EDLD 5301 Research - Week 3 Assignment

1. Action Planning TemplateSchool Vision: The cohesive staff of Creekview Middle School, working with the support of the community, will provide all students with an active learning environment, focusing on the success of the whole child.How Will this Happen? -Create partnerships with other staff members, community, and students -Create a positive, safe, and well designed learning environment -Set high expectations -Provide relevant and challenging learning experiences -Foster the desire to be a lifelong learnerGoal: To provide an outdoor garden that embraces the learning community in curriculum standards by providing hands-on experiences to engage and connect with nature.Objectives/Outcomes of Research Investigation: To improve student achievement and learning for all students.To improve school community relationships.To improve parent and community involvement. To improve collaborative and cooperative learning.Action Steps(s):Person(s) Responsible:Timeline: Start/EndNeeded ResourcesEvaluationSetting up an outdoor garden committee J. CheslockApril 21, 2011Meeting space, paper, pens, pencils, chart paper, dry erase markersSurvey to get feedback and opinions on how meeting went; observationMeeting with grade level committee members to identify specific TEKS in curriculum that will be targeted as students engage in hands-on learning and observation of outdoor garden area.J. Cheslock, M. Woods, J. Ball, S. Reeves, A. Gray, K. Cook, and E. ClarkAugust 19, April 22, 2011Copy of TEKS for each grade level, highlightersTEKS have been identified that will be targeted throughout the yearObservation of classrooms and students working in garden area.Discussion and decision-making on how to utilize funds obtained from grant to purchase necessary materials for outdoor garden.J. Cheslock, M. Woods, J. Ball, S. Reeves, A. Gray, K. Cook, and E. ClarkApril 26, 2011Laptops, chart paper, dry erase markers, funds available from grant receivedExcel spreadsheet created that details how grant funds will be spent for garden areaMeeting with principal and SBDMC to share plan and obtain more funding if necessaryJ. Cheslock and M. Thurman May 2, 2011Copy of excel spreadsheet detailing how funds will be spentSurvey or questionnaire given to SBDMC to get feedback and suggestionsBrainstorming of plants to plantJ. Cheslock, M. Woods, J. Ball, S. Reeves, A. Gray, K. Cook, and E. ClarkMay 2, 2011Laptops, chart paper, dry erase markers, pens, pencils, notebook paperChart or list created that details what plants will be planted in fall and springCreating a seasonal schedule for when each grade level will plantJ. Cheslock and M. WoodsMay 9, 2011Laptops, chart paper, dry erase markers, copy of school calendarSchedule distributed to all teachers and administratorsCreating a schedule for when each grade level will observe and engage in hands-on learning.J. Cheslock, J. Ball, K. Cook, and E. Clark May 16, 2011Laptops, chart paper, dry erase markers, copy of school calendarSchedule distributed to all teachers and administrators Creating a schedule of ongoing maintenance and harvesting of gardenJ. Cheslock and E. Clark May 23, 2011Laptops, chart paper, dry erase markers, copy of school calendarSchedule distributed to all teachers and administratorsPlan of action for distribution of harvested fruits and vegetablesJ. Cheslock and A. Gray May 30, 2011Paper, pens, pencils, chart paper, dry erase markersDraft of action plan is completedAssign committee member to be in charge of communicating progress and updates to parents and community membersJ. Cheslock and M. Thurman May 2011 – December 2011 Laptop, colored paperWebsite is updated with information about garden area. A September newsletter is sent home with each student in their Tuesday folder.Newsletters are sent home each month detailing progress and updates on garden area.Website is updated monthly with pictures of students working in garden area.Collect data to monitor achievement of goals and objectives.(Interviews, surveys, pictures, field notes, observations)J. Cheslock and M. Woods May 2011 – December 2011Digital Cameras, paper, pens, pencils, parents, students, teachersReview and analyze interview and survey responses to determine how student learning and achievement have been affected. Display of pictures to share with stakeholders to show collaborative learning is taking place. Notes and observations will be used to assess how learning is improving in curriculum area.Analyze benchmark data J. Cheslock, M. Woods, J. Ball, S. Reeves, A. Gray, K. Cook, and E. Clark December 2011 – January 2012Copies of DMAC data for students in 3-5 for 2010-2011 and 2009-2010; highlightersComparison table of 2010-2011/2011-2012 benchmark data will be created to assess areas of strengths and weaknessesAnalyze TAKS dataJ. Cheslock, M. Woods, J. Ball, S. Reeves, A. Gray, K. Cook, and E. Clark May 2012Copies of 2009-2010 AEIS report; Preliminary 2010-2011 TAKS reportsComparison table created to assess areas of strengths and weaknesses in Reading, Writing, Math, and ScienceMonitoring progress of student achievement and learningJ. Cheslock, Ball, S. Reeves, A. Gray, K. Cook, and E. ClarkMay 2011 – December 2011Pencil, paper, copies of formative and summative assessment data(Weekly state of the class)Progress Reports providing notes of observations madeScores, gradesObservationsVerbal feedback and suggestions<br />