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demonstrate a measurable increase in student achievement across all levels via AVID strategies, with evidence and work gathered in an interactive notebook for each student.

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FTBS - Close the Gap Habits for HS College and Career

Osceola Middle School 
Language Arts 
Jean Hynes 
Students Impacted:
August 14, 2018


Thank you to the following investor for funding this grant.


Franklin Templeton - $100.00


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Impact to My Classroom

# of Students Impacted: 110

READING: Comparing results from WRITESCORE Round 1 to Round 2, students made gains in all clusters except CRAFT and STRUCTURE, which went down by 12% (% correct).
Key Ideas and Details % correct increased by 9%
Integration of Knowledge and Ideas % correct increased by 17%
Language Usage and Conventions % correct increased by 5%
Next step for instruction included remediation for reading standards. We deconstructed the test questions that most students got wrong. Additional lessons and activities for Cluster 2 are ongoing preceeding the FSA Reading test.
WRITING: For WRITESCORE ESSAY TEST Round 2, though some student RAW scores seem flat, there were gains in specific areas which are currently being shared in data chats. Overall, results show growth, with no student lower than a 5! The number of students with a 7 or an 8 increased dramatically, with the number of students earning an 8 jumping from 9% to 20% of the students that I teach. One student had a 0 on round 1 for "copying text" and went to an 8 on round 2 after practicing essay writing and using the focused notetaking (AVID strategy) as well as the almost daily tool of the interactive notebook.


Interactive notebooks and Writing Folders

-Students can refer back to prior work with the standards and track their progress (they rate themselves and record their levels in their table of contents.

-Students use notes and process notes multiple times for novel study, identification and practice with skills and proficiency with figurative language, Elaborative techniques, various types of note-taking and graphic organizers, outlining, and Student-Driven writing practices.  Students keep the notebooks in the classroom as a tool for learning. I have access to the notebooks as well as the writing folders.

-Writing folders house the various data chats and goal-setting, as well as current and past work samples. Students can see their growth over time.

-Class archive- Many students are not careful about keeping work samples, so I have a class archive for each group as a backup that I will use to show them samples during quarter 4. Students will be able to see their work and how it changed over the course of a school year.

Photos attached depicting various activities and notebook usage.

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Crime solving poster for our novel

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focused notes


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sample table of contents with tracking

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notebook sample page


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Theories for Turn Left at the Cow

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Reflection in student notebook


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notebooks used almost daily


Original Grant Overview


demonstrate a measurable increase in student achievement across all levels via AVID strategies, with evidence and work gathered in an interactive notebook for each student. 


What will be done with my students

1. Students will learn the five phases of the focused notetaking process.
2. students will engage in reciprocal reading, close reading, paired reading, summarizing, and identifying most important information in a text, using graphic organizers, charts and other note-taking methods.
3. Students will revise their notes after sharing and collaboration.
4. Students will use their notes to WRITE responses to standards-based higher-order-thinking questions.
5. Students will learn to color-mark and self-assess their writing, and the writing of others, both individually and collaboratively.
6. Students will revise their writing. They will also deepen their understanding by re-using notes and re-thinking applications of previously worked ELA standards.
7. Students will reflect on their learning using a Marzano-based scale in their notebooks to examine and record progress.
8. Students will set goals and reflect on their progress using real performance (test) data. 


Benefits to my students

All of the above will be done using an interactive notebook which will also include a data analysis of their FSA scores and other assessment data, with goals. The students will be able to see their development and progress by using the notebook for the semester or year (one or two composition notebooks). Students will be able to organize their notes. (Writing, Inquiry, Collaboration, Organization, and Reading are AVID recommended strategies for boosting achievement) 


Describe the Students

Grade 6-8 English Dev Class: level 1 and level 2 ELL students from the following backgrounds: Hispanic, African (Ghana and Uganda) French, Albanian, Vietnamese, and Mandarin Chinese. The current class is at 11 students, with more expected. My class will function in small groups. Above strategies including goal setting and data chats will still be used, along with specific ELL vocabulary and English 3D curriculum.
ELA Advanced grade 6:- I have five sections and a total of 106 students. There are a mix of ESE gifted, several students on the autism spectrum and ELA FSA levels ranging from 2 to 5. The criteria for Advanced ELA has been expanded to provide opportunities for growth. The processes above and the data chats will afford this wider range of students the opportunity to boost their achievement levels. It will also provide scaffolds for lower level students and extensions for higher-performing students, and the needed modifications for ELL and ESE students.


Budget Narrative

The above costs are estimated. I have already purchased some items out of pocket.  



# Item Cost
1 class set of scissors- estimated cost $25.00
2 composition notebooks and paper $25.00
3 glue sticks and/or white glue $25.00
4 chart markers for group work $10.00
5 regular markers $10.00
6 pencils and colored pencils $5.00
  Total: $100.00


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