Intervention Project

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Intervention Project
Allyson Hand
EDT 666
Spring 2008
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Connecticut Academic Performance Test
High Stakes Test
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Graduation Requirements

• Three or Higher on All Section of the CAPT
• Minimum of 22 Credits
• Electronic Portfolio
• Ten Hours of Community Service

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Questions

• How many students do not meet the performance
  expectation?
• Who is required to meet the performance
  expectation?
• Is remediation in place for those that need to
  retake any component of CAPT?
• Can the Connecticut Mastery Test be used as a
  predictor of performance?

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Population Retaking the Mathematics Component
Fifteen Students

• 10 Special Education
• 5 Regular Education

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Intervention Project Population
Five Regular Education Students

• 3 Cooperative
• 2 Uncooperative

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Redefined Population

• 3 Girls
• CAPT Score Range 214-217 (Lowest
  Proficient Performance Level 223)

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Population Analysis

• Academic Profile
• Connecticut Mastery Test Scores
• Work Habits (Both Student and Teacher
  Perspectives)

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Population Analysis

• College Preparatory Courses
• On Grade Level for Mathematics
• Mathematic Grade Range B C
• Conscientious/Hard Worker
• Basic Level Performance on the CMT
• CAPT Mathematics Score 214

J.K.
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Population Analysis

• College Preparatory Courses
• One Year Behind Grade Level
• Mathematic Grade Range C F
• Poor Work Habits
• Basic Level Performance on the CMT
• CAPT Mathematics Score 214

C.D.
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Population Analysis

• Basic Level Mathematics Courses
• On Grade Level for Mathematics
• Mathematic Grade Range B C
• Average Work Habits
• Basic Level Performance on the CMT
• CAPT Mathematics Score 217

C.F.
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Population Analysis
Similarities

• CAPT Scores Within Points of Each Other
• CAPT Scores Close to the Desired Performance
  Level
• Motivated to Graduate
• CMT Basic Performance Level

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Population Analysis
Differences

• Organizational Skills
• Work Habits
• Study Habits

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Needs Analysis
Interview Questions

• Did you feel more or less prepared for the
  Mathematics portion of the CAPT? Why/why not?
• Did you have enough to finish the test?
• Did you do any preparation for test? If so,
  describe the preparation?
• When were you made aware that you needed to
  retake the test?

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Needs Analysis

• Felt Less Prepared For the Test
• Review of Algebra 1 and Geometry Content
• Small Group Review Sessions
• Quiet Environment for the Test
• Help Understanding/Writing an Open-ended
  Response
• Practice Tests

J.K.
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Needs Analysis

• Felt Less Prepared For the Test
• Review of Geometry Content
• One-to-One Review Sessions
• Help Understanding/Writing an Open-ended
  Response
• Practice Tests

C.D.
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Needs Analysis

• Felt Less Prepared For the Test
• Review of Geometry Content
• One-to-One Review Sessions
• Quiet Environment for the Test
• Help Understanding/Writing an Open-ended
  Response
• Practice Tests
• Test Taking Strategies

C.F.
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Needs Analysis
Test Taking Anxiety
Unexpected Issue
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Needs Analysis
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Needs Analysis
Test Taking Anxiety Questionnaire

• When you take a test do you have trouble
  concentrating? If so, explain what you think
  about.
• Before you take a test, do you get nervous? If
  so, does your nervousness interfere with your
  sleep or eating habits?
• The night before a test, do you get enough
  sleep?  Explain.
•  Do you usually take tests on an empty stomach?

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Needs Analysis
Test Taking Anxiety Results

• Difficulty Concentrating
• Focuses on Bad Outcome
• Unable to Eat or Sleep Before a Test
• Gets Hot and Sweaty

J.K.
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Needs Analysis
Test Taking Anxiety Results

• Difficulty Concentrating with Noise
• Does Not Get Nervous
• Never Gets Enough Sleep
• Never Eats Breakfast

C.D.
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Needs Analysis
Test Taking Anxiety Results

• Difficulty Concentrating with Noise
• Gets Nervous Before a Test
• Sometimes Nerves Interfere With Sleep
• Over Thinks Things
• Does Not Eat Before a Test

C.F.
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Needs Analysis
Coping Strategies for Test Taking Anxiety

• Improving Study Skills and Work Habits
• Over Preparation
• Test Taking Strategies
• Time Management Strategies
• Getting Enough Sleep
• Eating a Healthy Meal

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Design and Develop
Intervention Program For Student Retaking the
Mathematics CAPT

• Small Group Intervention Session
• Content on the Mathematics CAPT
• Study Skills/Work Habits/Organizational Skills
• Practice Tests
• Eating and Sleeping Habits
• Strategies for Coping with Test Taking Anxiety

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Intervention Plan Proposal

• October ------ Student Notification/Interventio
  n Program Begins
• 15-17 Intervention Sessions
• Enrichment Period
• Small Group Sessions With a Mathematics Teacher
• Food Incentive

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Response to Intervention Plan Proposal

• Wanted More Practice Tests
• Practice Test at the Beginning of the
  Intervention Program
• Liked the Enrichment Period Block of Time
• Liked the Food Incentive

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Immediate Intervention
Eating and Sleeping Habits

• Asked to Eat Breakfast Prior to Test
• Asked to Get a Good Nights Sleep

C.F.
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Project Reflection

• Time Conflicts
• Absent Student

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Project Reflection

• Observe Students Taking CAPT Questions
• Working with J.K. on Test Taking Anxiety
• More Data on Eating and Sleeping Data with
  Population