An Update on my Action Research Plan

SuccessMaker Math: An Effective Intervention for Special Education Students?

 

Blog URL: http://corinasreflectioninaction.blogspot.com/ 

 

Number of AR Project Documented Hours: 30

 

AR Project Summary: I began the project with a meeting that included my principal, the campus instructional specialist, the campus technologist, and the SuccessMaker representative in order to discuss the purpose of the SuccessMaker program. Next, I attended training led by the SuccessMaker representative in order to learn about the program’s rationale and how to effectively implement the program. Along with the SuccessMaker representative, I met with first through fifth grade classroom teachers at my school to discuss special education math concerns and the use of SuccessMaker math as an intervention to better meet special education students’ needs. 

 

Then I created a schedule that ensured all special education students had at least four 15-minute sessions of SuccessMaker math weekly that did not conflict with other interventions or requirements. I also met with the campus technologist to arrange for ten laptop computers to be updated and set up with the appropriate software for implementation of SuccessMaker. This task proved to be the most difficult, as every time there was a Java or Adobe Flash update, the laptops had to be updated in order for SuccessMaker to work. Only the campus technologist has access to do the updates, so I continually relied on her to complete the updates in order to make it possible for students to work on SuccessMaker. Monthly, I meet with the SuccessMaker representative to learn more about how to gather, interpret, and analyze the program’s math data. 

 

My next step will involve reading relevant literature about the success of SuccessMaker math or similar web-based math interventions. Then I will interpret and analyze all of the data that I have collected, including the performance data from SuccessMaker math, Scholastic Math Inventory (SMI) scores, and report card math grades, in order to determine whether students had more growth in math performance with or without the SuccessMaker math intervention as shown by SMI scores and report card grades. Finally, I will evaluate my action plan by presenting the results of my action research to my campus, site supervisor, and online colleagues.

Action Research Plan, Approved!

I appreciate the comments I received from my colleagues on my Action Research Plan as I worked on revisions this week. When I discussed my plan with my site supervisor, he didn't suggest any changes. I asked him whether I should include a question about the impact of the intervention on the math special education sub-group meeting AYP, and he said that the changes possibly being made to determining whether a campus meets AYP might make it difficult to rely on that data. I agreed and didn't add this question to my plan. Next, he asked me if I would be tracking particular students. I explained that I would be focusing on trends rather than individual students, since my project is spanning more than one school year. I won’t have Scholastic Math Inventory data for next year’s 3^rd graders or this year’s 5^th graders, so I told him that I made the decision not to track individual students. I also told him that I understand the students will be receiving other interventions as well and will have different teachers next year, and that these factors could also impact the results. I explained that I am looking for a correlation, not causality, and he agreed that my study could achieve that goal.

 

My approved plan is below. I would appreciate any comments as I prepare to implement my plan. Thank you!

 

Corina Kelly’s Action Research Plan
Research questions: What is the impact of the math section of the intervention program SuccessMaker on any differences in third, fourth, and fifth grade special education students’ math performance? ·      How does the intervention SuccessMaker math impact report card math grades? ·      How does the intervention SuccessMaker math impact Scholastic Math Inventory scores?
Goal: Determine the impact of the SuccessMaker math intervention on third, fourth, and fifth grade special education students’ improvement in math performance.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
1. Meet with some members of the leadership team and SuccessMaker representative to discuss the purpose of the SuccessMaker program.	C. Kelly Site supervisor Campus Instructional Specialist Campus Technologist SuccessMaker representative	March 2013	SuccessMaker training materials	Meeting notes
2. Attend training led by SuccessMaker representative in order to learn about program’s rationale and how to effectively implement the program.	C. Kelly SuccessMaker representative	March 2013	SuccessMaker training materials Computer connected to the internet	Training notes
3. Meet with 1st -5th grade classroom teachers to discuss special education math concerns and the use of SuccessMaker math as an intervention.	C. Kelly Site supervisor Campus Technologist 1st-5th grade classroom teachers SuccessMaker representative	March 2013	SuccessMaker PowerPoint Computer and projector Handouts for teachers	Meeting notes
4. Create a schedule to ensure all special education students have at least four 15-minute sessions of SuccessMaker math weekly that do not conflict with other interventions or requirements.	C. Kelly Site supervisor	March 2013	Campus master schedule Classroom teachers’ schedules Speech and Dyslexia teachers’ schedules	Approval of completed schedule by site supervisor
5. Meet with Campus technologist to arrange for 10 laptop computers to be updated and set up with appropriate software for implementation of SuccessMaker.	C. Kelly Campus Technologist	March 2013	10 Laptop computers Requirements to run SuccessMaker program on computers Link to SuccessMaker program	10 Laptop computers located in special education classroom run SuccessMaker.
6. Implement SuccessMaker math program based on approved schedule.	C. Kelly Site supervisor	March 2013 – January 2014	10 Laptop computers Approved schedule	SuccessMaker report showing students spending at least 45 minutes weekly on math program.
7. Meet with SuccessMaker representative to learn how to gather, interpret, and analyze program’s math data.	C. Kelly SuccessMaker representative	March 2013	SuccessMaker training materials Computer connected to the internet	Meeting notes
8. Read relevant literature to gather information about the success of SuccessMaker math or similar web-based math interventions.	C. Kelly	March 2013 – May 2013	SuccessMaker math literature	Reflection about literature that evaluates the success of SuccessMaker math or similar web-based math interventions.
9. Collect, interpret, and analyze baseline data from SuccessMaker math of students who will be in 3rd-5th grades in the 2013-2014 school year.	C. Kelly	March 2013 – April 2013	SuccessMaker math baseline performance data for 2nd-4th grade special education students	Evaluation of 2nd-4th grade special education students’ baseline math performance as measured by SuccessMaker.
10. Collect, interpret, and analyze control group assessment data from the Scholastic Math Inventory.	C. Kelly Campus Instructional Specialist Site supervisor	March 2013 – May 2013	Scholastic Math Inventory (SMI) scores for 3rd-5th grade special education students from the beginning of the year (BOY) and middle of the year (MOY) for the 2012-2013 school year	Evaluation of 3rd-5th grade special education students’ growth in math performance from the BOY to the MOY for the 2012-2013 school year based on SMI scores.
11. Collect, interpret, and analyze control group assessment data from report cards.	C. Kelly Campus Technologist Site supervisor	March 2013 – May 2013	Report card math grades for 3rd-5th grade special education students from the first semester of the 2012-2013 school year	Evaluation of 3rd-5th grade special education students’ math grades from the first semester of the 2012-2013 school year.
12. Collect, interpret, and analyze summative data from SuccessMaker math.	C. Kelly	January 2014 – February 2014	SuccessMaker math data: current performance of 3rd-5th grade special education students at the end of the fall semester of 2013-2014 school year	Evaluation of 3rd-5th grade special education students’ growth in math performance from spring 2013 to the end of the fall semester 2013 as measured by SuccessMaker.
13. Collect, interpret, and analyze summative data from the Scholastic Math Inventory.	C. Kelly Campus Instructional Specialist Site supervisor	February 2014 – March 2014	Scholastic Math Inventory (SMI) scores for 3rd-5th grade special education students from the beginning of the year (BOY) and middle of the year (MOY) for the 2013-2014 school year	Evaluation of 3rd-5th grade special education students’ growth in math performance from the BOY to the MOY for the 2012-2013 school year based on SMI scores.
14. Collect, interpret, and analyze summative data from the report cards.	C. Kelly Campus Technologist Site supervisor	February 2014 – March 2014	Report card math grades for 3rd-5th grade special education students from the first semester of the 2013-2014 school year	Evaluation of 3rd-5th grade special education students’ math grades from the first semester of the 2013-2014 school year.
15. Compare data collected in steps 9 and 12 to determine the impact of SuccessMaker math on improvement in math performance as shown by SuccessMaker.	C. Kelly	March 2014 – May 2014	Evaluations of data collected in step 9 (baseline data) and step 12 (growth with intervention)	Evaluation of data showing students’ growth in math performance with SuccessMaker intervention as shown by SuccessMaker.
16. Compare data collected in steps 10 and 13 to determine the impact of SuccessMaker math on improvement in math performance as shown by SMI.	C. Kelly	March 2014 – May 2014	Evaluations of data collected in step 10 (growth without intervention) and step 12 (growth with intervention).	Evaluation of data showing whether students had more growth in math performance with or without SuccessMaker intervention as shown by SMI.
17. Compare data collected in steps 11 and 14 to determine the impact of SuccessMaker math on improvement in math performance as shown by report card grades.	C. Kelly	March 2014 – May 2014	Evaluations of data collected in step 11 (without intervention) and step 14 (with intervention).	Evaluation of data to determine whether students’ had better math performance with or without SuccessMaker intervention as shown by report card grades.
18. Evaluate the action plan by presenting results of action research to campus, site supervisor, and online colleagues. Present an additional wondering: What impact does the SuccessMaker math intervention have on STAAR Math scores?	C. Kelly	May 2014	Literature review Data obtained in all previous steps	Action Research Report Blog Postings Oral presentation at faculty meeting

 

Format based on Tool 7.1 from Examining What We Do to Improve Our Schools

(Harris, Edmonson, and Combs, 2010)

CARE Model

I used the CARE Model, shown below, to help me organize my thoughts and provide the rationale behind my Action Research Plan in preparation for my conference with my site supervisor.

Identify Concerns that must change (look to the future)

(Assign points to concerns from 1 to 3 in the order of the most important issues to consider.)

1. School meets AYP.

2. Special education math sub-group shows progress.

3. Better math interventions in place for special education students.

Identify Affirmations that must be sustained (look to the present)

(Assign points to affirmations from 1 to 3 in the order of the most important issues to consider.)

1. Continue scheduled intervention time for special education students with the special education teacher.

2. Continue other interventions that are already in place for special education students.

3. Continue collaboration between classroom teachers and interventionists to ensure special education students’ needs are met in the general education classroom.

SMART Recommendations that must be implemented:

(Specific, Measurable, Attainable, Relevant, Timely)

(Assign points to recommendations from 1 to 3 in the order of the most important recommendations to implement.)

1. Successful implementation of approved SuccessMaker math intervention schedule.

2. Teachers send special education students when scheduled so that they receive at least four 15-minute sessions of SuccessMaker math weekly.

3. Collect baseline and summative data from SuccessMaker math, Scholastic Math Inventory, and report card math grades.

EVALUATE – Specifically and Often

(Identify the best ways to evaluate the implemented recommendations.)

1. Review SuccessMaker usage reports to ensure that students are completing the time expectations.

2. Provide feedback to teachers regarding sending students when scheduled to sustain and/or encourage participation.

3. Evaluate baseline and summative data from SuccessMaker, Scholastic Math Inventory, and report card grades to determine whether special education students are making progress in math.

Format based on Tool 8.1 from Examining What We Do to Improve Our Schools

(Harris, Edmonson, & Combs, 2010)

Reaching Goals Through Action

  After hours of work, I have revised my action research plan, which is posted below. I would greatly appreciate any feedback and will return the favor. Thank you!

Corina Kelly’s Action Research Plan
Goal: Determine the impact of the SuccessMaker math intervention on third, fourth, and fifth grade special education students’ improvement in math performance.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
1. Meet with some members of the leadership team and SuccessMaker representative to discuss the purpose of the SuccessMaker program.	C. Kelly Site supervisor Campus Instructional Specialist Campus Technologist SuccessMaker representative	March 2013	SuccessMaker training materials	Meeting notes
2. Attend training led by SuccessMaker representative in order to learn about program’s rationale and how to effectively implement the program.	C. Kelly SuccessMaker representative	March 2013	SuccessMaker training materials Computer connected to the internet	Training notes
3. Meet with 1st-5th grade classroom teachers to discuss special education math concerns and the use of SuccessMaker math as an intervention.	C. Kelly Site supervisor Campus Technologist 1st-5th grade classroom teachers SuccessMaker representative	March 2013	SuccessMaker PowerPoint Computer and projector Handouts for teachers	Meeting notes
4. Create a schedule to ensure all special education students have at least four 15-minute sessions of SuccessMaker math weekly that do not conflict with other interventions or requirements.	C. Kelly Site supervisor	March 2013	Campus master schedule Classroom teachers’ schedules Speech and Dyslexia teachers’ schedules	Approval of completed schedule by site supervisor
5. Meet with Campus technologist to arrange for 10 laptop computers to be updated and set up with appropriate software for implementation of SuccessMaker.	C. Kelly Campus Technologist	March 2013	10 Laptop computers Requirements to run SuccessMaker program on computers Link to SuccessMaker program	10 Laptop computers located in special education classroom run SuccessMaker.
6. Implement SuccessMaker math program based on approved schedule.	C. Kelly Site supervisor	March 2013 – January 2014	10 Laptop computers Approved schedule	SuccessMaker report showing students spending at least 45 minutes weekly on math program.
7. Meet with SuccessMaker representative to learn how to gather, interpret, and analyze program’s math data.	C. Kelly SuccessMaker representative	March 2013	SuccessMaker training materials Computer connected to the internet	Meeting notes
8. Read relevant literature to gather information about the success of SuccessMaker math or similar web-based math interventions.	C. Kelly	March 2013 – May 2013	SuccessMaker math literature	Reflection about literature that evaluates the success of SuccessMaker math or similar web-based math interventions.
9. Collect, interpret, and analyze control group assessment data from the Scholastic Math Inventory.	C. Kelly Campus Instructional Specialist Site supervisor	March 2013 – May 2013	Scholastic Math Inventory (SMI) scores for 3rd-5th grade special education students from the beginning of the year (BOY) and middle of the year (MOY) for the 2012-2013 school year	Evaluation of 3rd-5th grade special education students’ growth in math performance from the BOY to the MOY for the 2012-2013 school year based on SMI scores.
10. Collect, interpret, and analyze summative data from the Scholastic Math Inventory.	C. Kelly Campus Instructional Specialist Site supervisor	January 2014 – February 2014	Scholastic Math Inventory (SMI) scores for 3rd-5th grade special education students from the beginning of the year (BOY) and middle of the year (MOY) for the 2013-2014 school year	Evaluation of 3rd-5th grade special education students’ growth in math performance from the BOY to the MOY for the 2012-2013 school year based on SMI scores.
11. Compare data collected in steps 9 and 10 to determine the impact of SuccessMaker math on improvement in math performance.	C. Kelly	February 2014 – April 2014	Evaluations of data collected in step 9 (growth without intervention) and step 10 (growth with intervention).	Evaluation of data showing students’ growth in math performance without SuccessMaker intervention compared to growth with the intervention.
12. Evaluate the action plan by presenting results of action research to campus, site supervisor, and online colleagues.	C. Kelly	May 2014	Literature review Data obtained in all previous steps	Action Research Report Blog Postings Oral presentation at faculty meeting

 

Format based on Tool 7.1 from Examining What We Do to Improve Our Schools

(Harris, Edmonson, and Combs, 2010)