This document outlines an action research plan to increase family and community involvement at a school. The goal is to improve student achievement through greater parental and community engagement. Over the course of the school year, the plan involves gathering input from teachers, parents, and community members. Multiple focus groups will analyze data and research ways to strengthen relationships. The groups will then develop and implement activities to enhance involvement. Progress will be assessed regularly and activities will be revised as needed based on results. The overall aim is to create a collaborative process for improving the school's family and community involvement program.
This document outlines an action research plan to increase family and community involvement at a school. The goal is to improve student achievement through greater parental and community engagement. Key steps in the plan include gathering staff and stakeholder input on involvement opportunities, forming focus groups to research best practices, and implementing new programs. Progress will be monitored through assessments of student performance data and activity evaluations, with revisions made as needed to refine the involvement strategies.
The document outlines the agenda and goals for a principals' workshop focusing on action research, cluster roles, and professional development. Key points include:
- Discussing feedback from previous milestones and setting goals for the upcoming year with a focus on action research and teacher inquiry.
- Defining the roles of principals, lead teachers, and teachers within the cluster and how to best utilize the facilitator's time across schools.
- Exploring how action research can be incorporated into performance management and teacher appraisal.
- The agenda covers examining cluster goals, curriculum initiatives, management meetings, and keeping connected through online tools and collaboration.
This document provides an introduction to programming in Java. It begins with an overview of the history and characteristics of Java. It then covers Java variables and data types, input/output, conditional statements, loops, and arrays. The rest of the document demonstrates how to create a basic "Hello World" Java project in an IDE, explains components of a Java program like classes and methods, and provides examples of Java code for conditionals, loops, and arrays. Overall, the document serves as a tutorial for beginners to learn the basics of Java programming.
The document provides an overview of Strings and StringBuilders in Java. It discusses Strings as immutable objects and how StringBuilders can be more efficient for modifying strings. It also covers common String and StringBuilder methods, when to use each, and exceptions in Java using try/catch blocks.
This document provides an outline for a course on Java programming. It covers Java concepts like data types, variables, operators, flow control, decisions, arrays, strings, classes, objects, inheritance, packages, polymorphism, interfaces, AWT, applets, I/O, threads, servlets, and the history and architecture of Java. It explains that Java is a general purpose, platform independent, secure language based on C and C++. It also provides details on writing a first Java program and compiling and running Java code from the command line or an IDE.
Signature Assignment CUR 528: Planning a Needs Assessment EricaLJonesMAEd
The school district wants to improve instruction to better prepare students. A needs assessment will determine what professional development teachers need in areas like content mastery, teaching strategies, social-emotional learning, and more. Over 1,750 teachers will complete surveys and focus groups. Results will be used to design training for teachers before the next school year. The goal is to support teachers and help more students succeed.
This action plan outlines steps to build an effective school community through improving parental involvement at Wharton High School. The goal is to improve communication with parents, increase parent volunteers on campus, and establish parent committees. Activities include conducting a parent survey, sharing data with staff, creating a parental involvement committee, and implementing monthly involvement events from August 2010 to May 2011. The committee will meet before and after each event to plan and evaluate effectiveness. Revisions will be made as needed based on attendance and feedback to continuously improve parental involvement and student achievement.
This action plan outlines steps to build an effective school community through improving parental involvement at Wharton High School. The goal is to improve communication with parents, increase parent volunteers on campus, and establish parent committees. Activities include conducting a parent survey, sharing data with staff, creating a parental involvement committee, and implementing monthly involvement events from August 2010 to May 2011. The committee will meet before and after each event to plan and evaluate effectiveness. Revisions will be made as needed based on attendance and feedback to continuously improve parental involvement and student achievement.
This document outlines an action research plan to increase family and community involvement at a school. The goal is to improve student achievement through greater parental and community engagement. Key steps in the plan include gathering staff and stakeholder input on involvement opportunities, forming focus groups to research best practices, and implementing new programs. Progress will be monitored through assessments of student performance data and activity evaluations, with revisions made as needed to refine the involvement strategies.
The document outlines the agenda and goals for a principals' workshop focusing on action research, cluster roles, and professional development. Key points include:
- Discussing feedback from previous milestones and setting goals for the upcoming year with a focus on action research and teacher inquiry.
- Defining the roles of principals, lead teachers, and teachers within the cluster and how to best utilize the facilitator's time across schools.
- Exploring how action research can be incorporated into performance management and teacher appraisal.
- The agenda covers examining cluster goals, curriculum initiatives, management meetings, and keeping connected through online tools and collaboration.
This document provides an introduction to programming in Java. It begins with an overview of the history and characteristics of Java. It then covers Java variables and data types, input/output, conditional statements, loops, and arrays. The rest of the document demonstrates how to create a basic "Hello World" Java project in an IDE, explains components of a Java program like classes and methods, and provides examples of Java code for conditionals, loops, and arrays. Overall, the document serves as a tutorial for beginners to learn the basics of Java programming.
The document provides an overview of Strings and StringBuilders in Java. It discusses Strings as immutable objects and how StringBuilders can be more efficient for modifying strings. It also covers common String and StringBuilder methods, when to use each, and exceptions in Java using try/catch blocks.
This document provides an outline for a course on Java programming. It covers Java concepts like data types, variables, operators, flow control, decisions, arrays, strings, classes, objects, inheritance, packages, polymorphism, interfaces, AWT, applets, I/O, threads, servlets, and the history and architecture of Java. It explains that Java is a general purpose, platform independent, secure language based on C and C++. It also provides details on writing a first Java program and compiling and running Java code from the command line or an IDE.
Signature Assignment CUR 528: Planning a Needs Assessment EricaLJonesMAEd
The school district wants to improve instruction to better prepare students. A needs assessment will determine what professional development teachers need in areas like content mastery, teaching strategies, social-emotional learning, and more. Over 1,750 teachers will complete surveys and focus groups. Results will be used to design training for teachers before the next school year. The goal is to support teachers and help more students succeed.
This action plan outlines steps to build an effective school community through improving parental involvement at Wharton High School. The goal is to improve communication with parents, increase parent volunteers on campus, and establish parent committees. Activities include conducting a parent survey, sharing data with staff, creating a parental involvement committee, and implementing monthly involvement events from August 2010 to May 2011. The committee will meet before and after each event to plan and evaluate effectiveness. Revisions will be made as needed based on attendance and feedback to continuously improve parental involvement and student achievement.
This action plan outlines steps to build an effective school community through improving parental involvement at Wharton High School. The goal is to improve communication with parents, increase parent volunteers on campus, and establish parent committees. Activities include conducting a parent survey, sharing data with staff, creating a parental involvement committee, and implementing monthly involvement events from August 2010 to May 2011. The committee will meet before and after each event to plan and evaluate effectiveness. Revisions will be made as needed based on attendance and feedback to continuously improve parental involvement and student achievement.
This action plan outlines steps to build an effective school community through improving parental involvement at Wharton High School. The goal is to improve communication with parents, increase parent volunteers on campus, and establish parent committees. Activities include conducting a parent survey, sharing data with staff, creating a parental involvement committee, and implementing monthly involvement events from August 2010 to May 2011. The committee will meet before and after each event to plan and evaluate effectiveness. Revisions will be made as needed based on attendance and feedback to continuously improve parental involvement and student achievement.
1. The document outlines an action plan to improve communication and the school climate through a series of steps over several months.
2. The first steps involve surveying stakeholders and collecting artifacts to document the current status and deficiencies.
3. Research is then conducted into ways to improve the deficiencies, and consensus is built among staff around an agenda for improved communication.
4. Strategies suggested by the committee are then implemented, and data is collected to gauge the impact on parent response and student results.
The strategic plan for the Richland School District outlines their strategic planning process and stakeholder involvement. They conducted focus groups with staff, students, parents and community members to gather input. Data on student achievement, perceptions and demographics was also analyzed. From this, they drafted a mission statement, commitments and 4 goals for teaching/learning, system improvement, parent/community involvement, and leadership. The plan will be implemented over the next 3 years.
This document outlines an induction training for new teachers. It includes an agenda for professional development sessions focused on establishing positive parent relations, analyzing student assessment data, and teaching organizational skills. The training will use activities like roleplaying parent communication, analyzing sample student test data, and creating lesson plans for teaching organizational skills. Formative feedback will be collected through parking lot notes, surveys, and exit slips to inform future professional development.
The document discusses teacher action research and professional development. It provides examples of focus areas and questions for teacher action research projects, including how to use technology to enhance learning in various subject areas. Guidelines are provided for developing an action research plan and report, including collecting and analyzing data. Suggestions are made for schools to support teacher action research through modeling, providing time and resources, and encouraging reflection and sharing of results.
This document provides guidance for teachers participating in classroom action research. It outlines the key steps in the process, including developing a research question, creating an action plan, collecting and analyzing data, and reporting findings. Teachers are encouraged to work with a partner and facilitator for support. The goal is to help teachers engage as learners and use research to develop their practice and enhance student learning.
This document discusses action research and teacher professional development. It explains that action research involves teachers critically reflecting on their own practice to improve student outcomes. This can be done individually or collaboratively through projects focused on an area of interest. The document provides examples of action research questions and outlines the process of developing a project including collecting and analyzing data. It notes benefits like improved teaching and confidence but also challenges like time required. Advice for schools includes supporting teachers by modeling projects and having structures in place to share learning.
We Can Do Better Palo Alto - presentation at May 17, 2011 meeting. We are a group of Palo Alto parents, students, former students and community members advocating changes to PAUSD policies to reduce academic stress and improve the emotional and mental health of our students.
Learn the process of developing Literacy Leadership Teams in secondary schools. Information is based upon research and the experiences of two high school literacy coaches who developed multiple school-based teams.
The document describes a BASE model for school improvement that involves four stages: Begin, Act, Sustain, and Evaluate. The model is meant to provide a continuous cycle of improvement. The first stage, Begin, involves inclusive planning with stakeholders to develop a shared vision and goals. This includes determining who to involve, agreeing on a mission/vision, and methods for sharing information. The second stage, Act, is implementing the plan while building a culture of collaboration and using data to monitor progress and make adjustments.
Week 6 Discussion 2 Los PenProfile the kind of empirical evidenc.docxhelzerpatrina
Week 6 Discussion 2 Los Pen
Profile the kind of empirical evidence at Los Pen that supports the school’s transformation. Focus on quantitative data. Based on the statistical data gleaned from the readings what qualitative conclusions would you draw about the efficacy of the many aspects of differentiated parent support?
INSTRUCTOR GUIDANCE
WEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
In Week Five, you read about the link between Maslow’s Hierarchy of Needs and parental involvement. When students do not have their basic needs met or do not feel safe in school, they are not fully prepared for academic instruction. “It is imperative that we proactively create a climate that will support all students learning” (Hjalmarson, 2011, p.135). Partnerships are all about connection. In this final week of the class, we will end our discussion about the need to develop partnerships among schools, families, and communities to support student success.
Parents are the glue that helps to bring students and schools together. For schools, it is important to gain parent support and involvement in assisting students in their educational growth. Schools must develop strategies to offer parents in establishing better support for students in their educational journey; however, in order for schools to help parents, there must be a plan in place. We learned at the start of this course that there are a variety of ways in which parents can be supportive of students in school. Far gone are the days when the only way that parents could show support was to help with homework. Although helping with homework is still vital, it is only a small example of the many strategies that parents can use to support the education of their children.
Think about the classroom today, beyond fundraisers and PTA meetings. What are some of ways in which your child's school has asked for your support or you have asked parents for support? How does this extend to using technology as a means of academic support? Consider the technology you use to communicate with your child’s teachers or with the parents of your students. Research shows a strong correlation between the achievement gap and home Internet accessibility (Empowering Parents, 2010). “If, as President Obama emphasizes, parents have a responsibility to be actively involved in their children’s education, they will need the technology tools and skills to do so effectively” (The Children’s Partnership, 2010, p. 7). Having regular communication with schools through email, blogs, and social media helps parents receive updates to their child’s performance and plan for what additional supports they might need for areas of need.
We have learned throughout the previous weeks of this course that classrooms throughout the U.S. have become increasingly diverse. Hjalmarson writes that, “when people are born into families with limited parenting skills, without some intervention or tr ...
As you consider your teams, remember to consider what team dynamic will best fit the needs and culture of your school. Additionally, I would like to clarify the point I made about administrator participation in the team. The STEAMteam is a round table group – meaning that there is not necessarily an identified lead. It is important that any person (administrator, instructional coach, teacher, etc) who is a part of the team participates as such. Please consider welcoming anyone who wants to be a part of the collaboration! I hope that this was the takeaway message that you heard.
- Researchers used a Data-in-a-Day approach to observe multiple classrooms in a single day through short observations, faculty surveys, and student questionnaires.
- Data-in-a-Day allows for collecting, analyzing, and synthesizing data from various stakeholders to evaluate educational reforms and provide timely feedback to schools.
- The document describes a classroom observation checklist and student questionnaire used in the Data-in-a-Day approach to evaluate smaller learning communities at a school.
This document summarizes a presentation given by School District No. 48 (Sea to Sky) about moving to an assessment model without letter grades. It provides background on research showing letter grades can be harmful to student learning and motivation. It outlines a pilot project to use ongoing, descriptive assessments and communication of student learning and competencies instead of letter grades. Teachers will provide clear feedback aligned to learning standards and parents can opt their children out of the pilot. The goal is to modernize assessment practices to better support student learning and development.
This document provides a training program plan for a Problem/Project Based Learning training program for educators. A needs assessment found that 53% of teachers indicated PBL as their biggest training need. The training program will be two days and provide 1,200 educators with curriculum on implementing PBL to improve student engagement, learning, and critical thinking skills. The budget of $250,000 will cover costs for training district staff as well as providing educators a stipend and meals for attending. The goals are to develop skilled project managers, build PBL capacity, create deeper learning, and become exemplary PBL facilitators. Stakeholders include educators, students, and administrators. Promotional materials will communicate the program to appeal to educators' needs
1) The document discusses a research project examining how students react to different types of homework. It analyzes the results of giving students a more varied set of homework assignments over the course of a term.
2) Initial questionnaires found that most students previously only received homework through mymaths and worksheets, which correlated with lower enjoyment. The study aimed to increase variety using different skills and ICT.
3) After implementing varied homework over 1.5 terms, a second questionnaire showed student enjoyment had risen 26% and 50% of students preferred the new approach, indicating variety in homework promotes higher engagement.
The document discusses assessment and evaluation in education. It distinguishes between assessment for learning (formative assessment) and assessment of learning (summative assessment), noting that the primary purpose of assessment is to improve student learning. It provides examples of different assessment strategies and tools that can be used, including rubrics, to support teachers and engage students.
Participatory Action Research At A Public New England...Michele Thomas
The document summarizes the key differences between action research and action learning. Action research aims to improve practices through a structured, reflective process involving researchers studying their own practices. It focuses on generating new knowledge and understanding through analyzing issues, taking action, and reflecting on the results. In contrast, action learning focuses on the learning of participants as they select issues, analyze them, take action, and reflect, without necessarily generating new theoretical knowledge. The primary goal is learning rather than research.
This document outlines the reading action plan for West Glocester Elementary School for 2011-2012. The plan's targets are to increase the percentage of students scoring proficient or higher on standardized tests and at or above grade level on local assessments. Key elements of the plan include having students regularly read independently, choose books at their level, develop vocabulary, and apply reading skills across subjects. Teachers will establish reading routines, provide instruction and modeling, and administer regular assessments to monitor progress. The school will support the plan through professional development for teachers, an instructional coach, and involving parents through reporting events. Progress will be evaluated regularly and reported to administrators, teachers, students, families and the community.
This action plan outlines steps to build an effective school community through improving parental involvement at Wharton High School. The goal is to improve communication with parents, increase parent volunteers on campus, and establish parent committees. Activities include conducting a parent survey, sharing data with staff, creating a parental involvement committee, and implementing monthly involvement events from August 2010 to May 2011. The committee will meet before and after each event to plan and evaluate effectiveness. Revisions will be made as needed based on attendance and feedback to continuously improve parental involvement and student achievement.
1. The document outlines an action plan to improve communication and the school climate through a series of steps over several months.
2. The first steps involve surveying stakeholders and collecting artifacts to document the current status and deficiencies.
3. Research is then conducted into ways to improve the deficiencies, and consensus is built among staff around an agenda for improved communication.
4. Strategies suggested by the committee are then implemented, and data is collected to gauge the impact on parent response and student results.
The strategic plan for the Richland School District outlines their strategic planning process and stakeholder involvement. They conducted focus groups with staff, students, parents and community members to gather input. Data on student achievement, perceptions and demographics was also analyzed. From this, they drafted a mission statement, commitments and 4 goals for teaching/learning, system improvement, parent/community involvement, and leadership. The plan will be implemented over the next 3 years.
This document outlines an induction training for new teachers. It includes an agenda for professional development sessions focused on establishing positive parent relations, analyzing student assessment data, and teaching organizational skills. The training will use activities like roleplaying parent communication, analyzing sample student test data, and creating lesson plans for teaching organizational skills. Formative feedback will be collected through parking lot notes, surveys, and exit slips to inform future professional development.
The document discusses teacher action research and professional development. It provides examples of focus areas and questions for teacher action research projects, including how to use technology to enhance learning in various subject areas. Guidelines are provided for developing an action research plan and report, including collecting and analyzing data. Suggestions are made for schools to support teacher action research through modeling, providing time and resources, and encouraging reflection and sharing of results.
This document provides guidance for teachers participating in classroom action research. It outlines the key steps in the process, including developing a research question, creating an action plan, collecting and analyzing data, and reporting findings. Teachers are encouraged to work with a partner and facilitator for support. The goal is to help teachers engage as learners and use research to develop their practice and enhance student learning.
This document discusses action research and teacher professional development. It explains that action research involves teachers critically reflecting on their own practice to improve student outcomes. This can be done individually or collaboratively through projects focused on an area of interest. The document provides examples of action research questions and outlines the process of developing a project including collecting and analyzing data. It notes benefits like improved teaching and confidence but also challenges like time required. Advice for schools includes supporting teachers by modeling projects and having structures in place to share learning.
We Can Do Better Palo Alto - presentation at May 17, 2011 meeting. We are a group of Palo Alto parents, students, former students and community members advocating changes to PAUSD policies to reduce academic stress and improve the emotional and mental health of our students.
Learn the process of developing Literacy Leadership Teams in secondary schools. Information is based upon research and the experiences of two high school literacy coaches who developed multiple school-based teams.
The document describes a BASE model for school improvement that involves four stages: Begin, Act, Sustain, and Evaluate. The model is meant to provide a continuous cycle of improvement. The first stage, Begin, involves inclusive planning with stakeholders to develop a shared vision and goals. This includes determining who to involve, agreeing on a mission/vision, and methods for sharing information. The second stage, Act, is implementing the plan while building a culture of collaboration and using data to monitor progress and make adjustments.
Week 6 Discussion 2 Los PenProfile the kind of empirical evidenc.docxhelzerpatrina
Week 6 Discussion 2 Los Pen
Profile the kind of empirical evidence at Los Pen that supports the school’s transformation. Focus on quantitative data. Based on the statistical data gleaned from the readings what qualitative conclusions would you draw about the efficacy of the many aspects of differentiated parent support?
INSTRUCTOR GUIDANCE
WEEK FIVE
*Special thanks to Dr. Patrice Jones for sharing her original guidance in this document.
In Week Five, you read about the link between Maslow’s Hierarchy of Needs and parental involvement. When students do not have their basic needs met or do not feel safe in school, they are not fully prepared for academic instruction. “It is imperative that we proactively create a climate that will support all students learning” (Hjalmarson, 2011, p.135). Partnerships are all about connection. In this final week of the class, we will end our discussion about the need to develop partnerships among schools, families, and communities to support student success.
Parents are the glue that helps to bring students and schools together. For schools, it is important to gain parent support and involvement in assisting students in their educational growth. Schools must develop strategies to offer parents in establishing better support for students in their educational journey; however, in order for schools to help parents, there must be a plan in place. We learned at the start of this course that there are a variety of ways in which parents can be supportive of students in school. Far gone are the days when the only way that parents could show support was to help with homework. Although helping with homework is still vital, it is only a small example of the many strategies that parents can use to support the education of their children.
Think about the classroom today, beyond fundraisers and PTA meetings. What are some of ways in which your child's school has asked for your support or you have asked parents for support? How does this extend to using technology as a means of academic support? Consider the technology you use to communicate with your child’s teachers or with the parents of your students. Research shows a strong correlation between the achievement gap and home Internet accessibility (Empowering Parents, 2010). “If, as President Obama emphasizes, parents have a responsibility to be actively involved in their children’s education, they will need the technology tools and skills to do so effectively” (The Children’s Partnership, 2010, p. 7). Having regular communication with schools through email, blogs, and social media helps parents receive updates to their child’s performance and plan for what additional supports they might need for areas of need.
We have learned throughout the previous weeks of this course that classrooms throughout the U.S. have become increasingly diverse. Hjalmarson writes that, “when people are born into families with limited parenting skills, without some intervention or tr ...
As you consider your teams, remember to consider what team dynamic will best fit the needs and culture of your school. Additionally, I would like to clarify the point I made about administrator participation in the team. The STEAMteam is a round table group – meaning that there is not necessarily an identified lead. It is important that any person (administrator, instructional coach, teacher, etc) who is a part of the team participates as such. Please consider welcoming anyone who wants to be a part of the collaboration! I hope that this was the takeaway message that you heard.
- Researchers used a Data-in-a-Day approach to observe multiple classrooms in a single day through short observations, faculty surveys, and student questionnaires.
- Data-in-a-Day allows for collecting, analyzing, and synthesizing data from various stakeholders to evaluate educational reforms and provide timely feedback to schools.
- The document describes a classroom observation checklist and student questionnaire used in the Data-in-a-Day approach to evaluate smaller learning communities at a school.
This document summarizes a presentation given by School District No. 48 (Sea to Sky) about moving to an assessment model without letter grades. It provides background on research showing letter grades can be harmful to student learning and motivation. It outlines a pilot project to use ongoing, descriptive assessments and communication of student learning and competencies instead of letter grades. Teachers will provide clear feedback aligned to learning standards and parents can opt their children out of the pilot. The goal is to modernize assessment practices to better support student learning and development.
This document provides a training program plan for a Problem/Project Based Learning training program for educators. A needs assessment found that 53% of teachers indicated PBL as their biggest training need. The training program will be two days and provide 1,200 educators with curriculum on implementing PBL to improve student engagement, learning, and critical thinking skills. The budget of $250,000 will cover costs for training district staff as well as providing educators a stipend and meals for attending. The goals are to develop skilled project managers, build PBL capacity, create deeper learning, and become exemplary PBL facilitators. Stakeholders include educators, students, and administrators. Promotional materials will communicate the program to appeal to educators' needs
1) The document discusses a research project examining how students react to different types of homework. It analyzes the results of giving students a more varied set of homework assignments over the course of a term.
2) Initial questionnaires found that most students previously only received homework through mymaths and worksheets, which correlated with lower enjoyment. The study aimed to increase variety using different skills and ICT.
3) After implementing varied homework over 1.5 terms, a second questionnaire showed student enjoyment had risen 26% and 50% of students preferred the new approach, indicating variety in homework promotes higher engagement.
The document discusses assessment and evaluation in education. It distinguishes between assessment for learning (formative assessment) and assessment of learning (summative assessment), noting that the primary purpose of assessment is to improve student learning. It provides examples of different assessment strategies and tools that can be used, including rubrics, to support teachers and engage students.
Participatory Action Research At A Public New England...Michele Thomas
The document summarizes the key differences between action research and action learning. Action research aims to improve practices through a structured, reflective process involving researchers studying their own practices. It focuses on generating new knowledge and understanding through analyzing issues, taking action, and reflecting on the results. In contrast, action learning focuses on the learning of participants as they select issues, analyze them, take action, and reflect, without necessarily generating new theoretical knowledge. The primary goal is learning rather than research.
This document outlines the reading action plan for West Glocester Elementary School for 2011-2012. The plan's targets are to increase the percentage of students scoring proficient or higher on standardized tests and at or above grade level on local assessments. Key elements of the plan include having students regularly read independently, choose books at their level, develop vocabulary, and apply reading skills across subjects. Teachers will establish reading routines, provide instruction and modeling, and administer regular assessments to monitor progress. The school will support the plan through professional development for teachers, an instructional coach, and involving parents through reporting events. Progress will be evaluated regularly and reported to administrators, teachers, students, families and the community.
1. Action Research Plan Question:<br />What role does family and community involvement play in building student achievement levels? What can we do as a learning community to increase parental and community involvement for our students?<br />School Vision:<br />Our vision is to increase family and community involvement with the goal of increasing student success.<br />Goal:<br />Our goal is to increase student achievement by involving families and business members into the everyday lives of our students.<br />Action Research Plan Draft<br />Goals/ObjectivesActivitiesResources/ToolsPersons ResponsibleTimelineProgress Assessments/EvaluationsRevisionsBring concept of research/idea to SBDM team.Meet with SBDM to discuss interest in such matter, explain research data.Research data to support the benefits of including family/community involvement in the learning community.R. TrojcakSBDM TeamAugust 2010NoneGoal and main focus may be assessed and adjusted depending on the team’s opinions.Get permission to share information at one of the beginning of school year faculty meeting sessions.Get permission to speak at one of the beginning of year faculty meeting sessions.Research data to explain reason for such idea.R. TrojcakSBDM TeamAugust 2010NoneNoneShare the goal for this school year to increase family and community involvement to all stakeholders through the use of action research.Explain the need for increase of family/community involvement in students’ lives at beginning of school year.Have an open-session for all members to give their input and opinions of what should be done to increase such need.Cafeteria roomComputer, PowerPoint programSnacksProvide supporting research/data from articles as well as the state mandates included in NCLB that explains the increase of family/community involvement has on student achievement.R. TrojcakSBDM teamAugust 2010NoneDepending on what the entire staff thinks of the goal, the goal maybe revamped.Explain the concept of action research and how it will benefit our goal of increasing student achievement by involving family/community members into the students’ lives.Explain and outline the 8 Steps from Analysis to Action to faculty. Explain we will be using these 8 steps as a guideline to our action research plan.Computer, PowerPoint, PowerPoint presentation printout for each member, pens, highlightersInformation from: Examining What We Do To Improve Our Schools: 8 Steps from Analysis to Action, Harris et.al. textR. TrojcakSBDM teamAugust 2010Check for understanding throughout presentation.PowerPoint may need to be revamped to meet the needs of the members.Create reflection notebook as a means for complying all resources, notes, actions performed throughout the entire course of the plan.Assigned individual to be notebook keeper. Each meeting, action, activity, research analysis performed will be reflected in the notebook to review and refer back to throughout the course of the plan.Notebook, paper, dividers, computer, PowerPointsR. TrojcakSBDM teamAugust 2010By keeping record of all the actions, materials, resources, ideas, opinions etc. that have taken place throughout the course of the action research plan, our team will be allowed to refer back to it as a reference.Notebook will be revised throughout the course of the plan. Survey staff to determine what each member thinks of action research and improving student achievement by increasing family/community involvement.Ask each faculty member to take time to complete survey about action research and the goal of improving student achievement by increasing the involvement of families and community workers.Survey, pencilsR. TrojcakSBDM teamAugust 2010Using the survey results we will be able to determine if faculty members are intrigued to learn how to improve our family/community involvement.Survey may need to be revamped, give more room for additional areas of discussion or improvement.Set up session and PowerPoint to explain goal to parents, students and businesses at the beginning of the school year at orientation night.Set up short session at the beginning of orientation night to explain goal, ask for input and volunteers throughout this year’s action research project.CafeteriaPaper, pencilsTables and ChairsSnacksR. TrojcakSBDM teamCustodiansAugust 2010NoneMeeting date and time may have to be changed depending on when orientation will be set up.Design take-home survey that addresses the current family/community involvement that can be given to parents, students, and business members.Hand out survey at orientation night to gain the opinions and ideas from students, parents, and businesses to determine what needs to be improved, adjusted, changed, and taken out etc. to better our goal.Survey: paper, computer, printerR. TrojcakSBDM teamOffice StaffClassroom teachersAugust 2010Survey ResultsDepending on survey feedback, an additional survey may need to be sent home again.Develop multiple focus groups/teams including family and community businesses to closely analyze research data and survey results to develop ideas/opinions on how to improve family/community relationships into this school year. Focus groups will decide what research methods they will use to conduct their own research on how to improve family/community involvement in our learning community.Meet once a month to discuss results.Divide up faculty members throughout grade levels and teaching subjects evenly. Research articles to begin with, but also encourage group members to investigate themselves and do their own researching.Computers, paper, printers.R. TrojcakSBDM teamFocus GroupsSeptember-November 2010Gain a continuing amount of information/research.Determine if focus groups are gaining knowledge.If certain groups are not working collaboratively together, a talk to that group may be necessary to continue progress.Group members will collaborate and share information they researched/discovered with other group members and stakeholders.Each group will be encouraged to share their findings with other group members through the use of blogs, printouts, and discussion boards.Computers, printers, paper.R. TrojcakSBDM teamFocus GroupsSeptember-November 2010Will be determined by how much research and knowledge has been gathered and what knowledge can be used to benefit our action plan.The amount and quality of collaboration may need to be assessed.Focus groups will meet again to determine what will be decided based on the research each group gathered.Focus groups will develop their own goals and actions of how they think our learning community could improve family/community involvement. Computers, paper, pencilsR. TrojcakSBDM teamFocus GroupsDecember 2010The amount and quality of research ideas will be assessed to determine what are the best information/ideas to use to obtain our goal.Quality of research may need to be assessed and evaluated.We will begin to use the research we gained to improve the family/community involvement for our school.Ideas will be gathered and the process will begin on attempting to strengthen and improve our school’s family/community involvement program through the use of each focus group’s research and ideas.Resources will be dependent on each focus group’s ideas and actions.R. TrojcakSBDM teamFocus GroupsJanuary-May 2011Each group’s actions/activities will be assessed on a regular basis.Assessment will include students’ six week testing scores, daily attendance, each students’ attitude etc. Revisions will be made to activities wherever we see fit.Activities will be assessed and revamped for the following school year.Focus groups will meet again to express any concerns, areas of improvement etc. that needs to be revamped for the following school year.Paper, pencils, activity layoutsR. TrojcakSBDM teamFocus GroupsMay 2011Progression and assessment of each activity will be done.Revisions will be dependent on each activity and its progression.<br />