ARP Update 9/29

My Action Research Plan covers the Phase Two implementation of the Positive Behavior Interventions and Supports program called TROT on my campus.  My goal is it determine whether our goals for phase two are implemented successfully and whether or not those goals are successful.  It is still in the beginning stages.  So far we have completed the beginning of the year preparation and presentation, but have yet to analyze referral data for the first six weeks.  I was somewhat frustrated by how our Year Two PBIS presentation went during staff development week.  It seemed to be an afterthought.  I find it frustrating because the administration says that this is important to them, but does not allocate the time or resources to make it successful.  Much of the success of the project is dependent on faculty buy-in.  I felt our presentation at the beginning of the year was hurried and not explained very well.  I would not be surprised if our data reflects that.  We have made progress by changing where our TROT board is located and making it smaller so students will win more frequently.  However, at this point, it feels like just something else on our checklist.  As opposed to the backbone of student conduct on our campus.  Nevertheless, it would seem that everything is in place to begin the process of gathering data and determining whether or not our PBIS program has been successful.  

Action Research Plan

Here is my Action Research Plan!  Let me know what you think!  (As a side note, if you are not familiar with PBIS, it stands for Positive Behavior Interventions and Supports.  My campus started this program last year and we are moving into phase 2 this next year.  Phase 2 moves into teacher's classrooms.  It'll be my job to track the progress of this program and we implement the changes outlined below.)

Oh, and sorry my template isn't as pretty as everyone else's!  I had to action additional rows and my mac wouldn't let me match the style!  Oh well!  It's done!  :-)

Action Planning Template Goal:  In what ways will implementing the second phase of our PBIS program effect tardies, discipline referrals, and the overall climate of our campus? Action Steps(s): Person(s) Responsible: Timeline: Start/End Needed Resources Evaluation 1. Look at data from the first year of our PBIS program (TROT) and discover the progress we've made throughout the first year of the program. Lauren Allred August 2013 Referral and Attendance data from the 2011-2012 school year (before the program started and 2012-1013 school (when we were in the first phase of PBIS).  Graph the data from 2011-2012 vs. 2012-2013 to give a visual for the progress we've made.  Write a brief paragraph that identifies the data included.  (total referrals, tardies, grade level offenses, number of referrals per student, etc.) 2. Identify goals for the coming year and ways to implement them. A.  20 % reduction in referrals B. Behavior expectations defined and visible to all students C.   Consistent enforcement of behavior expectations from room to room D.  Guidelines for success (TROT) more visible on campus Lauren Allred and the PBIS committee August 2013 A.  Teacher Buy-in, need quality presentation at staff development to create buy-in for the move into their classrooms. B.  Signs created for each classroom and key hallway locations.  Present to incoming freshmen at Colt Camp C.  Create section on PDAS walk-throughs to record if teachers are integrated the TROT language as requested.   D.  Enlist help from art department to create TROT mural on campus.  - Teacher feedback from staff development session over increased PBIS presence on campus. -Pictures of signs in classrooms and hallways. Poll freshmen to gauge their understanding of TROT. -Gather data from walk-throughs to see if teachers are integrating TROT as requested -Pictures of murals created on campus. 3. Analyze first six weeks data and compare to where we were a year ago and when the program first started.  Lauren Allred, Josh Garcia October 2013 Referral and attendance data Continue to build on to the graph created to compare our starting point, the first year of the program, and now the second year of the program. 4.  Analyze second six weeks data and compare where we were a year ago and when the program first started. Lauren Allred, Josh Garcia November 2013 Referral and attendance data Continue to build on to the graph created to compare our starting point, the first year of the program, and now the second year of the program. 5.  Analyze third six weeks data and compare where we were a year ago and when the program first started. Lauren Allred, Josh Garcia December 2013 Referral and attendance data Continue to build on to the graph created to compare our starting point, the first year of the program, and now the second year of the program. 6.  Analyze fourth six weeks data and compare where we were a year ago and when the program first started. Lauren Allred, Josh Garcia February 2014 Referral and attendance data Continue to build on to the graph created to compare our starting point, the first year of the program, and now the second year of the program. 7. Analyze fifth six weeks data and compare where we were a year ago and when the program first started. Lauren Allred, Josh Garcia April 2014 Referral and attendance data Continue to build on to the graph created to compare our starting point, the first year of the program, and now the second year of the program. 8.  Analyze sixth six weeks data and compare where we were a year ago and when the program first started. Lauren Allred, Josh Garcia June 2014 Referral and attendance data Continue to build on to the graph created to compare our starting point, the first year of the program, and now the second year of the program. 9. Meet periodically throughout the school year to share data results and refocus efforts where needed for our PBIS program. Lauren Allred, Josh Garcia, PBIS Committee 2013-2014 School year Referral and attendance data - to see if changes need to be made to our protocol Minutes of meetings attended 10.  Survey teachers and students at the end of the year to gather their perception of the program. Lauren Allred June 2014 Survey Monkey and Staff Email Survey Results 11. Gather discipline data and survey results and compile into presentation. Lauren Allred Summer 2014 All data and survey resutlts Presentation to Josh and the staff during staff development for 2014-2015

Week Two Post

This is the post for week two of our Research class....even though it's getting posted during week three!  Last week was super crazy, but we press on!

I really enjoyed the insights provided by the video interviews.  I enjoyed what each of the three gentlemen had to say and felt like a learned a lot.  I particularly enjoyed the video remarks regarding not "reinventing the wheel."  I love how connected we are through this process.  It allows us to share information and ideas easily.  Very helpful!

I'm still on the fence about my action research project.  I met with my site supervisor and she is supportive of whatever I choose to do. 

Here are my four ideas: 

1. How can we facilitate greater use of technology in fine arts classrooms?
The first topic that initially intrigued me was looking at ways improve the use of technology in fine arts classrooms.  We are introducing a new initiative on our campus next year called Bring Your Own Device which encourages students to use technology in the classrooms.  I have noticed hesitancy among the other educators in the fine arts department over this new initiative.  I thought this topic of study could help generate ways to integrate technology in our classrooms and reach students on a new level.  However, upon visiting with my site supervisor and doing additional research I am hesitant with this topic.  I realized I was perhaps a little far-reaching by extending myself into my colleagues classrooms.  Dana (2009) says that should you "focus on controlling changing teacher behavior, try reframing" your inquiry to "help you understand teacher behavior" instead. (p. 67)  While I do believe that fine arts programs need to integrate technology further into the curriculum, I've decided to start my changes in my own classroom first.  Perhaps I can then share my findings with my colleagues and inspire them to do likewise. 

2.  How can we determine the success of our cross-curricular writing initiative on campus?
The second topic I began thinking about surrounds the new cross-curricular writing program my campus is set to begin in the fall.  Our campus STAAR writing results were not satisfactory and we are looking for ways to improve them.  We have been given the challenge by our administration for students to write something every day in every class.  This situation seems ripe with action research possibility.  I would like to compare writing test scores from last year with our scores from this year to see if we've achieved any improvement.  I would also like to conduct classroom observations across disciplines to see what, if any, changes teachers are making in regards to writing in their classrooms.  I think teacher surveys would also be beneficial in gathering information.  After visiting with my site supervisor, I am beginning to leave this topic behind.  We have fears that this inquiry might be too simplistic for an action research project. 

3.  How does the involvement level and academic success of our freshmen who attended our orientation "Colt Camp" compare with their peers who did not attend?
This third topic interests me because I am passionate about engaging kids from the beginning of their high school careers.  There is a mountain of evidence stating that kids who are involved in activities on campus are more likely to have better grades and to graduate.  I'm interested in the specific ways we encourage students to attend the orientation and the methods we use to market various campus activities.  I would like to compare the Colt Camp attendees to the average of their freshmen class.  We could then use the findings to either improve what we do for orientation or market these findings to middle school parents to increase incoming freshmen attendance.   After visiting with my site supervisor, this topic remains a contender for my action research project. 

4.  How can I better integrate technology into the Theatre Arts curriculum?  How does this positively effect students' academic success in my classroom?
This fourth topic is an off-shoot to the first topic I mentioned.  The phrasing of this topic allows for the reality of the situation:   the only thing I can control is myself.  I need to focus on my own area first.  Perhaps the data I generate will persuade some of my colleagues in the fine arts department.  I think this is a helpful area for research because it ties into a campus-wide initiative and it challenges the way students have traditionally learned in my classroom.  After visiting with my site supervisor, this topic remains a contender for my action research project. 

I am leaning towards topic 3 or 4.  I am just having trouble making up my mind!  We'll see!   :-)

How might educational leaders use blogs?

Educators can use blogs as a tool for reflection and collecting their "thinking" about a current issue that they are researching.  "Ironically, as educators in charge of facilitating the thinking and learning of others, we have not been socialized to think that our own thinking and learning matters."  (Dana, 2009, p. 88)

Blogging allows researchers to capture their "thinking" in a whole new way.  You can now not only share your own findings, but include pictures, videos, and links to other blogs related to your subject.  You can enable comments that provide you with interactive feedback on your subject.  Blogging allows you to capture your own thoughts and feelings throughout the revolution of your Action Research Plan.

What have I learned about Action Research?

I'm going to be honest, I was feeling really overwhelmed at the beginning of this week.  I didn't know what to think all the different jargon getting thrown around.  I'd never heard of the term Action Research and I put off getting started on the assignment this week because I really didn't want to think about it.  Well, by the middle of the week no fairy godmother had come and completed my assignment for me, so I figured I better get started!  :-)

I have found that I really enjoyed the readings this week.  I feel like Action Research is just a way of giving common sense and good teaching practices a formal name.  Granted it has a little more structure, but I feel like most veteran teachers and administrators go through the process of Action Research without calling it "Action Research."  Once I got into the readings and discussion boards, I began to feel more comfortable with the term and how to describe the process.

My mother recently retired after being a high school chemistry teacher for 35 years.  She also has her masters in education.  She is an amazing resource (for so many reasons) and she asked me what we were discussing this week in class.  Since she had never heard of the term Action Research, I began to describe what I felt was the best definition.  I couldn't make it concise!  I had trouble just defining the term and found myself constantly adding in descriptions to clarify my meaning.  Through our healthy conversation about our topic for the week, I began to clarify exactly what I think the term Action Research means.

The Dana (2009) text refers to Action Research as

"the process of a principal engaging in systematic, intentional study of his/her own administrative practice and taking action for change based on what he/she learns as a result of the inquiry." (p. 2)

Now I think that's a fancy way of saying that Action Research is a process where a teacher or administrator identifies an issue on their campus, brainstorms possible solutions, puts a plan of action in place to achieve the desired solution, consults data to discover results, and determines whether or not their adventure was successful.  Each Action Research plan often leads raises more questions and the process will begin again.  

I think I can use Action Research as I classroom teacher by simply identifying struggles of my students and coming up with a plan to help them.  By looking at data from their courses each six weeks, I will be able to tell whether or not my plan of action is working.  Again, I think I have done this naturally as a teacher, but with the new information I've received about Action Research, I'll be able to approach what I naturally do in my classroom in a more systematic way.

I'm beginning to feel comfortable with the new terminology and I really look forward to the continued challenges this course will bring.