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?

Week 2 Reflection

This week has been both stressful and enlightening for me.  The word research intimidates me and I have had a difficult time finding a topic to call my "Action Research Project".  I am very passionate about special education and wanted to choose a meaningful topic within its' realm. 

 I began this week with a topic in mind that I felt would have productive outcomes for my students.  After the the web conference, I realized the topic I had chosen was much too large and I need to focus on a smaller piece.  I spent time trying to find topics that I was interested in and had already been researched in the area of mainstream learning, but was unsuccessful.  I also met with my site supervisor and special education director to discuss topics.  During my first meeting with them, I still did not have a specific topic that I was passionate about.  I then went back to my original idea and began to look at ways I could break it down and target a specific need.  After a second meeting with the the two administrators I am working with, I decided I would focus on the success of Algebra I students and how pulling them out for content mastery assistance or small group instruction might increase their comprehension of the objectives and ultimately increase their test scores.  Our algebra students have struggled the past few years on the objectives and skills necessary for success on the EOC test.  I want to establish interventions for the special education mainstreamed students to gain confidence and skills to meet state passing requirements.  This study is important in ensuring that the needs of these students are being met properly and to make appropriate adjustments to increase the learners success.

I am both nervous and excited to get started.  Although, I am still a bit apprehensive about this project and know that I will be making changes to ensure I have chosen proper wording of what my intentions are,  I know that the knowledge I will gain will help my goal of this project.  I will find ways to help students become more successful in the mainstream classroom. 

 I am still unsure about how to locate literature and research that has already been completed in this area, so if you have suggestions, please let me know.   
  

How Educational Leaders Can Use Blogs

There are countless ways for educational leaders to use blogs as a communication tool.  My first suggestion would be as a way to communicate with the school faculty.  The principal could post a blog concerning issues that may normally be discussed in meetings.  The blog would provide all participants to have input by posting their comments.  Leaders could also use blogging as a tool in the action research process.  Leaders could gather information from the blog to diagnose needs.  The blog could be expanded to collaborate and formulate strategies for improving the needs.  Another effective way to incorporate blogs would be through the use of a reflective journal.  This would give all stakeholders the opportunity to follow issues as they mature and use the blog as a community forum.  The possibilities of blog use are endless and should be considered as a tool for the classroom teacher as well as school leaders.