Updates to TAKS Prep

After reading some comments made here and on our course discussion board, I will be looking to make some changes to my research. With TAKS only around for basically one more year, I will need to make my shift towards the End Of Course Test which includes Alg 1, Biology, W. Geography, and English. I will continue to work towards the installation of a successful math/English course. If this course proves successful, I will start another research project to include adding W. Geography and Biology.

My Rearch Plan

Action Planning Template

Goal:  To determine if adding a TAKS Prep course to our freshman campus will benefit

            our lower performing math and English students without effecting our regular

            core classes.

                                  Person(s)              Timeline:                Needed

  Action Steps          Responsible           Start/End               Resources             Evaluation

Discuss Action Research Topic with supervisor.	Myself and site supervisor (Heather Stull)	March 2, 2011 – March 10, 2011	Internship Plan School Data Master Schedule	Formulated Topic/Research Question
Survey the students and teachers involved in teaching TAKS Prep	Myself, Math/English teachers, and the teacher of record for each section of the course.	March 28, 2011-April 1, 2011	A common survey for all parties involved to fill out.	An understanding of personal feelings towards the success(or failure) of the course.
Collect data for each TAKS Prep student from previous TAKS Test/diagnostics to  the most current TAKS  Test/diagnostics	Myself, English Teacher (Allison Dredla), Math Teacher (Wendy Wachtel), and Principal (Heather Stull)	April 4, 2011 – April 15, 2011	Math and English departments data with their students’ results from previous TAKS test/diagnostics	Evaluate data to see if students scores are increasing from test to test
Compare the data to the student surveys to see if students feelings of success/failure in the course is matching the data collected with their scores	Myself	April 18, 2011 – April 22, 2011	Surveys and data collected	Evaluating the surveys and scores on test to see if there is a correlation between TAKS Prep class and evidence of student success.
Collect test scores for students in regular math/English classes	Myself, English Teacher (Allison Dredla), Math Teacher (Wendy Wachtel), and Principal (Heather Stull)	April 25, 2011 – May 6, 2011	Math and English departments data with their students’ results from previous TAKS test/diagnostics	Evaluate data to see if students with out TAKS Prep course are continuing to see a steady rise in scores. This will indicate that are regular core classes are not being effected by teachers adding TAKS Prep to their work schedules
Present evidence that TAKS Prep sections are beneficial to the underperforming students at the Freshman Campus	Myself, English Department, Math Department, and Principals	May 9, 2011 - May 12, 2011	Survey results, TAKS Prep students test results, and regular classroom student test results	Evidence shown to teachers that success is being made in the TAKS Prep course for students needing extra help. Also show that regular class results are not being effected in the process.
Look at the number of potential candidates for TAKS Prep course coming in from the 8th grade	Myself and 8th grade principal (John Henk)	May 16, 2011 – May 20, 2011	- Jr. High TAKS Scores - List of underperforming students from those scores	Evaluating the number of potential students for next year to help design a master schedule without increasing regular class size
Help create the master schedule with TAKS Prep courses implemented.	Myself, Principals, and the counselor (Magdalena Eubank)	May 23, 2011 – August, 2011	-Incoming freshman enrollment numbers -Number of candidates for TAKS Prep - Master Schedule	Creating a master schedule that benefits all stakeholders. We want to help every student without placing extra burden on students and teachers.

Thoughts on Action Research Topics

After reading Dana's Text, I have a new understanding on how important action research is.  There are many issues that present themselves in the school building every day.  Staff development is an essential part of our schools. Leaders are gaining a better understanding that the staff is different at every schools. Through action research an effective leader knows what his/her staff needs and brings it to them. Once a leader has developed an effective staff, then other things will begin to fall in place. As a new leader, I will concentrate on making staff meetings productive and worthwhile to my staff members to allow them to become better leaders in their classrooms.