Action Research Update

My action research plan focuses on how regular vertical collaboration and planning effect student achievement in the areas of fourth and fifth grade mathematics.  I am collaborating with fourth grade teachers to plan Target Time for the two grade levels on our campus.  Target Time is thirty minutes, each day, set aside to focus on reteaching, reinforcing and enriching skills and/or concepts.  The action research plan is set up to have a common assessment, Target Time, formative work and summative assessments for each skill.

To date, we are on track and progressing with the initial plan.  We have analyzed the data from the STAAR scores from spring 2013.  We have pre assessed multiplication in areas of computation and problem solving.  We then grouped the students according to their needs based on the assessment scores and daily work.  In turn, we conducted Target Time covering multiplication.  We are currently moving forward with division and will follow the plan as indicated.  So far I have documented just over ten hours of toward work with the action research plan. 

Documentation and data results, thus far, have indicated an increase in student achievement through the vertical planning and teaching of the common TEKS for 4^th and 5^th grade math.  So far, the skills have been spiraling with few new concepts added.  My colleagues and I have noticed a difference in the students and their demeanor toward Target Time.  Being able to work with both the fourth and fifth grade teachers seems motivating to them.  They look forward to this time of day, when in the past, it seemed to be the dreaded time.  I am looking forward to May 2014 to determine the overall results of this plan. 

Week 5 Reflection

I was anxiously waiting to take this course.  I was anxious for two reasons. The first was excitement to develop my own action research plan.  I have had student interns, in my classroom in the past, who have had to create and carry out and action research project.  I, however, was not an active participant in the project.  I did not really know what the inquiry process was but I knew it would be time consuming and difficult, yet rewarding.  The second was anxiety because I was scared.  Afraid of the unknown and difficult task ahead of me. 

All of the resources provided in this course were valuable to some degree.  The video lectures outlined what the expectation of the course was.  The readings gave information about the subject, and at times, examples to help me complete the assignments. It was the discussion board and the blogs that provided me with the most helpful information.  I was leery, at first, because I am not a tech kind of person.  Through the use of the discussion board, blogs and Facebook, I discovered there were many others in the same boat with me.  There were also those who had answers to my questions and I was even able to answer a few questions for them!  The discussion board was interesting in that I was able to read multiple posts and get insight to other’s point of view.  We have a diverse group of educators in this class and reading about the different perspectives was eye opening.  I was able to process my thoughts through my posts to the discussion board.  I enjoyed replying to others as well as reading the responses to my posts.  I am typically not a reflective person and this course, along with the first, has made me more receptive to this strategy for improvement.  The blog was not something I was eager to get started.  But I soon realized it was not so bad.  I was able to look at the work of my fellow students, on their blog, for examples.  This was extremely valuable when I was feeling confused or overwhelmed.  It was helpful to see the many different action research plans and the formats used to present them.  Facebook was not an official resource for the course, but proved to be extremely beneficial.  I am a night owl and found many others in this course to be also.  We were able to ask questions to each other instead of inundating our IAs with emails.  We could advertise our blogs and posts to solicit responses.  We could also vent our frustrations and feelings about being overwhelmed and be quickly reassured.  I am beginning to like technology better and better as time passes!  I look forward to implementing my action research plan and am curious about the results.  For my inquiry, in particular, it is as much about the teachers as it is the students.  There is an endless amount of self-reflection in my future.  Bring on the change!!

Week 2 Reflection

I enjoyed this week!  The videos helped to confirm my understanding about action research.  The 9  areas Dana describes as major wonderings of school leaders were insightful.   They made me think about many different action research ideas.  But the best part of the week was choosing my action research project.  When I met with my site supervisor for my internship plan in 5311, I already had an idea about what I wanted my ARP to be.  Below is how I answered part 3 of week 2 assignment. 

Three possible topics for my action research included:  how to reduce office referrals, how vertical collaboration effects student learning and improving behavior on the buses.  My principal and I weighed the pros and cons for each and talked about who each topic would involve (i.e. transportation department, other teachers, students, etc.). We brainstormed how each topic would be presented in the form of a question.  We also thought about which would blend most easily into a school day.  After discussing the multiple topics, my site supervisor and I decided the most measureable topic was the vertical collaboration and the effects on student learning.  This topic aligns with how we are attempting to improve our campus.  The expectation of vertical collaboration is already in place, making an easier introduction.  The plan is to have the 4^th and 5^th grade math teachers work together to plan our campus “Target Time”.  This is time set aside each day to provide intervention and enrichment.  The hope is to provide a deeper skill set and enable the students to apply and transfer their knowledge.  Blending the grade levels during this block of time enables teachers to work with the students at their individual ability; therefore, allowing each student to progress. 

I am eager to start the school year and implement both my internship plan and my action research.

Week 4 Reflection

What a relief!  We are entering week 5.  We will soon have two courses finished!  I feel confident about my ARP and getting ready to start the school year (i.e. teaching).  Still unsure how actually teaching and working on my degree is going to work plus be a wife and mother.  The busier you are the more you are able to handle...right?

I am looking forward to implementing my ARP and working to fulfill the activities from my internship plan.

We can do this!

Action Research Plan

Action Planning Template Goal:  How will regular vertical collaboration and planning effect student achievement in the areas of fourth and fifth grade mathematics? Action Steps(s): Person(s) Responsible: Timeline: Start/End Needed Resources Evaluation Analyze 2012-2013 STAAR scores for current 4th  and 5th grade students   Bock Jones Taylor Rayner August 19-23, 2013 2012-2013 STAAR results Enter student names and scores in a spreadsheet in ascending order (lowest to highest) to determine those in need of intervention. Assess current 4th and 5th grade students over current content knowledge               Bock Jones Taylor Rayner August 28-30, 2013 EOY 3rd and 4th grade assessments Grade and organize data in a spreadsheet.  Identify students by need/ deficiencies in the areas of:  1) Numbers, Operations and Quantitative Reasoning 2) Patterns, Relationships and Algebraic Reasoning 3) Geometry and Spatial Reasoning 4) Measurement 5) Probability and Statistics   Assess current 4th and 5th grade students over multiplication (both facts and problem solving application). Bock Jones Taylor Rayner September 13, 2013 Multiplication Common &/or Formative Assessment Grade and organize data in a spreadsheet in ascending order to determine groups for Target Time. Target Time Groups-Multiplication   *Target Time is a campus intervention/ enrichment time for 30 minutes each day. Bock Koontz Leggett Sanders Jones Taylor Perrone Wright   September 16-20, 2013 Assortment of manipulatives, task cards and center/station driven materials. Teacher observation, student work Assess current 4th and 5th grade students over division (both facts and problem solving application).     Bock Jones Taylor Rayner September 27, 2013 Division Common Assessment Grade and organize data in a spreadsheet in ascending order to determine groups for Target Time. Target Time Groups-Division Bock Koontz Leggett Sanders Jones Taylor Perrone Wright October 7-11, 2013 Assortment of manipulatives, task cards and center/station driven materials. Teacher observation, student work Formative Work over multiplication and division Bock Jones Taylor Rayner October 14-28, 2013 Formative work and assessment Grade and organize data and compare to common assessments in order to determine groups for Target Time.   Target Time Groups-Multiplication and Division Bock Koontz Leggett Sanders Jones Taylor Perrone Wright October 28-31, 2013 Assortment of manipulatives, task cards and center/station driven materials. Teacher observation, student work Multiplication & Division Summative Assessment Bock Jones Taylor Rayner November 1, 2013 Summative Assessment Grade and organize data and compare to the common assessment.  Student self-assessment to be completed. Assess current 4th and 5th grade students over decimals Bock Jones Taylor Rayner November 11, 2013 Decimals Common Assessment Grade and organize data in a spreadsheet in ascending order to determine groups for Target Time. Target Time Groups-Decimals Bock Koontz Leggett Sanders Jones Taylor Perrone Wright   November 18-22, 2013 Assortment of manipulatives, task cards and center/station driven materials. Teacher observation, student work Assess current 4th and 5th grade students over fractions Bock Jones Taylor Rayner December 2, 2013 Fractions Common Assessment Grade and organize data in a spreadsheet in ascending order to determine groups for Target Time. Target Time Groups-Fractions Bock Koontz Leggett Sanders Jones Taylor Perrone Wright   December 16-19, 2013 Assortment of manipulatives, task cards and center/station driven materials. Teacher observation, student work Decimals and Fractions Summative Assessment Bock Jones Taylor Rayner December 20, 2013 Summative Assessment Grade and organize data in a spreadsheet and compare to the common assessment.  Student self-assessment to be completed. Assess current 4th and 5th grade students over measurement:  area, perimeter, length, volume/capacity, weight/mass, time & temperature Bock Jones Taylor Rayner January 17, 2014 Measurement Common &/or Formative Assessment Grade and organize data in a spreadsheet in ascending order to determine groups for Target Time. Target Time Groups-Measurement   Bock Koontz Leggett Sanders Jones Taylor Perrone Wright   January 21-24, 2014 Assortment of manipulatives, task cards and center/station driven materials. Teacher observation, student work Assess current 4th and 5th grade students over measurement conversions in both Metric and Customary units Bock Jones Taylor Rayner January 31, 2014 Measurement Common &/or Formative Assessment Grade and organize data in a spreadsheet in ascending order to determine groups for Target Time.     Target Time Groups-Measurement/ conversions Bock Koontz Leggett Sanders Jones Taylor Perrone Wright   February 10-14, 2014 Assortment of manipulatives, task cards and center/station driven materials. Teacher observation, student work Measurement Summative Assessment Bock Jones Taylor Rayner February 21, 2014 Summative Assessment Grade and organize data and compare to the common assessment.  Student self-assessment to be completed. Assess current 4th and 5th grade students over Geometry-attributes of 2 & 3 dimensional figures Bock Jones Taylor Rayner February 24, 2014 Geometry Common Assessment Grade and organize data in a spreadsheet in ascending order to determine groups for Target Time. Target Time Groups-Geometry-attributes of 2 & 3 dimensional figures Bock Koontz Leggett Sanders Jones Taylor Perrone Wright   March 3-7, 2014 Assortment of manipulatives, task cards and center/station driven materials. Teacher observation, student work Assess current 4th and 5th grade students over Geometry-Transformations   Bock Jones Taylor Rayner March 20, 2014 Geometry Common &/or Formative Assessment Grade and organize data in a spreadsheet in ascending order to determine groups for Target Time.     Target Time Groups-Geometry-Transformations   Bock Koontz Leggett Sanders Jones Taylor Perrone Wright March 31-April 4, 2014 Assortment of manipulatives, task cards and center/station driven materials. Teacher observation, student work Geometry Summative Assessment Bock Jones Taylor Rayner April 9, 2014 Summative Assessment Grade and organize data and compare to the common assessment.  Student self-assessment to be completed. Assess current 4th and 5th grade students over Probability and Statistics Bock Jones Taylor Rayner April 16, 2014 Probability and Statistics Common Assessment Grade and organize data in a spreadsheet in ascending order to determine groups for Target Time.   Target Time Groups-Probability and Statistics Bock Koontz Leggett Sanders Jones Taylor Perrone Wright April 21-25, 2014 Assortment of manipulatives, task cards and center/station driven materials. Teacher observation, student work Probability and Statistics Summative Assessment Bock Jones Taylor Rayner April 29, 2014 Summative Assessment Grade and organize data and compare to the common assessment.  Student self-assessment to be completed.   Format based on Tool 7.1 from Examining What We Do to Improve Our Schools (Harris, Edmonson, and Combs, 2010)