Action Plan

Goal: To evaluate and improve the effectiveness of tutorial time to ensure student achievement and success in math skills.

Action step Person Responsible Timeline Resources Evaluation
Teacher Self Evaluation
Teachers will evaluate how they use their tutorial time (past year, new teachers will not complete). The RtI director will address related areas from the Campus Improvement Plan and the Site Based Decision Making Committee at the in-service to reinforce the importance of tutorials and student success. Grade level teachers, RtI director, math specialists August 16, 2010, during RtI professional development Evaluation sheet designed by administrators, specialist, and 3rd grade principal representative. Self-evaluation sheet.
Grade level meeting
Teachers express concerns, suggestions, etc. for more effective use of tutorials based on information shared from self evaluations. Teachers will create goals for an ideal tutorial time math setting to use for the 1st six weeks. The RtI director will examine needs through active listening and teacher information shared. Grade level teachers, RtI director, administrators August 19, 2010 Self-evaluation sheet, goals sheet Beginning of year assessment to determine math groups
Beginning of Year Math Assessment
Students will take the BOY Math assessment to help teachers determine what 2nd grade skills some may lack to achieve math success during the 1st six weeks period of 3rd grade math. Grade level teachers, students September 1, 2010 BOY Math Assessment Student scores
Tutorial Tracking
Based on the tutorial setting created and disaggregated data from the BOY assessment, the RtI director will create a tutorial tracking sheet which includes student name, time spent with student, setting spent with student (one on one, small group, etc.). This tracking sheet may be updated each six weeks given information from grade level meetings, teacher self evaluations, and student scores. Grade level teachers, RtI director Beginning of 1st six weeks period through 6th six weeks period Tracking sheet Teacher completes tracking sheet each six weeks
1st six weeks assessment
Students will take the 1st six weeks math assessment Grade level teachers, students End of 1st six weeks (week of September 27-October 1, 2010) 1st six weeks assessment Student scores
Grade Level Meeting
Teachers will meet at grade level meeting to discuss tracking results and their relationship to student scores on 1st six weeks assessment. Teachers will also disaggregate data to determine which students are having difficulty with 1st six weeks skills to look at tutorial settings or situations for 2nd six weeks. Teachers will share ideas and the effectiveness they see with changes they make in their tutorial times. Grade level teachers, RtI director October 4, 2010 Disaggregated data from 1st six weeks assessment Teacher self evaluation of tutorial time use, six weeks assessment scores
2nd six weeks assessment
Students will take the 2nd six weeks math assessment Grade level teachers, students End of 2nd six weeks (week of November 8-12, 2010) 2nd six weeks assessment Student scores
Grade Level Meeting
Teachers will meet at grade level meeting to discuss tracking results and their relationship to student scores on 2nd six weeks assessment. Teachers will also disaggregate data to determine which students are having difficulty with 2nd six weeks skills to look at tutorial settings or situations for 3rd six weeks. Grade level teachers, RtI director November 15, 2010 Disaggregated data from 2nd six weeks assessment Teacher self evaluation of tutorial time use, six weeks assessment scores
3rd six weeks assessment
Students will take the 3rd six weeks math assessment Grade level teachers, students End of 3rd six weeks (week of January 10-14, 2010) 3rd six weeks assessment Student scores
Grade Level Meeting
Teachers will meet at grade level meeting to discuss tracking results and their relationship to student scores on 3rd six weeks assessment. Teachers will also disaggregate data to determine which students are having difficulty with 3rd six weeks skills to look at tutorial settings or situations for 4th six weeks. Teachers will share information and evaluate collaboratively the goals set in August for the tutorial time and setting. The RtI director will address any concerns and offer help as needed to help each teacher reach their goals. Appropriate questioning may be used to point out patterns presented by the data over the past 3 six weeks. This can help the team recognize areas of concern or success to make improvements for greater student success. Grade level teachers, RtI director, administrators January 17, 2011 Disaggregated data from 3rd six weeks assessment Teacher self evaluation of tutorial time use, six weeks assessment
TAKS benchmark
Students will take a TAKS math benchmark to understand the TAKS testing situation (new for 3rd graders) and for the teachers to see achievements and areas of need. RtI director, administrators January 26, 2011 Benchmark Benchmark scores
4th six weeks assessment
Students will take the 4th six weeks math assessment Grade level teachers, students End of 4th six weeks (week of February 21-25, 2011) 4th six weeks assessment Student scores
Grade Level Meeting
Teachers will meet at grade level meeting to discuss tracking results and their relationship to student scores on 4th six weeks assessment. Teachers will also disaggregate data to determine which students are having difficulty with 4th six weeks skills to look at tutorial settings or situations for 5th six weeks. Grade level teachers, RtI director February 28, 2011 Disaggregated data from 4th six weeks assessment Teacher self evaluation of tutorial time use, six weeks assessment
TAKS test Grade level teachers, RtI director March TAKS test TAKS scores
5th six weeks assessment
Students will take the 5th six weeks math assessment Grade level teachers, students End of 5th six weeks (week of April 11-15, 2010) 5th six weeks assessment Student scores
Grade Level Meeting
Teachers will meet at grade level meeting to discuss tracking results and their relationship to student scores on 5th six weeks assessment. Teachers will also disaggregate data to determine which students are having difficulty with 5th six weeks skills to look at tutorial settings or situations for 6th six weeks. Although TAKS testing is over, it is important to continue looking for areas of concern or skill areas that are not mastered for each student. Teachers will also review trials and errors throughout the year to make improvements to the tutorial time. Grade level teachers, RtI director April 18, 2011 Disaggregated data from 5th six weeks assessment Teacher self evaluation of tutorial time use, six weeks assessment
6th six weeks assessment
Students will take the 6th six weeks math assessment Grade level teachers, students Near the end of 6th six weeks (week of May 23-27, 2010) 6th six weeks assessment Student scores
Grade Level Meeting
Teachers will meet at grade level meeting to discuss tracking results and their relationship to student scores on 6th six weeks assessment. A final evaluation of the effective use of tutorial time will be completed. Teachers will discuss if all goals were met and look at what changes created the most student achievements and successes to prepare for a successful next year. The team can evaluate if the improvements they made to their tutorials directly effected student success and provided the best educational foundation (school vision statement). Grade level teachers, RtI director, administrators 6th six weeks period Disaggregated data from 6th six weeks assessment Teacher self evaluation of tutorial time use, six weeks assessment

EDLD 5301 Week 2

Many topics have been presented by classmates, professors, and other school leaders this week. It really opens your eyes to topics of interest that apply to your school and apply to other districts. Most districts have similar concerns and needs. This is reinforced in our reading of the nine common targets and themes of school-based action research. It is important to reach all learners and make sure your action research is practical or relevant to your needs.

Learning about Action Research and How Leaders may use Blogs

Action research can be used to help educators help improve their practices. The overall goal of educators is to improve school performance. They can do this by exploring areas through research that can be used to improve their effectiveness. A question is often developed, the educator collects and analyzes data, the results are shared, and as the educator explores one's own practice, they begin to understand how to make it better. Those planned changes are then monitored for improvements and analyzed for success. I plan to use this strategy of action research to improve the effective use of tutorials at my campus. As an educator that has participated in many PST (Problem Solving Team) meetings, one underlying problem that has been presented is the effective use of tutorials. Our campus has a built in tutorial time of 30 minutes in which teachers are to work directly with students. This time has been utilized for grading papers, make up work, etc. It is often not used for its purpose. An action research study may help teachers understand their own use of this time, understand how to make improvements, and make changes to improve their use of this tutorial time. The benefits of this action research study would be improvements in student learning. Students will have that time for working directly with the teacher one on one or in small groups for a small period of time that might not already be used.

This blog was designed for use in a research class for a master's program. Educational leaders can use these blogs sites to share ideas. A campus could use a blog for teachers to have the freedom to express ideas at their leisure for an issue on the campus. Not all teachers have the ability to meet at a set time to share their concerns or ideas. A blog could be used to gather input from all partipants without a set meeting time.