SETTING THE FOUNDATION:
The new STAAR test has served to raise the
bar at which students in Texas are being held accountable to. While it has good
intentions, teachers/students across the state have felt the pressure rising.
As an Algebra 1 teacher, I too have undertaken the challenge of teaching
current 9th grades at a higher level and at a faster pace. By
meeting with and speaking to other Algebra 1 teachers, it has become clear that
students are not reaching the bar at the expectancy that we would like. Several
students are improving while others are falling behind. Acceleration summer
school and pull-outs are being held in order to provide this group of students
with the additional support in preparation for the retest.
ANALYZING DATA:
Demographics, reports and benchmark testing
scores will be analyzed from the last two years of Algebra 1 STAAR testing. My
main focus will be on the most recent Algebra 1 STAAR test of 2013.
DEVOLOPING DEEPER UNDERSTANDING:
In addition to pulling reports, I plan to meet
and interview several key stakeholders in the Algebra 1 department in order to
gain a better understand of the issue at hand. I will conduct interviews with
the math coordinator, the administrator above math, regular algebra 1 teachers,
algebra 1 acceleration teachers, and several students who have not passed the
Algebra 1 STAAR test. This will allow me to understand this issue through many
different perspectives. I am hoping to find many similarities but also several
differences between the visions of various people.
ENGAGE IN SELF-REFLECTION:
Through self-reflection both prior to and
after my research I hope to gain a better understand as to things and
techniques that I can do differently to better accommodate the struggling math students
that I have in my classroom. In the long run, as an administrator, I will be
better prepared to work with other teachers who may have the same issues or
concerns about this matter. I will ask myself questions such as: How am I
capable of changing and improving the programs the school offers and how can I
participate more? Am I being fair in my assessment and conclusions of this
particular group? Do I and the school have the resources and skills needed to
improve and make progress when working with these students? The ultimate goal
is to encourage these students to continue to try and continue to learn.
EXPLORING PROGRAMMATIC PATTERNS:
After speaking with my site supervisor and
the math coordinator, I have a better idea of when and what needs to be done to
have successful action research. Assistance from these people along with other
teachers and staff members will be most beneficial to me. I have a better
understanding of what skills and resources are available to me and to the math
acceleration program.
DETERMINING DIRECTION:
At this point my goal and intentions for my
topics are clear to myself and my site supervisor. I have addressed the skills
and resources to be successful and established my approach, primarily through
data reports, interviews, and finally the retest. My timeline is as realistic
as possible considering the summer break and testing season and I plan to
remain constant throughout the rest of this year and the summer Based on
results, I know I will need to flexible in altering my plan as a result of
periodic evaluation.
TAKING ACTION FOR SCHOOL IMPROVEMENT:
During and at the conclusion of my research I
will collaborate with the testing coordinator and math coordinator to construct
a comprehensive report of my findings. I will propose possible solutions and
encourage the progress of the acceleration program based on my results. I will
submit this to my supervisor along with the site based committee and will
include a proposal for action to improve the academic success of students who
struggle not just with algebra 1 but with all STAAR testing subjects.
SUSTAIN IMPROVEMENT:
My
results will be shared with my own math department as I find it a necessity to
reach out to all students during instruction. Ideally I would like my research
to be beneficially across all subject areas and would encourage all teachers to
use the techniques and accommodations put in place by the STAAR acceleration
committee. It is imperative to not let these students fall behind. We need to
learn how to teach our material well while at the same time encourage those who
do not understand to continue to progress. It is also important that I keep up
with these results from year to year to ensure that this population of students
is not being left behind.
School
Vision:
The vision for MISD is “Quest for excellence.
Success for all students.” The vision for West Mesquite High School is to equip
students with the skills to meet all requirements for graduation in Texas,
including the TAKS and STAAR exams at the proficient or commended level as well
as to equip them with skills necessary to be successful in college or the
workforce.
Goal:
The goal of WMHS is to encourage students to
be life-long learners.
*My goal for this action research is to
identify and target student who have not met the passing standards on the
Algebra 1 STAAR test and to investigate the success of the acceleration program
along with other programs the school offers. I would also like to identity what
more could be done to support these students and how they are affected
academically and socially.
Activities:
Interview math coordinator about the acceleration
program
Meet with administrator over math
Interview several students who have not met
the standards
Interview general algebra 1 teachers
Look into trainings STAAR teachers are
receiving
Identify target areas for instruction
Compare testing data and results
Compare state standards to MISD standards
List accommodations and useful techniques
Outcomes:
Get a better idea of how effective
acceleration is at our school
Understand the standards and requirements for
placement
Discuss how the program is affected on the
administrative level
Learn and make improvements on how the program
supports the students
Understand what students feel works best and
what they would like improvements on
Discuss tactics that work and do not work,
implement changes
Learn how all teachers trained to handle
situations and make necessary changes to benefit both teacher and student
What needs the most work and how can we fix
it by building on the most successful approaches
Makes sure all standards align across state,
district and school
Learn more about what is being done to
support teachers, students and parents and if it is working
Resources/Tools/Responsibility:
I will use any resources I can come in
contact with: administrators, teachers, websites, books and interviews. I will
be responsible for all interviews and all data collecting. Assistance will be
provided primarily by the testing coordinator and math head at my school and
other supporting teachers at the school.
Timeline:
Research will be completed for the remainder
of the school year and into the summer acceleration program. Initial interviews
and investigation will be done prior to the end of the school year. Since we
are in prime testing season, data will be collected as soon as possible and in
time for summer acceleration classes. Changes will be implemented in time for
testing again in the July. This allows time for trial techniques and time for
investigation and interviews of the various teachers and students across many
subject areas.
Evaluation/Assessment:
This process cannot fully be evaluated until
after the research has been conducted and some changes can be made during the upcoming
academic year. Numbers and data will be collected and compared between the
2012-2013 and 2013-2014 school year. Interviews will also be conducted
regularly to get a regular understanding of the success and progress of this
process.
Action Planning Template
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Goal: My goal for this action research is to investigate the
success rate of acceleration instruction for the Algebra 1 STAAR retest
students. I would also like to
identity what more could be done to support these students in the future and
to increase the overall passing rate for first time testing students.
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Action Steps(s):
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Person(s) Responsible:
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Timeline: Start/End
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Needed Resources
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Evaluation
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Interview the math coordinator
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I will be mainly
responsible for all activities. Math coordinator will also support.
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Before the end of the
2013 school year
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List of programs
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Look into who gets placed into acceleration classes and programs
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I will be mainly
responsible for all activities. I will require help and information from the administration
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Before the end of 2013
year
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District testing for
placement and requirements
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Meet with administrator over math
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I will be mainly
responsible for all activities. I will be speaking with administrators as
well for this activity.
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May 2013
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List of questions
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Interview several students in acceleration classes
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I will be mainly
responsible for all activities. I will choose a sample size who will help me
conduct these interviews.
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End of 2013 and summer
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Spreadsheets and lists
of questions
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List accommodations and useful techniques
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I will be mainly
responsible for all activities.
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End of 2013 and summer
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List of accommodations
and spreadsheets of who/how they are used.
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Compare state standards to MISD standards for LEP
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I will be mainly responsible
for all activities.
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Summer 2013
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Online resources
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Compare testing data and results
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I will be
mainly responsible for all activities. Along with the testing coordinator as
well.
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Summer 2013
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Data reports from testing coordinator
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Identify target areas for instruction
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I will be mainly
responsible for all activities. General education teachers
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Summer 2013
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Interviews and
spreadsheets across subject areas
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Look into trainings for STAAR testing teachers
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I will be mainly
responsible for all activities. Staff development head
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Summer 2013
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List of staff
developments and trainings
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Interview general education teachers
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I will be mainly
responsible for all activities. Teacher across several subject areas will be
helping me complete this activity.
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End of 2013
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List of teachers,
spreadsheets and questions
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