Overview of Projects

Area of Concern

Needs
Assessment

Action Plan

Evaluation

Reflection

A survey was given to

all teachers in
attendance, following
the class. Ninety
percent of teachers
surveyed said that
they would implement
the techniques from
the class to improve
their lesson planning
by including special
education students
specifically in the
instruction.

The most important

thing I learned was
the importance of
collaboration. This
was a fantastic
project-great
exercise in team
planning. The
perceived need for
this class was also
accurate. Teachers
said that they did
not teach to sped
students because
they did not know
how, and they did
not understand the
disabilities. All
teachers said that
this class enhanced
their instruction.

Special Education Inclusion

Classroom inclusion of
Special Education
Students

School administration
and counseling teams
report that faculty do
not understand how to
teach content to
Special Education
students

A class was created for

all faculty in order to
develop an
understanding of the
Special Education
diagnostic process and
how to apply the FIE,
to classroom
instruction.

Vocabulary Enhancement
Campus-wide, students
are deficient in basic
vocabulary skills.

Campus English
Language Arts
Specialist reports that
students lack basic
vocabulary knowledge
and it is significantly
impeding reading
development.

A vocabulary
enhancement program
was developed for the
purpose of building
student vocabulary on
the basis of lexicology
and instructional
methods.

Benchmark testing
data indicate
significant
improvements over
scores from previous
years for both Sped
and ESL students in
reading
comprehension.

Students who were

evaluated after
STAAR
remediation showed
significant
vocabulary
improvements from
the program. In the
future, I would like
to see this
implemented on a
larger scale, where
vocabulary is a part

of writing strategies
in all classes.

I really would like

to compare longterm
STAAR data as
well when it
becomes
available.
PLC Improvement
Students are
demonstrating a
profound loss of
interest in learning in
general.

Recent campus
surveys administered
to faculty and
students indicates
that students no
longer place a high
value on learning.

A program was
developed to
enhance PLCs by
increasing student
engagement through
incorporating the
Expected Utility
Theory into lesson
planning.

Seventy-five percent
of teachers surveyed
said that the
strategies in the PLC
enhancement program
have shown increased
cooperation among
faculty as well as
increased student
achievement and
motivation towards
learning since
implementing the
model, over a 3month period

In retrospect, I
would have
incorporated this
program at the
beginning of the
school year, and on
a campus-wide
scale. The program
was successful, but
was piloted within
the English
department, not
over the entire
faculty population.