Week 4: Revised Action Plan

Tool 7.1 Action Planning Template: Revised School Vision: Smith Middle School provides an engaging and rigorous learning environment through the collaboration of the entire school community. Our supportive atmosphere promotes critical thinking and problem solving so students will be prepared to meet the demands of an ever-changing society. Goal: Implement the use of effective differentiated instruction to increase student performance among middle school language arts/reading students. Action Step(s) Person(s) Responsible Timeline: Start/End Needed Resources Evaluation 1. Provide introductory training to all reading and language arts teachers in the philosophy and implementation of Differentiated Instruction in the middle school classroom. Campus CCIS team August 17, 2010 from 8:30-11:00 AM 1. Pre-assessment 2. Post-assessment 3. Training materials for the expert and novice groups 4. Implementation plan template for each team of teachers to complete with content CCIS Pre-assessment: Teachers will be assessed at the beginning of the training to see what they already know about DI. “Experts” will receive a more advance training while “novices” will receive the introduction to DI. Post Assessment: All participants will complete a survey using “Survey Monkey” to evaluate the training, what they learned, and questions they still have. 2. Compile data regarding current students’ performance on SRI, SFA, Benchmarks, TAKS, TMSFA, year end course averages, etc. LA/R CCIS August 17-September 5, 2010 Data from Cognos Create a spreadsheet of data documentation for each teacher. 2. Individual conferences with teachers Language arts & reading teachers; ELAR CCIS September, 2010 Conference guide to set teacher goals for DI implementation Meet with each teacher on the LA/R teams to set individual goals for DI implementation utilizing collected data and DI menu of implementation options. 3. Conferences with grade level LAR teams Language arts & reading teachers; ELAR CCIS October, 2010 Conference guide to set team goals for DI implementation (based on data gathered from individual teacher conferences) Meet with each grade level LA/R team to set team goals for DI implementation utilizing collected data and DI menu of implementation options. 4. Provide ongoing training via PLCs, team planning, classroom observation and modeling DI lessons ELAR CCIS team along with ASCD consultant assigned to campus August 23, 2010-May 15, 2011 1. ASCD articles about DI 2. Sample KUDs with planning grids for teachers 3. Monthly training materials and activities for the pillars of DI (Respectful Classroom, High Quality Curriculum, Ongoing Formative Assessment, Respectful Tasks and Flexible Grouping) 1. Classroom observation 2. Reflections at PLC/team meetings 3. Teacher feedback 4. ASCD observations 5. Conferencing with teachers and ASCD consultant 5. Implementation of DI one step at a time based on teacher readiness Teachers with the guidance of CCIS and ASCD consultant September 15, 2010-June 4, 2011 1. Planning grids for KUDs and tiered lessons 2. Pre-assessments 3. Tiered lessons 4. Post-assessments 5. Learning style surveys 6. Interest surveys 1. Classroom observation by ASCD consultant and/or CCIS 2. Student performance on formative and summative assessments 3. Teacher conferencing and feedback 4. Student conferencing and feedback 6. Regular meetings and/or planning/reflection sessions with CCIS team members CCIS team members Twice a month, September, 2010 through May, 2011 1. Reflection guides 1. Meet prior to the monthly ASCD trainings to generate questions, sum up progress, share concerns, etc. in order to compile information to discuss with the ASCD consultant1. 2. Meet following monthly ASCD trainings to reflect on what we’ve learned and how we can transfer our training to the teachers 6. Evaluation of DI implementation Teachers, CCIS, ASCD consultant May 15-31, 2011 1. TAKS Results 2. SFA Data 3. Teacher survey 4. Student Survey 1. Data dig using TAKS results to determine growth of students from 2010 to 2011 school year 2. Data dig using SFA data to determine growth of students during the course of the year in reading & writing 3. Compile input from teacher surveys regarding DI implementation and its usefulness/effectiveness 4. Compile input from student surveys regarding DI implementation and its usefulness/effectiveness 7. Presentation of findings Campus teachers, CCIS team and administrators; District CCIS team members June, 2011 Presentation using Animoto, PowerPoint, Prezi or a combination 1. Meet with campus representatives to share findings 2. Share findings with district CCIS team members

Week 3: Action Research Plan!

School Vision: Smith Middle School provides an engaging and rigorous learning environment through the collaboration of the entire school community. Our supportive atmosphere promotes critical thinking and problem solving so students will be prepared to meet the demands of an ever-changing society. Goal: Implement the use of effective differentiated instruction to increase student performance among middle school language arts/reading students Action Step(s) Person(s) Responsible Timeline: Start/End Needed Resources Evaluation 1. Provide introductory training to all reading and language arts teachers in the philosophy and implementation of Differentiated Instruction in the middle school classroom. Campus CCIS team August 17, 2010 from 8:30-11:00 AM 1. Pre-assessment 2. Post-assessment 3. Training materials for the expert and novice groups 4. Implementation plan template for each teacher to begin thinking about their own implementation of DI Pre-assessment: Teachers will be assessed at the beginning of the training to see what they already know about DI. “Experts” will receive a more advance training while “novices” will receive the introduction to DI. Post Assessment: All participants will complete a survey using “Survey Monkey” to evaluate the training, what they learned, and questions they still have. 2. Individual conferences with teachers Language arts & reading teachers; LA/R CCIS September, 2010 Conference guide to set teacher goals for DI implementation Meet with each teacher on the LA/R teams to set individual goals for DI implementation 3. Conferences with grade level LA/R teams Language arts & reading teachers; LA/R CCIS October, 2010 Conference guide to set team goals for DI implementation (based on data gathered from individual teacher conferences) Meet with each grade level LA/R team to set team goals for DI implementation 4. Provide ongoing training via PLCs, team planning, classroom observation and modeling DI lessons ELAR CCIS team along with ASCD consultant assigned to campus August 23, 2010-May 15, 2011 1. ASCD articles about DI 2. Sample KUDs with planning grids for teachers 3. Monthly training materials and activities for the pillars of DI (Respectful Classroom, High Quality Curriculum, Ongoing Formative Assessment, Respectful Tasks and Flexible Grouping) 1. Classroom observation 2. Reflections at PLC/team meetings 3. Teacher feedback 4. ASCD observations 5. Conferencing with teachers and ASCD consultant 5. Implementation of DI one step at a time based on teacher readiness Teachers (with the guidance of CCIS and ASCD consultant) September 15, 2010-June 4, 2011 1. Planning grids for KUDs and tiered lessons 2. Pre-assessments 3. Tiered lessons 4. Post-assessments 5. Learning style surveys 6. Interest surveys 1. Classroom observation by ASCD consultant and/or CCIS 2. Student performance on formative and summative assessments 3. Teacher conferencing and feedback 4. Student conferencing and feedback 6. Evaluation of year-long DI implementation Teachers, CCIS, ASCD consultant May 15-31, 2011 1. TAKS Results 2. SFA Data 3. Teacher survey 4. Student Survey 1. Data dig using TAKS results to determine growth of students from 2010 to 2011 school year 2. Data dig using SFA data to determine growth of students during the course of the year in reading & writing 3. Compile input from teacher surveys regarding DI implementation and its usefulness/effectiveness. 4. Compile input from student surveys regarding DI implementation and its usefulness/effectiveness.

Selecting my Action Research Project

After feeling a bit fuzzy in my understanding of action research last week, this week's lectures, readings and assignments helped clear up some of my confusion. First, this week's lecture featuring a discussion between Dr. Jenkins and Dr. Arterbury answered several questions I had. It seems as if last week's activities provided a glimpse into action research while this week's activities began to fill in the details. I thought their explanation of the purpose versus the significance of an action research project was clear and concise, and it helped me formulate my own questions to pose as possible topics. The interviews with the three research experts, Drs. Briseno, Chargois and Lewis, also provided more clarity into the process of action research. Their ideas for topics combined with their suggestions provided some things to think about as I begin my own project. First, I made sure to select topics that were relevant to my campus. Then I made sure they were topics I was interested in. I also made certain the topics I considered were rich with data gathering and analyzing possibilities in order to have a tool to measure success. Finally, I weighed the ideas I had to be sure that the research project would lead to increased student performance. I found the information provided by the three experts to be invaluable as I formulated my ideas and sent them to my site supervisor to get her feedback. While I was pretty certain about which of my three ideas I wanted to pursue, it was nice the get that confirmation from my supervisor. She's as excited about the project as I am, and we're both looking forward to getting it started and pursuing it throughout the next school year!

Our reading from the Dana text was very informative, as well. As I read about the nine passions, I recognized those passions as the foundation of many initiatives of which I've been a part over my years in education. I can recall great staff development opportunities I've had. I've had the opportunity to participate in collaborative curriculum development. There have been trainings on how to be a more effective teacher as well as strategies to teach students with a variety of skill and interest levels and learning styles. A couple of years ago our district provided training so our teams and departments could move to the more collaborative, cohesive PLC model. We've been offered opportunities to grow as campus and district leaders with our Leadership Academies and the three-day RRR conference. Through Capturing Kids Hearts, PBIS and Building Better Relationships, we've grown to become better classroom managers. Learning to gather and analyze data, including improved software and programs to make this more accessible, has allowed us to focus on strategies and interventions to improve school performance. Finally, trainings and seminars that have been offered regarding the changing diversity in our district, as well as understanding the framework of poverty, have increased our cultural proficiency and helped us better meet the needs of ALL students.

All in all, I feel much better prepared to move ahead with action research than I did before. I'm looking forward to what the next assignment brings!

What Exactly IS Action Research?!?

To be honest, I've read and re-read our text and article for this week to try and get a solid handle on the nuances of action research, and I'm still not sure I have it totally sorted out! The big understanding I've taken away from the readings is that administrative inquiry requires the participant(s) to take an active role in learning, processing and problem solving, while traditional educational research is more passive. What helped me best sort through the concepts was the article titled "Action Research an Effective Instructional Leadership Skill for Future Public School Leaders" (Ringler, 2007). There's a graphic on page 30 that clarifies for me what action research is all about. It shows a continuum of the process that begins with the leader defining a problem or concern then using professional literature to research and review the issue. Next, the plan requires the researcher to take action before finishing the process by using and sharing results. However, what truly solidifies the concept of action research for me is the fact that once the results are shared, the process continues by defining a new problem or concern. Through this flow-chart, I realize that action research doesn't just end with the sharing of results. Instead, it goes on with reflection that leads to the identification of other problems, questions or issues that have arisen from the action that was taken. This is a significant difference between traditional research and action research. Traditional research provides information or training whereby a teacher or administrator can implement a program or process. If it works, great. If it doesn't, we toss it out and move on to something else, often losing valuable time and energy in the process. The action research model provides a method where there is continuous questioning, researching, sharing, changing, tweaking and problem solving in order to achieve the best possible outcome. The action research model is a far better use of time, energy and resources and is more likely to result in real change taking place on our campuses.

Blogs are a great way for leaders to share ideas and research, facilitate discussion, allow for feedback and open the door to greater communication. During the school day, teachers and administrators are often too busy to take the time to talk and share concerns or ideas. Blogs allow leaders to create an open dialogue with teachers and others who can read and post at their convenience. A blog can also provide a public means for a leader to share action research results. Because their opportunities to interact and share with other leaders is often sparse, administrators can take advantage of blogging to share what's working on their campuses and gain valuable information from other administrators. It creates a virtual community of collaboration that can help make schools most effective.

Ringler, M.C. (2007). Action Research an Effective Instructional Leadership Skill for Future Public School Leaders. AASA Journal of Scholarship and Practice, 4(1), 27-37.