Draft Plan

Week 4 Assignment, Part 3
Draft Action Research Project Report

Objective and Vision:

            Early during the 2010-2011 school year it was clear that our goal was to maintain our recognized status.  We developed plans of attack and spent a great amount of time evaluating data and targeting students at risk of not being successful.  When the results came out that we didn’t quite make it specifically due to mathematics performance I knew what I needed to study and evaluate moving forward.  Instead of sulking in the failure of meeting this goal we started looking forward to what worked and what could be improved. 

            Our objective for the year was simple; modify our approach as needed to achieve Recognized levels of student performance in math.  We began working on a plan as a department to reach this goal.

How are you implementing the vision (ELCC 1.3)?

School Value: Student Success is our ultimate measure. Goal: To improve students’ math TAKS results to meet campus expectations. Outcomes Activities Tools Responsibility Time Line Benchmark/ Assessment Revisions Students Will receive steady TAKS instruction throughout the year. Daily Objective Warm-Ups Teacher created daily objective warm-ups I will implement along with all other math teachers. Beginning of year up until final benchmark testing. Objective quizzes every 2-3 weeks that would be scanned into aware. Incorporating Technology will increase engagement over the material Implement Active Inspire Responders Class sets of active inspire responders All teachers will regularly use their set of active inspire responders All year Observations, TAKS results Vocabulary leads to a better Understanding of content material Vocabulary Focused Instruction Word wall use, and C-scope All math teachers All year Regular quizzes/tests over specific content vocabulary. If students know of present level of performance, they can work towards making improvement Communicate Data with Students Eduphoria Teachers, Testing coordinator. TAKS conferencing January 2012 Benchmark result analysis Objective Data No formal assessment for this section, rather constant information shared with students.

Steward the Vision (ELCC 1.4)

During the week of in-service prior to the 2011-2012 school year the math department met to strategize with this topic in mind.  We began by thinking about our approach in the past.  We felt the benchmarks and quizzing of the past were unrelated to what we were teaching and gave us little insight into our students’ abilities.  This is when we came up with structured warm-ups that would lead up to the objective quizzes.  We felt keeping this as a daily activity and checking up on success along the way had a greater impact on our students understanding of the topic and our understanding of our students’ ability.  Other topics that came out during the meeting were a more hands on approach to our teaching of TAKS objectives.  The last piece was taking specific vocabulary from previous tests and incorporating the same vocabulary in our teaching. 

With the plan developed in a round table type meeting, the buy into the process and maintaining the vision became much greater.  It wasn’t administrators you need to do more of this and this; it was a collaborative effort appealing to the experience of the educators in the department.

Promote community involvement in the vision (ELCC 1.5).

One way individual teachers were able to engage community support was during “Meet the Teacher Night” and during parent conferences.  We were able to explain the new system and give the reasoning behind it.  When the vision and purpose is creating more success for our students it is much easier to get support from parents and the community.

Articulate the Vision:

            While some may have conflicts with considering success based upon campus ratings it is truly the most standardized widespread comparison of school performance across the state.  Therefore, when we received a rating of only Academically Acceptable we knew we had more to accomplish.  We know as a campus we have a top academic program and some of the best students in the state but we would like to be sure our campus rating reflects this important piece and drives this project.

Review of the Literature and Action Research Strategy:

Dr. Larson describes a number of best practices regarding preparation of students for state testing.  The major focus of the article is presenting material using the same techniques, vocabulary and look of the assigned state tests.  Therefore, when students get to the testing day they are very comfortable and confident of the chances of success.

Bill Lombard presents more of a framework for success.  He outlines start to finish what teachers should consider as they help prepare their students for standardized testing.

Both individuals provide great points to consider and aspects from both articles will be included in the action portion of this research project.

Larson, M. A Developmental Approach to Preparing Students for Standardized or State

Tests. Houghton Mifflin Math. Retrieved from

http://www.eduplace.com/state/pdf/author/larson1_hmm05.pdf

Lombard, B. (2008). State Testing – Prepare Students and Teachers with this 7 Step

Plan. TOOLS & TECHNIQUES FOR MATH TEACHERS AND STUDENTS.

Retrieved from http://www.mrlsmath.com/state-testing-prepare-students-and-

teachers-with-this-7-step-plan/

The decision making for this project was a culmination of the entire math department.  It was up to us to improve scores and modify our approach as needed.  As part of my internship I chose to more closely examine the process and data as a whole for my action research topic.

Manage resources (ELCC 3.3).

A beneficial piece to my action research is it required no new resources.  The technology was already available to all math teachers.  The warm-ups and objective quizzes were teacher created.  Each teacher was assigned an objective and created the necessary information for their objective.  All parties had an equal share and there was no financial burden of the project.  I was able to assist some teachers in getting their technology set-up to work in the class setting.  Once they were assisted all were on board with the process.

Manage Operations

Throughout the project I worked closely with the assistant principal in charge of the department and the department chair.  I helped lead some meetings as we neared closer to testing time.  Also created a number of materials to be implemented into the classroom.  Conflict over the project was minimal as I feel the vision of the project was shared by all and so the focus was clear that this was in the best academic interest of our students.

Mobilize community resources (ELCC 4.3).

With this research being focused on the approach classroom teachers took with presenting material there were very limited community resources involved in the process.

Respond to Community Interest and Needs

  Students are required to pass standardized tests to qualify for graduation in Texas.  Therefore, programs and projects designed to improve test preparation positively impact student success.  Furthermore, with accountability considering each student group we will focus on each and every student and assure their success.  This is ultimately our goal each day as educators.

Promote positive school culture(ELCC 2.1).

The driving force of this project was trying to raise math scores to positively impact the school culture.  There was mild, but present dissention towards the math department for causing our school to drop in ratings.  Therefore, the bonding together of the math department to raise these scores was driven by the desire to achieve success for the whole campus.

Provide an effective instructional program (ELCC 2.2).

The goal set-forth with this project was to raise TAKS scores in math to meet AYP expectations.  The ultimate success of the project would be if we did or did not meet these levels. 

These results were tough to digest.  We felt we put forth our very best in developing the new program and approach.  We thought the data along the way would prepare us to meet the necessary goals.  However, with the ever increasing expectations of the state it just wasn’t sufficient and the plan was not successful.

Influencing the larger context (ELCC 6.3).

From Week 3:

Initially as part of the program I created a blog to make public information of my research project.  I will continue to update the blog and provide information of the status of my research project.  If I am successful I plan to send my final draft to NCTM and other math organizations in hopes to publish the work.  As mentioned above I will share the information electronically with my district as well.

This is a tough situation.  When the approach created by our teachers was not successful it’s hard to actively spread the word.  While much can be learned and some improvement can be made, if the data does not back up the process it is hard to significantly stand behind and spread the word.

Design a comprehensive professional growth plan (ELCC 2.4).

We had a goal when we began the process, and sadly the goal was not met.  However, much can be said about the process as a whole.  The department banded together under the idea of continuous improvement.  Trying to make positive change in our approach to benefit our students.  We wanted nothing more than to see this success in the end but that was just not the situation with this project.  One of the biggest lessons learned from the project was our job as an administrator is never complete.  With a bit more guidance from the administrative team we have revamped our approach and will continue to modify for our ever changing students.

Key Words, Phrases or Terms describing your Action Research Project

TAKS MATH, Collaboration, Technology, Responders, Math Vocabulary, High Stakes Testing, TAKS/EOC

Action Research Blog:

http://shutchings.blogspot.com/