Action Research Plan

Goal: Determine if adaptations in teaching strategies and interventions improve student performance on 3rd grade math readiness standards

Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Monitoring/ Evaluation
Analyze 2013 STARR data to determine 3 target readiness standards at the campus level	C. Christen	August 5, 2013 to August 16, 2013	2013 3rd grade math STAAR Data; Readiness/ Supporting Standards from Lead4ward.com	Chart of readiness standards ranked by student achievement for campus
Collaborate with 3rd grade math teachers to determine 3 additional target readiness standards per teacher	C. Christen G. Wallace J. Richburg A. Chamberlain C. Ripley	August 19, 2013 to August 26, 2013	2013 3rd grade math STAAR Data; Readiness/ Supporting Standards from Lead4ward.com	Chart of readiness standards ranked by student achievement for individual teachers
Review relevant literature on instructional strategies related to target readiness standards identified	C. Christen	August 5, 2013 to October 1, 2013	Lamar Online Library; National Council for Teachers of Mathematics;  Online Journals and Articles	Compilation of instructional strategies and interventions found in literature
Interview teachers on current teaching strategies and interventions used for targeted readiness standards	C. Christen J. Richburg A. Chamberlain C. Ripley	August 26, 2013 to October 1, 2013	Interview questions; 3rd grade PLC schedule	Interview results; Compilation of instructional strategies and interventions currently used by teachers
Design professional development on mathematics instructional strategies and interventions for target readiness standards	C. Christen	September 16, 2013 to October 8, 2013	PowerPoint; Faculty Meeting Schedule (H. LeJeune); Compilation of instructional strategies and interventions found in literature/currently used by teachers;	Evaluate effectiveness of instructional strategies and interventions using district benchmark data throughout school year
Implement professional development on mathematics instructional strategies and interventions for target readiness standards	C. Christen	September 16, 2013 to October 8, 2013	Professional Development Evaluation Survey questions; Completed oral and PowerPoint presentation	Evaluate effectiveness of PD with survey results; Final evaluation of effectiveness of instructional strategies and interventions using 2014 STAAR data
Analyze 3rd grade math District Benchmark I data	C. Christen	November 18, 2013 to November 29, 2013 (dependent on District testing calendar)	Aware Program data for 3rd grade math District Benchmark I	Comparison of readiness standard data from STAAR to Benchmark I to evaluate performance; Chart readiness standards ranked by student achievement for campus/teachers
Survey 3rd grade math teachers: (1) student achievement on District Benchmark I (2) instructional strategies and interventions employed	C. Christen J. Richburg A. Chamberlain C. Ripley	November 29, 2013 to December 13, 2013	Survey questions; 3rd grade PLC schedule	Survey results
Analyze 3rd grade math District Benchmark II data	C. Christen	February 17, 2014 to February 28, 2014 (dependent on District testing calendar)	Aware Program data for 3rd grade math District Benchmark II	Comparison of readiness standard data from Benchmark I to II to evaluate performance; Chart readiness standards ranked by student achievement for campus/teachers
Survey 3rd grade math teachers: (1) student achievement on District Benchmark II (2) instructional strategies and interventions employed	C. Christen J. Richburg A. Chamberlain C. Ripley	March 3, 2014 to April 1, 2014	Survey questions; 3rd grade PLC schedule	Survey results
Analyze 3rd grade math STAAR data	C. Christen	May 19, 2014 to May 30, 2014 (dependent on TEA score release date)	STAAR 3rd grade math results; CSR reports	Chart of readiness standards ranked by student achievement for campus/teachers
Interview 3rd grade math teachers: (1) student achievement on STAAR and (2) instructional strategies and interventions employed	C. Christen J. Richburg A. Chamberlain C. Ripley	May 19, 2014 to June 2, 2014	Interview questions; 3rd grade PLC schedule	Interview results
Analyze and interpret data gathered from assessments and interviews	C. Christen	June 2, 2014 to June 20, 2014	Aware data from Benchmarks; STAAR data; interview notes; Charts of student achievement on readiness standards	Create graphs/charts of data compilation
Share results with administration and make recommendations	C. Christen	June 16, 2014 to June 27, 2014	Principal (G. Wallace) and AP (D. Spaugh) schedules to set meeting; action research findings/paper; PowerPoint presentation of summary	Summary of findings and recommendations

Format based on Tool 7.1 from Examining What We Do to Improve Our Schools

(Harris, Edmonson, and Combs, 2010)

My Research Plan...Just the Basics

I will conduct my research by first analyzing the data from the 2012-2013 3rd grade STAAR.  From this data and collaboration with the 3rd grade math teachers, I will determine target readiness standards.  Next, I will survey the teachers on their instructional strategies for the target standards.  Using this insight along with a review of current literature on mathematics instruction and best practices, I will design and implement a professional development on strategies and interventions to employ during the 2013-2014 school year.  After each of the two district benchmarks, I will analyze data to evaluate progress and make adjustments.  Final evaluation of findings will use the 2013-2014 3rd grade math STAAR data.  The significance of this action research project will be its practical application to student achievement and possible positive impact on school performance.

Purpose & Context & Population..Oh My!

The purpose of my action research project will be to determine if adaptations in teaching strategies and interventions improve student performance on 3rd grade math readiness standards.

The setting of my study will be Heritage Elementary school.  This context is a K-5 school with approximately 600 students.  The student population is 48.5% Non-Hispanic (3.5% African American, 3.0% Asian, and 42.9% White) and 51.5% Hispanic.  Based on gender, the population is approximately 56.7% male and 43.3% female.  Furthermore, 49.9% of the student population qualifies for free or reduced meals. 

The sample of students that is the focus for my study is the students entering 3rd grade for the 2013-2014 school year.  This includes 5 individual groups/classrooms of students (2 of which are bilingual education).  Including all of the roughly 100 3rd grade students in my study will allow for inquiry into the instructional strategies of the three 3rd grade math teachers and allow for insight into different strategies and interventions employed with their English speaking and Limited English Proficient (LEP) populations.

Introducing...My Action Research Topic

So here is the big reveal.  My action research topic is going to be...

How can adaptations in teaching strategies and interventions improve student performance on 3rd grade math readiness standards?

Before you all jump at the chance to give me some feedback, here's how it came about:

As my site supervisor and I sat down this week and began to discuss action research projects that would impact student achievement, our conversation became dominated by the change in the Texas Education Agency (TEA) passing standards for the 2013-2014 administration of the State of Texas Assessments of Academic Readiness (STAAR).  With this school year marking the 2nd level phase-in of the recommended standards, our school performance data could look quite difference next year.  For example, according to phase 1, 73% of our students met the passing standard on 3rd grade math in 2013, however, with the application of phase 2, only 25% of students would have met the passing standard.  Ouch!  This information quickly guided us to reach consensus on the lucky winning topic.

And..in case you are interested, here is the reference to find phase-in information:
Texas Education Agency. (2013).  State of Texas Assessments of Academic Readiness (STAAR): Standard Setting Questions and Answers.  Retrieved from http://www.tea.state.tx.us/student.assessment/STAAR-Standard-Setting-QA.pdf

Ok, so it's time to hit the comments and tell me what you think (please...and thank you)!!

Using Educational Blogs

Blogging is a great tool for educational leaders.  The support that we can provide each other through blogging is valuable in decision making and school improvement.  In this blog, I am able to share my thoughts, ideas, successes, challenges, and findings with you.  In return, you can provide feedback and share critical thinking with me.  The give and take of blogging allows us to brainstorm, build on each other's thoughts, and move ideas to the next level.  This online collaboration reaches beyond the confines of the classroom or school building to expand the knowledge and resources of each blogger.  The information gleaned from educational blogs can help provide the insight needed to improve our practices so that all students can reach and exceed their goals.

What I Have Learned About Action Research

In gaining insight into action research, I have found that it is the gold standard in educational leadership and implementing change.  Action research, also known as administrator inquiry, “refers to the process of a principal engaging in systematic, intentional study of his/her own administrative practice and taking action for change based on what he/she learns as a result of the inquiry” (Dana, 2009, p. 2).  Too often, educational leaders use the current buzz words or professional development “flavor of the month” to decide on a direction for the school.  When engaging in action research, educators take the time to reflect on their own practices and connect questions to student performance and the vision of the school.  This process also takes into account the current environment, populations, and circumstances that can influence decisions at a specific school.  Using this approach before taking action ensures that a leader has given an issue or dilemma the full attention that it deserves.  Taking the time to collect and analyze data as well as relevant literature, making changes based on new understandings, and then reflecting on outcomes and sharing findings ensures the introspective actions needed for school improvement (Dana, 2009). 

I will be able to use action research to guide my educational decisions.  In this process, I will be able to reflect on my own practices and evaluate my effectiveness as a leader.  Reflection coupled with collaboration will lead to my own personal growth and my ability to build leadership in others.  The inquiry process will allow me to learn from others, expand best practices, and model life-long learning.   

Reference:

Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher.
      Thousand Oaks, CA: Corwin Press.