Action Research Begins

Acronyms used: SLO for Student Learning Objective(s) CLL for Collaborative Learning Leader CLF for Collaborative Learning Facilitator CLC for Collaborative Learning Community At this point the Introduction/Background information has been completed and the Literature Review is complete, with only the final written draft to be reviewed and edited. Implementation of SLOs is a 5 step process: 1) Identify the Area of Student Need, 2) Create the SLO, 3) Review and Approval of the SLO, 4) Teach! Teach! Teach! Or Monitor Progress and 5) Review and Score the SLO. During a CLC meeting on September 9, all faculty members were given the Student Learning Objectives Guidebook. An introduction to SLOs was given and questions and concerns were addressed. Each faculty member was given STAAR and EOC data for their subject/content area and current students. The data was reviewed to determine alignment to the standards and whether it provided enough detailed information to create a focused learning objective. The data was then analyzed to determine specific learning needs, such as gaps in student skills. From information gathered during the session, it was determined that a pre-assessment needed to be given in all subject/content areas to effectively identify student competency levels. A pre-assessment will enable teachers to use a realistic and current starting point at which to monitor progress. Step 2, creating the SLO, was addressed during a staff development day on September 27. Using the information gathered after analyzing the data, teachers were instructed to complete an SLO template. The six steps required in order to complete the template are: • Write the student learning objective using activities from levels 3 and 4 on the Depth of Knowledge Web Alignment Tool. • Determine the rationale for selecting the SLO. • Identify the applicable standards (TEKS) for the SLO. • Specify the interval instruction for the SLO. • Identify the targeted student population for the SLO. • Identify the post-instruction assessment to be used to measure student growth. Once the template was completed it was reviewed by the CLL. Comments, and suggestions were made and the final draft was turned in to be reviewed and approved, Step 3. SLOs from all faculty members were turned in by the end of the day and will submitted to the review committee. There are a few concerns I have regarding the process so far. The first deals with the timing of the pre-assessment. According to the guidelines, a pre-assessment needs to be given before the SLOs are written. However, COHS has yet to administer a pre-assessment, even though draft SLOs have been completed. My second concern is in regards to the attitude of some faculty members. Even though all district employees approved the implementation of the mandates of the TIF grant, they are starting to complain about the amount of work involved in the actual development and implementation process.

Thank you for all your positive comments.  Since my site supervisor approved my plan without any changes, what you see below looks like the draft.  I value your input so please keep following.

SIP or PIP (SCHOOL or PROFESSIONAL IMPROVEMENT PROJECT) PLAN OF ACTION SCHOOL VISION: Whatever it Takes, We Educate.  Every Student, Every Classroom, Every Day. GOAL: All students will reach high standards in all academic programs including career and technology education (CTE), fine arts, the State of Texas Assessments of Academic Readiness (STAAR) /End of Course (EOC) standards and federal adequate yearly progress (AYP) standards. OUTCOMES ACTIVITIES RESOURCES/ RESEARCH TOOLS NEEDED RESPONSIBILITY TO ADDRESS ACTIVITIES TIME LINE Benchmarks/ ASSESSMENT Revisions to SIP/PIP based on monitoring and assessments Increase the number of Economically Disadvantaged students meeting or exceeding the State/Federal passing standard in all subjects tested Implementation of the Student Learning Objectives (SLOs) process in all core subject areas Target Group: Eco. Dis. students Resources: District Funds Increase in Personnel Professional Development &  Training Time for planning & analysis of data Research Tools: 2013 & 2014 AYP & AEIS data PIEMS data Attendance records Discipline referrals Student records Principal Classroom Teachers Counselors CLFs – (Collaborative Learning Facilitators) CLLs – (Collaborative Learning Leaders) August 2013 – June 2014 Pre-Assessments Benchmarks Student Work Samples Walkthrough Data Classroom Observations Teacher and Student Surveys To be determined

Action Research Plan

After much reading, researching and reflection I have finally created the blueprint for my Acttion Research Project.  I have included the question, rationale, and template for everyone to read and review.  I would really appreciate any  and all feedback.

Will the implementation of SLOs (Student Learning Objectives), at COHS, result in a marked improvement in lowering the achievement gap of our Economically Disadvantages students?

In 2011-2012, the Coldspring-Oakhurst CISD student population identified as Economically Disadvantaged stood at 65.4%.  During that school year, the percentage of students identified in this sub-population at the high school was 51% for 10^th grade, 63% for 11^th grade, and 18% taking TAKS-M.  The economically disadvantaged population includes all genders, ethnicities, and special services.  This group represents a cross-section of the student populations.  This year, 2012-2013, the economically disadvantage population makes up 57.5% of the student population.  This percentage is roughly the same as last year.  Taking into account the change in the student population from year to year, there has been no significant change in the achievement gap.  Because of a TIF Grant that was recently awarded, COCISD will be implementing a number of changes.  One such change is the use of SLOs in all content areas. Unlike other programs which have been utilized in the past, this is a process focused on individual student growth, by targeting individual student needs.  By creating a rigorous goal for student growth in all students, lowering of the achievement gap should show a marked improvement.

SIP or PIP (SCHOOL or PROFESSIONAL IMPROVEMENT PROJECT) PLAN OF ACTION     SCHOOL VISION: Whatever it Takes, We Educate.  Every Student, Every Classroom, Every Day. GOAL: All students will reach high standards in all academic programs including career and technology education (CTE), fine arts, the State of Texas Assessments of Academic Readiness (STAAR) /End of Course (EOC) standards and federal adequate yearly progress (AYP) standards.   OUTCOMES ACTIVITIES RESOURCES/ RESEARCH TOOLS NEEDED RESPONSIBILITY TO ADDRESS ACTIVITIES TIME LINE Benchmarks/ ASSESSMENT Revisions to SIP/PIP based on monitoring and assessments   Increase the number of Economically Disadvantaged students meeting or exceeding the State/Federal passing standard in all subjects tested Implementation of the Student Learning Objectives (SLOs) process in all core subject areas   Target Group: Eco. Dis. students Resources: District Funds Increase in Personnel Professional Development &  Training Time for planning & analysis of data   Research Tools: 2013 & 2014 AYP & AEIS data PIEMS data Attendance records Discipline referrals Student records   Principal Classroom Teachers Counselors CLFs – (Collaborative Learning Facilitators) CLLs – (Collaborative Learning Leaders) August 2013 – June 2014 Pre-Assessments Benchmarks Student Work Samples Walkthrough Data Classroom Observations Teacher and Student Surveys To be determined

 

 

 

Lessons Learned

I started out this week with the idea of conducting my research plan on action research based professional development.  Through "research" found out it was a very broad topic, with loads of research material available.  I read the web resource - A Blast from the Past (strongly suggested by Dr. Abshire) and realized I needed to narrow my focus.  After talking with my site supervisor I decided to focus on a topic that we will be implementing in our district next year, SLOs.  My research plan is now targeted, focused, reasonable, feasible, and ethical.  I learned you have to do research in order to come up with a good research plan.  So much for all those articles I saved on professional development and student portfolios.  If anyone needs them I'll be glad to send them to you.

Blogs-How Educational leaders can use them.

Blogs are a wonderful tool available to educational leaders.  Blogs allow for networking with peers from anywhere, reflection on an issue of concern and feedback from other leaders who may have experienced the same issue.  In turn, they can give feedback to their peers, which allows for validation of the importance of their knowledge, experiences, ideas, and thoughts.  It removes the sense of isolation that so often is characteristic of a leadership position.  Leaders get a chance to celebrate successes and reflect on failures, while knowing they are not alone and getting advice from their peers in a non threatening environment. 

Action Research- What I've learned & How I'll use it.

After reflecting on the assigned readings on Action Research this week there a are a number of things I have learned.  Most amazing was the fact that, as a teacher, I have been using action research for half of my teaching career.  With constant changes in the science curriculum alignment at the junior high level, I have often gathered student data, researched best practices for topics students have struggled with, and incorporated my findings into instruction.  I have also assessed the effectiveness of my classroom instruction and modified or completely changed my instruction based on reflections regarding student input.  From my reading, I has also learned why the principal is often frustrated regarding the lack of feedback and results after Leadership Team meetings.   Even though there is always an agenda, these meetings are informal, unstructured, and unproductive.  Discussions are easily pulled off topic and often descend into gripe sessions.  We get handouts from the administrators to "Look at when you have the time and get back to me with any comments."  These meeting would be much more effective in producing results toward improving student learning if an inquiry model was used.  Setting protocols with time limits set for topics to be discussed would allow for true collegial dialogue and inquiry practices to occur.  In this setting learning will occur with valid results produced because everyone will be actively involved in the process.  Using the action research model for professional development moves to learning away from the passive sit & get model.  Action research enables the participants to reflect on the "what and how" of an issue so that ownership is achieved. What is the issue?  What is causing the issue?  What can we do to correct the issue?  How will we know if the solution is working?  If it's not working, What do we need to do differently? 
The possible was I will be using action research; When designing professional development in the future, it will be planned with action research in mind.  Time will be given to look at data and research, reflection on what is learned, collaborative discussions on possible solutions, evaluation of effectiveness, and conscience on the course of action to be taken.  When leading meetings in the future, there will be an agenda, protocol, and set time limits for discussion.