Monday, August 12, 2013

2 down and 11 more to go.

When I first started this course I was feeling very overwhelmed because it seemed like it was going to be one more thing to do over the course of the next eighteen months.  I began doubting myself, wondering how I was going to be able to balance everything and remember to complete it all.  I have two small girls, a demanding job, and a husband that works nights how was I going to do 150 internship hours, continue taking masters level classes, grade 150 English papers, be the level leader for 12th grade, 2 plcs every week, read new literature for the 9th grade level that was also given to me this year and now an ARP and a blog?   My head was starting to spin.

 It wasn’t until after the first week that the spinning began to slow down and I started to see through the fog.  Creating a blog wasn’t hard it was actually easy, fun, and frankly a little bit of a stress reliever because it has allowed me to focus on the review of my thoughts for the week and get feedback from my cohorts.  This feedback has been very beneficial because it is an outside source that is reviewing my thoughts.  They only know what I tell them so if I am not clear enough it brings forth questions.  After this reading about quality indicators this week the blog is now going to be even more informative because if I would ask those questions of other principal’s work then why wouldn’t I ask it of myself before putting it out there for all to see? 

Midway into week two of this project the spinning stopped, the fog cleared and it all became very clear for me.  This project was just the first of many I would be doing over the course of a lifetime.  It really isn’t even the first that I have done but it is the first knowing what an action research project was.  This program and the internship hours, the job and family, trying to balance everything is all part of being an administrator.

Week two is also where we watched the video interviews one of which was Dr. Kirk Lewis.  Dr. Lewis suggests that scholars conducting action research make sure that the topics you research are practical to your environment as a teacher, department, campus, and district.  It was also stated that if you are going to use other peoples research in your own quest make sure you tear it apart and see how it can apply to your own district demographically.

Somewhere deep down I am sure I probably already knew what I am saying Dr. Lewis taught me however, I think he just brought it to light for me and made it real.  As a teacher I am constantly looking at data to analyze where my students are, where we need to be, and what we need to do to get there.  Dr. Lewis stated the best piece of advice he could give someone doing an action research project was to do what is practical to you.  A lot of people have great projects in mind but if it isn’t practical to your classroom, department or district it isn’t going to be effective.  (Lewis, 2013)  Again this is the point where I realized that the freshman academy being implemented on my campus this year would be a great place for my inquiry.  Everything fell into place.

I think the most influential activity we did in this course was the action research plan itself.  Filling out the 7.1 Template forced me to sit down and think ahead to what my project was going to be and how I was going to break down the design.  This template allowed for clear and concise information to be presented.  The fill in the blank requirements laid everything out for someone else who would be editing it.  If you had given me the assignment to write on my own I would have been lost trying to give you as much information as possible.  This template was the perfect outline.

Overall I feel this course is preparing me for the realities of what a principal must go through on a day to day basis:  review of oneself and school, research, data analysis, organization, balancing of time and commitments.
So here we are at the end of our second class. 
In the last two weeks I have discovered that I will be mentoring a brand new teacher, receiving a student teacher and will be in two different classrooms on two different floors this year.  Yes.. I did say I started the class overwhelmed but oddly enough I think I can do it.  I am concerned about getting everything done and in a mastery sense but I just have to keep repeating over and over again that what doesn't kill me only makes me stronger.  It will make me a stronger individual, Christian, mom, teacher, wife, friend, and when I get the chance administrator.  

 I can sit here and type and tell you I know exactly how I am going to further my ARP and how everything is going to be implemented but that isn't that case. Of course I have a plan and I know where I want it to ho but realistically this is my first real ARP and who knows what the future holds and how it is going to change based on what new demands come my way.  What I can tell you is that I am prepared for the fact that change will occur.  It is inevitable..the only way I know how to prepare is to know that everything will not go my way.  Expect the worst and hope for the best.  I am hoping that what does come my way is manageable and will only make things better.  Good luck to anyone else reading this because I know you are all in the same boat as I am.  We can do this !!!  I hope you all have a great year.

Thursday, August 8, 2013

Changes made to my plan.

1. A control group was added.  This group consists of 25 students.  5 students from each of the following groups: Basic, Regular, Pre-AP, ELL, and At-risk.  I will follow their grades, discipline, tardies, attendance, and EOC scores each 6 wks.

2. In my findings report I am going to link the results to the components of the freshman academy.

3. I will give the same survey I give the teachers to 3 classes of students. To review what worked and what didn't in the freshman academy.

Below is the updated version of my ARP.


Action Research Plan
  1. Goal: Does the implementation of a freshman academy ease the transition for students between middle school and high school thus improving student success on EOC scores and overall GPA from the 2012-13 to the 2013-14 school year?
 
 
Action Steps(s):
Person(s) Responsible:
Timeline: Start/End
Needed Resources
Evaluation
Review EOC scores for the 2012-13 Freshman in English, Math, Science, and Social Studies
 
 
Sara White and (Academic Dean)
Aug 26-Sept 6th
EOC results
Create a chart of the EOC scores for each subject area
Review percentages of freshmen students with discipline referrals, extensive tardies and to see how this correlates to the EOC scores from 2012-13
 
Sara White
Attendance AP
Martha Cortinas-Fernandez
Aug-November
2012-13 discipline and tardy percentages
2012-13
Failure report
2012-13
EOC reports
Create a chart that shows the correlation of students who failed EOC and Courses to discipline referrals and tardiness
Gather 1st Six Weeks Data:
Tardies, grades, and referrals for 2013-14 freshman
Control group:
25 students
5 from each subpop (at-risk and ell)
5 from each level
(basic, regular and pre-ap)
 
 
 
 
Sara White
Martha Cortinas- Fernandez
Teachers:
Kolar (Basic)
Elizondo (Regular)
White(Pre-AP)
October 4, 2013-October 11, 2013
Failure report
Referral report
Tardy report
Create spreadsheet based on six weeks data
Gather 2ndt Six Weeks Data:
Tardies, grades, and referrals for 2013-14 freshman
Control group:
25 students
5 from each subpop (at-risk and ell)
5 from each level
(basic, regular and pre-ap)
 
 
Martha Cortinas- Fernandez
Teachers:
Kolar (Basic)
Elizondo (Regular)
White(Pre-AP)
November 15, 2013- November 22, 2013
Failure report
Referral report
Tardy report
Create spreadsheet based on six weeks data
 
Gather 3rd Six Weeks Data:
Tardies, grades, and referrals for 2013-14 freshman
Control group:
25 students
5 from each subpop (at-risk and ell)
5 from each level
(basic, regular and pre-ap)
 
 
Martha Cortinas- Fernandez
Teachers:
Kolar (Basic)
Elizondo (Regular)
Sara White
(Pre-AP)
January 17th, 2014- January 24th, 2014
Failure report
Referral report
Tardy report
Create spreadsheet based on six weeks data
 
Gather 4th Six Weeks Data:
Tardies, grades, and referrals for 2013-14 freshman
Control group:
25 students
5 from each subpop (at-risk and ell)
5 from each level
(basic, regular and pre-ap)
 
 
Martha Cortinas- Fernandez
Teachers:
Kolar (Basic)
Elizondo (Regular)
 Sara White
(Pre-AP)
February 28th, 2014-
March 7th,2014
 
Failure report
Referral report
Tardy report
Create spreadsheet based on six weeks data
 
Gather 5th Six Weeks Data:
Tardies, grades, and referrals for 2013-14 freshman
Control group:
25 students
5 from each subpop (at-risk and ell)
5 from each level
(basic, regular and pre-ap)
 
 
Martha Cortinas- Fernandez
Teachers:
Kolar (Basic)
Elizondo (Regular)
Sara White
(Pre-AP)
April 17th, 2014-
April 24th, 2014
Failure report
Referral report
Tardy report
Create spreadsheet based on six weeks data
 
Gather 6th Six Weeks Data:
Tardies, grades, and referrals for 2013-14 freshman
Control group:
25 students
5 from each subpop (at-risk and ell)
5 from each level
(basic, regular and pre-ap)
 
 
Martha Cortinas- Fernandez
Teachers:
Kolar (Basic)
Elizondo (Regular)
 Sara White
(Pre-AP)
June 5th,2014-
June 13th, 2014
Failure report
Referral report
Tardy report
Create spreadsheet based on six weeks data
 
Review EOC scores for the 2013-14 Freshman in English, Math and Science,
 
 
Sara White and (Academic Dean)
June 13th, 2014-
June 17th, 2014
EOC results
Create a chart of the EOC scores for each subject area
 
 
Survey teachers/students
To find out what they liked/disliked about freshman academy and collect any suggestions made to change for the better
Freshman teachers and select students from Kolar, Elizondo and Sara White
May 1st, 2014-
May 10th, 2014
Create survey on Survey monkey.com
Create survey
And print gathered information
Analyze and Interpret data
Sara White
June 17th, 2014-
June 21st-2014
EOC results
Failure lists
Tardy reports
Discipline reports
Correlate EOC by creating an Excel Spreadsheet of EOC failures to Discipline referrals, tardiness, and course failures
Link this data to the components of the freshman academy.
 
 
Share results with administration and make recommendation
Sara White
June 28th, 2014
Paperwork presentation, schedule on calendar for presentation
Handouts and presentation

Tuesday, July 30, 2013

Action research template


Action Planning Template
  1. Goal: Does the implementation of a freshman academy ease the transition for students between middle school and high school thus improving student success on EOC scores and overall GPA from the 2012-13 to the 2013-14 school year?
 
 
Action Steps(s):
Person(s) Responsible:
Timeline: Start/End
Needed Resources
Evaluation
Review EOC scores for the 2012-13 Freshman in English, Math, Science, and Social Studies
 
 
 
 
 
 
 
 
Sara White and (Academic Dean)
Aug 26th, 2013-Sept 6th, 2013
EOC results
Create a chart of the EOC scores for each subject area
Review lists of freshman students with discipline referrals, extensive tardies and to see how this correlates to the EOC scores from 2012-13
 
 
 
 
 
 
 
 
 
 
Sara White
Attendance AP
Martha Cortinas-Fernandez
Aug, 2013-November 2013
2012-13 discipline and tardy reports
2012-13
Failure report
2012-13
EOC reports
Create a chart that shows the correlation of students who failed EOC and Courses to discipline referrals and tardiness
 
Gather 1st Six Weeks Data:
Tardies, grades, and referrals for 2013-14 freshman
 
 
 
 
 
 
 
Sara White
Martha Cortinas- Fernandez
 
October 4th,2013
October 11, 2013
 
Failure report
Referral report
Tardy report
 
Create spreadsheet based on six weeks data
Gather 2ndt Six Weeks Data:
Tardies, grades, and referrals for 2013-14 freshman
 
 
 
 
 
 
Sara White
Martha Cortinas- Fernandez
November 15th, 2013- November 22nd, 2013
Failure report
Referral report
Tardy report
Create spreadsheet based on six weeks data
 
Gather 3rd Six Weeks Data:
Tardies, grades, and referrals for 2013-14 freshman
 
 
 
 
 
 
Sara White
Martha Cortinas- Fernandez
January 17th, 2014- January 24th, 2014
Failure report
Referral report
Tardy report
Create spreadsheet based on six weeks data
 
Gather 4th Six Weeks Data:
Tardies, grades, and referrals for 2013-14 freshman
 
 
 
 
 
 
Sara White
Martha Cortinas- Fernandez
February 28th, 2014-
March 7th,2014
 
 
 
 
 
 
 
 
 
 
 
Failure report
Referral report
Tardy report
Create spreadsheet based on six weeks data
 
 
Gather 5th Six Weeks Data:
Tardies, grades, and referrals for 2013-14 freshman
 
 
 
 
 
 
 
Sara White
Martha Cortinas- Fernandez
 
April 17th, 2014-
April 24th, 2014
 
Failure report
Referral report
Tardy report
 
Create spreadsheet based on six weeks data
 
Gather 6th Six Weeks Data:
Tardies, grades, and referrals for 2013-14 freshman
 
 
 
 
 
 
Sara White
Martha Cortinas- Fernandez
June 5th,2014-
June 13th, 2014
Failure report
Referral report
Tardy report
Create spreadsheet based on six weeks data
 
Review EOC scores for the 2012-13 Freshman in English, Math, Science, and Social Studies
 
 
 
 
 
 
 
 
Sara White and (Academic Dean)
June 13th, 2014-
June 17th, 2014
EOC results
Create a chart of the EOC scores for each subject area
 
 
Survey teachers
To find out what they liked/disliked about freshman academy and collect any suggestions made to change for the better
Sara White
Freshman teachers
June 1st, 2014-
June 7th, 2014
Create survey on Survey monkey.com
Create survey
And print gathered information
Analyze and Interpret data
Sara White
June 17th, 2014-
June 21st-2014
EOC results
Failure lists
Tardy reports
Discipline reports
Correlate EOC by creating an Excel Spreadsheet of EOC failures to Discipline referrals, tardiness, and course failures
 
 
Share results with administration and make recommendation
Sara White
June 28th, 2014
Paperwork presentation, schedule on calendar for presentation
Handouts and presentation