Action Research Plan

Goals and Objective:

The purpose of this study was to determine the most effective tutorial program for reaching bubble students and increase their individual TAKS math scores to meeting standard on the state assessment administered in April.

Activities:

The sample population for the study is 63 students who are currently in 11th or 12th grade and have either passed or failed the previous year’s math TAKS test by three or fewer questions. Students are allowed the option to use a computer based homework support program which was developed by the textbook. Students will be tutored during there elective classes. Each of the students in the study will fill out a survey throughout the study. The teachers involved will also be given a survey. This will provide open ended feedback about the study. Also, the elective teachers will do a survey to determine the student’s grades during the study. It is important for me as a future campus leader to be prepared to listen to all stakeholders.

Resources and Research:

Data will be collected through a myriad of sources. To gather individual data on performance for each student on the math TAKS test, I will analyze each student’s score once released by the state of Texas. By analyzing this data I will be able to determine if the student met the minimum standard on the TAKS test.
A second source of data collection will include a survey which will be developed and administered. Examining qualitative data through active listening is the goal here. There will be a survey for both the students and the teachers involved.
The final source of data involves using the same survey administered to the students earlier; however, in this portion of the survey the students will be asked questions which relate to the difficulty in staying current in their elective classes.
To measure and analyze the math TAKS results for the exit level assessment I will use a quantitative collection of data which will be collected from the state report (issued in late May). I my use the District’s benchmark exam scores as a test because of the fact that I will be finished with my masters by May, hopefully.

Timeline:

The timeline for this will either begin three weeks prior to the District’s benchmark exam in December, or three weeks prior to the start of the Math TAKS test in May. It will finish when the surveys can be completed and analyzed to study the data.
Persons responsible for the implementation:

The person’s responsible for making the Action Research Plan work will be the bubble students, the elective teachers, and the math teachers involved. I will be evaluating the data and the surveys. This tutorial initiative is significant as it truly involves the entire faculty to work together for the betterment of the individual students. The initiative involves core and elective teachers, campus administrators and counselors.

Process for monitoring the achievement of goals:

The achievement of goals will be monitored through several areas. First, the students will be given surveys that will help them to express the positive and negative things about the study. Next, the benchmark test, or sample questions given will show the level of understanding that the students are gaining in the study. The student’s progress grades will be checked in both math and the electives that they are pulled out of every other day for the three week period. The biggest test will come when the students actually take the TAKS math test in April.

Assessment instruments to evaluate the effectiveness:

The main instrument needed to evaluate the effectiveness of the study is the TAKS math results that we get back in May. Other key things that we will look at are the six weeks grades and progress reports in both math and the elective classes that they are pulled from during the study.

Week 2 Observation

The biggest thing that I got out of this week is the word practical. To many times when I do any kind of project, I seem to forget about what the main focus is and go off on tangents. Action research projects need to be practical and stay focused on the goal of improving the learning environment for the students. I found a new supervisor and he seems really willing to help me get through all of this. I also learned that there are many topics to choose from when trying to find ways to improve your campus. Principals need to find time to work on action research projects to continue to improve their campus.

Education Leaders Need to Use Blogs

The biggest thing that education leaders can gain from using a blog is the ability to communicate with all of the stakeholders of his campus. Any kind of message he needs to get out can be easily and quickly to everyone involved. Another key thing about blogging is the ability to communicate new ideas back and forth with other educators. He can get feedback very quickly on a new idea that he has been thinking of trying to implement.

What I Have Learned About Action Research

The old traditional style of research required a principal to rely on the so called experts from outside of the campus to come in and tell the principal which direction he should go to fix the problems of the school. This leaves little or no input from the principal. Having to rely on outside experts to solve your schools problems when they do not have first hand knowledge of the school leaves the principal with no options and little respect from his faculty if things do not go so well. Action research at least give a principal a chance to look into what the school has been doing in specific areas. Then, after studying the data and talking with all stakeholders, he can make the necessary changes needed to make the school work at its very best.
To get more specific, the principal needs to choose a issue of concern and then move forward with a deliberate and specific study of the issue to decide if what they have been doing is working, or if changes are needed. Reflection is the key to an action research being successful. The principal must gather the data, analyze the data, look up any relative outside research, possibly get a committee together for more ideas, and move forward with any adjustments recommended. This style of evaluation makes the most sense to me. As a principal of a campus, I know the ins and outs of my school. I know more about why something is not working than an expert that has never been to my campus. I like what the Dana text said about being clear and concise when making these decisions. By doing this all the stakeholders have less questions about what is expected. They also know that the new plan has come from within and has had reflection put into by members of their own campus. Principals need to find the time to do this type of reflection to create an action research style of decision making.