| This project was a capstone project conducted by a team of three doctoral students. The project focused on systematic and long-term underachievement of the English Language (EL) population of a single school, Sunshine Elementary School, using the gap analysis model (Clark & Estes, 2008). More specifically, the purpose of the analysis was to examine possible causes for the literacy gap that impact student reading achievement at Sunshine. As part of the problem-solving model, the inquiry group reviewed the school's mission, goals, and organizational gaps. The team investigated possible root causes for the performance gaps noted. During this phase of the project, data were collected from Sunshine Elementary administrators, teachers, parents, and students who completed surveys regarding their views towards literacy and the overall school environment. The principal and several teachers participated in semi-structured face-to-face interviews, discussions, and a review of the current school adopted literacy program. This step led to a condensed list of validated root causes: (a) goal alignment; (b) professional development; (c) teacher collaboration; (d) parental engagement; (e) culturally relevant pedagogy; and (f) site based leadership. Finally, the inquiry team developed recommendations for viable solutions based on a review of the literature as well as research and theory on developmental perspectives on reading and literacy. This document focused on the following two causes: (a) teacher collaboration; and (b) parental involvement as it pertains to the support of literacy instruction and support. Awareness of the benefits of developmental reading instruction and the many means that schools can utilize to ensure access to effective activities has implications for positive social change by linking the multiple dimensions of reading, literacy, and comprehension development for ELs at Sunshine Elementary. |
