MS.

YOU
7
TH
GRADE PRE-ALGEBRA/PRE-ALGEBRA
HONORS/AVID
AVID SITE COORDINATOR
SCHOOL SITE COUNCIL MEMBER
SAFE AND CIVIL COMMITTEE
COLLEGE AND CAREER READINESS
COMMITTEE


EDUCATIONAL VISION
TO TREAT EACH CHILD AS A UNIQUE
INDIVIDUAL WHO DESERVES THE
OPPORTUNITY TO GROW AND MATURE
EMOTIONALLY, INTELLECTUALLY,
PHYSICALLY AND SOCIALLY IN A SECURE,
CARING AND STIMULATING
ATMOSPHERE.
CPSEL: 1, 2, 6
RAYMOND VILLA FUNDAMENTAL
INTERMEDIATE SCHOOL
DISTRICT: SANTA ANA
UNIFIED SCHOOL DISTRICT
GRADE: 6-8
STUDENTS: 1395
TEACHERS: 46
API: 2009-752, 2010-752, 2011-759,
2012-775
6
TH
-418, 7
TH
-521, 8
TH
- 456
AVERAGE CLASS SIZE: 38
CPSEL: 6
CPSEL: 6


STUDENT PROFILE


Ethnicity
Hispani
c or
Latino
Asian
White
0 20 40 60 80 100
Eligible for
Free/Reduced Priced
Lunch
EL Learner
Reclassified As
English Proficient
Gate Students
Special Education
Demographic
CPSEL: 6
CHARACTERISTICS OF
FUNDAMENTAL SCHOOL:
EMPHASIS ON BASIC ACADEMIC
SKILLS AND ENRICHMENT.
HIGH STANDARDS OF STUDENT
CONDUCT AND ATTENDANCE TO
ENHANCE QUALITY INSTRUCTION.
(HOMEWORK CARD, TARDY CARD
AND DRESS CODE-ALL STUDENTS
WEAR UNIFORM)
INSISTENCE ON GOOD STUDY
HABITS, SELF-DISCIPLINE AND
RESPONSIBILITY.

REINFORCEMENT OF
TRADITIONAL VALUES OF
PATRIOTISM, CITIZENSHIP,
RESPECT, COURTESY, AND
PRIDE IN ACCOMPLISHMENT.
PARENT COMMITMENT,
COMMUNICATION, AND
INVOLVEMENT
THROUGHOUT THE CHILDS
EDUCATION AT VILLA.



CPSEL: 6
COMPELLING NEED

POSITIVE
RELATIONSHIP
BULLYING INTERVENTION
- IT IS ESTIMATED THAT 160,000 CHILDREN
MISS SCHOOL EVERY DAY DUE TO FEAR OF
ATTACK OR INTIMIDATION BY OTHER
STUDENTS. (SOURCE: NATIONAL EDUCATION
ASSOCIATION)
- 1 IN 7 STUDENTS IN GRADES K-12 IS EITHER A
BULLY OR A VICTIM OF BULLYING.
- 90% OF 4
TH
THROUGH 8
TH
GRADERS REPORT
BEING VICTIM OF BULLYING.
- ACCORDING TO BULLYING STATISTICS, 1
OUT OF EVERY 10 STUDENTS WHO DROPS
OUT OF SCHOOL DOES SO BECAUSE OF
REPEATED BULLYING.




ACADEMIC
NO INTERVENTION
PROGRAM DURING
SCHOOL DAY
NOT ENOUGH SUPPORT
DURING CLASS
NEED TO MEET THEIR
INDIVIDUAL LEARNING
CPSEL: 5
PAR TEAM
Dr. Swanson - Principal
Sonia Wright - Psychologist
Ruth Karr & Peggy Devine 6
th
Math teachers
CPSEL: 2.3 & 6
INQUIRY QUESTION
HOW WILL PEER TUTORING IMPACT
STUDENT ACHIEVEMENT AND POSITIVE
RELATIONSHIP IN CLASSROOM AS
MEASURED BY COMMON ASSESSMENTS AND
STUDENT AND TEACHER FEEDBACK?
CPSEL: 2
RESEARCH
CROSS-AGE TUTORING RESULTS IN: LEARNING
ACADEMIC SKILLS, DEVELOPING SOCIAL BEHAVIORS
AND DISCIPLINE, AND ENHANCING PEER
RELATIONSHIPS GREENWOOD, CARTA, &HALL, 1988, P.264
CROSS-AGE TUTORING ENHANCES SELF-ESTEEM AMONG
OLDER STUDENTS WHO PROVIDE INDIVIDUALIZED
INSTRUCTION TO TUTEES, AND RESULT IN A MORE
COOPERATIVE CLASSROOM AND AN IMPROVED SCHOOL
ATMOSPHERE GAUSTAD, 1993; GERBER & KAUFMAN, 1981; KALKOWSKI, 2001;
SCHRADER & VALUS, 1990; TOPPING, 1988; UTLEY & MORTWEET, 1997

CPSEL: 3 & 5
RESEARCH
AFTER REPEATEDLY FACING A BULLY, A CHILD MAY BEGIN TO
REFUSE TO GO TO SCHOOL. HIS GRADES MAY ALSO SUFFER, BOTH
BECAUSE OF ABSENTEEISM AND HIS INABILITY TO CONCENTRATE
LANEAUX, 2010
BULLYING IS A PROBLEM FOR BULLIES, VICTIMS, PEERS, SCHOOLS,
CLASSMATES AND THE COMMUNITY AT LARGE. IN A BULLYING
SITUATION THERE IS ALWAYS FEAR AND TENSION FOR VICTIMS.
LEARNING CAN NEVER TAKE PLACE EFFECTIVELY IN AN
UNPEACEFUL ENVIRONMENT. MARTINS UMEH AND NDUBUAKE (ED) IN NNACHI AND
EZEH, 2003
SAFETY REFERS TO BOTH PHYSICAL AND EMOTIONAL SAFETY, AND
SUPPORTIVE REFERS TO STUDENTS FEELING CONNECTED, VALUED,
AND RESPECTED HOUSTON, BLANKSTEIN & COLE, 2008

CPSEL: 3.1 & 3.2 & 5
PROJECT MISSION
CROSS-AGE PEER TUTORING INTERVENTION
PAIRS STUDENTS FROM DIFFERENT GRADES
AND ABILITY LEVELS TO WORK ON AN
ACADEMIC SKILL TOGETHER. IT PROMOTES
ACADEMIC GAINS AS WELL AS SOCIAL
ENHANCEMENT AND POSITIVE
RELATIONSHIPS.


CPSEL: 1 & 2
PAR CYCLE
Diagnose
Need to address bullying issues on
campus
Need for individual intervention
program
Act
Create Par team
Recruit Tutors/Tutees

Measure
Teacher observation
Student performance
Reflect
Positive interaction between students and
adults on campus
Positive outlook on learning and asking for help
CPSEL: 2.4
TIMELINE
Nov 2013:
Proposal of
plan
Dec 2013: Met
with PAR Team
Feb 2014: Began
Tutor session
PAR Cycle 1
Mar 2014
Modified
schedule - PAR
Cycle 2
May 2014:
Collect Data -
PAR Cycle 3


CPSEL: 3.2 & 3.3
MIXED METHODOLOGY
QUALITATIVE
SURVEY (TUTOR, TUTEE,
TEACHERS AND SCHOOL
PSYCHOLOGIST)


QUANTITATIVE
BEHAVIOR REFERRALS
GRADES
ATTENDANCE

CPSEL: 2
QUALITATIVE RESULTS
STUDENTS
THIS IS MY FAVORITE PART OF THE
SCHOOL
CAN WE HAVE TUTORING
EVERYDAY?
I LOVE LEARNING!
I LOVE COMING TO SCHOOL
I MADE NEW FRIENDS AND I GET IT
NOW, MATH IS EASY
I LEARNED MORE FROM EXPLAINING
EVERY STEPS TO MY TUTEE
TEACHING SOMEONE IS NOT EASY, I
DONT KNOW HOW MY TEACHERS DO
IT



TEACHERS & SCHOOL PSYCH
STUDENTS ARE SHOWING MORE
INTEREST IN LEARNING AND ASK FOR
HELP
HE IS MORE FOCUS DURING CLASS
SHE HAS CHANGED 180 DEGREE AND HER
GRADES IN OTHERS CLASSES HAVE ALSO
IMPROVED
STUDENTS ARE PROUD OF THEIR JOB AS
A TUTOR AND TAKING IT SERIOUS
CROSS-AGE PEER TUTOR HAS MADE A
POSITIVE IMPACT IN STUDENT LIFE AND
ATTITUDE TOWARD LEARNING BECAUSE
THEY FEEL SAFE
STUDENTS ARE TAKING AN OWNERSHIP
OF THEIR OWN LEARNING


CPSEL: 2, 5
ATTENDANCE
Feburary March May
6th Grade 7th Grade
CPSEL: 2
BEHAVIOR REFERRALS RELATED
TO BULLYING


0
1
2
3
4
5
6
7
8
November Feburary March May
Chart Title
6th Grade 7th Grade
CPSEL: 2
GRADES
0
1
2
3
4
5
6
Category 1 Category 2 Category 3 Category 4
Chart Title
Series 1 Series 2 Series 3
CPSEL: 2
RESULT/CONCLUSION

- 87% of tutees have showed an
improvement in their academic
achievement
- 94% of tutors have showed an
improvement in their academic
achievement
- Both tutees and tutors demonstrated
increased attendance and more
positive attitude about school
- Positive interaction with tutors gave
them confidence to seek help in other
subject areas.

ROADBLOCKS
COMMUNICATION AMONG PAR TEAM MEMBERS
ONE TEACHER ON 80% ASSIGNMENT (LATE START)
TESTING SCHEDULE (SMARTER BALANCE)
SPRING BREAK
NO BENCHMARK/CST SCORES
PENTATHLON COMPETITION
LIMITED CLASSROOM SPACE/TIME

CPSEL: 1, 2, 3, 5
SOLUTION
LUNCH MEETING (PROVIDE FAST
PASS)
FRIENDLY COMPETITION
REWARD (PIZZA PARTY &
RECOGNITION)
MEET WITH PAR TEAM WITH ON
REGULAR BASIS (WITH LUNCH
PROVIDED)
CANDY GRAM FROM TUTOR TO TUTEE/
TUTEE TO TUTOR
PHONE CALL HOME


CPSEL: 2
LEADERSHIP

RELATIONSHIP
COMMUNICATION
TRUST BUILDING & SHARING




MANAGEMENT
SCHEDULE PAR MEETINGS
COLLECT DATA
COGNITIVE COACHING

When his work is done, his aim fulfilled,
The people say, We did it ourselves.
- Lao Tzu The Tao of Leadership
CPSEL: 1, 2.2,2.3, 3.3 & 5
NEXT STEPS
PROMOTE LEADERSHIP
INCREASE ADULT SUPERVISION IN THE SCHOOL
PREMISES, HALLS, RESTROOM MORE RADIANTLY
ORGANIZE ANTI-BULLYING ASSEMBLY FOR STUDENTS
CREATE BULLYING INTERVENTION PROGRAM
ORGANIZE PROFESSIONAL DEVELOPMENT DEVOTED TO
BULLY OR VICTIMS PROBLEM
ADD PICTURES*************


CPSEL: 2, 3, 4
PERSONAL TRANSFORMATION

LEADERSHIP VS. MANAGEMENT
GAIN CONFIDENT TO TAKE INITIATIVE
I FIND DEEP SATISFACTION IN WORKING HARD WITH FRIENDS TO
ACHIEVE A GOAL SO I WOULD EMPOWER LEADERS WITHIN THE
MEMBERS OF STAFF.
MY OPEN NATURE AND WILLINGNESS TO SHARE DISTINGUISHES
ME FROM OTHER PEOPLE.
TRANSFORMATIONAL LEADER: RELATIONSHIP
OUR LIVES BEGIN TO END THE DAY WE BECOME SILENT ABOUT THE
THINGS THAT REALLY MATTER
DR. MARTIN LUTHER KING, JR.


CPSEL: 1, 2, 5, 6
REFERENCE
Berliner, D.; Cassonova, U. Peer Tutoring: A New Look at a Popular Practice.
Compares cross-age tutoring with other tutoring forms by analyzing several
Variables affecting student learning. Conclusion: cross-age tutoring has the
Greatest effect on student learning and is most cost effective.
IIn Instructor, Vol.97, No.5, pp.14-15. January 1988.

Warger, C. Peer Tutoring: When Working Together is Better Than Working
Alone.
Strategies to make tutoring work such as providing feedback, supervision, tutor
Training, and regularity are discussed. Also discussed are implementation
problems. And results of tutoring: increased student test scores and rare failures.
In Research and Resources on Special Education, No.30. (Council of Exceptional
Children, Publication Sales, 1920 Association Drive, Reston, VA 22091.)

REFERENCE

Hattie, John A. C. (2009), Visible Learning: A synthesis of Over
300 Meta-analyses Relating to Achievement, London and New York:
Routledge.

Lanearux, B. (2010). The effects of bullying in elementary schools.
Retrieved from http://www.ehow.com/items/1813883/bulling
in elementary school.

Martins, Umeh, W. F, & Ndubuaka, W. S (2003). Bullying among school
children: problems and solutions. (ed in nnachi, R.O and Ezehs, P.S.E,
(2003). The behavior problems of Nigerian child, Erudition; publishers;
Awka, 133-138.




Know what sparks
the light in you.
Then use that light
to illuminate the
world.

- Oprah Winfrey