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James little actionresearchplan James little actionresearchplan Document Transcript

  • James Little Action Research Plan Question: What is the true effectiveness of tutorial (after-school or scheduled), mentor-mentee, and summer school programs on assisting students raise course averages and/or achieving standards set on state-mandated exams? School Vision: Our vision is to increase student success in the classroom and on state- mandated exams by creating successful assistance programs. Goal: Our goal is to create and monitor student-assistance programs that will enable students to become successful in the classroom and on state-mandated exams Goals/ Activities Resources/ Persons Timeline Progress Revisions Objectives Tools Responsible Assessments/ Evaluations Introduce Meet with Data J. Little August None SBDM action SBDM researched SBDM 2010 Committee research team and and data Committee may idea to discuss my collected suggest SBDM team action from other other research schools that programs to topic and support the assist in my explain need for goal data evaluation researched and use of different student assistance programs Introduce Provide an 1. Power J. Little August Questionnaire None my action introduction Point SBDM 2010 that will be filled research to action Presentation Committee out by the staff to topic and research 2. Research Campus Staff determine current plan to the topic to the data to programs and faculty at faculty and support my teaching used our provide action during tutorials beginning of supporting research and additional the year resources activity student campus as to why assistance inservices we should programs study and revamp our current programs Share idea Explain the 1. Handout J. Little August None Plan may of mentor- purpose of describing Grade level 2010 be mentee a mentor- mentor- teams reorganized program mentee mentee based on with grade program program general level teams and review 2. Research concerns AEIS and data from staff additional describing TAKS data several with successful campus student- staff assistance
  • programs 3. AEIS and additional TAKS data Survey the Meet with Survey which J. Little August Survey Additional students the will address Grade level 2010 programs and gain an students of the positives teachers may be insight on each grade and Grade level researched what types level and negatives of students based on of student- explain the the student- student assistance purpose of assistance survey programs my action programs on they feel is research campus necessary project Survey will on our Provide the also allow campus students students to with a suggest survey to student- determine assistance their needs programs on campus necessary for the campus Grade level 1. Each Previous J. Little August Pre-six weeks Students teachers will teacher will year’s 2010 – benchmark who have collaborate provide individual SBDM May exams failed the with one their TAKS results Committee 2011 TAKS test another and students the separate with a pre- Pre-six Grade level previous those six weeks weeks teachers year and student who benchmark benchmark have been either did exam at the exams promoted poorly on beginning or students previous of each six Pencils who have year’s TAKS weeks failed Exam or period multiple failed the 2. Teachers pre- or pre-six will post-six weeks determine weeks benchmark what benchmark exam into groups the exams will either students not be teacher-led will be exited from tutorial placed the groups or based on program peer mentor their groups benchmark or previous year’s TAKS scores Students will 1. Once Course J. Little August Current subject It will be at either attend separated, materials 2010 – materials the teacher-led the and Grade level May discretion or peer students technology teachers 2011 Post-six weeks of the tutorial will programs to benchmark exam teachers period and (actively) assist in the Peer tutors and receive the participate tutoring in principal if additional in their the students they feel a assistance assigned student can necessary tutorial Paper, be exited for them to period pencils from the
  • be 2. Students tutorial successful will be program on the post- assigned six weeks certain benchmark materials to complete Peer-led during each tutorials will tutorial be actively period monitored 3. Students by a teacher attending the tutorial Students will periods will be provided be provided a post-six a post-six weeks weeks benchmark benchmark to determine the success of the tutorial period Grade level Each grade Pre- and J. Little August Post-Six Weeks Students teachers will level team Post-Six 2010 – Benchmarks that fail the collaborate will be Weeks Administrators May six-weeks and share encourage Benchmark 2011 TAKS results or post-six the d to share Exam results Grade Level weeks information student Teachers Six Weeks benchmark and grade information Grade Speed Average may be data with one data switched collected another from their with one and gauge current another the success tutorial of the program to tutorial another program tutorial that the program student is attending We will consider on a student basis the correlation between student’s grade and tutoring the student received Grade level Data will be TAKS results J. Little January Student results Revisions groups will collected to 2011 – on benchmark and student collaborate determine Pre- and SBDM June exams, six weeks assignment and what Post-Six Committee 2011 averages, and will or can determine corrections Weeks Exam TAKS tests be altered the efficacy need to be results Grade Level based on of the made to Teachers student separate increase Tutorial performance student our student reports Administrators assistance success programs rate Six Week Grade Students will Reports
  • provide feedback about the tutorial programs that they attended throughout the school year Tutorial Grade level Activity J. Little May Evaluations of Changes to program teams will Sheets used 2011 – our mentoring our tutorial and meet and throughout SBDM June and tutorial program activities will conduct an tutorial Committee 2011 programs will be will be be assessed open periods based on six dependent and altered discussion Grade Level weeks averages on student for the on the TAKS results Teachers and TAKS results results and following successes success of year and failures Grade Speed the of our Data program tutorial periods. The committees will make an effort to determine which method of assisting our students was most successful