Action Research Plan 2010-2011

GOAL
The goal of my research is to determine ways to provide a seamless transition from DAEP to the home campus so students will be current in the curriculum and not behind their peers.

OUTCOME: To view the current DAEP Academic Transition Plan of Houston ISD
ACTIVITY: Interview the AEP Director of Houston ISD to obtain strategies they use for the successful transition of students from DAEP to the home campus. Talk to the DAEP Principal for details in implementing those strategies and to obtain a copy of the transition plan.
PERSON RESPONSIBLE: Amanda Clark
TIMELINE: 1st Six weeks of school
EVALUATION: Interview with AEP Director and DAEP Principal for Houston ISD. Copy of HISD DAEP Transition Plan

OUTCOME: To determine how the DAEP curriculum compares to the home campus curriculum
ACTIVITY: Review current curriculum (the four core at all grade levels) at the DAEP and compare it to the curriculum used on the home campus.
PERSON RESPONSIBLE: Amanda Clark
TIMELINE: August 23, 2010—Sept. 6, 2010
RESOURCES: C-Scope, Textbooks, PLATO, computer, Internet access
EVALUATION: Study curriculum

OUTCOME: To determine if the TIMELINE for teaching specific TEKS are the same on the DAEP campus and the home campus
ACTIVITY: Compare lesson plans of teachers at the DAEP campus and the home campus of the same subjects and grade levels
PERSON RESPONSIBLE: Amanda Clark, classroom teachers
TIMELINE: 1st and 2nd Six Weeks of school year
RESOURCES: Lesson Plans, Syllabi from all subjects of all grade levels
EVALUATION: Chart/calendar showing when specific TEKS are being taught on the DAEP campus and the home campus.
OUTCOME: To determine the key stakeholders’ insight as to the reasons students fall behind while enrolled at the DAEP campus.
ACTIVITY: Compile a survey for stakeholders to complete that will allow them to express their concerns and beliefs regarding the current curriculum and other observations at the DAEP campus
PERSON RESPONSIBLE: Amanda Clark, DAEP campus stakeholders
TIMELINE: 1st six weeks of school
RESOURCES: Surveys, computer with internet connection
EVALUATION: Results from the surveys

OUTCOME: To determine if teachers on the DAEP campus meet the Highly Qualified Status as stated by TEA.
ACTIVITY: Review the qualifications of teachers at the DAEP campus.
PERSON RESPONSIBLE: Debbie Crooms, Human Resource Director
TIMELINE: September 13—September 15
RESOURCES: Computer with internet access
EVALUATION: Report from Human Resource Director

OUTCOME: To determine if teachers on the DAEP campus have received training in behavior management of students with behavior problems.
ACTIVITY: Review workshop documentation of DAEP staff. Survey DAEP staff to determine the need for behavior management staff development
PERSON RESPONSIBLE: Amanda Clark, all DAEP staff
TIMELINE: September 16
RESOURCES: Survey
EVALUATION: Compilation of survey results

OUTCOME: To determine if reading ability has any bearing on the academic performance of students placed at the DAEP campus
ACTIVITY: When students are admitted to the DAEP program they will be given a reading test to determine their current reading level.
PERSON RESPONSIBLE: DonNya Robinson
TIMELINE: This assessment will be given on the first day of the student’s placement.
RESOURCES: STAR reading assessment
EVALUATION: Star reading results

OUTCOME: To determine the academic ability/progress of each student placed at the DAEP campus
ACTIVITY: When students are admitted to the DAEP program, their academic profiles (grades, benchmark results, TAKS results)
PERSON RESPONSIBLE: Counselor, Amanda Clark
RESOURCES: Computer, AEIS report, PEIMS report
EVALUATION: Study individual student profiles

Data: The Truth Behind Success (5301 Week 2)

It is very important to look at data to determine reasons certain groups of students are not successful. Teachers should have access to that data for their students, so interventions can be put in place as necessary to make sure all students are succeed. When a teacher has a strategy that works, and no one else is using it, the teacher, rather than the principal should share it with the staff. That type of staff development is better received because it is peer-to-peer.

I must remember that I do not have to reinvent the wheel when looking for answers to wonderings/questions. Articles, books, and proven strategies from other campuses are excellent resources for ways to help students learn and reach their greatest potential.

We have to move beyond just learning pedagogy and become data driven. Eventually we will be able to look at data regarding teachers. We will be able to connect the teachers’ years of experience, their certifications, degrees, practices, and strategies to determine what may impact instruction tomorrow. Everything we do must be geared toward producing results and increasing student performance. No longer can we, as educators, be excited when we make a difference in one child’s life. The bottom line is all students must be taught and experience success.

Action Research Works

Action research, also known as inquiry, is investigating in a systematic way. It is the process of a principal engaging in this systematic, intentional study of her administrative practice and taking action for change based on what she learns from the inquiry. During this inquiry, the principal looks for change and reflect on her practice by asking questions, collecting data to obtain insight into those questions, analyzing data along with reading relevant literature, making changes in practice based on new understandings gained during the inquiry, and sharing findings with others. Action research is effective as a professional development tool because effective staff development for administrators is long-term, planned and job-embedded; focuses on student achievement, supports reflective practice; and provides opportunities to work, discuss, and solve problems with peers.

Many educators are familiar with traditional educational research as opposed to action research. Traditional educational research is ineffective. It is where an “expert” comes into the school and teaches everyone a new and improved technique that should be implemented in the classroom. Many times these “experts” are college professors who have conducted research and are alien to the everyday occurrences in the school. In this case, the principal is required to negotiate the dilemmas framed by outsiders and is asked to implement with fidelity a curriculum designed by someone outside of the school. Teachers and administrators in this situation are reluctant to admit their difficult experiences because to do so would be an admission of failure. Action research involves everyone. It affords the opportunity for the principal and teachers to work together to pose questions about current practices, analyze data and literature, and collectively determine better practices which will mean success for the students.

Action research is a very valuable tool in today’s educational setting. As an administrator, I could use action research to formulate a solution to problems that exist at the high school. For example, when the tardy bell rings at the high school, many students remain in the hallways meandering around. This takes away from instructional time as teachers must take minutes from teaching to document tardies and fill out tardy slips to be sent to the principal.

Blogging can be used by educational leaders to communicate with school stakeholders. Administrators could use blogs to communicate school information or news to parents and people in the community. In lieu of email, administrators could utilize blogs to communicate vital information to everyone on the campus as well. Teachers could use blogs to communicate with parents to provide them with information about the class. By incorporating an RSS feed, stakeholders would not have to search for the blog site. As the blog is updated, the feed would automatically be sent to the stakeholder making it easy to remain current.