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)
I am not sure exactly what your action research plan is focusing on. Meeting AYP is broad to me because it covers so many areas as opose to foucing on one group that may have low scores and could possibly be the reason your school does not meet AYP. SpecialEd I know has some lead way and doesn't always count against you if I am correct.
ReplyDeletehttp://donaldharris636.blogspot.com
Donald, thanks for your comment. My plan's focus is determining the impact of the SuccessMaker math intervention on third, fourth, and fifth grade special education students’ improvement in math performance. I put my first concern for this action research plan as "School meets AYP" because that is the reason our district has provided this intervention for special education students. Our campus did not meet AYP specifically because of our Math sub-groups, including special ed. All sub-groups count for AYP. If groups are small enough, then they don't count for TEA's rating, so our campus was Recognized despite not meeting AYP. In addition, TEA is considering lowering the number of students in a sub-group, which would cause even smaller groups to count toward a school's rating. In anticipation of that change, and because the special education sub-group does count for AYP, as a campus our overall goal is to meet AYP. Even though my project is focused on one part of making AYP, I included the campuswide concern because it is what led me to this project.
ReplyDelete