Action-based intervention in mathematics

Action Planning Template
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
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Gather data to identify students who are very near FCAT minimum cut score (4 points above or below)	Jared Stewart, Assistant Principal	December 2012	FCAT data showing previous year’s scale score	Use ODMS to create data reports
Using FCAT scores, group students based upon areas of need	Jared Stewart	January 2013	FCAT scores divided into content areas	Disaggregate data to determine students who are eligible for intervention in each content area
Develop action-based curriculum for each content area to address needs of students	Jared Stewart, Math Coach, Assistant Principal	January 2013	Mathematics resources for grades 4 and 5	Matching activity with content area, verifying validity and rigor of each activity
Conduct intervention groups during school day (final 30 minutes before dismissal on MTThF)	Jared Stewart	January 2013-April 2013	Classroom space, textbooks/workbooks,GeoFitness Mats, outdoor area	Pre/post test to determine understanding,  mini quizzes to monitor progress
Survey students	Jared Stewart	May 2013	Student survey on paper or online	Feedback received from student survey
Review FCAT scores and create a comparison report	Jared Stewart	June 2013	2012 and 2013 FCAT results	Comparison of data to determine growth and effectiveness of intervention
Share results of surveys and FCAT data with administrators and colleagues	Jared Stewart	July/August 2013	Comparisons of data, survey results, meeting place	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)

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!

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.