The goal of this action plan is to advance economically disadvantaged math students at the school. Steps include identifying these students, analyzing quantitative and qualitative data like test scores and surveys to understand challenges, and researching best practices. Key actions include administering a student survey, interviewing a sample, and matching individual data to design personalized approaches based on each student's needs and feedback from research on successful programs. The plan aims to raise math grades, confidence, and enrollment in higher levels of math through tailored instruction.

1. Action Plan
Goal: The goal of this action research is for the advancement of the economically disadvantaged students of my
school in the area of math. The students will benefit with higher math grades, greater confidence in their math skills,
and therefore the opportunity to enroll in higher level math classes. Higher level math classes could lead to more
career opportunities than they may have otherwise had. The school and teachers will benefit from student
improvement, higher standardized test scores and possibly a higher school rating. Parents and the community will
benefit with higher achieving, better educated members.
Action Steps(s): Person(s) Timeline: Needed Resources Evaluation
Responsible: Start/End
Identify our Head Counselor, August, 2010 - List of students on Completed list,
economically Assistant Principal, September, 2010 free and reduced disaggregated by
disadvantaged (ED) Cheryl Scott lunches, Child grade level, SPED
students for the 2010 Nutrition Services vs. regular students,
– 2011 school year. and by subgroups
Assessment
instrument – list of
students
Analyze quantitative Head Counselor, October, 2010 – AEIS Reports for Determine list of ED
data such as AEIS Assistant Principal, December, 2010 past 5 years from students that have
and TAKS scores Cheryl Scott TEA Website; failed any or all of
broken down by math TAKS tests
objective; analyze Individual math since 7th grade; chart
INOVA data for TAKS scores per any noticeable trends
future predictions of student since 7th both individually and
performance grade from as a group for past
counseling office; and future
INOVA data from predictions
Assistant Principal
Assessment
instrument – charts
and/or graphs of
trends by group and
for individuals
Analyze qualitative Math faculty, Cheryl Complete by end of Constructed survey Compile results of
research - Survey Scott January, 2011 asking possible survey and match to
ED students that are questions such as student’s quantitative
at risk of failing how students feel data
their math class and/ about math, what
or their TAKS test; types of teaching
interview a random works best for them
Assessment
sample for deeper in a math classroom,

2. understanding of the list of any positive instrument –
survey math experiences compilation of
they have had, ask individual student
what can we do to data, organized in
help them in math personalized folders
Research literature Cheryl Scott Ongoing from Internet, Library, Determine ideas
for pre-existing August, 2010 – Principal, Associate about successful or
knowledge about January, 2011 Principal unsuccessful
this subject methods that have
been used at other
schools;
what do the experts
say to do or not do
Assessment
instrument – decision
as to what we need
to do on our campus
based on the research
data and the
individual data of our
students
Harris, S., Edmonson, S., & Combs, J. (2010). Examining what we do to improve our schools: 8 steps from analysis
to action. Larchmont, NY: Eye On Education.
Format based on Tool 7.1 from Examining What We Do to Improve Our Schools
(Harris, Edmonson, and Combs, 2010)