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
Friday, July 30, 2010
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.
Action Research - What is it?
Action research in education is a type of research that focuses on the concerns of the staff (administrator and teachers) not outside researchers. An administrator can use action research to solve many of the problems that pop up in his/her school. When using action research, the administrator first formulates a question or "wondering". Using this wondering as a starting point, the administrator will then design the project, collect data from many sources (including disaggregated data from standardized tests, and classroom data such as observations, portfolios, work samples, student inteviews, etc) and then interpret the data around their wondering. (By using a variety of data sources, decisions can be made on accurate evidence and triangulation of data).
Action research has many benefits to the administrators. The administrator becomes a collaborator in educational research by investigating his/her own problems and he/she plays an active part in the research process. In this way, the administrator "owns" the process and is therefore more likely to act on the knowledge that he/she generates from the process.
Action research is a continual process. In answering one problem, new problems or areas for improvement are often revealed.
An integral part of the action research process is reflection. Administrators need to take time to reflect on their daily practice and he/she needs to question his/her own practice.
By engaging in action research and reflection, and administrator can ensure that best practices are flourishing at his/her school. As a visible action researcher, the administrator truly becomes a leader of learners.
Dana, N.F. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin Press.
Ringler, M. C. (2007). Action Research an Effective Instructional Leadership Skill for Future Public School Leaders: AASA Journal of Scholarship and Practice, (4)1, 27-37.
Action research has many benefits to the administrators. The administrator becomes a collaborator in educational research by investigating his/her own problems and he/she plays an active part in the research process. In this way, the administrator "owns" the process and is therefore more likely to act on the knowledge that he/she generates from the process.
Action research is a continual process. In answering one problem, new problems or areas for improvement are often revealed.
An integral part of the action research process is reflection. Administrators need to take time to reflect on their daily practice and he/she needs to question his/her own practice.
By engaging in action research and reflection, and administrator can ensure that best practices are flourishing at his/her school. As a visible action researcher, the administrator truly becomes a leader of learners.
Dana, N.F. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin Press.
Ringler, M. C. (2007). Action Research an Effective Instructional Leadership Skill for Future Public School Leaders: AASA Journal of Scholarship and Practice, (4)1, 27-37.
Sunday, July 11, 2010
Continuing the Quest
I am beginning a new class in my quest to complete my Master's in Educational Administration. This class is Action Research. I am just in the beginning stages of choosing my research topic. Since I am the Department Chair of the Special Education Department at my school, I would like to conduct research that would be timely to my current position, department, and school. Check back to see what I choose.
Friday, December 18, 2009
Week 5 Reflections... The End of the Road, The Beginning of the Journey
• What outcomes had you envisioned for this course? Did you achieve those outcomes? Did the actual course outcomes align with those that you envisioned?
From the title of the course, I had thought that I would learn about ways to improve instruction and curriculum on my campus. After reading the syllabus, I found that I had thought wrong, that, yes I would be learning about curriculum and instruction, but that the emphasis would be on incorporation technology – in specific Web 2.0 tools – into the curriculum and instruction. As I am pretty much an idiot when it comes to technology, I went into this course with great trepidation.
I had hoped that by the end of this course, I would at least become cognizant of the technological tools to which our students need to be exposed. By the end of the course, I was not feeling quite so nervous about technology, and feel that I can probably integrate some of the things that I learned pretty easily. My feelings have also changed; I no longer feel that I have to be an expert in technology to integrate it into my lessons. It is OK to have the students try something new, and it is also OK if it doesn’t work out just as planned.
I believe that what I have taken from this course, is just about what I expected from the syllabus. I am heartened that I believe that I can incorporate Web 2.0 tools such as blogs, wikis, and podcasts into my lessons successfully. In fact, I plan to incorporate at least one of these ideas into my class this year. I came into this class as a skeptic, and an leaving as a believer. I think that if more educators were exposed to these tools, they would also be more apt to use them.
• To the extent that you achieved the outcomes, are they still relevant to the work that you do in your school? Why or why not?
Although I found this course very difficult as it was unfamiliar territory, I believed that I was able to achieve the outcomes of this course. These technology tools are very relevant to the work that I do in my school. I am the Department Chair of the Special Education Department and we are always looking for new and better ways to bring the curriculum to our students. Many of the technologies that we learned about are tools for Universal Design for Learning. During this course, I had the opportunity to learn about and use podcasts. I can see how I can podcast the text for the students to listen (or re-listen) and free myself up from the actual reading of the text every class period. I also had my students podcast themselves (using Audacity) reading the texts. I would like to try a wiki with my students next. I would like to compare what I get from the students in the classroom vs. what I can get from the students on the Wiki. My fellow teachers have told me that I will be pleasantly surprised at the results. I plan to continue to learn more about new technology tools and integrate as much as possible into my classroom. I also plan to “push” these tools on my campus. I will model them for my fellow teachers in the hopes that these technologies will “catch on”.
• What outcomes did you not achieve? What prevented you from achieving them?
While I found some of the outcomes assignments very difficult, I was able to “muddle through” with help from my fellow students and also teachers at my school. Whenever I felt discouraged, I was able to find someone who could explain the technology and its purpose. They would also give me examples of what the technology would look like in the classroom.
• Were you successful in carrying out the course assignments? If not, what prevented or discouraged you?
I was successful in carrying out the course assignments, although I did find most of them very difficult. Creating the blog was a new experience. I am, by nature, a very private person and it was very difficult to put my thoughts and feelings on the web for all to see. I was also very frustrated with the powerpoint assignment. While I found it very easy to create the powerpoint, the process of getting the powerpoint to my blog was very frustrating. The first site that I tried took hours to convert the powerpoint and then I was never able to get it to connect to the blog. The second site converted the powerpoint quickly, but then I couldn’t figure out how to upload to my blog. After perusing the HELP function for awhile, I was able to figure it out. But I did spend a very frustrating day trying to get this assignment accomplished. However, I did try it again. I used the site to convert my technology flow chart and action plan and upload it to my blog. (If at first you don’t success, try, try again!)
It was also frustrating having to depend on my fellow students on the discussion board. My personality doesn’t usually allow me to wait to the last minute to complete my assignments. It was very scary to have to wait (and sometimes wait some more) for quotes to be posted so that I could respond.
• What did you learn from this course…about yourself, your technology and leadership skills, and your attitudes?
This course taught me much about myself. It taught me that “you can teach an old dog new tricks”. I am definitely a digital immigrant. I use technology to create documents, make a simple spreadsheet, create an easy powerpoint. I use the internet to find information and do a little bit of communicating with friends throughout the world. But I found that I can blog, I can podcast, and I am willing to try to build a wiki. I also found that I began to be excited about technology and all that it has to offer. I found myself talking to my fellow teachers about what I was learning. I went into this class with kind of a bad attitude… thinking, why do I have to learn all this?? But I came out of this class with a new way of thinking and all kinds of ideas.
• What is the educational value of blogs and blogging to the 21st century learner?
Blogs are of great education value. They can be used to communicate with the students, parents, fellow educators, etc. 24/7. Blogs are extremely important to the 21st century learner. They are going to be expected to be able to communicate with an extremely global society. Blogging allows are students access to information from across the world, as well as a world-wide audience. It is no longer just the teacher and the fellow students who are giving feedback; the student can receive feedback from people around the world. In fact, I would like to find a school somewhere outside the United States with which my geography students can create a blog (or Wiki). I would love for my students (many of whom feel they are entitled) to hear different perspectives.
• What are the concerns of blogs and blogging in education?
I do have concerns about blogs and blogging in education, especially when it comes to our students. Our students are often naïve, and do not see the problem in “putting it all on the web”. They do not realize that there are “bad people” out there who will take advantage of this information. If we are going to incorporate Web 2.0 tools into our schools, then it becomes the school’s responsibility to teach students about internet safety. I am also concerned about how easy cyber-bullying could become. I could see where it would be very easy for a student to post something negative or mean about other students behind the safety of the internet. We need to be sure that we are teaching the students the consequences of doing so. But more importantly, we need to be sure that we are teaching our students who to turn to if they are on the receiving end of such cyber-bullying or negative/mean posts.
• How can you use blogging to communicate with school stakeholders?
I can see many ways to use blogging to communicate with school stakeholders. I would like to see a blog put in place for Special Ed Administration to communicate with the various Department Chairs. It would be nice to have all of the information we might need at our fingertips, and not have to rely on someone answering a phone or email to obtain an answer. I can see that as the Department Chair, I can set up a blog for my teachers with important information (that way I don’t have to send 100’s of emails a week). As a teacher, I can set up a blog for my students and parents that can communicate the daily happenings in class. I can remind them of assignments, due dates, etc. I can post my lectures / notes for the students. I can post test reviews. I can also use it to answer questions that my parents / students might have. I am sure that there are many more uses that I can have for a blog, but these are the ones that “pop into mind” at this time….Like I said before, baby steps.
I am happy to say that upon completion of this class, I find myself “not so much” a technological idiot. I can carry on a meaningful conversation regarding Web 2.0 tools, I can implement some of these tools in my classroom, and I can model them for my fellow students. The journey hasn’t been very easy, and it has felt very long, but I have made it!
From the title of the course, I had thought that I would learn about ways to improve instruction and curriculum on my campus. After reading the syllabus, I found that I had thought wrong, that, yes I would be learning about curriculum and instruction, but that the emphasis would be on incorporation technology – in specific Web 2.0 tools – into the curriculum and instruction. As I am pretty much an idiot when it comes to technology, I went into this course with great trepidation.
I had hoped that by the end of this course, I would at least become cognizant of the technological tools to which our students need to be exposed. By the end of the course, I was not feeling quite so nervous about technology, and feel that I can probably integrate some of the things that I learned pretty easily. My feelings have also changed; I no longer feel that I have to be an expert in technology to integrate it into my lessons. It is OK to have the students try something new, and it is also OK if it doesn’t work out just as planned.
I believe that what I have taken from this course, is just about what I expected from the syllabus. I am heartened that I believe that I can incorporate Web 2.0 tools such as blogs, wikis, and podcasts into my lessons successfully. In fact, I plan to incorporate at least one of these ideas into my class this year. I came into this class as a skeptic, and an leaving as a believer. I think that if more educators were exposed to these tools, they would also be more apt to use them.
• To the extent that you achieved the outcomes, are they still relevant to the work that you do in your school? Why or why not?
Although I found this course very difficult as it was unfamiliar territory, I believed that I was able to achieve the outcomes of this course. These technology tools are very relevant to the work that I do in my school. I am the Department Chair of the Special Education Department and we are always looking for new and better ways to bring the curriculum to our students. Many of the technologies that we learned about are tools for Universal Design for Learning. During this course, I had the opportunity to learn about and use podcasts. I can see how I can podcast the text for the students to listen (or re-listen) and free myself up from the actual reading of the text every class period. I also had my students podcast themselves (using Audacity) reading the texts. I would like to try a wiki with my students next. I would like to compare what I get from the students in the classroom vs. what I can get from the students on the Wiki. My fellow teachers have told me that I will be pleasantly surprised at the results. I plan to continue to learn more about new technology tools and integrate as much as possible into my classroom. I also plan to “push” these tools on my campus. I will model them for my fellow teachers in the hopes that these technologies will “catch on”.
• What outcomes did you not achieve? What prevented you from achieving them?
While I found some of the outcomes assignments very difficult, I was able to “muddle through” with help from my fellow students and also teachers at my school. Whenever I felt discouraged, I was able to find someone who could explain the technology and its purpose. They would also give me examples of what the technology would look like in the classroom.
• Were you successful in carrying out the course assignments? If not, what prevented or discouraged you?
I was successful in carrying out the course assignments, although I did find most of them very difficult. Creating the blog was a new experience. I am, by nature, a very private person and it was very difficult to put my thoughts and feelings on the web for all to see. I was also very frustrated with the powerpoint assignment. While I found it very easy to create the powerpoint, the process of getting the powerpoint to my blog was very frustrating. The first site that I tried took hours to convert the powerpoint and then I was never able to get it to connect to the blog. The second site converted the powerpoint quickly, but then I couldn’t figure out how to upload to my blog. After perusing the HELP function for awhile, I was able to figure it out. But I did spend a very frustrating day trying to get this assignment accomplished. However, I did try it again. I used the site to convert my technology flow chart and action plan and upload it to my blog. (If at first you don’t success, try, try again!)
It was also frustrating having to depend on my fellow students on the discussion board. My personality doesn’t usually allow me to wait to the last minute to complete my assignments. It was very scary to have to wait (and sometimes wait some more) for quotes to be posted so that I could respond.
• What did you learn from this course…about yourself, your technology and leadership skills, and your attitudes?
This course taught me much about myself. It taught me that “you can teach an old dog new tricks”. I am definitely a digital immigrant. I use technology to create documents, make a simple spreadsheet, create an easy powerpoint. I use the internet to find information and do a little bit of communicating with friends throughout the world. But I found that I can blog, I can podcast, and I am willing to try to build a wiki. I also found that I began to be excited about technology and all that it has to offer. I found myself talking to my fellow teachers about what I was learning. I went into this class with kind of a bad attitude… thinking, why do I have to learn all this?? But I came out of this class with a new way of thinking and all kinds of ideas.
• What is the educational value of blogs and blogging to the 21st century learner?
Blogs are of great education value. They can be used to communicate with the students, parents, fellow educators, etc. 24/7. Blogs are extremely important to the 21st century learner. They are going to be expected to be able to communicate with an extremely global society. Blogging allows are students access to information from across the world, as well as a world-wide audience. It is no longer just the teacher and the fellow students who are giving feedback; the student can receive feedback from people around the world. In fact, I would like to find a school somewhere outside the United States with which my geography students can create a blog (or Wiki). I would love for my students (many of whom feel they are entitled) to hear different perspectives.
• What are the concerns of blogs and blogging in education?
I do have concerns about blogs and blogging in education, especially when it comes to our students. Our students are often naïve, and do not see the problem in “putting it all on the web”. They do not realize that there are “bad people” out there who will take advantage of this information. If we are going to incorporate Web 2.0 tools into our schools, then it becomes the school’s responsibility to teach students about internet safety. I am also concerned about how easy cyber-bullying could become. I could see where it would be very easy for a student to post something negative or mean about other students behind the safety of the internet. We need to be sure that we are teaching the students the consequences of doing so. But more importantly, we need to be sure that we are teaching our students who to turn to if they are on the receiving end of such cyber-bullying or negative/mean posts.
• How can you use blogging to communicate with school stakeholders?
I can see many ways to use blogging to communicate with school stakeholders. I would like to see a blog put in place for Special Ed Administration to communicate with the various Department Chairs. It would be nice to have all of the information we might need at our fingertips, and not have to rely on someone answering a phone or email to obtain an answer. I can see that as the Department Chair, I can set up a blog for my teachers with important information (that way I don’t have to send 100’s of emails a week). As a teacher, I can set up a blog for my students and parents that can communicate the daily happenings in class. I can remind them of assignments, due dates, etc. I can post my lectures / notes for the students. I can post test reviews. I can also use it to answer questions that my parents / students might have. I am sure that there are many more uses that I can have for a blog, but these are the ones that “pop into mind” at this time….Like I said before, baby steps.
I am happy to say that upon completion of this class, I find myself “not so much” a technological idiot. I can carry on a meaningful conversation regarding Web 2.0 tools, I can implement some of these tools in my classroom, and I can model them for my fellow students. The journey hasn’t been very easy, and it has felt very long, but I have made it!
Sunday, December 13, 2009
Role of the Principal
Role of the Principal
It is the responsibility of the principal to assure that all the necessary parties are collaborating to ensure that technology is available on their campus. The principal will bring concerns from the campus to the Chief Information Officer. He will then collaborate with the CIO in order to determine what technology solutions will help to resolve these concerns. The campus administrator then works with the Director of Customer services to order the products and the Director of Enterprise Application to ensure that the hardware / software is compatible with the district’s technology package. The principal then collaborates with the Director of Technical Applications will send out his staff to install and troubleshoot the hardware and software. Once all the necessary hardware and software is in place, the principal and the Director of Instructional Technology will collaborate to offer staff development to the teaching staff. Technology Instructional Specialists will work with the Curriculum Principal and other campus administrators in scheduling the appropriate staff development sessions. The principal will monitor the effectiveness of these trainings by visiting classrooms to see how the technology is being integrated into the different subjects. The principal will also schedule Technology Instructional Specialists to come to campus to model lessons for teachers and also to do hands-on teaching with the students. It is the principal that is responsible for ensuring that all stakeholders work together to make it all happen in a timely and efficient manner.
It is the responsibility of the principal to assure that all the necessary parties are collaborating to ensure that technology is available on their campus. The principal will bring concerns from the campus to the Chief Information Officer. He will then collaborate with the CIO in order to determine what technology solutions will help to resolve these concerns. The campus administrator then works with the Director of Customer services to order the products and the Director of Enterprise Application to ensure that the hardware / software is compatible with the district’s technology package. The principal then collaborates with the Director of Technical Applications will send out his staff to install and troubleshoot the hardware and software. Once all the necessary hardware and software is in place, the principal and the Director of Instructional Technology will collaborate to offer staff development to the teaching staff. Technology Instructional Specialists will work with the Curriculum Principal and other campus administrators in scheduling the appropriate staff development sessions. The principal will monitor the effectiveness of these trainings by visiting classrooms to see how the technology is being integrated into the different subjects. The principal will also schedule Technology Instructional Specialists to come to campus to model lessons for teachers and also to do hands-on teaching with the students. It is the principal that is responsible for ensuring that all stakeholders work together to make it all happen in a timely and efficient manner.
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