Rachel Turner

Fall 2014
Your name: Rachel Turner
615 DATA DRIVEN DECISION MAKING PROJECT
PHASE III and MULTIMEDIA PRESENTATION

PHASE III SCHOOL LEVEL INITIATIVE PLAN (15%)

Initiative: Homework The Home-School Connection
1. Why did I choose this initiative and what learning will it support?

After analyzing the gradebook data and initiatives, the main initiative that stood
out to me was Homework The Home-School Connection. The goal of this initiative is
to increase the completion rate of homework among elementary school students. By
supporting learning outside the classroom, students school-wide will continue to learn
and progress on academic standards when they are at home. This initiative also intends
to strengthen the home-school relationship by connecting parents, teachers, and students
through the use of meaningful homework as a means to increase and enrich academic
performance.
The homework data is highly important as it is clear that a large portion of the
class does not complete homework on a regular basis. This is a vital data point, as
homework enables students to continue their learning at home. Teachers assign
homework as an extension of the learning going on in the classroom and as a means for
skills support at home. If a large amount of students are not completing homework
regularly, it is important that the teacher take note of this data in order to modify his/her
homework policy and create possible homework incentives and various supports. This
would entice and engage more students in the completion of homework, which would in
turn support student learning through more practice with the skills being taught.
2. What data was used to substantiate my choice of this initiative?

Through the review of both gradebook and additional data, it is apparent that there
is a strong correlation between average assessment scores and homework completion.
The data collected on how homework affects student performance expands across all
subgroups, as students across the board who, on average were not completing homework
regularly, were also scoring low on their assessments. On the other hand, those students
who were routinely completing homework assignments showed better achievement on
the given assessments. This directly affects all students in the classroom regardless if
they are students with IEPs, students who are LEP, etc.

Rachel Turner
Fall 2014

The graph above, shows the correlation of the average learning objective scores to
homework completion. The students that received the highest rates of homework
completion (5) also had the highest scores of achievement for each of the three learning
objectives. As well, the students with the lowest rates of homework completion also had
the lowest average achievement scores for all three learning objectives.

The graph above, represents the students that scored below on the Reading MSA
and their rates of homework completion. The correlation between homework and
assessment scores in Reading is apparent in that none of these students (all students that
scored below on the Reading MSA) completed their homework at the highest rate of
completion (5). The two students (on this graph- #4 and #5) with higher levels of
achievement for learning objective one also completed their homework the most in
comparison to the rest of the students in this subgroup.

Rachel Turner
Fall 2014
An outlier in this group, #6, has completed their homework the least amount of
times but also scored the highest on average for learning objective one.

This graph presents learning objective averages of students with LEP and their
homework completion rates. Whereas the highest rate of completion of homework is 5,
no students with LEP have completed all of their homework. However, the students that
completed their homework the most have higher rates of achievement in all learning
objectives with the exception of student #3. This student has completed homework 4/5
times and has lower average scores. This student has also scored below on both MSAs
but does not have an IEP. This may indicate the need of special education services.

Rachel Turner
Fall 2014

This graph presents students attendance with homework completion. According

to the graph, students that were present 100% of the time, also completed their homework
5/5 times. Students that have missed a couple days of school did not complete their
homework 5/5 times.

Rachel Turner
Fall 2014
3. What group of students will this initiative best serve? In what curriculum area?

Each student in the class is a part of this analysis, as continuing to practice learned
skills at home, regardless of race, ability, or home language, strengthens ones progress.
Students throughout the entire class will benefit from this initiative. Homework is
necessary for students in all subgroups, regardless of ability, race, or home language.
The students who were identified as scoring lower on assessments, on average,
had a lower completion rate of homework. These students are greatly affected by this
pattern since they are not continuously completing their homework. Due to the lack of
consistency in homework, these students are unable to continue their learning at home in
order to reinforce the skills they are working on in class. These students are in need of
motivation, incentives, and supports to begin getting homework completed and turned in
on time.
4. What are the learning objectives for this initiative?

Maryland State Standards:

RL10 - By the end of the year, read and comprehend literature and non-fiction text,
including stories, dramas, and poetry, in the grade level text complexity band proficiently,
with scaffolding as needed at the high end of the range.

Learning Objectives:

Students will be able to use text evidence to support their reasoning for comprehension
questions about provided text.
Students will read and comprehend grade level appropriate text proficiently.

Initiative Objectives:

Provide increased homework motivation through the use of a classroom incentive to

begin getting homework in on time.
Provide differentiated homework assignments to meet the needs of all learners in the
classroom (IEP, LEP, 504).
Increase the accessibility of homework by providing parents and students multiple
resources and pathways to retrieve homework.
Establish a homework support program in which students can receive additional help
with homework.

5. What are the detailed steps for initiative implementation?

This homework initiative incorporates several different components, all of which

are used to increase student homework completion. When implementing this initiative, it

Rachel Turner
Fall 2014
is vital that the teacher and school staff plan accordingly in order to integrate all
components of the initiative. The classroom teacher should immediately begin using
classroom incentives and motivation for homework via the web 2.0 tool Class Dojo. The
classroom teacher should also immediately start creating differentiated homework
assignments for each small group, to ensure that students are receiving and completing
homework that is on their own instructional level. Classroom teachers along with
technology teachers can work together to increase the accessibility of homework to
guarantee that all students have access to homework. Lastly, homework support
programs or Homework Clubs should be established both during and after the schoolday in order to provide students additional support with their homework. Detailed
descriptions of each component of the initiative are listed below. This initiative is
intended to be implemented in the order it is presented below.
Classroom Incentive to Increase Homework Motivation
Elementary aged students are often in need of homework motivation and an incentive to
begin getting homework in on time. Since these students have shown a trend of not completing
their homework, a Web 2.0 tool can be used in classrooms school-wide as a homework incentive.
An easy and engaging tool to begin tracking and rewarding homework completion is the use of
Class Dojo. This online program allows teachers to reward students for certain behaviors. Class
Dojo is highly engaging and exciting for students, as each student sets up his/her avatar and
receives points throughout the school day depending on his/her behaviors and participation.
Class Dojo allows teachers to print out, email, or text weekly reports to parents/guardians about
each childs weekly behavior progress. By using Class Dojo, the students would receive points
for completing their homework which would increase their engagement. Class Dojo would also
increase parent communication and keep parents informed about their child and his/her
homework completion.
Goals and Considerations:

Set up Class Dojo in classrooms with an account for each child. While setting up each
childs account, the teacher would review Class Dojo, its purpose, and how it works.
During this introduction, students will become intrigued and engaged with Class Dojo
and the process of earning points.
At Back to School Night, or a PTA meeting, staff should present Class Dojo to parents.
During this meeting, a tutorial should be given to the parents as a means for them to see
Class Dojo in action. A sample printout or behavior report should also be shared with
parents. This would allow parents to see the weekly reports they will be receiving about
their childs homework and class-work completion. Also, review the process in which
parents can input their information to receive emails and text message reports.
Implement Class Dojo in classrooms and use the incentive program on a daily basis.
Through consistent use, students will become engaged and motivated to complete their
homework and earn more points!

Rachel Turner
Fall 2014
Differentiated Homework Assignments
Classroom instruction is not a one size fits all model. Homework shouldnt be seen
that way either. Students in any particular classroom are on a variety of academic levels. When
one homework assignment is handed out to the entire class, it guarantees that the assignment will
be too hard for some, too easy for others, and just right for a few. Homework that is too
hard discourages children as they feel they just cant do it. Rather than set students up for
failure, teachers need to meet students where they are. Each student should be receiving
homework that fits his/her individual instructional level. Reading and Math homework should
be discussed and distributed via the various reading and math small groups. By having
differentiated homework assignments for each small group, students are receiving a homework
that fits their needs. This enables the various homework assignments to be just right for all
students. This in turn will allow students to feel successful with their homework and encourages
students to do their work, as they are actually capable of completing it!
Goals and Considerations:

While planning for small group instruction and guided practice, the teacher should also
be planning for meaningful homework assignments to match each small groups
instructional level. Each Reading and Math small group should be receiving their own
differentiated homework assignments.
Teacher should determine the various ways that they best see fit as a means for
homework differentiation. Providing appropriate homework assignments can be done
through differentiation based on: difficulty, amount of work, reading/math levels,
learning styles, and amount of scaffolding and support.
Teachers should also be aware and plan for the various needs of LEP students and
students with IEPs. The LEP and IEP goals should be taken into consideration when
preparing meaningful homework. Homework may need to be translated into other
languages in order to best support LEP students.
The homework assignments that are distributed for each group should be meaningful
practice in which students apply learning skills and strategies that were taught during the
instructional day. Homework should never be used as an opportunity to introduce a new
topic or skill. It is critical that homework reinforces a topic/skill that was taught during
class. This will allow students to rely on their background knowledge and previous
experiences with the topic in order to be successful.

Accessibility of Homework Assignments

In elementary school, it is incredibly easy for homework and other papers to go
missing. By providing numerous opportunities for parents and students to receive homework,
you are increasing the odds of homework being completed. Besides the homework being
distributed via small groups, homework should also be posted and available in several other
places as well for parents and students to access. School websites, classroom websites, student

Rachel Turner
Fall 2014
agenda books, Google accounts, and automated homework hotlines can be used a means of
making homework accessible for all.
Goals and Considerations:

Classroom teachers should use school websites, classroom websites, student agenda
books, Google accounts, and automated homework hotlines in order to post homework
assignments. It is suggested that teachers consider posting the entire weeks homework at
once, so parents and students can see everything that is expected of them.
Classroom newsletters or online blogs should be used as a means of communicating
current classroom learning to parents. These newsletters or blogs should not only
indicate current academic objectives, but should also include a calendar of up-coming
assignments and due dates. This would enable students and parents to prepare for
homework and home projects.
Teachers should be responsive to both parent and student emails/letters/phone calls
regarding homework assignments. The classroom teacher should make him/herself
available to clear up any questions regarding homework or assignments.

Homework Support Program:

Through the support of classroom and intervention teachers, a Homework Club or
other type of homework support program should be put in place. Implementing a homework
support program that can meet both during the day and after school encourages students to ask
questions when they have them. It is essential that this support program be offered at two
different times. Many students are incredibly busy with extracurricular activities, or are schoolbus riders, and cannot stay after school for extra support. For this reason, a homework club
should also be offered to students during the day, either for a working lunch or during grade-level
recess times. During this homework support program, students will be able to ask questions and
receive the appropriate supports and teacher guidance in order to complete the homework. A
tutoring component can also be incorporated in which students can support the learning of their
peers.
Goals and Considerations:

Work with administration and fellow grade-level teachers to create a weekly time during
the school day, and a time after school to use as a homework support program.
Review the homework support program with both parents and students. During this
presentation, explain the various times that homework support is provided. This will
that all
students
and parents
Incentive usedensure
throughout
entire
marking
period are aware that homework support is being provided.
Encourage students to come to the program when they have questions or are unsure with
Differentiated
and accessibility
updated
weekly
their assignment.
By assignments
creating a welcoming
atmosphere,
students
will be more incline to
Classroom incentives
come for help!
via Class Dojo
Differentiated weekly
Homework club meets several days a week
6. Whathomework
is the timeframe for initiative implementation?
Analyze at end of MP
assignments
Implement homework
Upload homework
support program
Review/Analyze
weekly to
Homework Club
homework data and
class/school website
marking period
student performance

Rachel Turner
Fall 2014
7.

Initiative
Component

Week
1

Week
2

Week
3

Week
4

Week
5

Week
6

Week
7

Week
8

Week
9

Week
10

Classroom
Incentives
Introduce/ use
Class Dojo
Differentiated
Homework
Assignments
Administered
weekly via
small groups
Upload
homework
weekly to
class/school
website
Implement
Homework
Support
Program

Analyze
effectivenes
s and
student
performance
8. Who will be involved and be responsible for the successful implementation of this initiative?
(Members of the team). What role will each member play in the implementation process and
when?

In order for this homework initiative to be successful, there are multiple people
throughout the building who are involved in helping students move towards regular
homework completion as a means to increase classroom performance.
The students would be the first group involved. Students would be instructed on
Class Dojo, how it works, its incentives, rewards for class behavior, and its parent contact
features. By fully explaining and modeling Class Dojo for the students, they will
understand how it works and its purpose in the classroom. Student by-in is highly
important to the success of Class Dojo for incentive and motivational purposes.
The second person involved in this plan is the classroom teacher. The classroom
teacher is essential in the success of this initiative. Classroom teachers will be the
backbone of this initiative as they compile data, track student progress, use incentive

Rachel Turner
Fall 2014
programs daily, increase accessibility of homework for students, and create differentiated
homework assignments to meet the needs of various learners in the classroom. At the end
of the marking period (assessment period), the classroom teacher would also review and
analyze both homework completion data and classroom performance data to measure the
success of this initiative.
Another group involved in this plan is the parents. The parent communication
feature of Class Dojo is what makes it invaluable. By printing, emailing, or texting
weekly reports to parents, each child is able to go home and discuss their weekly
behavior and homework completion with their family. Strengthening the home-school
connection is highly important with the completion of homework. Stressing the
importance of homework completion and its contribution to classroom success is key for
parents to understand. Class Dojo would be a great tool to help make that a reality.
Lastly, other staff members (reading specialists, reading/math focus teachers,
intervention teachers, para-educators, technology teachers, etc.) will be involved in the
implementation of homework programs and Homework Clubs. Since these homework
programs will run both during the school day and after school to ensure that all students
have access to the program, multiple staff members are needed. Those teachers involved
with the homework program will work together to plan for and help support students as
they come to receive additional support.
9. What will be the assessment(s) of different parts of the implementation? How will the
assessments take place? By whom? When?

The success of this initiative should be evaluated and analyzed the marking period
after it has been implemented. Providing a full marking period (9-10 weeks) for its
implementation and growth is important to get an accurate measure of the data. Through
the use of Class Dojo, teachers will be able to easily analyze and graph the homework
completion rates of their students. Reviewing the weekly and monthly reports will
indicate if the students actual completion rate of homework has increased, decreased, or
stayed the same. Reviewing the marking period report card and learning objective scores
will indicate if student academic progress made a change or not. Once homework
completion has increased teachers will be able to analyze the data of current assessments
and scores to see if there is an increase in student performance levels. By comparing
these two pieces of data together, the teacher will be able to see if a homework
completion increase made an increase in academic performance. Like all good plans,
after evaluating the data, the teacher should reflect on the initiatives components
relevancy and efficiency.
10. Overall how will I know whether or not this initiative will be a success? What data, assessment
processes and/or indicators will give me this information? What are the expectations or 'criteria'
for the assessment measures?

The success of this initiative will be apparent in the students classroom

performance. After implementing the complete initiative for an entire marking period of

Rachel Turner
Fall 2014
9-10 weeks, classroom teachers and specialists will be able to measure the success of the
initiative. Teachers can use various data points to measure the success of the initiative.
Formal assessments such as running records, benchmark assessments, formative
assessments, map-testing, etc. will show students academic performance. Informal
assessments such as observations, exit tickets, anecdotal notes, etc. can also be used to
quickly measure student performance. Once the initiative has been implemented for an
entire marking period, the classroom teach can compare the students current homework
completion rate with their current classroom performance. The homework completion
rate data can come directly from the web 2.0 tool that was implements, Class Dojo. By
comparing these two different data points, the classroom teacher will be able to see and
measure if student homework completion has increased, and if so, has classroom
academic performance increased as well or not. After analyzing the data, the classroom
teacher and specialists should reflect on the initiative to see if any upgrades or
modifications need to be made. Once the reflection process has occurred, the initiative
will be ready to be implemented for the next marking period. By having continuous
motivation, differentiated homework assignments, increased accessibility to homework
and supplemental homework support, students will be able to continue to work on their
homework completion and continuing their learning at home.

Summary:

Since homework completion is directly linked to a childs academic success, it is

vital that plans be in place to increase the completion of homework among elementary
age students. This initiative integrates the use of various tools, resources, and educators
as a means to increase the homework turn-in rate. Web 2.0 tools are a great resource as a
means to motivate and engage students in homework. Homework can also become more
accessible and available for students and parents through the use of Web 2.0 tools.
Educators and support teachers in the building can also be used as a means to support
students understanding of homework. Homework clubs or support programs would
enable students to receive the scaffolding that they need to complete homework. Finally,
students should be provided differentiated homework. This would increase student
success, as each child is receiving homework that is on his/her individual instructional
level. The combination of the components in this initiative will increase student
motivation, provide necessary supports, and appropriate leveled homework to ensure
student success and increase the rate of homework completion.

Conclusion:

Homework is an integral part of a childs learning process. Homework assigned

by the teacher is used as an extension of the classroom learning. Homework enables
students to continue their learning at home while practicing and applying academic and
critical-thinking skills that were taught and learned during the instructional day. This
strengthens a childs understanding of academic standards, which in turn affects his/her

Rachel Turner
Fall 2014
school performance. Homework completion directly affects student performance on inclass assignments and assessments, as those students who are not completing homework
are not supporting classroom learning at home. This initiative and all components were
created and planned for an elementary school level. Providing incentives, supports, and
differentiated homework is linked to student success. More research about how much
homework students should be receiving each night is essential in order to ensure that
students are not only receiving motivation and supports, but that they are also receiving
the proper homework amount in order to feel successful.
Multimedia Presentation is available here: Copy and paste the link below into web browser. (For
some reason I cannot get the hyperlink to connect. Please copy and paste the link into the
browser to view my Prezi reflection.) Thank you!
http://prezi.com/w8poa_xyioeu/?utm_campaign=share&utm_medium=copy&rc=ex0share