Currently,
my action research plan in still in the planning stages. This project is going to take place during the
2013-2014 school year to assist students who are struggling in math. I have identified potential candidates using previous
years’ data including formative assessment data and FCAT scores. The students I am targeting are in the middle
quartile. Many of these students, who I consider
“on the bubble” could benefit from weekly interventions in math that incorporate
significant amounts of movement. Research
shows that most students learn best kinesthetically, so my plan is to use movement
to help demonstrate and teach math topics. Using this year’s FCAT data, which will be available
in June (hopefully), I will once again compile a list of candidates and select 15-20
students in grades 4 and 5 for the project. Progress monitoring will be in place to determine
current levels of understanding and how much students have learned. The goal is to raise the level of performance
and understanding to at least one numerical score high on FCAT (i.e. from a 3
to a 4 or from a 2 to a 3). Ideally, these
students would be able to then maintain a higher level of performance in later academic
years.
Jared Stewart--Action Researcher
Followers
Wednesday, March 27, 2013
Thursday, December 6, 2012
Action-based intervention in mathematics
Action Planning Template
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Goal: To increase the FCAT mathematics
scores of 4th and 5th grade students who are very near
minimum passing score (above and below) using action-based interventions
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Action Steps(s):
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Person(s) Responsible:
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Timeline: Start/End
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Needed Resources
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Evaluation
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Gather data to
identify students who are very near FCAT minimum cut score (4 points above or
below)
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Jared Stewart,
Assistant Principal
|
December 2012
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FCAT data showing
previous year’s scale score
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Use ODMS to create
data reports
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Using FCAT scores,
group students based upon areas of need
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Jared Stewart
|
January 2013
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FCAT scores divided
into content areas
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Disaggregate data to
determine students who are eligible for intervention in each content area
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Develop action-based curriculum
for each content area to address needs of students
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Jared Stewart, Math
Coach, Assistant Principal
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January 2013
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Mathematics resources
for grades 4 and 5
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Matching activity with
content area, verifying validity and rigor of each activity
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Conduct intervention groups
during school day (final 30 minutes before dismissal on MTThF)
|
Jared Stewart
|
January 2013-April
2013
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Classroom space,
textbooks/workbooks,GeoFitness Mats, outdoor area
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Pre/post test to
determine understanding, mini quizzes
to monitor progress
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Survey students
|
Jared Stewart
|
May 2013
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Student survey on
paper or online
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Feedback received from
student survey
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Review FCAT scores and
create a comparison report
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Jared Stewart
|
June 2013
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2012 and 2013 FCAT results
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Comparison of data to
determine growth and effectiveness of intervention
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Share results of
surveys and FCAT data with administrators and colleagues
|
Jared Stewart
|
July/August 2013
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Comparisons of data,
survey results, meeting place
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Summary of the
findings of the action research plan and, if found to be effective, how it
can be further enhanced and implemented
|
Format based on Tool 7.1
from Examining What We Do to Improve Our
Schools
(Harris, Edmonson, and
Combs, 2010)
Wednesday, November 28, 2012
Choosing a research topic
Having met with both the principal and assistant principal at the elementary school where I teach to discuss possible action research plans, I've come to discover that there are far more potential topics than I could have ever imagined. Each administrator had a different idea of what would most benefit our students. I decided, at least tentatively, to go with the idea of the principal since her plan deals with addressing the needs of students in math. We are going to focus on the students who may not normally get any additional enrichment on a regular basis. Our lowest quartile students get daily remediation during block time and our highest quartile students receive enrichment during the final half hour of the school day. However, not much is being done to help reinforce the skills of the middle 50%. We have a percentage of our grades 3, 4, and 5 students who are barely scraping by with regards to their state assessment scores. Failing this test could result in retention, so we want to ensure that these students are getting that little push they need to keep them from falling behind. They have not been recognized as needing any further help because they don't fall into the lowest quartile category, but we feel that they could benefit from an interesting approach to learning and reinforcing basic math skills. We'll shall see how it goes!
Wednesday, November 21, 2012
What I've learned about action research
What have I learned about action research and how will I use it?
In reading through the course textbook, I realize that action research is a process that I have been involved in many times already as an educator. Although I haven't significantly been involved in the final decision-making process, I have participated as a staff member in discussing ways to improve student performance in math and reading. By analyzing data and debating methods for delivering intervention to lower performing students, I have been engaged in action research without really knowing it.
As a future administrator, I am learning the importance of self-reflection and assessing the effectiveness of implementing change. "No man is an island" is an especially important concept for a principal. I am starting to understand that the most effective administrators are those who are actively engaged in the professional lives of their staff members and who lead by example. A great principal is also a great role model.
My plan as a future administrator is to use action research to encourage and facilitate necessary changes in my school. There is always room for improvement, so by analyzing data and collaborating with colleagues, I will be able to determine the best, most appropriate course of action for my school. I plan to schedule times for inquiry into my weekly schedule and to utilize leadership teams to help in the creation of action plans.
How might an educational leader use a blog?
A blog can be an effective tool for sharing ideas and for recording thoughts. It is a way to document reflections, questions, or concerns in a forum that welcomes feedback. An educational leader can use the comments received from others reading his/her blog posts to shape they way they think and act. Often a blog can be a place where people can share ideas quickly and easily.
In reading through the course textbook, I realize that action research is a process that I have been involved in many times already as an educator. Although I haven't significantly been involved in the final decision-making process, I have participated as a staff member in discussing ways to improve student performance in math and reading. By analyzing data and debating methods for delivering intervention to lower performing students, I have been engaged in action research without really knowing it.
As a future administrator, I am learning the importance of self-reflection and assessing the effectiveness of implementing change. "No man is an island" is an especially important concept for a principal. I am starting to understand that the most effective administrators are those who are actively engaged in the professional lives of their staff members and who lead by example. A great principal is also a great role model.
My plan as a future administrator is to use action research to encourage and facilitate necessary changes in my school. There is always room for improvement, so by analyzing data and collaborating with colleagues, I will be able to determine the best, most appropriate course of action for my school. I plan to schedule times for inquiry into my weekly schedule and to utilize leadership teams to help in the creation of action plans.
How might an educational leader use a blog?
A blog can be an effective tool for sharing ideas and for recording thoughts. It is a way to document reflections, questions, or concerns in a forum that welcomes feedback. An educational leader can use the comments received from others reading his/her blog posts to shape they way they think and act. Often a blog can be a place where people can share ideas quickly and easily.
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