Action Research Plan of Action - DRAFT

Below is the Draft Plan of Action that will address the question: What is the impact of a web-based math tutorial program on the passing rate for Math Lab students taking the Mathematics portion of the Texas Assessment of Knowledge and Skills (TAKS)? 

Action Research – Plan of Action Draft

Outcomes	Activities		Resources Research Tools Needed	Responsibility to Address Activities		Time Line	Benchmarks Assessment	Revisions to SIP/PIP based on monitoring and assessments
To determine the TAKS passing rates of current 8th grade Math Lab students, TAKS data will be collected from Math Facilitator.	TAKS data for 2009 and 2010 TAKS Math test is collected. Data will be organized based on subgroups and gender for each of the students enrolled in Math Lab classes for the 2009-10 school year.		I will need to gather 2009 and 2010 TAKS Math scores for students who were enrolled in a Math Lab class during the 2009-10 school year.	I will be responsible for gathering and organizing TAKS scores.		It is anticipate it will take several hours working with the Math Facilitator and principal to collect the required data.	I will organize the data by subgroups and gender. Data tables will be created so that TAKS data may be analyzed in a comprehensive way.	Data to be analyzed should include student's scores on unit assessments.
Continue with data collection on targeted students. Data needed to complete analysis will have to be obtained from tutorial company.	Meet with online educator director to explain the purpose of my action research. Gather data usage data to include in analysis of targeted students.		Data from the web-based tutorial company would include their usage reports which indicate the time students spent on the tutorial program as well as the number of problems completed.	I will be responsible for making the appointment with the Director of Online Education as well as contacting the company and request the data.		It is speculated that it will take a minimum of one week to gather the data. This will be determined by the availability of the data and the process of sending the data file.	Once the data has been collected, it will be entered into the database and disseminated based on subgroups and gender.	Revisions to data base may be necessary based on data provided by company.
Share information with principal, Math facilitator, Math Lab teachers.	Once data has been collected and analyzed, create presentation to share with administration, Math facilitator, and Math Lab teachers.		Resources needed will be presentation software such as PowerPoint.	It will be my responsibility to create the presentation and present it to faculty and staff.		Once data has been gathered and analyzed, the creation of the presentation should be complete by the middle of September, early October.	Successful completion of presentation and sharing of information with targeted faculty and staff.	The targeted audience may need to be adjusted to include ESL Instructional Support Teachers if there are a large percentage of English Language Learners.

Week 2 Action Research Reflections

One area of this week’s learning was focused on the interviews with three scholars, Dr. Johnny Briseno, Principal, Rancho Isabella Elementary in Angleton ISD; Dr. Timothy Chargois, Director of Research, Planning and Development in Beaumont ISD; and Dr. Kirk Lewis, Superintendent, Pasadena ISD. Each presented action research projects they have participated in but ended the interviews with advice for future leaders. While the interviews provided a wealth of ideas for possible research, the advice given was practical and of great value. Dr. Briseno’s recommendations were to stay abreast through reading on areas of interest as much as possible. As issues and problems arise on your campus see what other districts are doing to address those issues and problems. Additional recommendations were not to make any decisions without looking at the data first. Data is the key for helping administrators determine the problem is and possible sources of these problems. Through the disaggregation of quantitative data it is possible to determine what interventions are necessary to achieve student success.




Dr. Chargois concluded his interview with the following advice. In terms of becoming a better teacher in today’s world of education, never stop learning. The days of teaching teachers just pedagogy and content is a thing of the past, we have to teach teachers how to utilize action research and how to use data to best impact student achievement. Through the use of action research, teachers will be better able to determine what changes need to be made that will best benefit student achievement and success. Student accountability and increased performance will benefit from the use of this educational tool.



Dr. Lewis’ advice for action research was to do what is practical for you. Look at what you need to know and apply it directly to student learning in that particular environment, be it the classroom, campus or throughout the district. As we move from theoretical to practical research, how students benefit from the research needs to be an area of concern. If by focusing on what look good doesn’t lead to answering the question, “Is this practical for my campus and how will my students benefit from this?” then a different area should be looked at, an area that is of more interest, focused, and important to you.



The interviews provided a wealth of information and new understanding of action research. Action research, while initially an overwhelming prospect, is now not as daunting an undertaking as was once believed. Action research is a tool that will help answer questions that continue to surface, questions aimed at what is best for the student, how can I help my teachers be more effective and efficient in the classroom, and in what areas does my campus need to focus on that will bring about the greatest change in student achievement and success. Action research provides the skills and tools needed to address these questions.

Week 1 Action Research Reflections

Reflection allows the leader the opportunity to look at what they are doing, their leadership practices and goals and evaluate if the desired result is achieved. Through the process of reflection, educators are afforded the opportunity to be proactive rather than reactive when problems arise. Taking time to reflect on an issue, problem, or dilemma reduces “off-the-cuff” responses. Professional growth is an added benefit to the practice of reflection.




The component of reflection within the action research process is a vital key to determining if the changes made as a result of research had the desired results. Were the changes made beneficial to the school, teachers, students, and community? What additional changes should be looked at? Are students being successful as a result of the changes made through the action research process? These and other questions are ones that should be addressed in the action research process. Looking at instructional changes provides opportunities for professional growth and reflection. The goal of reflection should be to address, is what I’m doing making a difference in the success of the students under my leadership?

Educational Leaders and Blogging - Should They?

People around us—students, teachers, parents, and the community at large—want to know what we're doing in our work. One of the ways to celebrate the wide variety of positive efforts happening in our classrooms, schools, and meetings is to share that via a blog. The blog replaces the tough to maintain classroom web sites of yesterday, enabling you to keep colleagues and parents up to date.

Blog entries are often short, immediately relevant to events in work settings, and time-sensitive. It is impossible for any one person or office to keep up with all the wonderful things that you are involved in, but you can. You can publish content at will, but your items should provide insight into what is happening and should always remain professional.

By sharing what each of us is doing, we are able to engage in proactive conversations that focus on the positive work we are doing as educators.

Action Research - A Proactive Approach to Problem Solving

Action research, a systematic approach to identifying a problem and researching a solution, is an administrative tool with many benefits. Through the process of action research, educators are able to take charge of and devote attention to one issue, problem, or dilemma faced as an educator. Through the focused attention allowed through action research, educators are able to become proactive in their approach to problem solving rather than reactive. Additionally action research focuses on the concerns of the educator rather those who are outside the confines of the school building (outside researchers). Action research allows the educator to have a sense of ownership to the possibilities of change in schools. Action research is similar to the scientific method. A problem is identified (question or wondering), a hypothesis is developed (focused area of study), data is gathered and analyzed (research of literature), and conclusions drawn and communicated (collaboration). An additional step in the action research process is that of reflection. Through reflection of the problem, research and conclusions, educators not only focus on their instructional practices and beliefs, but take the new learning and determine how it shaped or changed current practices. Collaboration and reflection are key in the action research process. Action research allows an educator to take control of their own professional growth, through collaboration with peers and reflection, determine if the changes made to address the numerous issues, problems or dilemmas faced have produced the changes desired, changes that ultimately result in student success and achievement.

UDL Lesson Reflections

Friday, December 04, 2009 - 7:50 p.m.


Through our study this week, we were introduced to the UDL Lesson Builder. Before I share my reflections, I would like to provide a brief description of the components of a UDL Lesson. CAST (Center for Applied Special Technology) philosophy states that the UDL is for all students, regardless of their academic abilities. The philosophy behind the UDL is that it enables teachers to critically examine the components of a lesson such as objectives, methods of delivering content, instructional materials used in teaching the lesson, assessment. The UDL provides the framework teachers utilize in organizing multiple ways that students use to gain information and knowledge.

Research on brain processing found that the brain processes information through three brain networks, recognition networks, strategic networks, and affective networks. Briefly explained, recognition networks deal with the “what” of learning (what is seen, heard, read); strategic networks deal with the “how” of learning (organizing and expressing ideas); and finally, affective networks, the “why” of learning (challenges and excitement).

I found the development of the UDL lesson to be a challenging experience. Not only did I have to focus on the objectives to be addressed, but activities that focus on each of the three brain networks. Activities that focus on the recognition networks provide various examples, highlighting critical features, provide lessons that have multiple media and formats, and support background context. Strategic network activities provide various ways to model skilled performances, provide opportunities to practice a new skill, provide relevant and frequent feedback, and multiple ways to demonstrate the new skill. Finally, affective network activities offer choices of tools and content, various levels of challenge, rewards and a choice of learning context. The creation of the lesson was a lot of work, required a lot of thought and reflection on the assignment and the methods and activities utilized to teach a concept. I’m sure through practice, developing UDLs rather than a standard lesson plan, will become second nature. I feel that we owe it to all our students to take the time and energy necessary to create lessons that will meet the needs of our diverse student population, our students need us to do so.

Lamar Web Conferences

Saturday, November 28th, 10:00 a.m. – my first web conference as a student of Lamar University. Dr. Diane Mason led the conference from the comfort of her own bedroom floor! I found the experience to be very helpful, Dr. Mason answered a number of questions I had about our group project. I met one of my group members at the conference (Diane R.) and we were able to meet at our Google Doc after the conference and share notes. I found that to be an invaluable experience. While taking a class online is a 21st Century learning tool, there is still something about seeing a professor face to face, having the opportunity to ask questions and interact with a “live” person that helps to keep that part of being a graduate student alive. As a digital immigrant, having an opportunity to be exposed to more and more technology, it will become a part of our everyday life, in our homes and our jobs. I remember when email first made it’s way into my house, I thought that it was just a fad, that it wouldn’t last long. Now, I can’t imagine not being able to communicate and share with friends and family, those just down the road and across the country. I enjoyed the experience and look forward to another opportunity to meet from the comfort of our own homes.