Sunday, September 29, 2013
Friday, March 22, 2013
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 3rd graders or this year’s 5th 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)
Wednesday, March 20, 2013
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)
Saturday, March 16, 2013
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)
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