Research Update

Do Pull-Outs Create Success?

The focus of my research project is Algebra 1 SPED students and a “pull-out” program that reinforces the objectives that are being taught and that will be tested on the End of Course exam.  The state recently announced that “modified tests” would not be given after the current school year.  With this in mind, our district made the decision that any student entering high school after the 2013 test would remain on the “regular” test.  Several of these students had been taking the “modified” versions of math tests.  It is my goal as the Special Education teacher for the high school to help these students to be motivated to be successful by showing adequate improvement. 

During the summer months, I researched pull-out programs and read several pieces of literature.  After identifying the SPED students who were enrolled in Algebra I for the current school year, I met with the Algebra teacher (from who’s class I will be pulling the students) to discuss my plans for utilizing “pull-outs”.  We set a schedule for the students to come to the Content Mastery Center and discussed different strategies to use to increase their success in the area of mathematics.  I also pulled the data for each of the students from the DMAC system and reviewed their IEP’s so that I could look at the trends of each student and get an idea of their strengths and weaknesses.   I actually began my action research activities with the students during the second week of school.  I used the first few sessions with the students to build a rapport and assess their current skills in the area of mathematics.  I then gave each of the students a pre-assessment to get a general idea of their current knowledge of Algebra.  I am currently working with each of these students to understand the objectives being taught so that they can be successful in working independently.  At first, several of the students were resistant to being pulled-out.  Now that they are beginning to gain some confidence because of their success, they have much better attitudes and are excited about learning the skills.  I am feeling positive about the program at this point.

5333 Week 1 Reflection

I was excited to complete the readings and assignments that lead to the development of my personal leadership vision statement.  I have been involved in many activities within my district that to the development of the districts vision and mission statements.  I have seen firsthand the importance of having this focal point when creating plans and making decisions.       The statement I developed is, I will aspire to be a passionate leader who values and respects myself and others by creating a positive environment that provides quality education leading to the life-long learning and success of all students.        My personal statement was developed after reflecting on my beliefs about effective teaching, leadership, classrooms, schools, and instructional programs.  I believe this statement will keep me focused in my journey to be a respected leader.

Week 4 Reflection - Revisions

I met with my site supervisor and the special education director again this week and still did not get much in the way of suggestions for revisions.  We discussed that several revisions may be needed during the process, but we would have to begin reviewing the data and the process before we would know what the revisions would be and how to make them.  I guess you could say "Revisions are Pending"!  He also mentioned that I may need to use “hands on practice” somewhere in my wording.  Our district/school is very focused on the students participating in the process of learning and strives to ensure constant hands on learning for our students.  Another point that was discussed was the Algebra 1 teacher who I will be working with.  He will be attending some training this summer that they felt would be beneficial for me to attend.  My principal seems to be very supportive and excited about the research project to begin.  The collaboration with the special education director, who is also very interested in the results, was also good.  She is very interested in helping me with the process and strategies in any way she can.  She wants me to keep her updated on the process so that we may use what is learned to begin strengthening our system district wide.  I wish it were time to get this thing rolling... but can't do much at this point.  I have began to gather data, but still waiting on state results to come in from this year. 

Reflecting On My Draft Plan

I felt like a lost puppy dog at the beginning of the week.  I had no idea where my brainstorming of topics would take me.  After meeting with my principal and special education director and sharing my drafted research action plan, I felt much better.  They are both behind me 100% and are anxious for me to get started which makes me excited!  It took me a while to figure out an area to focus on, but I am passionate about my job and helping my students succeed and plan to use the knowledge I gain from this experience to make the CHS content master center a new and improved learning environment! 

Action Research Plan Draft

Action Plan - Draft
Inquiry: Does pulling SPED students out of class for content mastery assistance increase their comprehension of the objectives and ultimately increase their test scores? Goal:  To determine effective strategies to assist special education students, in the mainstream Algebra 1 classes, in increasing their understanding of objectives that are required for Algebra 1 and the state End Of Course test.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Identify the focus group who will receive assistance. This list will include all students enrolled in Algebra 1 and qualify for special education services at Clarksville High School.	Melinda Sanders (SPED) Travis English (Gen Ed – Alg.1)	September 2013	Mr. English’s Algebra 1 Class Rosters List of CHS Special Education Participants	Who will the focus group consist of?
Students will take the Algebra 1 EOC benchmark.	Heather Crenshaw (Testing Coordinator)	September 2013	Algebra 1 EOC Benchmark Test	What knowledge of the Algebra 1 objectives do the individuals currently have?
Obtain individual student information: *reports that include a breakdown of the objectives and their results from the past three years including STAAR tests, and benchmarks *testing information including what test they will be taking and their accommodations.	Melinda Sanders (SPED) Gaylynn Mosely (DMAC Specialist)	September 2013	DMAC Solutions & SPED Folders	What information do we know about the individuals and their past testing information in the area of math? What do we know about the past CHS SPED students and their Algebra 1 EOC results?
Identify target curriculum and objectives students will need be pulled out of class for in order to receive content mastery assistance.	Melinda Sanders (SPED) Travis English (Gen Ed – Alg.1)	September 2013	DMAC Reports & IEP’s	What are the specific objectives the learners are expected to master?
Coordinate schedule for students to be pulled out for content mastery assistance and curriculum to be used for re-teaching, intervention, and remediation	Melinda Sanders (SPED) Travis English (Gen Ed – Alg.1)	September 2013	Data collection results and lesson plans.	When will the students be pulled out for content mastery assistance?
Students will be pulled out of Algebra 1 and I.I. classes to receive content mastery assistance on targeted objectives.	Melinda Sanders (SPED)	Begin: October 2013 End: May 2013	Developed schedule and teaching materials to use for target objectives.	Implementation of strategies used to enhance the students learning
Students will retake Algebra 1 EOC Benchmark	Heather Crenshaw (Testing Coordinator)	January 2014	Algebra 1 EOC Benchmark	What knowledge of the Algebra 1 objectives do the individuals currently have compared to the beginning of the year?
Obtain DMAC reports for each test given in Algebra 1 class to track improvement and mastery of objectives and adjust interventions.  This will include the benchmark retest.	Melinda Sanders (SPED) Gaylynn Mosely (DMAC Specialist)	Begin: October 2013 End: May 2013	DMAC Reports	What specific objectives should be the areas of focus and what new interventions might the content mastery center use?
Students take Algebra 1 EOC assessment	Heather Crenshaw (Testing Coordinator)	May 2013	Algebra 1 EOC assessment	What did the students learn in Algebra 1 this year with content mastery assistance?
Compare original data to the data resulting from the May 2014 EOC assessment to determine the effectiveness of the assistance used by pulling students out for Content Mastery assistance.	Melinda Sanders (SPED) Travis English (Gen Ed – Alg.1) Tonya Gifford (Special Ed. Director) Chris Vaughn (Site Supervisor / High School Principal)	May 2013	Original data reports and 2014 EOC reports.	Did regular use of content mastery assistance improve the learning of the students?