Week 4: Revised Action Research Plan

SCHOOL VISION:
Race to Recognized: To close the achievement gap of all learners to obtain recognized/exemplary status.


GOAL:
As an extension to our campus grade level Professional Learning Communities, will vertical teaming K-5 Math improve instructional practices for conceptual understanding and improve overall student assessment performance?

Will vertical teaming encourage the use of academic math language with more
consistency and frequency for students and teachers at all grade levels?

Will vertical teaming increase the "ownership" of responsibility and degree of
shared accountability for conceptual, foundational TEKS instruction for all K-5 Math teachers?



Note:
Triangulation of Assessment Methods:
1) Assessment Data, 2) Survey/Interviews, 3) Field Observations


OUTCOMES: (1 of 3)

1. New Vertical Math Team

ACTIVITIES:
1.
*Extend PLC’s to include recommended
(K-5) Math representatives for vertical teaming

*Define Role and Responsibilities: Initial and Weekly

*Facilitate the dissemination of information and implementation of best teaching practices and use of academic math language during MATH SHARE SESSIONS

*Self-Reflection: Identify road blocks to desired growth and plan for problem resolution; seek support or guidance


RESOURCES/RESEARCH TOOLS NEEDED:
1.
*District Curriculum
*Scope and Sequence (vertical alignment)
*Grade level specific data
*Access to Math Specialist
*Academic Math Language (K-5)
*Shared strategy or vocabulary activity, Lesson Activity
*Laptop computers-note-taking/Keep minutes for each meeting for analysis.
*Flash drives per Math Liaison for any shared ppts, resources

RESPONSIBILITY TO ADDRESS ACTIVITIES:
1.
Lead: Terri Ferrell
Collaborators:
One teacher from each grade level (Math Liaisons)
Support Staff: Math Specialist

TIMELINE
1.
Once a week
(30 minutes)
Begin the week of January 3, 2011

BENCHMARKS/ASSESSMENT:
Outcome 1.
1. Assessment Data
2. Pre-survey questions to determine current culture, climate, instructional practices, perceptions, comfort, expertise, depth of need.
3. Discuss specific areas of concern per grade level
4. On-going interviews with Math Liaisons to gain insights into need, purpose, and direction.
5. On-going shared Lesson Planning—looking for academic vocabulary
6. On-going snapshot observations to listen for verbal use of academic language and depth of instruction
7. On-going field observations of student journals before and after
8. Keep minutes for each meeting for analysis.
9. Post- survey to identify growth or change in culture and climate to monitor culture and climate from vertical team math liaisons and all other K-5 math teachers.

OUTCOMES: (2 of 3)

2. Increased "ownership" of responsibility and degree of shared accountability for
conceptual, foundational TEKS instruction for all K-5 Math teachers

ACTIVITIES:
2.
Pre-Survey
Post-Survey

RESOURCES/RESEARCH TOOLS NEEDED:
2.
Survey Monkey
Support:
Ms. Barrett

RESPONSIBILITY TO ADDRESS ACTIVITIES:
2.
Lead: Terri Ferrell
Collaborators:
All K-5 Math Teachers

TIMELINE:
2.
Before and After
(prior to first meeting and after last meeting)

BENCHMARKS/ASSESSMENTS:
Outcome 2.
2. Pre-survey (Same As Above) using questions to determine current culture, climate, instructional practices, perceptions, comfort, expertise, depth of need.
4. On-going interviews (Same As Above) with Math Liaisons to gain insights into need, purpose, and direction.
5. On-going shared Lesson Planning (Same As Above)—looking for academic vocabulary
6. On-going snapshot (Same As Above) observations to listen for verbal use of academic language and depth of instruction
7. On-going field observations (Same as above) of student journals before and after
8. Post-survey (Same as Above) using questions to
evaluate the impact of progress and the degree of implementation

OUTCOMES: (3 of 3)

3. Improved Student Academic Performance

ACTIVITIES:
3.
Assessments
Student Journals
Teacher and Student Interview

RESOURCES/RESEARCH TOOLS NEEDED:
3.
Math Specialist
Ms. Rachal, AP
Ms. Barrett, AP

RESPONSIBILITY TO ADDRESS ACTIVITIES:
3.
Lead: Terri Ferrell
Collaborators:
Math Liaisons

TIMELINE:
3.
Monitor Data—every three weeks
(Team Analysis)

BENCHMARKS/ASSESSMENTS:
Outcome 3.
1. Assessment Data: Benchmarks, Common Assessments
7. On-going field observations (Same as above) of student journals before and after
9. Math failure rates on report cards.

Action Research Plan Approved December 10, 2010 by site supervisor: Ms. Rachal, Assistant Principal

Terri,
I can tell that you've put a lot of thought and consideration into your plan. It provides a lot of detail and you set some lofty goals. While we have had periodic vertical team meetings at Nitsch, we have not had weekly meetings committed to Math Vertical Team collaboration. I anticipate that with your specific plans and commitment we will see positive results. Your plan is approved.
Great job!