Date

Winter 4-22-2024

ESRP 9000 Professor

Dr. Sandy Underhill

ESRP 9001 Professor

Dr. Sandy Underhill

Executive Summary

This strategic research project was designed to resolve the weakness of decreased student achievement. Educators must find alternative ways to enhance comprehension and augment levels of academic achievement and performance for our school district. Students benefit from targeted interventions to enhance comprehension, especially for struggling and low performing students. Intervention strategies can be advantageous to all learners. After an examination of the internal and external factors through the application of a SWOT analysis, it was revealed that the critical issue facing Atlanta Public Schools was the need to remediate decreased student achievement measures. To address this issue, an academic intervention strategy was selected from four alternative solutions after careful review of literature reviewed to evaluate the impact of each alternative. Self-Regulated Strategy Development (SRSD) and reading comprehension and vocabulary intervention models were the two intervention strategies selected to implement this solution. Through the adoption of the Quantitative Strategic Planning Matrix tool (QSPM), the reading comprehension and vocabulary intervention model was selected as the strategy after receiving the highest total attractiveness score (TAS) of 5.34 when rated for its appeal or attractiveness against the internal and external factors.

An action plan was developed and outlined the action steps required to effectively implement this strategy. These steps include (a) identifying the gaps in learning and the implementation process for students, (b) identifying the participants for the intervention, (c) strategizing on the instructional model for the reading comprehension and vocabulary intervention, (d) identifying the implementation process for students, and (e) designing a progress monitoring method of evaluation for the students. The goal is to implement this action plan during the 2024 to 2025 school year with the anticipation of increasing student achievement measures within our school district. While the literature reviewed provided strong support for adopting reading comprehension and vocabulary interventions, limitations with effective evaluation of the impact of the intervention strategies were identified. Thus, it is recommended that the evaluation and monitoring of the impact of the reading comprehension and vocabulary interventions, be implemented over a period of years. Longitudinal tracking can assess the success measures of the intervention method with our students. Based on the review of the literature, the various action steps provide the guidelines and implementation steps needed to bridge the gap that currently exists with decreased student achievement.

Document Type

Strategic Research Project-NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education

Concentration

Reading

Language

English

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