Wednesday, August 11, 2010
Research and beyond
Stay tuned for more news on my action research. I will continue to publish info from my journey on my first action research project.
Final Thoughts from Research 5301 Class
When reflecting on my journey throughout Research, the first thing that came to mind was a quote from Dr. Johnny Briseno in our week 2 lecture; he stated that a topic for action research occurs anytime a future leader has “a problem with something or they have issues on a campus”. Also a thought from Dana also came to mind…. inquiry places the future administrator in charge of his or her own growth and development (Dana, 2009, p. 29). Topics for inquiry abound; anytime “I wonder if…” I have stumbled across a topic for inquiry.
The one area that I think I will find problematic in conducting action research is in collecting data. What data do I need to collect? How much data do I need to collect? How should I collect the data? How do I know if the data is valid and reliable? I will need to work with “experts” in the area of data; I need them to teach me everything that I will need to know about collecting and analyzing data.
I have found that blogging is a great way to organize my thoughts. By blogging I am “putting my thoughts on paper (so to speak) and reflecting on my practice. Blogging also gives me an opportunity for colleagues to help me out by leaving their comments. As Dr. Briseno stated, “Sometimes you can find a wealth of information that will make your life easier, why reinvent the wheel?” My colleagues may have already solved my wondering, or know where to locate information on my wondering; they may be able to make my life just a bit easier.
My wondering may be of interest to others so I need to share the results of my inquiry with others. Just as my colleagues may be able to make my life just a bit easier, I may be able to do the same for them. In order to do so, I need to be able to present my findings in a logical manner that makes sense to my intended audience.
I also need to remember that as a leader I must be “actively engaged in looking to the future” (Harris et al, 2010, p. 93). As such I need to be the head learner in my building and I need to be the head learner of the school. By engaging in action research, by collaborating with the teachers in my building, by sharing my findings with the appropriate audiences, I am modeling this.
Dana, N.F. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin Press.
Harris, S., Edmonson, S., & Combs, J. (2010). Examining What We Do to Improve Our Schools: 8 Steps from Analysis to Action. Larchmont, N,Y.: Eye on Education.
[Interview with Dr. Johnny Briseno, Principal, Rancho Isabella Elementary, Angleton ISD. Retrieved from https://lamar.epiclms.net/Learn/Player.aspx?enrollmentid=1300026&itemid=c-DISCUSSION4_3].
The one area that I think I will find problematic in conducting action research is in collecting data. What data do I need to collect? How much data do I need to collect? How should I collect the data? How do I know if the data is valid and reliable? I will need to work with “experts” in the area of data; I need them to teach me everything that I will need to know about collecting and analyzing data.
I have found that blogging is a great way to organize my thoughts. By blogging I am “putting my thoughts on paper (so to speak) and reflecting on my practice. Blogging also gives me an opportunity for colleagues to help me out by leaving their comments. As Dr. Briseno stated, “Sometimes you can find a wealth of information that will make your life easier, why reinvent the wheel?” My colleagues may have already solved my wondering, or know where to locate information on my wondering; they may be able to make my life just a bit easier.
My wondering may be of interest to others so I need to share the results of my inquiry with others. Just as my colleagues may be able to make my life just a bit easier, I may be able to do the same for them. In order to do so, I need to be able to present my findings in a logical manner that makes sense to my intended audience.
I also need to remember that as a leader I must be “actively engaged in looking to the future” (Harris et al, 2010, p. 93). As such I need to be the head learner in my building and I need to be the head learner of the school. By engaging in action research, by collaborating with the teachers in my building, by sharing my findings with the appropriate audiences, I am modeling this.
Dana, N.F. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin Press.
Harris, S., Edmonson, S., & Combs, J. (2010). Examining What We Do to Improve Our Schools: 8 Steps from Analysis to Action. Larchmont, N,Y.: Eye on Education.
[Interview with Dr. Johnny Briseno, Principal, Rancho Isabella Elementary, Angleton ISD. Retrieved from https://lamar.epiclms.net/Learn/Player.aspx?enrollmentid=1300026&itemid=c-DISCUSSION4_3].
Friday, August 6, 2010
Week 4 of Research
Well this week I met with my supervising principal (via email and phone as we were both in staff development for most of the week). I also shared my Action Research Plan with several colleagues (and my class via my blog).
The most helpful comment that I received from most everyone was that I was "trying too hard". They wanted to know how I was going to teach my classes, be the department chair (and all the duties that go with that), complete my classes at Lamar, and spend time with my family.... So, I have revised my plan to only target one subject (math - as it is of critical importance to my school) and one grade (freshmen - I can start with them and add if successful). I am also only going to track a handful of students. As my supervising principal stated, "do you really have time to review and analyze the data on all of the students and do a good job?"
I have been combing through the literature and working on surveys for teachers, but I am still not feeling really confident with my Action Research. Maybe I am not researching the right thing? But I have not been able to come up with anything better.So I will plug on.... either I will find the information I need, or my research will spawn a new wondering....
The most helpful comment that I received from most everyone was that I was "trying too hard". They wanted to know how I was going to teach my classes, be the department chair (and all the duties that go with that), complete my classes at Lamar, and spend time with my family.... So, I have revised my plan to only target one subject (math - as it is of critical importance to my school) and one grade (freshmen - I can start with them and add if successful). I am also only going to track a handful of students. As my supervising principal stated, "do you really have time to review and analyze the data on all of the students and do a good job?"
I have been combing through the literature and working on surveys for teachers, but I am still not feeling really confident with my Action Research. Maybe I am not researching the right thing? But I have not been able to come up with anything better.So I will plug on.... either I will find the information I need, or my research will spawn a new wondering....
Friday, July 30, 2010
Week 3 - Action Research Plan: Rough Draft
While working on my action research plan, I realized that I need to broaden my wondering. Before I can work on incorporating RTI pullout time to the master schedule, I feel that I need to look at what we are currently doing for RTI. I need to find out what are currently doing that is working and what isn't working. I need to determine if we are doing enough, or is there more that needs to be done... so I have had this to my original wondering...
So, new Question: What is my campus currently doing for struggling students in regards to RTI? Is what we are currently doing sufficient; are we helping students to close their achievement gaps? If not, how can we make scheduling accommodations in order to better offer RTI services to students who are struggling in their academics?
Goals and objectives/outcomes of the research investigation:
• Analyze the current RTI program on my campus. Determine if what we are currently doing is actually helping struggling students to close achievement if gaps.
• To investigate how RTI interventions (especially Tier 3 pull-out interventions) can be best implemented in the high school where every credit counts (so pull-out is not really an option) and almost every teacher is already teaching 6 out of 7 periods.
Activities designed to achieve the objectives:
• Participate in training on RTI that is available through my school district and also Region IV.
• Review available literature on RTI; especially the literature relating to RTI in high schools
• Identify 9th and 10th grade students currently receiving RTI interventions and determine what interventions they are receiving
• Analyze TAKS data from the sample of students
• Analyze benchmark data – are students making satisfactory progress to pass
• Analyze report cards: are students making satisfactory progress to graduate on time
• Interview/survey teachers
• Analyze master schedule
Resources and research tools needed for data gathering
• Counselors / RTI coordinator to assist in identifying students in 9th & 10th grade receiving RTI services (and Tier information)
• instructional coach and teachers to help disaggregate TAKS / Benchmark data;
• compare data – end of year TAKS results; benchmark results
• report cards – progress each 6 weeks
• Interview questions
• surveys
• appropriate literature
• master schedule
Draft timeline for completion or implementation of activities
Whenever appropriate:
• attend RTI professional development opportunities when available in district / Region IV
August, 2010
• begin literature review of RTI in high school setting
Beginning of school year, 2010
• analyze current RTI program; determine exactly what we are doing in regards to RTI on campus
Sept. 2010
• Identify 9th and 10th grade students who receive RTI services; what Tier services they receive
• Analyze disaggregated TAKS data (from spring, 2010); report cards
• Analyze master schedule
• Survey teachers regarding RTI services in classroom
• Share current RTI situation on campus and literature review with RTI coordinator, counselors, principals
End of each 6 weeks
• Analyze benchmark data
• Analyze data from report cards
• Analyze RTI data – Are achievement gaps closing? Are we doing enough without a pull-out program?
October, 2010
• Interview volunteer teachers regarding RTI services and implementation of RTI services in classroom (are interventions in classroom enough to close achievement gaps)
• Focus group – discuss current RTI situation; discuss if classroom only interventions are enough; if not, brainstorm ideas as to how to implement Tier 3 (pull out) interventions
• Analyze surveys, interviews, focus group; share information with RTI coordinator, counselors, principals
• Determine if pull-out program is needed; (if not, move on to next wondering)
End of each 6 weeks
• Analyze benchmark data
• Analyze data from report cards
• Analyze RTI data – Are achievement gaps closing; Are we doing enough without a pull-out program
November, 2010
• Assuming Tier 3 interventions are necessary; propose Tier 3 programming (possibly start with pull-out program during enrichment time on Tuesday / Fridays); identify teachers for interventions
• Present to RTI coordinator, counselors, administrators
• If approved, present to teachers during faculty meeting
December, 2010
• Set up Tier 3 pull-out program for Spring Semester
• Identify teachers for Tier 3 intervention program (in conjunction with Curriculum Principal)
• Identify students in need of Tier 3 interventions (principals, counselors, and teachers) and appropriate interventions (based on assessment completed by teachers; work with instructional coach and teachers)
End of each 6 weeks
• Analyze benchmark data
• Analyze data from report cards
• Analyze RTI data – Are achievement gaps closing; Are we doing enough without a pull-out program (assuming no at this point).
January, 2011
• Begin pull-out program
• Identify and analyze additional scheduling options for 2011-2012 school year (ex. Pull out time every day and how to organize this, double blocking for Math / English, etc)
End of each 6 weeks
• Analyze benchmark data
• Analyze data from report cards
• Analyze RTI data – Are achievement gaps closing?
March, 2011
• Analyze data from pull out program – Are achievement gaps closing? Are we doing enough?
• Present findings to principals and counselors
• Present scheduling options for 2011-2012
• Work with Curriculum Principal and counselors on Master Schedule (ie scheduling for RTI services)
End of each 6 weeks
• Analyze benchmark data
• Analyze data from report cards
• Analyze RTI data – Are achievement gaps closing; Are we doing enough without a pull-out program
May 2011
• Compare TAKS with previous years.
• Ask students and teachers participating in pull out program to participate in survey to see if pull out program for Tier 3 interventions is successful
June 2011
• Meet with faculty to present the action research project through power point and to discuss how RTI interventions have raised student achievement
End of each 6 weeks
• Analyze benchmark data
• Analyze data from report cards
• Analyze RTI data – Are achievement gaps closing; Are we doing enough without a pull-out program
Persons responsible for implementation of the action research plan:
• I am responsible for the implementation of my action research project. I will collect the data and ask for help from instructional coach and teachers to disaggregate the data and also make data comparisons. I will ask the counselors / RTI coordinator for help in identifying students.
Process for monitoring the achievement of goals and objectives:
• I will monitor for progress based on the timeline proposed using the various data collection methods. I will present my findings as noted in timeline.
Assessment instrument(s) to evaluate the effectiveness of the action research study:
• Master Schedule, District Benchmark Assessments, TAKS, surveys; interviews
So, new Question: What is my campus currently doing for struggling students in regards to RTI? Is what we are currently doing sufficient; are we helping students to close their achievement gaps? If not, how can we make scheduling accommodations in order to better offer RTI services to students who are struggling in their academics?
Goals and objectives/outcomes of the research investigation:
• Analyze the current RTI program on my campus. Determine if what we are currently doing is actually helping struggling students to close achievement if gaps.
• To investigate how RTI interventions (especially Tier 3 pull-out interventions) can be best implemented in the high school where every credit counts (so pull-out is not really an option) and almost every teacher is already teaching 6 out of 7 periods.
Activities designed to achieve the objectives:
• Participate in training on RTI that is available through my school district and also Region IV.
• Review available literature on RTI; especially the literature relating to RTI in high schools
• Identify 9th and 10th grade students currently receiving RTI interventions and determine what interventions they are receiving
• Analyze TAKS data from the sample of students
• Analyze benchmark data – are students making satisfactory progress to pass
• Analyze report cards: are students making satisfactory progress to graduate on time
• Interview/survey teachers
• Analyze master schedule
Resources and research tools needed for data gathering
• Counselors / RTI coordinator to assist in identifying students in 9th & 10th grade receiving RTI services (and Tier information)
• instructional coach and teachers to help disaggregate TAKS / Benchmark data;
• compare data – end of year TAKS results; benchmark results
• report cards – progress each 6 weeks
• Interview questions
• surveys
• appropriate literature
• master schedule
Draft timeline for completion or implementation of activities
Whenever appropriate:
• attend RTI professional development opportunities when available in district / Region IV
August, 2010
• begin literature review of RTI in high school setting
Beginning of school year, 2010
• analyze current RTI program; determine exactly what we are doing in regards to RTI on campus
Sept. 2010
• Identify 9th and 10th grade students who receive RTI services; what Tier services they receive
• Analyze disaggregated TAKS data (from spring, 2010); report cards
• Analyze master schedule
• Survey teachers regarding RTI services in classroom
• Share current RTI situation on campus and literature review with RTI coordinator, counselors, principals
End of each 6 weeks
• Analyze benchmark data
• Analyze data from report cards
• Analyze RTI data – Are achievement gaps closing? Are we doing enough without a pull-out program?
October, 2010
• Interview volunteer teachers regarding RTI services and implementation of RTI services in classroom (are interventions in classroom enough to close achievement gaps)
• Focus group – discuss current RTI situation; discuss if classroom only interventions are enough; if not, brainstorm ideas as to how to implement Tier 3 (pull out) interventions
• Analyze surveys, interviews, focus group; share information with RTI coordinator, counselors, principals
• Determine if pull-out program is needed; (if not, move on to next wondering)
End of each 6 weeks
• Analyze benchmark data
• Analyze data from report cards
• Analyze RTI data – Are achievement gaps closing; Are we doing enough without a pull-out program
November, 2010
• Assuming Tier 3 interventions are necessary; propose Tier 3 programming (possibly start with pull-out program during enrichment time on Tuesday / Fridays); identify teachers for interventions
• Present to RTI coordinator, counselors, administrators
• If approved, present to teachers during faculty meeting
December, 2010
• Set up Tier 3 pull-out program for Spring Semester
• Identify teachers for Tier 3 intervention program (in conjunction with Curriculum Principal)
• Identify students in need of Tier 3 interventions (principals, counselors, and teachers) and appropriate interventions (based on assessment completed by teachers; work with instructional coach and teachers)
End of each 6 weeks
• Analyze benchmark data
• Analyze data from report cards
• Analyze RTI data – Are achievement gaps closing; Are we doing enough without a pull-out program (assuming no at this point).
January, 2011
• Begin pull-out program
• Identify and analyze additional scheduling options for 2011-2012 school year (ex. Pull out time every day and how to organize this, double blocking for Math / English, etc)
End of each 6 weeks
• Analyze benchmark data
• Analyze data from report cards
• Analyze RTI data – Are achievement gaps closing?
March, 2011
• Analyze data from pull out program – Are achievement gaps closing? Are we doing enough?
• Present findings to principals and counselors
• Present scheduling options for 2011-2012
• Work with Curriculum Principal and counselors on Master Schedule (ie scheduling for RTI services)
End of each 6 weeks
• Analyze benchmark data
• Analyze data from report cards
• Analyze RTI data – Are achievement gaps closing; Are we doing enough without a pull-out program
May 2011
• Compare TAKS with previous years.
• Ask students and teachers participating in pull out program to participate in survey to see if pull out program for Tier 3 interventions is successful
June 2011
• Meet with faculty to present the action research project through power point and to discuss how RTI interventions have raised student achievement
End of each 6 weeks
• Analyze benchmark data
• Analyze data from report cards
• Analyze RTI data – Are achievement gaps closing; Are we doing enough without a pull-out program
Persons responsible for implementation of the action research plan:
• I am responsible for the implementation of my action research project. I will collect the data and ask for help from instructional coach and teachers to disaggregate the data and also make data comparisons. I will ask the counselors / RTI coordinator for help in identifying students.
Process for monitoring the achievement of goals and objectives:
• I will monitor for progress based on the timeline proposed using the various data collection methods. I will present my findings as noted in timeline.
Assessment instrument(s) to evaluate the effectiveness of the action research study:
• Master Schedule, District Benchmark Assessments, TAKS, surveys; interviews
Saturday, July 24, 2010
Action Research - Week 2
I think that the most powerful thing that I learned this week is that anything I question, any problem I encounter, or any issue that pops up presents an opportunity for action research. What is good about action research, is that I don't necessarily have to reinvent the wheel. Odds are good that someone, somewhere, has also had mine same wondering.
Friday, July 16, 2010
Blogging for the Administrator
Blogging can become a powerful tool for the administrator in many ways. An administrator can use a blog to collaborate with and support other administrators. He/she can share his/her own experiences, issues, ideas, and insights with others and learn from the experiences, issues, ideas, and insights of others. An administrator can use a blog as a tool of reflection. It can be used as a vehicle to develop wonderings.
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