teachers in middle school.

11. Processes and Protocols for the Creation and Implementation of Master
Schedule
The process for creating a master schedule is simple, but time consuming. The
principal and a committee must sit down and develop a schedule. They must
adhere to district and state policies. After they develop a schedule, they must then
present it to the district. The district will review and approve the schedule for the
school. The school then presents it to their staff and votes on the master schedule
for implementation.

Analysis:

E.B. Aycock has a set protocol for creating and implementing a master schedule.
E.B. Aycock must adhere to state and district policies when creating a master schedule.

12. Format for Teacher Observations and Formal Feedback to Teachers

Concerning Instruction and Improving Instructional Practice
The principal and assistant principal sit down at the beginning of the school year
to create the observation schedule. They look at all of the teachers and determine
what year they are currently at. They have to determine whether they are career
status or beginning teacher. Beginning teachers have four observations throughout
the school year. They have one observation with the principal and one each with
each of the assistant principals. They then have one peer observation. Career
status teachers are only required to have 2 snapshots. The administrators trade off
on who will observe which teacher.
During the observation, the administrator will document what they observed on
NCEES. They go through standards that the teacher should be displaying in their

15

classroom and make comments. After the observation is complete, the

administrator and teacher have 10 days to sit down together and discuss what was
observed. The administrator goes through the standards and what they saw during
the observation. Feedback is given on how to improve their teaching and
questions are answered.
Teachers that are new to the school, but career status are put on a probationary
period. They have quick snapshots from all of the administrators.

Analysis:

E.B. Aycock has a schedule that they set up and share with the staff to determine who will
be observing.
Beginning teachers have four observations while career status teachers have two
snapshots.

Section 2: Identification of Areas for Improvement

E.B. Aycock Middle School
Identified Areas for Improvement
After analyzing the data for E.B. Aycock Middle School, and meeting with the
principal and other stakeholders, I have come up with several concerns that I
would address if I were the principal at E.B. Aycock Middle School:
Currently, our school has increased its overall growth index, but its overall
letter grade is still subpar.
Our school is struggling with proficiency scores in math and reading.
Both reading and math scores are well below that of the district and states
averages.

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Teachers do not agree with the fact that state assessments accurately gauge
the learning that is occurring in the school
Teachers do not feel that they get scores back soon enough from the state
to positively affect their teaching for the next year.
The black population is behind the other races in terms of scores of state
assessments.
There is a small population of students that are not being reached due to
their large number of absents.
Teachers feel that there is not enough time to participate in PLCs with
other grade levels.
Teachers feel that they are not able to fully utilize PLCs as it is designed
for them to.

Focused Area for Improvement

During the summer, I was able to sit down with my administrators and discuss some of
the problems that we had seen with the previous school year. We knew that the teachers
we had were doing all that they could to reach the students that they had. However, we
felt that maybe it was not enough. Maybe there was something more that we could do.
The previous year we had a growth index of -2. We had just accomplished something that
no other school in the county could brag about. We were able to grow 6 points in our
growth index and go from not meeting our expectations to exceeding them. It was a
wonderful feeling, but as educators we looked at the numbers and knew that there is
something that we could do. There were still some students that we were not able to
reach. In our minds, this was unacceptable.
To begin this project, I sat down with a few of my colleagues and my administration to
brainstorm some ideas about how to improve our students achievement. We quickly
formed a committee and named it the Jag committee. We had made some trips to other
schools and collaborated with them to see how they were attempting to reach all of their
students. The Jag committee decided to create this program that would utilize every
teacher in the building and would allow teachers to reach more of their students. The
program would be called Jag Period and it would begin the first week of school and
continue up to the end of school. Students would be grouped based on previous EOG
scores and assigned to teachers three times a week for forty minutes each. This program
is designed to attack those low EOG scores that we saw occur a year ago.

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Section 3-Summary of Professional Language

Part One: Stakeholder Language Examples Relating to Remedial Programs Related
to Student Achievement

Best Practice Language (positive)

Other Language of Practice (neutral/poor)

I think that this is just the thing that will be

able to reach all of our students

I just dont want to make more lesson plans.

Can I be part of the Jag committee? I think it

is a great opportunity.

Is this going to make me do more work now?

Im very excited that we are doing this. I

think it is something that we definitely need.

How long is this going to go on? Like, do you

think it will really work?

I really like that idea. Let me know if there is

These notebooks/binders that they have to

18

anything that I can do to help you out with

this.

keep up with is ridiculous. This is more work

on me.

A program like this would be very helpful to

me. I feel like there is so much that I can do
with smaller classes.

I am just going to do what I want in the

class.

I would love to have smaller classes and be

able to work with. I think I would get more
accomplished.

My students cant read. What do you expect

me to do with them?

There are so many great things that will be

able to come from this.

I am too many in my class. How am I

supposed to do anything?

Please count me in!

This is something else to make us look good,

but will it really work?

I definitely want to help the students in our

school. I think there is so much that we both
can learn.

I have great test scores. Why do I need to do

this?

I want to help with the implementation of this

project.

Would this really benefit our school?

Great job with thinking about the students.

Sometimes I feel like some are overlooked.
I will take any help that I can get. Hopefully,
this program will do that.
I have talked to the principal and I agree with
him. All of our students would benefit from
this tremendously.
Awesome idea!

Summary of Stakeholder Language

After talking with several staff members and the administration, we decided that it
would be a great idea to create a designed to increase student achievement and test
scores. At our school, we have such a diverse population and it is critical that we do
everything in our power to reach them. Each year we start off with high expectations, but
we understand that as the year goes on, we often lose sight of what our goals were at the
19

beginning of the year. We saw this as a chance to really help all of the students at our
school and hopefully help them achieve new goals that they might not have had an
opportunity do before.
During the summer, my principal assembled together a committee that would be
called the Jag committee. Together, we designed a program that would begin the first
week of school and continue through the end of the school. The program would utilize all
of the staff members in the school. Each teacher would be assigned a group of students
based on their previous years test scores. The groups would be based on ability and
smaller numbers. The teachers would have their groups three times a week for forty
minutes each. They would mentor, remediate, and extend what they are learning in a
classroom. The hope of the program will be to improve student achievement and selfesteem. My administration team has responded well to this idea. My principal went on to
say, I think this is what can really send us over the top. We have been on that edge now
for a couple of years and I think that this is what can help our students out. One of my
assistant principals made a remark too. She said, I really like that idea. I think that it will
be a game changer. There has also been a large support from the teachers as well. The
core teachers have offered their support and have asked if they could have a part in the
creation of this program. The encore teachers, for the majority, have shown their support
and are willing to assist in any way.
On the other hand, as you can imagine, some people have not been as impressed
with this program. Some people believe that this will be a program that is going to
require more of them than they want. One teacher said, I just dont want to make more
lesson plans. Another teacher stated, Is this going to make me do more work now?
Even though we have experienced some negative feedback, it is only a small minority.
Those teachers that have responded negatively to this program are mainly those teachers
that are apprehensive about teaching subjects that they have never taught before. They
have expressed their concern with not feeling comfortable with some of the material. The
administrators, the committee, and myself do not feel as if the negativity needs to be
spread to the students and it needs to be approached with a positive attitude.
All in all, I have been impressed with the feedback from the staff about the
program. Teachers and administrators have commented on how it will be a wonderful
program to implement for this school year. Some teachers feel like they are not reaching
the students like they want to and feel that this will help with that. With this Jag period
program, students will feel more prepared or the state assessments and supported to
continue their endeavors as successful students.

20

Part Two: Researcher Language Examples Related to Remedial Programs Related

to Student Achievement
What the researchers are saying:

What it means for us:

There is a large literature on the

importance of financial resources in
determining educational outcomes.1
However, researchers have paid
considerably less attention to remedial
programs designed to improve the
performance of low-achieving students,
including remedial classes (Jacob &
Lefgren, 2004, p. 226)

Our so-called educational leaders, often

look at the pluses and the minuses when it
comes to education. What can we afford
and not? However, we need to be
concerned with looking into programs that
will help our low-achieving students. We
have a large population of students that fall
into that category and it is constantly
growing.

As school districts impose tougher

standards on students and increasingly hold
schools accountable for their performance,
there will be a growing need to find
effective remedial education programs to
help low-achieving students. (Jacob &
Lefgren, 2004, p. 241-243)

Our standards and expectations are

growing each year for our students. In
some ways though, we are not changing the
way that we are serving them. Schools are
using some of the same methods that we
used decades ago to reach students that are
being raised in the present. We need to

21

have schools that are changing and

adapting along with our society.
Taking these factors into account, our
results are best interpreted as indicating the
achievement gains that are possible with
remedial education for low-achieving
students. (Jacob & Lefgren, 2004, p. 243)

Our low-achieving students are the ones

that are going to benefit the most from
remedial programs. There are many factors
that may play into their low gains. With
remedial programs, we can better close the
gap for those students.

Until recently, the high school curriculum

and students' course of study received little
attention in research on secondary
schooling. There was little empirical
scrutiny of even basic questions, such as
who takes what kinds of courses and the
subsequent consequences of students'
courses of study on their academic
achievement and future educational and
work opportunities. There was also very
little done on the effects of remedial
programs with high schools. The effects of
those programs have proven to be
beneficial to those students more so than
what people think. (Lee & Bryk, 1988, p.
78)

Typically, our elementary students are the

ones that get the most attention from
leaders. They are the young ones that are
still impressionable and we need to make
sure that we reach them early. By the time
that they are in high school, we often deem
them as lost. They have already decided
whether they want to be successful or not.
As we know, that is not something that we
should do. Remedial programs have proven
to be very successful for high school
students just as must as for elementary
schools.

One aspect of high school experience that

has received considerable attention from
researchers is tracking. Most of this work
focuses on the processes employed by
public schools in placing students into
program tracks and how students' social
background relates to decisions about track
placement. These findings are consistent:
disadvantaged students are much more
likely to be found in nonacademic tracks.
(Lee & Bryk, 1988, p. 78)

Tracking is something that they do in high

schools to help those students determine
what they want to do once they graduate.
Remedial programs can help with this
process as well. Remedial programs can
help students determine and come up with
possible solutions for the obstacles that
they will face in life.

Other research, however, has focused on

the institutional purposes that tracking
serves: as a means of efficiently organizing
educational experiences for a diverse
population of students with highly
differentiated interests, skills, and

Tracking and remedial programs will also

help differentiate for students. Not
everyone has had the same experiences and
opportunities. Remedial programs will
allow for discussions and experiences to be
shared so that it is more relatable to those
22

orientation. (Lee & Bryk, 1988, p. 78)

students in that program.

Instructional problems posed by

individual differences are a fact of life in
classrooms. By some estimates, as high as
25% of elementary-aged students are
considered unable to learn basic skills
under ordinary classroom conditions.
(Jenkins, Pious, & Peterson, 1988, p. 148)

A scary problem that cannot go overlooked

is that fact that the percentage of students
without a basic education is quickly
growing. As a nation, we have tried to
attack the problem but to no avail. We must
start thinking about methods and strategies
to combat this.

In our view, the success of any effort to

coordinate and integrate services for lowachieving children will depend on
addressing and resolving two general
validity issues. The first is instructional, the
second is political. (Jenkins, Pious, &
Peterson, 1988, p. 148)

The most important issue you have to

address with low-achieving students is the
instruction. If normal instruction is not
working, then administrators need to be
willing to look to other strategies to help
with this.

What is instructionally more valid: the

present system of discrete special programs
or a reformed system of services where all
low-achieving students can be taught under
one coordinated, unified program? Put
another way, do the students taught in the
various categorical programs have different
enough instructional needs to justify
separate programs, or are they similar
enough to warrant noncategorical grouping
for instruction? (Jenkins, Pious, &
Peterson, 1988, p. 149)

It is important to know what things your

low-achieving students have in common.
Within that low-achieving group, you may
have many subgroups. Whatever be the
case, it is important that you determine
what the need is for your students so that
you can provide them with the needs to fix
the issue.

Practically speaking, of course, it is

unlikely that we will soon be providing a
skilled tutor for every child who is falling
behind in reading or math. Nevertheless,
we can develop feasible programs to ensure
that every child learns. The first step is to
consider what we know about practices that
can accelerate the achievement of students
in danger of school failure. (Slavin &
Madden, 1989, p. 4)

If I could like a statement it would be for

this one. In a perfect world, we would have
a skilled tutor for every student and they
would be with him or her for their entirety.
Of course, we dont have the means to
provide every student with a personal tutor,
but we can research ideas and determine
what possibilities we can implement to help
with the achievement of our students.

One of the most frequently used strategies

Flunking students is typically the first

23

to deal with at-risk students is also the least

effective: flunking them. Many urban
school districts now retain about 20 percent
of students in each of the elementary
grades, and in many such districts the
majority of students have been retained at
least once by the end of elementary
school. (Slavin & Madden, 1989, p. 4)

reaction we have for students that so little

effort during a school year. However, we
need to stop sometimes and really
investigate why that child is not succeeding
in our classrooms. Retaining students might
be necessary with students that have the
potential, but lack the effort. We need to
investigate each student and make sure that
we are doing what is necessary to insure his
or her success.

While it is certain that virtually all

students can learn, instructional methods
and materials now in use are failing large
numbers of students. Even under optimal
instructional conditions, some students will
require more resources, more time, or both
to achieve an acceptable level of
achievement. (Slavin, 1989, p. 3)

Remedial programs will provide students

with the necessary extra time and
resources. Like the statement said, even
under optimal conditions, you cannot
guarantee that the student will learn and
achieve. With our society changing, our
students change too.

Almost without exception, reviews from

the 1920s to the present have come to the
same general conclusion: that betweenclass ability grouping has few if any
benefits for student achievement. However,
recent meta-analyses on ability grouping in
elementary (C.-L. Kulik & J. A. Kulik,
1984) and in secondary schools (Kulik &
Kulik, 1982) have claimed small positive
achievement effects of between-class.
(Slavin, 1987, p. 293)

Many people cringe when you say ability

grouping. We often feel that we are
excluding students and lowing their selfesteem. However, when it comes to
remedial programs, it is important that we
do ability group. After assessing your
students and their needs, you can group
them together and allow them to grow and
learn together and even from one another.

Ability grouping is supposed to increase

student achievement primarily by reducing
the heterogeneity of the class or
instructional group, making it more
possible for the teacher to provide
instruction that is neither too easy nor too
hard for most students. Ability grouping is
assumed to allow the teacher to increase
the pace and level of instruction for high
achievers and provide more individual
attention, repetition, and review for low
achievers. It is supposed to provide a spur

This is a great statement to define and

support ability grouping in remedial
programs. Since our Jag Period is ability
grouped, we have small classes for lowachievers so that they can get more one-onone instruction. This will hopefully equate
to better growth from those lower students.

24

to high achievers by making them work

harder to succeed, and to place success
within the grasp of low achievers, who are
protected from having to compete with
more able agemates. (Slavin, 1987, p.
294)

Summary of Researcher Language Relating to Remedial Programs Related to

Student Achievement
After reading several articles in-depth and skimming through multiple other
articles, I was able to conclude several key concepts. The first and most important
concept to know is that our world and our society is ever changing. Our students are not
the same students that were in schools a decade ago. Our population of low-achieving
students is growing each year and as a nation we have no answer to this. Remedial
programs are designed to help that population by allowing opportunities for them to get
more differentiated and personal instruction. The gap that is present in our country is
slowly growing and yet we are scared to try new methods even when it is obvious that
they are needed. The need for these remedial programs is dire to help our nation become
more successful.
The second concept that numerous researchers emphasized was the importance of
ability grouping in remedial programs. In many articles, ability grouping received a
negative connotation. It often is thought of as being biased. However, ability grouping in
remedial programs allows for low-achieving students to receive instruction that is more
pertinent to them and their needs. The group can grow and learn together at the same pace
compared to if they were in combined classroom.

25

References
Jacob, B. A., & Lefgren, L. (2004). Remedial education and student achievement: A
regression-discontinuity analysis. Review of economics and statistics, 86(1), 226-244.
Jenkins, J. R., Pious, C. G., & Peterson, D. L. (1988). Categorical programs for remedial
and handicapped students: Issues of validity. Exceptional Children,55(2), 147-158.
Lee, V. E., & Bryk, A. S. (1988). Curriculum tracking as mediating the social distribution
of high school achievement. Sociology of Education, 78-94.
Slavin, R. E. (1987). Ability grouping and student achievement in elementary schools: A
best-evidence synthesis. Review of educational research, 57(3), 293-336.
Slavin, R. E. (1989). Effective programs for students at risk. Allyn and Bacon, 160 Gould
Street, Needham Heights, MA 02194-2310..
Slavin, R. E., & Madden, N. A. (1989). What works for students at risk: A research
synthesis. Educational leadership, 46(5), 4-13.

26

27

Section 4: Action Plan

Goal 1: Improving Student Achievement through Jag Period (Remedial Program)
Actions
Data Collection

Person Responsible

Methods

Timeline

Evidence

Principal
Assistant
Principals
Mrs. Strickler
Data Manager

Collect school data

using resources
and stakeholder
input

August 22-26,
2015

SLP Data Collection

Analysis of Data

Principal
Mrs. Strickler
Assistant
Principals

Analyze school
data to determine
school needs

August 27September 5,
2015

SLP Analysis of Data

Gather information
and ideas for
increasing student
achievement

June-July, 2015

Communication records

Taylor Matkins
Principal
Assistant

Research different
ideas for helping
students be more
successful in
school
Visit other schools
and discuss what
was happening in
their school
Administrators and
myself sat down
and discussed
what staff would

Taylor Matkins
Principal
Assistant
principal
Teachers

July, 2015

Communication records,
emails

Creation of Jag
Committee


Meeting the of Jag
Committee

Principals
Instructional
Coach
Taylor Matkins
Jag Committee
Administrators
Instructional
Coach

be picked to serve
on the Jag
Committee

Discussion of Jag
Period and
Expectations

Taylor Matkins
Jag Committee
Instructional
Coach

Creation of Jag
Notebooks and
Data Tracking

Taylor Matkins
Instructional
Coach
Jag Committee

Creation of Jag
Period Groups and

Taylor Matkins
Principal

Jag Committee
met to discuss
what plans would
take place and
what the
expectations
would be for
students and staff
Introduction of
new members
Jag Committee
met and discussed
the plan for the Jag
Period for the
2015-16 school
year
Jag Committee
met to create the
notebooks for all
the students of the
school.
Jag Committee put
together notebooks
Administrators,
instructional
coach, and myself

Next to last
Week of July,
2015

Emails
Meeting minutes

Last Week of
July, 2015

Email
Meeting minutes

First week of
August, 2015

Jag Notebooks
Meeting minutes
Data Tracking
worksheets

First week of
August, 2015

Email
Jag Period Groups

Distribution

Instructional
Coach

Faculty Training of
Jag Period and
Expectations

Taylor Matkins
Staff
Administrators
ECU Faculty

Meeting with Jag

Period to clarify
any issues.

Administration
Staff

First Jag Period for

students and staff

School

sat down and

groups the
students in the
school based on
ability and test
scores.
EBA staff received
training on 7
Habitats from
ECU faculty

Administrators
will briefly answer
any questions that
staff may have
with Jag Period
First Jag Period
was completed by
the school

Second Week of
August, 2015

Email
Schedule of Training
Minutes of Training

Second Week of
August, 2015

Reflections forms
Questions

Third Week of
August, 2015

Jag Period Resources

Schedule of Jag Period

Section 5: Service Leadership Project Evaluation and Impact Summary

E.B. Aycock Middle School
Data Outcomes
All three administrators have expressed their appreciation for the work that
went into the Jag Period program.
A partnership has been created among teachers, students, administrators, and
community stakeholders.
Student achievement and motivation has begun to rise in the classrooms.
A program has now been created to increase self-esteem and student
achievement at our school.
Morale has increase among students and staff members.
A committee has been created to continue this project on for the years to
come.

Impact on Overall School Improvement:

The administrators of E.B. Aycock Middle school, our instructional coach and I reviewed
the school data from 2014-15 state assessments, and decided that a focus area of our
school would be to increase the achievement and self-esteem of our students. The surveys
that were taken by the teachers ranked the overall support for beginning teachers very
low. The beginning teachers voted with 75% of the total population saying that they felt
that their workload was too much and they did not have support that they needed
complete that workload. Another 48% of the beginning teachers agree that there is not
enough formal time allowed for them to meet with each other and their mentors to
discuss how things are progressing. Since we have a large beginning teacher population
at our school, we know the importance of making sure that these teachers are helped and
feeling supported.
When I began this project, I discussed with some colleagues some ideas that could be
implemented to increase student achievement. Collectively, we decided to create a
program that would allow for enrichment and remediation to occur with our students for
three days a week for the entire year. We discussed a program that would allow for
teachers to work with those students at risk in smaller settings. These partnerships that
would be created would help benefit both parties. Once the conception of this program
was completed, I have received more positive feedback than negative from all staff
members. My assistant principal told me I really like that idea. Let me know if there is
anything that I can do to help you out with this. Other teachers have said, That sounds
like a wonderful idea. We have so many beginning teachers in our building that would

benefit from it There are so many things that I have questions about. I feel like that
program would help me. I have been blown away with positive remarks that I have
received. It has definitely made this project well worth it.
In order to implement the start the Jag Period program, I had to make sure that I could
elicit the help of my administrators, support staff, and teachers that are present in my
school. I contacted all that would be a part of this program to make sure that they would
be willing to help. All teachers and administrators were on board with the idea and are
excited about getting started.
In addition to the academic progress that our students will see, our students will also be
able to build self-esteem in the classroom as well. The first marking period, teachers will
be going over the 7 Habitats of a Highly Effective Teen. The desire is to demonstrate to
the students what a successful teen looks like.

Impact on Leadership Skills and Abilities:

Once I had completed the Service Leadership Project, I had a few moments to reflect on
the impact this project had on my leadership skills and abilities. Collaboration was the
first area that was targeted through this project. I had to communicate with over 60
individuals via email and face-to-face to accomplish the Jag Period program. I worked
with all cultural groups within my school as well. On top of that, I also worked with core
teachers, encore teachers, personnel, and administrators to complete this project.
Throughout this endeavor, I had to learn how to communicate with over 80 individuals
from all different areas, and concentrations. I have come to understand how important it
is to communicate with individuals in an effective manner.
In my research of professional language, I was able to develop a deeper understanding for
instruction in school. I grew up in a school where everyone was fairly successful and
everyone learned at the same rate. It did not matter the race, economic status, or the
gender. All of the teachers would support one another no matter the amount of years
taught. It was different when I arrived at this school. Students have different disabilities
and were not able to learn the same as others, while others just needed some
differentiation. Through my SLP, I have started to see how important it is to have
collaboration with the teachers that in the school and work for a common goal.
Since this SLP, I have seen how creating instructional programs goes hand-in-hand with
creating collaborative groups. If we all work together to complete a common goal then
more gets accomplished. There are so many ways that instructional programs can help
school morale. That creates a nurturing environment that allows the staff and students to
feel comfortable in.