Action Research Plan

My action research plan was reviewed and approved in its entirity. I am looking forward to starting the school year and getting started on it! See earlier posts to review the plan.

Action Plan

Of course nothing can be as easy as to cut and paste from my assignment document! Grrrr

My action research project can not take place until the mentorship program is in place. The mentorship program is a national organization called Watch D.O.G.S. It is a program designed to get male role models into the school. We have very little parental involvement in our school and virtually no male volunteers. We are implementing the program in hopes of achieveing the following goals.

Goal: To raise student achievement levels and reduce behavior referrals for the bottom 20% of student as assessed by the previous years TAKS scores.


1. Action Step
2. Person Responsible
3. Timeline
4. Resources
5. Evaluation


1. Action Step - Watch D.O.G.S Training
2. Person Responsible - Faculty Facilitator
3. Timeline - May 17, 2010
Accomplished
Watch D.O.G.S log in and computer

1. Action Step -Meet with Administrator to garner support and permission
2. Person Responsible - Faculty Facilitator and Administrator
3. Timeline - May 20, 2010
Accomplished
4. Resources - Notes from training

1. Action Step -Request funding from PTA to purchase start up kit and purchase start up kit
2. Person Responsible - Administrator and Faculty Facilitator
3. Timeline - May 21, 2010
Accomplished
4. Resources - Notes from training, budget request form


1. Action Step -Select a PTA representative that will work with the Faculty Facilitator
2. Person Responsible - PTA President, Faculty Facilitator and Administrator
3. Timeline - Before August 1, 2010 starts


1. Action Step -Plan Kick off Pizza Party for September/Have event
2. Person Responsible - Watch D.O.G.S President, PTA Board, Faculty Facilitator
3. Timeline - Planned by Aug. 12, 2010. Have kick off party September 9, 2010
4. Resources - Pizza, plates, napkins, drinks, PTA Board volunteers, sign up sheets, wall calendar, power point presentation

1. Action Step -Create a daily schedule for the D.O.G.S
Plan the Donuts for Dads re-kick off party/Have event
2. Person Responsible - Watch D.O.G.S. President, Faculty Facilitator and Administrator
3. Timeline - Done before September 3, 2010

1. Action Step -Plan Donuts for Dads December 1, 2010 and have kick off Jan. 27, 2010
2. Person Responsible - Master schedule, list of volunteers

1. Action Step -Continued meetings as needed and communication with parents
2. Person Responsible - Watch D.O.G.S. President, PTA Board, Faculty Facilitator
3. Timeline - One meeting every eight weeks on or around
October 6, December 1, January 22, March 22, and May 26
4. Resources - Letters or emails to parents, computer, paper,etc

1. Action Step -After benchmarks are taken, mid year, assess student performance as well as run reports for behavior referrals.
2. Person Responsible - Faculty Facilitator and other faculty members
3. Timeline - January 2011
4. Resources - Computers, access to Skyward discipline referral system, AWARE software to run report on benchmarks

1. Action Step -Analyze data and modify D.O.G.S schedules to reflect student need.
2. Person Responsible - Faculty Facilitator, Administrator and other faculty members
3. Timeline - January 2011
4. Resources - Reports that were run from AWARE and Skyward from previous year and current year, original schedules for D.O.G.S, master schedule, data and notes made on students
5. Evaluation - Look at student progress as compared to previous years TAKS scores and discipline referrals. Determine if progress has been made and modify schedules according to student need.


1. Action Step -Continue program through end of year.
2. Person Responsible - Watch D.O.G.S. President, PTA Board, Faculty Facilitator, Watch D.O.G. .members
3. Timeline - January to May 2011
4. Resources - Volunteers

1. Action Step -Student data when TAKS scores are received, run discipline referral report.
2. Person Responsible - Faculty Facilitator and other faculty members
3. Timeline - May 2011 to June 2011
4. Resources - Computers, access to Skyward discipline referral system, AWARE software to run report on TAKS

1. Action Step -Analyze data to see if goals were achieved. Make suggestions for program modifications as needed.
2. Person Responsible - Faculty Facilitator and other faculty members
3. Timeline - June 2011
4. Resources - Reports that have been run from mid year and final reports, goals set at beginning of program
5. Evaluation - Compare data from previous year, mid year, and current data (including discipline referrals and test scores). Determine if goals were met. Were discipline referrals decreased and scores increased as a whole? For individual students? If no, what can we do to modify program to help with success? Was program successful in other ways? If yes, what can we do to maximize effects in year to come?

Week 2 Research

I really enjoyed the interviews that were contained in the weeks lesson. Being able to hear the opinions and ideas of administrators who use action research on a regular basis was a good learning experience. I also was challenged by coming up with different research areas in the nine "passions." It also helped me narrow down and clarify ideas for my own action research project.

Blogs and Journals: How Can They Help Today's Administrator?

I think the biggest way a journal or blog can help an administrator today is by helping an administrator gather and collect their thoughts as well as capture the thinking process as they walk through a crisis, problem and/or an action research inquiry. Also, a blog can solicit outside opinions and ideas from other professionals that have already experienced the situation or are currently in the same place. All of this can be effective in creating a positive environment for change in the educational setting.

What I Have Learned About Action Reseach

The biggest realization I experienced this week in EDLD 5301 is that as a teacher I have been taught by my current administrator to actively engage in action research as a regular practice. I just didn't know what I was doing was called action research! The readings in the Dana text gave my a clear picture and explanation of what action research is (thus the realization that we engage in the process on my campus), the benefits of action research, and other avenues besides Professional Learning Communities in which action research can be utilized. I currently engage in action research on a regular basis in my campus PLC. We regulary analyze data that is a result of Curriculum Based Assessments in the four core subjects. After analyzing data we discuss areas of concern, including subpopulation scores and TEKS that were not understood. This resulsts in discussions on best practices and how we implement curriculum. In turn we develop implications for change which result in reteaching and action plans for the next year when teaching the same concepts. This process is action research. It can be time consuming and difficult when beginning the process, but the more I have engaged in the process, the easier it has become. Having been familiar with the process in this context was a definite building block for understanding as I read the articles and listened to the lecture. I now understand also how this process can be used by Superintendents and districts, not just at the classroom level. Also, an understanding of the history of educational research and the shortcomings of the older theories helped me understand how important the process is to the current diversity filled, every changing educational setting we are required to perform in currently. The action research process will enable me as a future administrator to keep up with the changes that are mandated at the federal, state and district levels. Before starting the class I was concerned I would be required to perform complex math equations and processes in the class. How wrong I was! I feel confident about the course and the process which is being taught and am excited I have begun the class.